Cnidaria

Feeding:

•  feed in several ways
• predation on corals, absorbing dissolved organic chemicals, filtering food particles out of water, getting nutrients from algae with their cells
• depend mostly on absorbing dissolved nutrients uses tentacles to capture food
• tentacles have rows of cilia whose beating creates currents that flow towards the mouth

Respiration:

• there are no respiratory organs and cells layers absorb oxygen and expel carbon dioxide into the water

Circulation: 

• they lack a circulatory system because they do not need one

Excretion:

• canal like cavity in they bodies for ingestion, digestion
• gas is eliminated by diffusion
• solid waste is dissolved 

Response/ Movement:

• muscle surrounding cavity relaxes and contracts, causing it to move back and forth
• as water moves in one direction, it moves in opposite way

Reproduction:

• sexual and asexual
• assexually with diffusion
• sexually with the ova and sperm being released from the gonads and gastroderms

Flower Dissection

PART ONE

 Labelling:

Ovary cut in half:

- looks like a tube like structure running up it

Pollen close up:

-look like little pumpkin seeds with a line running up the middle

PART TWO

-pollination is sexual reproduction in plants. It is how the pollen is transferred to the female egg.

-pollen, anther, stigma, ovule

-self fertilization occurs when the pollen from an anther fertilizes the eggs on the same flower

-cross-fertilization occurs when the pollen is transferred to the stigma of an entirely different plant

-this plant in an angiosperm because only angiosperms can bear fruits or flowers

Monocot or Dicot

I did the opposite of what I had in post #1 so I could compare them.
So for example, if I had a dicot leaf in my first post, I'll post a monocot leaf in this one.

Dicot Root

(does not have the "T" that the monocot root has)

Monocot Stem

(the little "skulls" are scattered throughout, whereas in the monocot stem it was along the edges)

Dicot Leaf

(vascular bundle seems smaller and the circles along the edge are smaller)

Venus Flytrap Video

http://www.youtube.com/results?search_query=venus%20fly%20trap&sm=12

I always knew that venus flytraps are one of the most interesting plants of all time. Except I never understood HOW exactly they are able to sense prey on them. I also never figured out what happens to the prey once it's been "ingested."

However, this video plus some addition research helped me figure this out.

Basically, the prey lands on the sensitive surface of the open trap. If the prey isn't able escape, it continues to sort of "stimulate" the inside surface of the lobes, and this causes a response that forces the edges of the lobes to close together and that eventually seals the trap and forms a 'stomach' where digestion happens. Digestion is initiated by enzymes by the glands in the lobes. Digestion takes about ten days, and after that the prey is turned into chitin (nitrogen-containing polysaccharide; it helps build the cell wall). The trap reopens afterwards, and is ready to consume the next victim.

Tooooooo cooooooooooool ahhhhhhhh.

Interesting Plant - Strangler Fig

The strangler fig is probably the coolest thing ever.

It kills.
:O

There are many different species of Strangler Fig, but they all are basically the same thing. They're strange because they will grow up and down. Down so they can choke the living tree of all the nutrients, and up for sunlight. They often outlive the host tree by years, sometimes forming hollow cores that house the "spirit" of the old tree.
These "figs" can live up to thousands of years.

Acorns vs Pine cones

Acorns grow on oak trees and are the seeds for them, while pinecones contain seeds and are from pine trees. Acorns fall to the ground and are eaten by animals to spread their seed. Pinecone seeds fall to the ground and are dispersed by the wind. The trees that acorns grow on are deciduous whereas pine cones grow on coniferous trees. Acorns have one seed and pine cones have multiple.

My sad looking mouse composed entirely of acorns, pinecones, yarn and glue

Microscope Lab - Vascular Plants

Roots/Stems/Leaves pics+questions

We did not have time to label every part, but we did a few labels on each one.

Roots: 
1) absorption of water/nutrients
2) xylem and phloem 


Stems:
1) transports water/nutrients from place to place
2) plant with true woody stems contains wood and do not die off every year, while herbaceous plants do not contain wood and die back to their roots in cold periods


1) they help in photosynthesis and storage of nutrients
2) carbon dioxide is converted to glucose
3) The stomata are pores in leaves. They are responsibe for gas exchange. Carbon dioxide enters through the stomata. Oxygen leaves through the stomata. Important for humans because it lets us breathe in oxygen

ROOTS

STEMS

 LEAVES

Mid-Term Evaluation

PART 1) 


1) Classification and Taxonomy

- http://raajvirkbiology.blogspot.ca/2013_09_01_archive.html

I linked the Classification Project, the test, and three other assignments we did in class which I think wrap up the classification/taxonomy topics. During this section, I learned about the different kingdoms, and about how all organisms are categorized. I think my marks reflect my good understanding of this topic.

