know that when you see the word 'read' you can access the audio version on Audible on the iPod nano
have your book open as you listen to the module on Audible so that you can see the illustrations etc. and so you know when/where to stop
Read each section and do the OYO as you get to them. Do not continue reading (listening) until you have completed the OYO questions and checked your answers against those at the end of the module.
Spend 5-15 minutes on Quizlet to work on the vocabulary words for each section and the previous section's words as you complete each reading assignment.
complete the study guide for each module
if you don't understand a concept/section/topic go to the bottom of this post and check the 'extra help' links. If something is very interesting to you, check the 'interesting links' section for that module at the bottom of this post.
Thermometer (It must be able to read temperatures from room temperature to at least 100 degrees Fahrenheit. The smaller the thermometer, the better.)
A large, clear Ziploc freezer bag (It must be large enough for the thermometer to fit inside once it is zipped.)
Sunny windowsill (If it’s not sunny today, just wait until it is.)
Plastic, two-liter soda pop bottle
Vinegar
Baking soda
Teaspoon
(1) p. 299-301, IntroductionEcology is the study of the interactions between living and nonliving things -- the way living things live in a specific environment and how they survive, what they eat, consumers, producers, etc. All the consumers will not eat up all the producers. If the food starts to get scarce, like a particular animal that is food for another consumer, the animals that are consumers will move to find a source of food. Then the animal that is food will gradually populate the area once again. The same thing happens with plants that animals eat. Things will stay balanced in this way.►►Watch this video about Population Ecology.Click Animation.Certain animals only live in one specific type of environment. This could be where it is hot and dry, or cold, or wet and rainy, or warm and rainy, or other combinations. These also depend on the season.This is called a biome.►A few general kinds of biomes are aquatic, deserts, forests, tundra, and grasslands.There are different types of each of the general biomes that I listed. For example, there are tropical rainforests, temperate deciduous forests (leaves turn each fall), or temperate coniferous forests (cone-IF-er-us: cone-bearing trees).►See the temperate zones at this link, highlighted in pink.
Temperate refers to a region not too near the north pole or south pole, but not too near the equator either. They have hot summers and cold winters.There are two temperate zones, one in the middle of the northern hemisphere (hemi = half), and one in the middle of the southern hemisphere. Think of someone who is even-tempered. In the middle. =)What is an Ecosystem? (population, community)
►Specific biomes are found in specific locations in relation to the poles and equator, such as the temperate forests mentioned above.
A biome is made up of ecosystems. An ecosystem is categorized by climate, animals, and plant life. Ecosystems are made up ofcommunities, which are groups of populations living and interacting in the same area.Read the definitions on p. 299. Biomes
In your text, you will read about rabbits that were brought into Australia, and that there was no consumer, no predator for rabbits. Therefore the rabbits overpopulated Australia, and it took over 50 years for anyone to figure out how to control the rabbit population.There must be balance in ecosystems, and God created natural predators, called consumers. If left alone (no one trying to "fix" things), nature will stay balanced.In your Study Guide, question # 2 asks, "When fruits or vegetables are imported into the U.S. from a foreign country, they are always very closely inspected for insects, even though the vase majority of insects are not really harmful. Why is the inspection done?"I was watching something this morning about a plague that initially affected the Eastern Roman Empire in the years 541-544, AD. It was a bubonic plague, and, occurring during the reign of Roman Emperor Justinian I, was called the Plague of Justinian. (not "The Plague" or the Black Death of Asia and Europe during the 14th century)The origin of the Justinian Plague was thought to have been carried by fleas on rats that came into Constantinople on grain boats. The Plague was believed to have killed as many as 5,000 a day in Constantinople at the peak of the epidemic (about 40% of the inhabitants), and eventually thought to have caused the deaths of as many as 100 million people.I didn't find anything about whether this affected the ecology (I'm sure it did), but while I was watching this documentary, I thought of this question in the Study Guide. Makes one think, doesn't it?~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ (2) p. 301-305, Energy and EcosystemsAll living things need energy. They need food. Plants, animals, and other organisms need food.
►If a plant or other organism makes its own food, it is an autotroph. Autotrophs are eaten by other animals, therefore an autotroph is a producer. It does not eat other organisms.Look at the bottom of the diagram. →►An organism that eats a producer is aprimary consumer. (Primary meaning first.) These are herbivores.►An organism that eats primary consumers is a secondary consumer. These are carnivores because they do not eat plants.►A carnivore that eats other carnivores (secondary consumers) is a tertiary consumer. (TER-she-air- ee)*An omnivore would be both a primary consumer and a secondary and/or tertiary consumer.These relationships of producer and consumers are called trophic levels.You have probably seen this demonstrated in a food chain.
