Day 12 -- A QUIZ!!!

And then there was a QUIZ!!!! 
Evolutionary Evidence Quiz to be exact.

1. 
The transitional animals between the Mesonychid and the Basilosaurus, which existed within a 15 million year period, give evidence for the necessary evolution from a land-dwelling animal to a sea-dwelling creature. (Such as food, over-powerful predators, etc.) Between 55 and 52 mya, there was a necessity that forced the Mesonychid to adapt into a streamlined form, sprouting a webbing between its fingers and gills to breathe in water. Within several more million years, the animal had grown to live in water, its tail taking a more effective shape for water movement. Over time, there was even more adaptation for an already-accustomed-to-water animal into its final form, most effective for hunting prey or escaping predators.

2. Marsupials originated from the continent of North America 65 million years ago. Over time, the majority migrated to Africa and Australia. The correct answer is: E.  

3. In the development of birds, bats, and butterflies, the wings are a distinct homologous structure. The birds and bats have the same bone structure descended from a common ancestor, with "gradual modifications in development" based on environmental needs. The butterfly's wing is considered an analogous structure, as it serves a similar function (providing flight) but is completely different (containing no bone). 


4. The Common Decent lab shows the genetic relations of certain animals to others with similar DNA and Cytochrome-C structures. When a species exhibits a structure consistent to that of another species, it suggests that the two are distantly related by a common ancestor. (On the other hand, when there are many genetic differences in the Cytochrome-C, there is a much farther-distanced relationship between the two species.) For example, primates have a similar structure of Cytochrome-C as humans, with only a few exceptions in the last few strings of the composition. Yeast and humans have many genetic differences, showing they are further separated genetically. 

5. Homology is the relationship of similar structures in different animals. They are brought about as a result of shared ancestry. There is modification of the structures due to basic needs (food, survival, etc.), which causes differences in different species. However, like the arm structure (containing a single bone, two bones, and a blob/digits), each retains its basic structure. 

Day 11 -- The Evolution Investigation -- (EVIDENCE??)

DISCLAIMER: This post is not from the correct day. I have been very far behind on my blog posts, so everything after this post is from November-December.

The homework from the night before brought up the evidence for evolution, and we spring into the second Paleontology unit. 

Evolution is a theory, meaning it is not completely proven true, per say. However, due to the observable data, it is considered much more than a scientific "hunch." Charles Darwin interpreted the data around him to determine that all creatures originated from a common ancestor. The fossil record, all the fossils in age-related layers buried in the ground, and similarities in genes all support Darwin's inference, which is widely accepted to be "true" today. But it is not written in stone because of human inability to prove it to be correct. 

Then there was a lab with small beads, which naturally got all over the classroom. The purpose was to prove some of Darwin's principles, including that humans, chimpanzees, and gorillas evolved from a common ancestor. To do so, we assigned bead colors to each of the amino acids in the DNA strand. 

• Green for Guanine (appropriate)
• White for Thymine
• Red for Cytosine 
• Black for Adenine 

From there we lined up the beads to form a strand, then compared the two. We could see a few trends, a came up with a cladogram. (Since I don't have the original, here is a copy: )

Day 10 -- Post-Doomsday and Paleontology

Got the test back, and the grade was much better than expected! Turns out that Mr. Quick's grading system has come through for me. At this point, I'm very lucky to have a good grade in this class.

With the first unit behind us, the time has come to move onto the next unit. With great involvement in the development of fossils, it seems that the once-Biology class has turned into a Paleontology review course. There was discussion about evolution on a basis involving the earliest of life forms. There was quite a bit of talk, also, about a "common ancestor" from which many animals evolved. It is possible, considering that the homology stands for itself. Some animals have the same arm structures that humans do, differing only by a webbed hand than one with distinct digits. Through some of the images that were shown in the book "Your Inner Fish", it seems like a very plausible solution. 

We discussed the Tiktaalik and its role as a transition between sea-dwelling creatures and land dwelling creatures. As seen during the amazing field trip to the Raymond M. Alf Museum of Paleontology, the fossil of this ancient creature has structures matching those of fish (scales, fins, etc.) and those of amphibians (flat head, wrists, etc.). It is shown transitioning onto land in the museum exhibit, suggesting that it was able to traverse both.

(Unit 1 Test) Day 9 -- Doomsday

There was a test today. Self-explanatory.

Day 8 -- Preparation

This was the review day. Sooner or later, there has to be that one depressing Unit Test. On the day before, everyone crams in as much information as they can. (The B Block Honors Biology class is no exception.)

There was a quiz to prepare us for the test. I didn't do as well as expected, and only received a 2 on both subjects. (Even though it's not good to place grades here, I feel it's for the best.) And then the fire alarm went out in the middle of it, meaning we didn't finish the class. 

