Pig Dissection

Recently we dissected a fetal pig. Our class had grouped up in set of 2-3 students. We had a total of  5 fetal pigs. My group and I had decided to do group 2 which dissected the circulatory and respiratory system. In the circulatory system we found the heart, pericardial membrane, right ventricle, left ventricle, right atrium, left atrium, aortic arch, pulmonary artery, coronary artery, coronary vein, umbilical vein, and umbilical artery. In he respiratory system we learned the larynx trachea, diaphragm, lungs, pleural membrane, bronchi, and alveoli. Then group one dissected the external anatomy and the digestive system and group two dissected excretory and reproductive system. We went around the room and learned all the parts and then afterwards we were tested. It was a total of 64 parts and I missed one and that was the urethra in the excretory system so I got a total percentage of 98 which is really good.

The Circulatory and Respiratory system.

The Excretory and reproductive system

This is Ronald

 

The External and Digestive system 

 

Evolution Essay

Angel Lopez

05-15-14

1st Hour

Evolution Essay

There are many people that have different views and beliefs on evolution. Some tend to reply with the simple line of  “ I believe in science” while others say “ I believe in god” but what some people don’t understand that there are points on both sides.

The term evolution means the process by which different kinds of living organisms are thought to have developed and diversified from earlier forms during the history of earth.  The ways that species adapt to specific habitats and ways of life can also be explained by evolution. There were many different theories from Lamarck, Darwin,

Early Theories

 Some of Charles Darwin ideas now might not make sense in our eyes but in his eyes at the time made all the sense in the world. His grandfather was Erasmus Darwin, he was one of the leading intellectuals of eighteenth century England. Darwin was only when he set out on a five year voyage in the ocean to study many diverse life forms.This is when he started to discover the changes in the different animals, one of them being the mockingjay. Darwin had come to the conclusion that the world was very old and species  arise and change which was the method by biological evolution. Darwin believed that an animal's environment resulted in the way they changed over time, they adapted to the way of life. Once they are able to adapt they pass along the trait and the generation so forth will change slightly.  An example being the Patagonian hare, Dolichotis patagonum. This animal had no native to rabbits,  but it has the face of a guinea pig and is native to South America.

Jean-Baptiste de Lamarck had another theory which at the time was quite different that of what Darwins was. He was the first biologist to believe that evolution did occur, being older and having more experience; Lamarck had be the first to also link diversity with adaptation to the environment. Although during his lifetime his theories were often ignored or attacked. The study of invertebrates had been what Lamarck specialized in.  His first theory of evolution had been that life just  sort of appeared without coming from nonliving matter. The more research he obtained the more he had  to offer information. Lamarck had strongly supported the idea of inheritance of acquired characteristics, which was when the environment can bring about inherited change. An example is that a giraffe had started off with a short neck and with time it was longer because it had to constantly stretch to reach and eat food. They passed along their long necks to their offspring.  This was his most famous example.

There is microevolution is an evolution a small scale within a single population. There are different types of microevolution. An example is when brown beetles could have migrated with population of green beetles making the genes for brown beetles more frequent in green beetle population. Mutation could cause parents with genes for bright green coloration to have offspring with a gene for brown coloration, making the genes for brown coloration more frequent in the green population.Genetic Drift is the different chances you have in order to have offsprings, and the chances change from generation to generation. Natural Selection is when a selection of beetles (green) are easier to be seen by predators and they are eaten which lead to more brown beetles and the generation next with more brown beetles that before.

A fossil skeleton can tell us a lot about our past. Ardipithecus (Ardi)  is the name of a fossil skeleton found in Africa. It is 4.4 million year and lived well before the famous 3.2 million year old Lucy. They had suspected that it was an adult female who weighed about 120 pounds and stood four feet tall.  A lot of the body of Ardi had resembled the proportions of a distinct ape. Her feet had not developed the arch  like humans, her arms were long  with short legs,  and her hands were more like an apes. With this skeleton they were able to examine the changes that have taken place along the human lineage.

    There is a ton of information on evolution along with other information involving it. At the beginning I didn't know or understand much of what evolution was so I really hadn't believed in it but now I can say that I do in many ways. Over a period of time I have read quite a bit on fossil skeletons found and how they compared them to one another. Then they went on to compare them to apes, now I believe we did come from apes and over time we have changed. A human body has changed dramatically over time and with the new discoveries every so often we are learning more and more about our past. This can be quite interesting and convincing on my side.  In the end though I do believe in the religious views, I don't believe in just science in all of it.