But it is a little more complicated than that. A hawk can eat a snake, and the hawk would be a tertiary consumer. But if the hawk eats a mouse, the hawk will be a secondary consumer. Remember what I said earlier about an omnivore?*This can be demonstrated by a food web.What organisms are in a particular food web is determined by what kind of biome, or more specifically, what ecosystem we are talking about.--In your textbook, the arrows flow from the consumer to the animal or plant being consumed.--In these pictures, the arrows flow in the direction of energy going from the organism being eaten, to the one doing the eating.
It is important to remember that energy is lost each time it moves up a trophic level in an ecosystem.
If you need to, re-read the last few paragraphs on p. 303 to understand this, then watch this video.You also need to understand the significance of biomass. Biomass is the measure of the total dry mass of organisms within a particular region. If an animal eats something with a lot of water in it, it will probably need to eat more to sustain life.Look at the diagram on p. 304, similar to the trophic pyramid above with the ocean life.On p. 304, the producers are many times more than the primary consumers. If you look at the width of the primary consumer level, it is about 3 times as wide as the secondary consumer level. And the secondary consumer level is about 3 times as wide as the tertiary consumer level.These percentages are not the same as the diagram above in the ocean life example.Each ecosystem will not be exactly the same as another ecosystem.Last we need to mention decomposers. Decomposers tend to feed at all trophic levels, so they were not included in the trophic pyramid. Decomposers take care of the energy that is "lost" between trophic levels. God makes sure that the energy that is "lost" gets back into creation by decomposition.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
(3) p. 305-309, MutualismThose who believe in the "survival of the fittest" do not like mutualism. According to macroevolution, species should compete with one another for survival. This video is just one example of mutualism between unlikely couples. You can see more odd couples here. =) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
read 309-313
(4) p. 311-313, The Water CycleWatershed-- an ecosystem where all water runoff drains into a single body of water.transpiration -- evaporation of water from the leaves of a plant
(5) p. 314-315, The Oxygen CycleThrough photosynthesis, plants take in carbon dioxide and give off oxygen which humans and animals breathe.Carbon dioxide is also converted to oxygen by other means, and vice versa.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
read 316-322 do ex. 10.1
(6) p. 316-322, The Carbon CycleWhen animals and humans breathe, we take in oxygen and give off carbon dioxide.Other means of producing carbon dioxide include decomposition and burning fuel.Although carbon dioxide is constantly being produced, it is also constantly being taken away. Most carbon dioxide is used up by photosynthesis. Some carbon dioxide is dissolved into the ocean, where some organisms use it to form their shells. There are other ways too.Carbon dioxide has an important job -- it keeps the earth warm. This is called the greenhouse effect.Have you ever been in a greenhouse? It is very warm! When certain gases trap heat here on earth (that would otherwise escape the earth and go into outerspace), this is called the greenhouse effect. Some people say we are having warmer winters, but if they would think about it, not every place on earth is having warmer winters. Some are having colder winters and/or even cooler summers. Therefore it is not "global" warming.Also, you can’t just look at one year. If you look at a larger time span, like the Figure on p. 319, you will see the overall warming is very slight, and fluctuates often. Look at the numbers on the left of the graph and see how many total degrees the temperature has risen.►Also look at the site of Dr. Roy Spencer, former NASA scientist.Scroll down to see the latest global temps.Temperatures were up in 2010, but when I first posted this, I said we were due for some cooling down. See the graph? Look at the left of the graph for the total rise in average temps since 1979. Not even ½ of a degree. =)Since carbon dioxide can be produced by burning fuel, some people think that we are getting too much carbon dioxide into the air, and that this causes excessglobal warming.Watch this video by Answers in Genesis, part 1. https://www.youtube.com/feature=player_embedded~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
read 322-324
(7) p. 322-325, The Nitrogen CycleThe Nitrogen Cycle is very fascinating to me! I love the cow! =)
Not only do animals eat plants with nitrogen, secondary consumers and tertiary consumers eat other animals to get their nitrogen. Also, dead plants and animals, as well as waste, put nitrogen back into the soil for plants. Here's a video about the nitrogen cycle in water.