There's only to hope and pray. 

Day 7 -- All Out Attack

So, who took Jerell's Ipod?
This class period was consumed by a massive evidence analysis experiment to figure out who took an Ipod, based on samples left at the imaginary crime scene. The tests involved the finding of starch, glucose, lipids, and proteins. Using the same methods we have in the past, we figured out the results. 

We began by predicting the foods that belong to groups of organic compounds. (For example, fish and steak would belong to the protein category, and bread and rice to the carbohydrates.) There were then tests of vegetable oil, glucose, potato starch, egg whites, and water to place them in the categories previously mentioned. 

Brown bag tests of the original substances to find lipids.

To find evidence of lipids, we placed each of the foods on pieces of brown paper bag. Those that left an obvious mark, or bled through leaving a transparent surface, contained lipid. The oil, which was predicted to contain lipid, tested positive. All others tested negative. 

Then, we tested for carbohydrates, or glucose in this experiment. As we are known to do, we altered the experiment by testing via Benedict's solution. It was revealed that there was glucose present in the glucose. (This sentence is completely unnecessary and redundant, but I thought it should be included anyway. Any logical thought process would reveal this.) But there were negative tests for all the others. 

• Starch test (Iodine) - Present in starch
• Protein test (Biuret) - Present in Egg whites
• Lipid test (Bag) - Present in Vegetable Oil
• Glucose Test (Benedict's) - Present in Glucose

We then were to test certain foods for the presence of these four, which included a pretzel, butter, jelly, fat-free yogurt, and beans. The tests for the five resulted as predicted, with the butter containing lipids, the jelly containing glucose, etc. Once we received outcomes for each, we could associate the foods with the different categories based on their positive test results.

Results from the food and evidence tests.

The evidence, which was clearly the most important part of the experiment, came last. We tested liquid and solid parts of the evidence, each producing a different result. The dry contained carbohydrates, while the liquid contained proteins and lipids. Since not many drinks are known for containing lipids besides dairy products, it pointed us in the right direction in solving the crime. 

Taking a look at the suspected suspects, the closest match to the contents of the evidence was Jose, who was eating a bean and cheese burrito at the time. Since it contained both protein and lipid (but lacked starch, which was found in the evidence), the burrito somewhat matched the evidence. We accused Jose, and found that he was the culprit.

Note to Experiment Composer:

I find the fact that Jose is eating a bean burrito in the experiment to be slightly racist. In addition, he was found as the culprit, which backs up my point. Next time, there should be fewer accusations of culture, and more of thieves. 

Day 6 -- Normal Routine

With a lack of experiments to do and an abundance of written works to be started, we didn't do anything noteworthy today.

The class started by diagramming the cell membrane, explaining the parts of it, and learning the functions. There were a number of facts thrown at us all at once, but the main gist was as follows:

• The Cell Membrane is a semi-permeable membrane that all living organisms contain (except for viruses). 
• The structure consists of a Phospholipid Bilayer, or layers of hydrophilic phosphates with attached hydrophobic lipids, as the "wall."
• Proteins are considered "gatekeepers" and do many tasks, including transport, signal transduction, cell-to-cell recognition, and operation of enzymatic activity.
• Diffusion is carried out through carrier proteins (change in shape to allow particles through) and channel proteins (a gateway for particles that requires ATP).
• Osmosis is carried out because polar molecules (as Mr. Quick put it) "love" proteins. (See picture)

The class is bound to have another large quiz or test, it's just a matter of time. Hopefully, this won't be on it. 

Day 5 -- Back to Square One

We continued the experiment today. It's very odd to finish parts 2-4 before finishing part 1 or 5, even more to add in a sixth and seventh step. There's probably a plausible reason for the skipping around. 

This dialysis tubing contained a solution of 15% Glucose and 15% Starch. After adding 8mL to the tube, we tested it with a Glucose Strip. (There was not much to expect: it detected glucose.) We then tested the 50mL of water with the same glucose strip and, receiving a negative response, continued with the experiment. 

Then there was some confusion. Mr. Quick had apparently told us to add the 1mL of iodine after waiting 15 minutes. However, the instructions instructed us to add it immediately. It is doubtful that this mistake negatively affected the results, but it is a notable step.

The cubes of KI sitting around. The color went from white
to black rather quickly.

While that sat around, we started the second part. Daniel and I were given a block of Potassium Iodide (KI). We measured the surface area and volume of the cubes and placed it in an indicator. The brownish-red liquid seeped into the sides of the KI, simulating a cell's diffusion of substances through the cell wall. Different sized slices of the KI required a different amount of indicator. When they were removed, we observed the distance that the indicator had leaked into the "walls" of the cube. 