My Sources

MaderSylviaS.Biology.NewYork:McGraw-Hill.2007.

http://www.nytimes.com/2009/10/02/science/02fossil.html?pagewanted=all&_r=0

http://evolution.berkeley.edu/evosite/evo101/IVMicroevolution.shtml

http://www.ucmp.berkeley.edu/history/evothought.html

Did Darwin Do It All?

EXPLORING THE ROOTS OF EVOLUTIONARY THEORY

Awareness of biological evolution emerged over centuries through the cumulative observations of many naturalists, biogeographers, comparative anatomists, and paleontologists. When Darwin and Wallace in the mid-1800s arrived at the idea of evolution by natural selection, they had been influenced not only by their own travels and observations, but also by the writings of many of their predecessors. Darwin's ideas were also influenced by his travels as a young naturalist on the H.M.S. Beagle. The islands he explored off the coast of Ecuador, the Galapagos, are hotbeds of evolutionary change. However, as you will see, Darwin did not entirely recognize the importance of these islands until after he returned from his voyage.

Activity

In this activity you will access the evolution section of the University of California's Museum of Paleontology to explore some of the roots of evolutionary biology. You will then visit the Why Files site to learn about Darwin's voyage to the Galapagos and the current state of these islands.

Part 1.

Use your browser to go to the "History of Evolutionary Thought" exhibit at the University of California Berkeley Museum of Paleontology at http://www.ucmp.berkeley.edu/history/evothought.html

Use the links in this section to learn about and briefly describe the background and scientific contribution of each of the following people:

1. Erasmus Darwin- Erasmus Darwin was the grandfather of Charles Darwin; he was a respected physician, a well known poet, philosopher, botanist and naturalist. He had formulated on one of the first formal theories of evolution in Zoonomia or The Laws of Organic Life. He was a well respected man who talked about how competition and sexual selection could cause changes in species.
2. Jean Baptiste Lamarck-(1744-1829) his theories were either ignored or attacked during his lifetime.Lamarck published a series of books on invertebrate zoology and paleontology. Today his name is associated with a discredited theory of hereditary, the inheritance of acquired traits. He was acknowledged as a great zoologist and as a forerunner of evolution by Charles Darwin, Lyell Haeckel, and many other evolutionists.

3. Georges Cuvier-(1769-1832)- he had processed one of the finest minds in history. In vertebrate and invertebrate zoology and paleontology, he contributed a large amount of research. It was Cuvier who firmly established the fact of the extinction of past life forms. He also wrote and lectured on the history of science.
4. Thomas Malthus-(1766-1834)- According to Malthus observation, plants and animals produce more offspring than can survive and that man two is capable of overproducing if left unchecked. He had a belief that God had ways in prevent men from being lazy. Malthus thought similar to China, which was for every family they only had one child.

Part 2.

Use your browser to go to the Why Files' "Treasures of Evolution Island" at http://whyfiles.org/125galapagos/index.html

Use the information from Sections 3 and 4 to answer the following questions:

1. What interesting evidence of geological change did Darwin observe while visiting the Galapagos?
Some interesting evidence of geological change that Darwin did observe while visiting the Galapagos
He observed that South America was rising from the ocean. There were rocks that were found in the water recently. He realized that the quakes had been the reason for the rising beaches. There were fossils founds that were related to living animals in the location.

2. What did Darwin learn about the Galapagos finches when he returned to England? What vital information had he neglected to record when he collected them?
Darwin learned about the Galapagos finches
Darwin neglected to record which came from where when he collected it, also he broke the species barriers.

3. Describe the distribution pattern of Galapagos mockingbirds. What question did this raise in Darwin's mind?
The question that arose in Darwin's mind was 'why do you have different species, when one species seems good for all the islands. Some distribution patterns were four species lived in similar patterns, numerous species lived on overlapping chunks of the terrain, three islands would house one species and one species lived on all the others.

Microevolution: Changes in Populations

Microevolution

PART 1: EVOLUTION 101

--Go to http://evolution.berkeley.edu/evosite/evo101/IVMicroevolution.shtml and proceed to the definition of microevolution page.

1. How do the authors of this page define microevolution?

They described microevolution as an evolution on a small scale within a single population

2. How do they define a population?

They described population as a group of organisms that interbreed with each other, that is they all share a gene pool.

--Read the section “Mechanisms of Microevolution”

3. Summarize each of the 4 mechanisms of microevolutionary change that are discussed.

Migration-brown beetles could have migrated with population of green beetles making the genes for brown beetles more frequent in green beetle population.
Mutation-could cause parents with genes for bright green coloration to have off spring with a gene for brown coloration, making the genes for brown coloration more frequent in the green population
Genetic Drift-the different chances you have in order to have off springs, and the chances change from generation to generation
Natural Selection- when a selection of beetles (green) are easier to be seen by predators and they are eaten which lead to more brown beetles and the generation next with more brown beetles that before.