Introduction of a
species in an ecosystem not designed for that species can have disastrous
consequences.Remember the story of the rabbit in Australia.Because that
ecosystem produced no predators, rabbits spread like wildfire, nearly
overwhelming the continent! The only thing that stopped them was a virus
introduced by humans for the expressed purpose of killing rabbits.In order to
catch the virus, a rabbit must be bitten by a mosquito that has already bitten
an infected rabbit.As the population of rabbits dwindles, the chance of a
mosquito biting an infected rabbit is low.The chance of it then going and
biting another rabbit is even lower.Thus, there will always be some rabbits in
Australia, because the spread of the virus goes down as the population goes
down.The virus makes certain that the population does not get too large,
however.This web page details the current state of the Australian rabbit problem.
This reports on an
interesting study that shows if acacia trees are PROTECTED FROM their predators
(large herbivores like elephants), the acacia trees actually DO WORSE than
those that are not protected. The reason? Acacia trees have a mutualistic
relationship with ants that protect it from large herbivores, and without the
threat of large herbivores, that mutualistic relationship decays. Because this
mutualistic relationship has effects other than just the warding off of large
herbivores, the trees suffer without it. Just one more example of how intricate
God design His creation!
Precipitation,
evaporation, and transpiration are all terms that sound familiar, yet may not
mean much to you. They are all part of the water cycle, a complex process that
not only gives us water to drink, fish to eat, but also weather patterns that
help grow our crops.This site provides a great overview of water cycle
concepts.
Site provides excellent
information regarding ozone in the environment.If your student is wondering
what ozone is, how it forms, and why it is important, this page will provide
the answers.
Debate over global
warming is the best example of how theory is allowed to trump data if that
theory is useful to a loud special-interest group.The theory of global warming
seems sound: We know that carbon dioxide is increasing in the atmosphere, and
we know that carbon dioxide is a greenhouse gas.Thus, the theory that too much
carbon dioxide will result in too much warmth seems reasonable.This theory has
led to computer calculations which show drastic scenarios.Some computer model
calculations indicate that if the present rates of carbon dioxide increase
continue, the earth will warm by as much as 3 degrees Celsius in the next 40
years.That would, indeed, be disastrous.The problem is, however, that the data
just don’t show that.This web page shows the data as it relates to global
warming. The light blue, wavy line shows carbon dioxide concentration steadily
rising, but the darker, jagged line shows no corresponding increase in global
temperature.
Site is designed as an
introduction to the economics of ecosystems and stresses their importance to
the environment.Site has a very good glossary of ecosystem terms.
Want to see what the
environmental lobby is up to? This site is devoted to discussion of ecology
issues from an environmentalist point of view.Contains evolution content.
The amount of carbon
dioxide in the air is increasing.This means that the food available to the
earth's plants is increasing.What happens when food increases? It usually means
that things grow more and that more things grow.With animals it is typical for
populations to increase when food increases.Plants can also adapt to improved
conditions by growing larger, faster and more robustly.This site discusses the
theory and the effect on global population should carbon dioxide levels be
decreased.
know that when you see the word 'read' you can access the audio version on Audible on the iPod nano
have your book open as you listen to the module on Audible so that you can see the illustrations etc. and so you know when/where to stop
Read each section and do the OYO as you get to them. Do not continue reading (listening) until you have completed the OYO questions and checked your answers against those at the end of the module.
Spend 5-15 minutes on Quizlet to work on the vocabulary words for each section and the previous section's words as you complete each reading assignment.
complete the study guide for each module
if you don't understand a concept/section/topic go to the bottom of this post and check the 'extra help' links. If something is very interesting to you, check the 'interesting links' section for that module at the bottom of this post.
Your parents, grandparents, aunts, uncles, and siblings (Even if your grandparents, aunts, and uncles are not living or are living far away, you might be able to find pictures of their ears, which is all that you need for the experiment. If you don’t have many siblings or cannot determine the earlobe characteristics of your grandparents, aunts, and uncles, you might consider studying another family as well so that you can get even more information.)
Mirror
60 radish seeds (purchase locally)
2 shallow pans or dishes
Potting soil
Clear plastic wrap
Box to cover one dish
Water
Lab notebook
Magnifying glass (if available)
Eyedropper
Module #8 - Mendelian
Genetics
read 227-233
(1) p. 227-233, Mendel's Experiments►Self-pollination - when a plant pollinates itself. Usually, the stamen that holds the pollen (in the anther) must be taller than the pistil (where the stigma is) so that the pollen can fall to the stigma. Sometimes this is not necessary as you can see in a video below. Flower dissection from last year.
Cross pollination is more common than self-pollination.►Cross-pollination - when pollen is delivered from a flower to a different plant. This happens frequently with bees, or when the wind blows the pollen, or by other means.Cross-Pollination
Self-pollination
Gregor Mendel used pea plants because they do not lend themselves to cross-pollination naturally. Gregor Mendel did this by hand.