We mercilessly sliced the cubes lengthwise, revealing the layer of black that had seeped through. That black was measured and calculated, based on the size of the cubes originally. 

KI cube 2, after being sliced

The cubes were representative of cells, the experiment showing the effects of surrounding liquids on a cell wall and the wall's reactions.

Removing the solution of Glucose and Starch from its watery prison, we placed a few drops of the surrounding water in an indicator. It positively detected glucose in the surrounding water. Why is this? Because the membrane of the dialysis tubing is semi-permeable, it allows the smaller glucose molecules to pass freely through, while disallowing the larger starch molecules any access to the outside.

More information soon...

Day 4 -- A Starchy Situation

Daniel and I tried our hands at explaining diffusion and osmosis, only this time, there were no words allowed. (Besides "diffusion" and "osmosis") I decided to take the mature path, while Daniel attempted to explain diffusion through a different... type of expression.

We jumped right into the first experiment today. Daniel and I attempted to identify the concentration within six liquids of different colors. We placed 8mL of each liquid into a permeable membrane, tied them off, and dropped them into 30mL of distilled water. You can see the initial sizes, as well as the results after 30 minutes, in the pictures below.

Initial dialysis tubing size

Size after 30 minutes

The results, as well as the approximate molarity of each of the liquids, were easily interpreted after the experiment. The red and green liquids showed a massive amount of change in comparison to the others. Through the newly-learned process of osmosis, the water diffused through many of the membranes into the area of fewer water molecules. (As shown on the board.)

Then we split the group up. While our group attempted to do a similar problem using slices of potatoes, our lab partners tested the best molarity of sports drinks. We obtained some sliced potatoes and surgically cut them into roughly-equal pieces. After massing the potatoes and placing them in colored liquids, we allowed nature to take its course.

I came to the lab late last night to measure the potatoes in the liquid. Although it seems that our data was acceptable (in both experiments) it was still relatively off. Some of the potatoes that I predicted to shrink ended up growing, and vice versa. (I guess it isn't about being correct, it's about the final result.) The results can be explained through the processes of osmosis and diffusion. As water tends to move from high water concentration to lower concentrated areas (places with more solution and less water), we can predict the molarity changes by the mass changes...

Red potato data (Left) vs. Molarity (Right)

Graph of potato molarity (Not the Red potato data)

The average mass changes for the blue and clear were positive, meaning water seeped out the system. For the others, however, there was a negative mass change, suggesting that the water went into the system. Because the isotonic point fell between 0.2M (Clear) and 0.4M (Green) in the results, we the isotonic point of the potato is between the two. 

When we graphed the results, we discovered that it was a bit more than 0.2M for the red potato. The graph that Daniel and I made for the solution doesn't reflect the data above, but the different type of potato. (Seen above)

Similarly, an experiment was done to test the solute percentage of energy drinks. Just like the original dialysis tube experiment, four different energy drinks were placed in dialysis tubing. The six tubes were then placed in six cups, just like the potato experiment (shown above). 

Now, the doctor is called in for a case. An 18-year-old teenager 

Day 3 -- Water, Sweat, and Cabbage

In class on Thursday, we were met with the challenge of explaining the cause for coastal areas being cooler than inland areas. Daniel and I did the best we could with the few words we were allowed:

We were able to relate the heat capacity of water to that of air and land, showing the smaller heat increase in the ocean. Despite Mr. Quick's questioning, we successfully drew our way to an accurate explanation.

Even more, we were asked to explain the process of sweating in humans and dogs. As humans have pores to release heat, dogs use their tongues to release the same heat due to their lack of pores.

In humid weather, the water on the surface of skin cannot evaporate quickly due to the large amount of water already in the surrounding air. In windy weather, the air around is constantly moving around, so the sweat can evaporate rather quickly.

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In other news, how can we use red cabbage as a PH indicator?

• Red cabbage contains a "pigment molecule" called "flavin", which is an anthocyanin, that changes color based on the PH. 
• When presented with an acid, the flavin will turn the cabbage red.
• When presented with a neutral solution, the flavin will turn the cabbage purple. 
• When presented with a base, the flavin will turn the cabbage green or yellow. 

It changes in response to hydrogen ion concentration. (Acids donate hydrogen ions while Bases accept them.)

• If acid rain were to fall on the cabbage during development, the flavin within would react to the rain and change the cabbage a red color. This may be the reason for the name "red" cabbage. 
• Soils in acid rain have a resistance to acid, known as buffering capacity. The capacity of absorption of acid depends on location. 

 

Day 2 -- Misinformation

There's been quite a bit going on the last few days. I missed the second class, so I don't have any information about it, besides the quizzes. It's difficult to write blog posts.

As I receive more information on that class, I will update this post.