Basics of what I learned:

- the kingdoms (plantae, animilia, protista, fungi, eubacteria, archaebacteria)
- differences between prokaryotic and eukaryotic cells
- rules of classification (kingdom, phylum, class, order, family, genus, species)


2) Evolution

- http://raajvirkbiology.blogspot.ca/2013/10/answer-why-are-owls-able-to-spin-their.html

For this section, I linked a blogpost about what I learned about owls and their adaptive technique due to evolution. Also, I chose the graphing assignments we did which show variation and DNA replication. Also, the different types of natural selection. Lastly, I included the project that took ages to do; the one about the extinct/alive animal that evolved into so many different species! I think that these posts show my good understanding about evolution and DNA replication.
ACED IT!

Basics of what I learned:

- what is DNA, what it is made of (sugar phosphate), structure (double helix, adenine, thymine, cytosine, guanine) and why it is important to evolution
- what causes evolution (changes in environment, etc.)
- different types of evolution (stabilizing, disrupting, directional)
- natural selection, and how it allows evolution to occur
- examples of evolution in nature, for ex. peppered moths


3) Viruses

http://raajvirkbiology.blogspot.ca/2013/10/part-1-1-structure-is-from-either.html

I picked the link to the mini project we had to do about viruses, what they are, how they come into the body, how to prevent them, and an example of a virus. After the project, I had a clear grasp on viruses. Because of that, I got a perfect score on the virus test, which I also posted.

Basics of what I learned:

- reasons for why viruses could be living or non living
- the lysogenic cycle where the virus in dormant and the lytic cycle where the virus attacks cells
- prevention methods from viruses and how vaccines work
- characteristics of a virus

4) Bacteria

http://raajvirkbiology.blogspot.ca/2013/11/all-you-need-to-know-about-bacteria.html

http://raajvirkbiology.blogspot.ca/2013/10/our-bacteria-shapestypes-asad-brittany.html

http://raajvirkbiology.blogspot.ca/2013/10/blog-post.html

I decided to link my blog posts about the assignment where I learned all the parts/functions of bacteria, types and shapes of bacteria, and the labs I did about bacteria growth. I also included some important notes on bacteria which really helped me understand the parts and how bacteria looks, and also the differences between bacteria and viruses. I chose those notes to post because they helped get a perfect score on the quiz/test and because I think that they contained important information.

Basics of what I learned:

- bacteria is living

- what separates bacteria from viruses

- characteristics of bacteria and parts of bacteria

- three different shapes and the arrangement (staphlo or strepto/ spirrilum, bacillum, or coccus)

5) Protists

I chose the picture the amoeba we found in the pond water. That was my favourite thing to look at under the microscope! It was actually moving which I found really interesting. I also posted the notes that helped me understand the characteristics of protists and understand the difference between bacteria and protists, which I had some trouble with in the beginning. Lastly, I put up a picture of the quiz, which I aced! This shows my understanding of what protists are.

Basics of what I learned:

- how some protists are heterotrophic and some are autotrophic and what the differences are

- how diverse protists can be

- how they are mostly aquatic

- how protists use binary fission to reproduce and use sexual conjugation

PART 2

In this class, I think I've done my part of participating, doing the work, showing respect and actually learning something! Usually, for most classes, kids (along with me) participate etc. because it helps you get a good grade. However, it's been kind of different for me in this class. I participate, listen, and do the work because I actually want to! I think it's kind of fascinating when you think about the broad perspective of biology. It kind of gives you a whole different view on things. Everything around you seems so much bigger than it really is, and when you look at the leaves and plants outside, you think about how they are actually a huge part in making this whole cycle of life possible! Of course I'm not perfect, I think I may have an assignment that I didn't do too well on or missed. However, the time I put in to study and actually question "why" reflects on my test marks. Although I think that my in class work has been good because I feel like I always ask questions and want to learn, I think it's important that you reflect your learning outside of class, too, which is what I think I've been doing. Maybe not in huge ways like hunting down a new and undiscovered organism, but just talking about what I learned in class to friends, showing my mom my blog and videos, and telling my dad about tardigrades (which blew his mind) is also, in my opinion, a good reflection of learning. I think my mark in this class based off of participation, will to learn, and perfect test scores would be a good way of accumulating a mark. I also think that how I reflect what I learn in class outside of class, too, should come into account. I think I deserve a 95% in this class. So far, I'm getting about 100 in each class. But I think I do have some improving to do if I think I'd want to give myself 100 in this class. I think I need to improve on socializing less and putting down my phone! I have been trying though, and I guess it it possible to live without my phone. Who woulda thought.