►Genes vs. Alleles(uh-LEELs) hear pronunciationA gene is a section of DNA that codes for a particular trait.A gene comes in alleles that are different forms of that trait. The gene for hair color can have blond alleles, brown alleles, etc, and the gene for eye color can have green alleles, blue alleles, brown alleles, etc. Plants can be tall or short. Flowers can be different colors. Lots of different alleles for any particular gene.►Dominant vs. RecessiveAlleles can be dominant or recessive. When both dominant and recessive alleles are present, a dominant allele will always be seen over a recessive allele. For instance, brown eyes are dominant over blue eyes. Tall plants are dominant over short.Recessive alleles can be seen if there are only recessive alleles present.Dominant alleles are always represented by a capital letter, and recessive alleles are represented by a lowercase letter. ►Homozygous vs. Heterozygous(home-oh-ZY-gus, het-er-oh-ZY-gus)Hear pronunciations hereand here.Alleles can be expressed in two different ways. For each gene, you always have an allele from your Mom and an allele from your Dad, so there are two alleles present for each particular gene. Your Mom and Dad got an allele from each of their parents for each particular gene. Your children will have one allele from you and one from your spouse for each gene. Homozygous alleles are the same. So they will either be two capital letters, or two lowercase letters. TT can mean a tall plant, which is dominant, and tt can mean a short plant, which is recessive. Heterozygous alleles will have one capital letter and one lowercase letter. Bb means there is one allele for brown hair present and one allele for blond hair present. But since brown is dominant, the person having these alleles will have brown hair. This person may later have a child with brown orblond hair, depending on which allele is contributed from the other parent.►►Go see this hilarious picture of "heterozygoats." They're just allele uneven. Hahahaha!---So if a genotype is homozygous, we know the letters of the genotype are the same, whether they are both capital or both lowercase. If a genotype is heterozygous, there is one capital and one lowercase.►Genotype vs. PhenotypeIf you are asked to give the genotype, you will give the letters to represent the alleles. BB, Bb, or bb, etc.If you are asked for the phenotype, you will need to use words to explain what you mean. Green eyes, a tall plant, a purple flower, etc.♦A genotype that is homozygous dominant means the letters are the same, and they are capital.♦A genotype that is homozygous recessive means the letters are the same, and they are lowercase.♦A genotype that is heterozygous means there is one dominant allele (capital) and one recessive allele (lowercase).~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ (3) p. 236-238, Punnett SquaresPunnet Square with rabbits
https://www.youtube.com/watch?feature=player_embedded&v=d4izVAkhMPQ
Example 1
The homozygous bean in this example is homozygous
recessive because the letters are lowercase.
Example 2
After studying thru p. 238, you should be able to do these: ► Pass the Genes, Please - Help the Melonheads pass their genes on to their little Melvin. ► Genetics Practice Problems - Answer questions about genotypes (such as bb, Bb, or B and b, or b and b, etc), and fill in Punnett squares. (Put the male genes at the top of the Punnett square, and the female genes on the left.)Read carefully, and do as many as you can correctly. Reread your textbook if necessary.As you get further into the chapter, you may be able to do more on this site. There are a lot!Learning this will help you to be able to do your Experiments.Thanks to Julie at Mindful Wanderings for these links. =)►Listen to more about Gregor Mendel's experiments at this link from HippoCampus.org. There are five segments, numbered at the top.To read along, click the Topic Text button to the right.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
read 238-241
(4) p. 238-242, PedigreesPedigree Instructions, Part 1
https://www.youtube.com/watch?feature=player_embedded&v=9gpXO5LLGWI
Pedigree Instructions, Part 2
(5) p. 242-246, More Complex Crossesmonohybrid cross - a cross between two individuals, concentrating only on one definable trait~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
read 244-252 ex. 8.2, 8.3
p. 244-246
dihybrid cross - a cross between two individuals, concentrating on two definable traitsIf one were talking about the two traits of color of a plant -- purple or white, and the height of a plant -- tall or short, there would be four possibilities.(1) A Tall Purple plant(2) A Tall white plant(3) A short Purple plant(4) A short white plantThis would involve a dihybrid cross that concentrates on two definable traits.The possibilities listed above would be these gametes: TP, Tp, tP, tp.►These arenot genotypes; they are gametes. Genotypes are TT, Tt, or tt, or PP, Pp, or pp.The genotype alleles from each parent will produce a gamete. One allele from each parent's various genotypes (eyes, hair, skin, different features). That is why we are all so different. =)
(6) p. 247-249, Sex and Sex-Linked Genetic Traitsautosomes - chromosomes that do not determine the sex of the individualsex chromosomes - chromosomes that determine the sex of the individualRemember, humans have 23 homologous pairs of chromosomes. Only one pair is the sex chromosomes; the other 22 are autosomes.The female XX pair of chromosomes are perfectly homologous. The male XY pair of chromosomes are not perfectly homologous. There are fewer genes on the male's Y chromosome than there are on the X.Sex-linked characteristics are not written in the same way you have learned so far because we need to distinguish that the Y chromosome does not have certain traits that can only exist on the X chromosomes ofmales and females.
