Zoology

Week of May 2, 2016

By now you should have turned in your Frog Sandwich assignment, taken the amphibian quiz, and finished the reptile vocabulary.  Turn in the reptile vocab assignment.  

Friday you will receive the final exam

Link for reptile article assignment

Page 1 for assignment

Page 2

If there is an assignment you are missing and you need to make up points do the below assignment.  You may do your research using google.

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Take a walk through the phylum chordata.  By now you should have finished your chart now you will go more in depth.  

Write out the question and answer on your own paper.  Use google to search for your answers.  Make sure the explanation is in your own words.  

Vocab to define before beginning: endothermic, ectothermic, symmetry, consumers, herbivore, carnivore, omnivore

Characteristics of all vertebrates:

 What main characteristic is shared by all vertebrates?

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Compare and contrast chordates and vertebrates:

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How do vertebrates differ in the way in which they control body temperature?

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What kind of body symmetry do all vertebrates have?

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List the seven classes of vertebrates.

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Class Agnatha

1. What are these? ________________________________________________________________________

2. Are they endothermic or ectothermic?  ______________________________________________________

3. What type of body covering do they have?  __________________________________________________

4. How do they breathe? ___________________________________________________________________

method of obtaining food:

5. What types of consumers are they?  ________________________________________________________

6. How do they eat? _______________________________________________________________________

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other attributes:

7. Do these fish have side fins? ______________________________________________________________

8. Do they have scales? _____________

9. Do they have bones? _____________  If not, what do they have instead? __________________________

10. List some examples of agnatha. __________________________________________________________

Class Chrondrichthyes            

1. What are these? ________________________________________________________________________

2. Are they endothermic or ectothermic?  ______________________________________________________

3. What type of body covering do they have?  __________________________________________________

4. How do they breathe? ___________________________________________________________________

method of obtaining food:

5. What types of consumers are they?  ________________________________________________________

other attributes:

6. Do these fish have side fins? ______________________________________________________________

7. Do they have bones? _____________  If not, what do they have instead? __________________________

8. List some examples of these. ____________________________________________________________

Class Osteichthyes                  

1. What are these? ________________________________________________________________________

2. Are they endothermic or ectothermic?  ______________________________________________________

3. What type of body covering do they have?  __________________________________________________

4. Internal or external fertilization? __________________________________________________________

5. How do they breathe? ___________________________________________________________________

method of obtaining food:

6. What types of consumers are they?  ________________________________________________________

other attributes:

7. Describe some other physical attributes of ALL members of this class? _______________________________________________________________________________________

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8. List some examples of these. ____________________________________________________________

Class Amphibia                              

1. Are they endothermic or ectothermic?  ______________________________________________________

2. What type of body covering do they have?  __________________________________________________

4. Internal or external fertilization? __________________________________________________________

3. Describe how the young are born. (eggs/no eggs? water/no water? shell/no shell? other)

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4. How do they breathe (be sure to include information from all life phases)? _________________________

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method of obtaining food:

5. What types of consumers are they?  ________________________________________________________

other attributes:

6. Describe some other physical attributes of ALL members of this class? _______________________________________________________________________________________

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7. What are the three main groups of these?____________________________________________________

Class Reptilia                                    

1. Are they endothermic or ectothermic?  ______________________________________________________

2. What type of body covering do they have?  __________________________________________________

3. Internal or external fertilization? __________________________________________________________

4. Describe how the young are born. (eggs/no eggs? water/no water? shell/no shell? other)

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5. How do they breathe? ___________________________________________________________________

method of obtaining food:

6. What types of consumers are they?  ________________________________________________________

other attributes:

7. Describe some other physical attributes of ALL members of this class? _______________________________________________________________________________________

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8. What are the four main groups of these?____________________________________________________

Class Aves                     

1. What are these? ________________________________________________________________________

2. Are they endothermic or ectothermic?  ______________________________________________________

3. What type of body covering do they have?  __________________________________________________

4. Internal or external fertilization? __________________________________________________________

5. Describe how the young are born. (eggs/no eggs? water/no water? shell/no shell? other)

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6. How do they breathe? ___________________________________________________________________

method of obtaining food:

7. What types of consumers are they?  ________________________________________________________

other attributes:

8. Describe some other physical attributes of ALL members of this class? _______________________________________________________________________________________

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9. List some examples of these. _____________________________________________________________

Class Mammalia

1. What are these? ________________________________________________________________________

2. Are they endothermic or ectothermic?  ______________________________________________________

3. What type of body covering do they have?  __________________________________________________

4. Internal or external fertilization? __________________________________________________________

5. How do they breathe? ___________________________________________________________________

method of obtaining food:

6. What types of consumers are they?  ________________________________________________________

other attributes:

7. Describe some other physical attributes of ALL members of this class? _______________________________________________________________________________________

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8. How are the three groups of mammals classified? _____________________________________________

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placental mammals:

                        9. Give some examples of these:________________________________________________

                        10. Describe how the young develop. _____________________________________________

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marsupials:

                        11. Give some examples of these:________________________________________________

                        12. Describe how the young develop. _____________________________________________

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monotremes:

                        13. Give some examples of these:________________________________________________

                        14. Describe how the young develop. _____________________________________________

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Brains- Added February 2, 2016

  Learn what is going on in my friend Andy's lab at U of I.