Overall though, I believe I deserve a 95% in this course, so far. :)

The Amoeba We Found From the Pond Water

Taylor, Harkirat and I found our amoeba. 

(:

Celebrity Organism

Agra schwarzeneggeri 

A beetle found in Costa Rica was found in 2002. The awesome part about this is that it's named after Arnold Schwarzenegger! The reason for this is because the hugely developed bicep-like middle portion makes the beetle's shape look weirdly similar to the physique of Arnold Schwarzenegger.
What the heck HAHAH

http://en.wikipedia.org/wiki/Agra_schwarzeneggeri

So I found a super dramatic short movie about fern life cycles

http://www.youtube.com/watch?v=eZ40LDWt678

All You Need to Know About Bacteria

Note: Did not label for some stupid reason before taking the picture, so bear with me.

- salmon coloured space in the middle: CYTOPLASM = contains content

- the dots in the cytoplasm: RIBOSOMES = make protein

- salmon coloured sticks poking out: PILI = exchanges genetic material

- first layer: CAPSULE

- second layer: CALL WALL

- third layer: PLASMA MEMBRANE

- bean looking thing in the middle: ENDOSPORE = used for survival of bacteria

- swirly thing: DNA

- tail: FLAGELLUM = used for movement

Bacteria comes in three shapes:

- a spiral: SPIRILLUM 

- a circle: COCCUS       

 - a rod: BACILLUM       

There are two arrangements:

- clumped together: STAPHLO

- in a chain: STREPTO             

This is an example of: Staphlococcus

 

This is an example of: Spirillum

This is an example of: Streptobacillum

Bacteria Growth

Quadrant 1) door handle

Quadrant 2) sink handle

Quadrant 3) hand

Quadrant 4) bottom of shoe

Quadrant 1) Control

Quadrant 2) vinegar

Quadrant 3) soap

Quadrant 4) bleach

Freaky Frogs

So guess what? I just found out that in southern Japan, there's the Hairy Horror Frog which is extremely violent. They break their own bones and create claws! But why do they do this?!

It's because of their natural instinct to protect themselves. So basically, if you creep up behind it and it notices you, that frog will start breaking bones and making Wolverine claws. There's a retractable spike hidden under its fake thumb. It's a first act of defense! So they break their bones and use them as claws and use the freaky spike under their false thumb. I'm not even making this up. What's also cool about these frogs is that they will fight to the death with what's threatening them. No seriously! It's either win or die.

Not only are they self abusive and crazy violent, but they're sociopaths and want to shed blood.

I used to think all frogs just sat around on lily pads and ate flies.

I'm scared.

http://www.youtube.com/watch?v=eZyPdwY6FQ4 

SKIP TO 1:25 !

Reflection

1) I am most proud of the following three pieces of work:

- Video Assignment
- Question + Research
- Virus Research

I chose these three because the video assignment was a good representation of working together and learning to work with other people. Also, asking ourselves a question about organisms was interesting because it was a way to look at the world in a more "scientific way" which is something important to be able to do in Biology. I think looking at other people's questions and seeing their perspective was interesting, too. Lastly, I picked the virus research because I'm biased and learning about viruses has been my favourite part so far. Learning about viruses is cool, but picking one specific kind and learning about it was actually fun and not too painful.

2) My binder is organized and I have completed work. However, I think our blogs are more important. I say this because our binder may be filled with worksheets and notes, but our blogs actually show what we've learned!

3) I think the comments that mean the most to me have been the comments on my question about owls! It was interesting to see other people's opinions and theories on my question, and hearing their point of view, too.

4) I don't think being engaged in class means being the one to answer all the questions; I think being able to actually ask questions and ponder/wonder WHY is being engaged. Asking questions is not only taking initiative and participating, but it's also a great learning tool. I feel like I do a good job at asking questions and absorbing information.