So we write both the X's for the female with the allele as a superscript, and only the X chromosome of the male (and not the Y) will have a superscript. A superscript is written like an exponent, like this: X¹X² and X³Y, but instead of numbers the allele is either a capital or lowercase letter.
Sex linked Traits
TerminologyGenotype is the combination of alleles an organism has. Genotype is the "type o' genes" you have. It's your genotype that determines you phenotype, which shows on the outside of your body.
(7) p. 250-252, A More Complete Understanding of GeneticsPolygenetic Inheritance Around 1 minute, notice he says IF melanin production were controlled by one gene...
Recessive Single Gene Disorders (cystic fibrosis, sickle-cell anemia)
Understanding Blood Types - ABO and Rh - very good explanation!
Type AB blood is the universal recipient -- they can receive from types O, A, B, or AB.Type O blood is the universal donor -- they can donate to types O, A, B, or AB.So Melanie with type B blood can donate to Jill with type AB blood.But Jill cannot donate to Melanie.Valerie with type O blood can donate to both the other girls, but cannot receive from either of them. http://biology.clc.uc.edu/courses/bio105/geneprob.htm When you get to this point....let's try TOGETHER to see how we do with these genetic practice problems
In this virtual lab, you
can "order" fruit flies with many different traits, then you can
"mate" them, and then you can analyze the offspring to see what
happens. The results are realistic.
The life of Gregor
Mendel has two important lessons for us.First, even though he loved science,
when he thought that his church was threatened, he gave up science to battle
for the church.That demonstrates a scientist with the RIGHT priorities! Second,
he was considered a failure most of his life.However, the science he discovered
is the basis for almost all research in genetics today.Thus, even if the world
considers a person a failure, do not pay attention! Do what God has placed in
your heart, and you will achieve the RIGHT kind of greatness! This web site
provides details of Mendel’s life and times.
The exhibition
"Gregor Mendel" is based on "The Genius of Genetics, a
celebration of Gregor Mendel (1822-1884) through science and art". It aims
to unravel the "little trick" and "long story" of Mendel's
discovery.If you are a history buff this site is worth the visit.Contains
evolutionary content.
This web site is
wonderful.It provides Mendel’s biography, a summary of his discoveries, and
interactive pea experiment, bibliography of other works, and a glossary of
genetic terms.Contains evolutionary content.
This page illustrates
Mendel's "Experiment 1" using smooth and wrinkled peas.In his first
experiment, Mendel demonstrated the concept of heredity in the mating of pea
plants.Mendel suspected that heredity depended on contributions from both
parents and that specific characteristics from each parent were passed on,
rather than being blended together in the offspring.This web site uses an
outstanding graphic to helps the student understand this concept.
Outstanding simplified
discussion of the concepts of recessive and dominant traits.Graphic on this
page really helps the student follow the concepts.Contains evolutionary
content.
All humans and many
other primates can be typed for the ABO blood group.There are four types: A, B,
AB, and O.There are two antigens and two antibodies that are mostly responsible
for the ABO types.The specific combination of these four components determines
an individual's type in most cases.This page summarizes the ABO blood type
concepts presented in Module 8.
Genetic disorders are
medical conditions caused by mutations in a gene or a set of genes. Mutations
are changes in the DNA sequence of a gene. They can happen at any time, from
when we are a single cell to when we are 90.This page helps the student
understand the various classifications of genetic disorders.Pictures of individuals
with genetic disorders can the found at http://medgen.genetics.utah.edu/thumbnails.htm
This website discusses
the current view of the genetics of eye color. There is a link to a calculator
that tries to predict eye color, and there is also a link to all of the
possible genotypes given a specific eye color.
This website has a lot
more information on genetics than the course. If you want to go through the
website, you need to do the topics in order. Some of the first two links will
be review, but you need to have them to acquaint yourself with this author's
style of writing and vocabulary usage. There is evolutionary content here.