--Under “Explore further” at the bottom of the page, click on “examples of microevolution” and read the examples provided.

4.  Summarize the 3 examples of microevolution on this page.

The Size of the Sparrow.
Coping with Global Warming
Building Resistance

--Go to the link “Artificial selection in the lab” and read about experiments with the evolution of guppies.

5. Summarize the results of the two different experiments (with and without predators).

When the guppies were in the present of the predators they would tend to blend in with their surrounding so they wouldn't be eaten. When there were no predators the male guppies would tend to stand out to attract the attention of females.

6. What types of selection were demonstrated in each experiment?  Are these experiments truly cases of artificial selection? Explain your answer.

The guppy selection in their surroundings!!! (questioning this)

PART 2: SEX AND THE SINGLE GUPPY

Go to http://www.pbs.org/wgbh/evolution/sex/guppy/index.html

Use the simulation to test different hypotheses about why some guppies are very brightly colored even though that makes them easy for predators to find.

1. Why do some guppies tend to be drabber than others?

It all depends on their surroundings because they adapt to it.

1. Why do some guppies tend to be more colorful?

The bright colors tend to attract females.

1. What role does color play in guppy survival?

The brighter the guppies are the more they will attract a predator and if they are dab they won't easily find a mate. Although the chances of them getting eaten are less.
4. Explain the push and pull that the environment (including predators) has on the coloration of guppies in Endler’s pools.
Its pretty much the same answer as number three.

Genetic Engineering: Bacterial Transformation Lab

Transformation Lab

Procedure

1. Level one closed micro test tube +pGLO and another -pGLO. Label both tubes with your group's name. Place them in the foam tube rack.
2. Open the tubes and using a sterile transfer pipet, transfer 250us of transformation solution (CaCi2).
3. Place the tubes on ice.
4. Use a sterile loop to pick up a single colony of bacteria from you starter plate. Pick up the +pGLO tube and immerse the loop into the transformation solution at the bottom of the tube. Spin the loop between your index finger and thumb until the entire colony is dispersed in the transformation solution (with no floating chunks). Place the tube back in the tube rack in the ice. Using a new sterile look. repeat for the +pGLO
5. Examine the pGLO plasmid DNA solution with the UV lamp. Note your observations. Immerse a new sterile loop into the plasmid DNA stock tube. Withdraw a lapful. There should be a film of plasmid solutions a cross the ring. This is similar to seeing a soapy film across a ring for blowing soap bubbles. Mix the lapful into the cell suspension of the +pGLO tube. close the tube and return it to the rack on ice. Also close the -pGLO tube. Why not?
6. Incubate the tubes on ice for 10 minutes. Make surety push the tubes all the way down in the rock so the bottom of the tubes stick out and make contact with ice. 
7. While the tubes are sitting on ice, label your four agar plates on the bottom as follows: Label one LB/amp plate:+pGLO Label the LB/amp/ara plate: +pGLO; Label the LB plate: _pGLO.
8. Heat shock. Using the foam rack as a holder, transfer both the (+) pGLO and (-) pGLO tubes into the water bath, set at 42 degrees Celsius, for exactly 50 seconds. Make sure to push the tubes all the way down in the rack so the bottom of the tubes stick out and make contact with the warm water. When the 50 seconds are done, place both tubes back on ice. For the best transformation results, the change from the ice (0 degrees Celsius) to 42 degrees Celsius  and then back to the ice must be rapid. Incubate tubes on ice for 2 minutes.
9. Remove the rack containing the tubes from the ice and place on the bench top. Open a tube and using a new sterile pipet, add 250 ul of LB nutrient broth to the tube and reclose it. Repeat with a new sterile pipet for the other tube. Incubate the tubes for 10 minutes at room temperature.
10. Tap the closed tubes with your finger to mix. Using a new sterile pipe for each tube, pipet 100 ul of the transformation and control suspensions onto the appropriate plates.
11. Use a new sterile loop for each plate. Spread the suspensions evenly around the surface of agar by quickly skating the flat surface of a new sterile loop back and for across the plate surface.
12. Stack up your plates and tape them together. Put your group name and class period on the bottom of the stack and place the stack upside down in the 37 degree Celsius incubator until the next day.

Observation
So in the end we had plates that we observed.  None of the bacteria grew but one of them was killed. The color of the bacteria was neon green.