5) My goal for this class to be able to look at things in a scientific way and always ask "why?" I hope I get an A, too. Just because I'm acing all my classes and I want to ace this class, too LOL
However, from this class I just hope to take away a good understanding of the things around us.

YAAAAAAAAAAAAAAY Test #1

I felt like this needed to be on my blog. I'm proud of it LOL

Our Bacteria Shapes/Types (Asad, Brittany, Taylor, me)

VIRUS ASSIGNMENT

Part 1:

1) The structure is made from either DNA/RNA, long molecules that carry genetic information, protein that protects the genes, and an envelope of lipids (sometimes) that surrounds the protein coat when they are outside a cell.

2) The genetic material that is in viruses is: DNA/RNA

3) 

4)  -

Canine parvovirus 2:

affects dogs, fatal infections, DNA virus

Tobacco Mosaic virus

affects tobacco leaves, discoulours them, RNA virus

5) I think viruses are living, because they contain DNA. Which non-living element is there that contains DNA? NONE! Also, all living things are made of cells, and viruses are cells/have cells!

6) Viruses are not typically "beneficial," but I think that in a way they are because we can use viruses to create vaccines which can prevent against viruses. So although viruses are deadly, they can be used as a weapon against themselves.

Part 2:

H1N1 virus - Swine Flu 

1) - transmitted through inhalation of droplets through sneezing, coughing, or infected hands.

2) - symptoms are fever (100 + F), cough, fatigue, headache, nausea, diarrhea, pneumonia

    - effects are severe respiratory damage and fatality

3) There has been a total of 24, 068 H1N1 deaths worldwide.

4) North America, South America and parts of Africa were effected between 2009 and 2010.

5) How it all started:

And influenza that hits pigs is common, but pig to human is not common. Pigs that were hit with the virus and then are not properly cooked and digested by humans is a way of letting the virus into the system.

6) http://www.youtube.com/watch?v=lFl3FRNpU4E

ANSWER !!!!! Why Are Owls Able to Spin Their Heads Almost All the Way Around?

I've always thought it was interesting how owls can rotate their heads almost a full 360 degrees. It never really occurred to me why they did that, though. The obvious answer is that they do so to look around in case of danger/predators, however, why can't they just look around with their eyes?! I found that this is because their eyes do not have enough muscles to look around in different directions. Over evolution, owls have developed 14 bones in their neck (compared to 7 in a human's) to make up for their lack of eye movement. Without this strange mechanism, owls could have been killed off long ago if it weren't for their rotating necks and the work of evolution.

Bibliography:

http://www.whyzz.com/why-can-owls-turns-their-heads-so-far-around

Why Are Owls Able to Spin Their Heads Almost All the Way Around?

I think owls have the ability to do this because they need protection from all sides and this allows them sight of any dangers near-by.
However, what allows them to do this and why can't owls just look around instead of turning their whole head around?!

Classification Project

Bottlenose dolphin (Tursiop truncatus)

 -Kingdom = Animalia

 -Phylum = Chordata

 -Class = Mammalia

 -Order = Cetacea

 -Genus = Tursiop 

 -Species = truncatus

Giraffe (Giraffa camelopardalis)

 -Kingdom = Animalia

 -Phylum = Chordata

 -Class = Mammalia

 -Order = Artiodactylia

 -Family = Giraffidae

 -Genus = Giraffa

 -Species = camelopardalis

Camel (Camelus bactrianus)

 -Kingdom = Animalia

 -Phylum = Chordata

 -Class = Mammalia

 -Order = Artiodactyla

 -Family = Camelidae

 -Genus = Camelus

 -Species = bactrianus

Lion (Panthera leo)

 -Kingdom = Animalia

 -Phylum = Chordata

 -Class = Mammalia

 -Order = Carnivora

 -Family = Felidae

 -Genus = Panthera

 -Species = leo

Domestic Cat (Felis catus)

 -Kingdom = Animalia

 -Phylum = Chordata

 -Class = Mammalia

 -Order = Carnivora

 -Family = Felidae

 -Genus = Felis

 -Species = catus

I learned that all these animals are in the same kingdom, phylus, and class. The differences begin in the order in which they belong. However, a lion and a domestic house cat have extreme similarities and remain the same up until their genus classifications. Also, a camel and a giraffe are in the same order. My question is: how are house cats and lions almost the same in classification yet look completely different in size and appearance?!