              Vid 1      

              Vid 2

• Pinky and the Brain - parts of the brain 
• Human and Sheep brain comparison ppt
• Brain 101 
• Difference between human and sheep brains
• Link for skulls for lab- online

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Evolution of the Eye

Video- How eyes evolved

Do you see what I see - Project neuron lesson

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Animal Behavior Unit

Animal Behavior Webquest- open this up so you can more easily access the links.

Inside the minds of Animals - Watch, take the quiz, and journal about the discussion question

Ted Moral Behavior in Animals  and Einstein the Parrot

Zoobiquity

The Interspecies internet

Movie: Gorillas in the Mist

Link for Your Inner Reptile - Absent students use this link to watch for make-up (Late start 1/25)

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Candy chemosynthesis lab and begin your final paper.  See the link by mousing over Zoology Syllabus to the left. 

Candy Chemosynthesis

• Key Vocab: Magma, conversion, ecosystems, In situ, derive, black smoker, hydrothermal vents, chemosynthesis, autotrophs, chemoautotrophs, food chains, food webs, photosynthesis

Focus Questions:

• What chemicals are used by autotrophs in extreme environments in the deep ocean?
• How are these chemicals different from those used by terrestrial autotrophs?

You will.....

• Differentiate between requirements for life in extreme environments and other environments.
• Use models to create a visual image of chemicals involved in autotroph nutrition.

Helpful Links

• David A and H vents

• Hydrothermal Vents video
• Chart Chemosynthesis vs. photosynthesis
• Nasa Link to the info for the lab

In biochemistry, chemosynthesis is the biological conversion of one or more carbon molecules (usually carbon dioxide or methane) and nutrients into organic matter using theoxidation of inorganic molecules (e.g. hydrogen gas, hydrogen sulfide) or methane as a source of energy, rather than sunlight, as in photosynthesis.

What???  This lab you will investigate further using candy.

Phase one in groups of 4

• Get a big piece of paper and draw a line down the middle.
• On one half write the equation for Chemosynthesis.
• On the other half write the equation for photosynthesis.
• Decorate each side with representative autotrophs.
• Make sure you save room for a legend for when you make your models.

Phase 2 

• Determine which color candy will represent each of the atoms in the molecules.

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Week of November 16, 2015- Poriferan week

Jonathon Bird's Blue World Sponges

Shape of life Sponges video

Shape of life sponges worksheet

Thursday and Friday will be a Crayfish Dissection -  Here is the pre-lab using the Zoology Text pages 237-2431.

1. Crayfish are found in the Phylum Arthropoda. What subphylum are they found in?
2. In what 2 ways do Crustaceans differ from other living arthropods?  Explain
3. What class and order are crayfish found in?
4. What are crayfish adapted to do?  Why is this?
5. Draw, label, and describe the parts in figures 14.21, 14.22 and 14.23.
6. Why is the endocrine system important to crayfish?  See page 240
7. Describe the habitat of the cave crayfish and why it is endangered.

Week of November 9, 2015

Go to the following website and first READ through what you are supposed to do.  There are questions and a chart that needs to be completed. 

Classify and comparing worms

When done with the work on the website find an anatomical diagram of each worm and draw and label it. 

Worm lab

Compare the 2 worm videos- Annelids and Flatworms on Shape of Life

                      Take notes on each video and then compare them.

Deadly Insects Wanted Poster Assignment- See the above list for options

Once you have decided on your DEADLY INSECT then you need to tell Ms. Chabi.  We don't want any repeats!!!

Spider video from Monday, 9/28

Mantis Shrimp on The Oatmeal

How do spiders move?

Spiderweb lab

Spider Locomotion assignment- The Itsy-Bitsy Spider: An analysis of Spider Locomotion

• Begin by reading this section.  Ask me if there are any words you are unfamiliar with.
• For this section make drawings and describe the 3 models of locomotion. 
• What does this section say about spiders?
• Describe natural selection.
• Write down and describe the physics concepts.  If you ask I will go over them with you.  If not I will presume you already know them.
• Answer the 3 questions.  These require some thought and multiple sentences or pictures.
• Once done go one to the next sections.

Why not eat insects?-  

1. Video-  Marcel Dicke: Why not eat insects?- Watch and take notes- You may watch it in pairs.

2. Sierra Club Article Eat Your Bugs - Read this and take notes- The notes should be at least a page!

3. From the 2 previous sources come up with 5 questions you would like to research. Here is a sight that might help. Bug food edible insects.

4. Start out by picking 2 of the questions and finding 2 sources for each question.

5. Using all of your found knowledge make an informational pamphlet to educate your peers on your research.

After you are finished.....

Back to Isopods.  Remember that Isopods are Crustaceans and are in the Arthropod classification. You were to investigate the difference between pill bugs and sow bugs.  You should have noted several differences in your data.  This is the beginning of your investigation.  

Next thing you along with up to 2 other people (that is 3 total) are to come up with 2 behavioral non lethal tests for pill bugs and sow bugs to investigate in the field (outside) tomorrow.  This is another full lab write up using the template I gave you with the attached rubric.  Remember to take qualitative and quantitative data.  Your quantitative should be graphable and analyzed in your conclusion.  Please see me with any questions.

May 8, 2015

Awesome fellowship opportunity!!  Check it out!!!

Endangered Species Day Project.

Using the link above answer the following...

1. What is an endangered species?

2. What is the endangered species act and why is it important?

3. When is endangered species day?

4. Describe some things you can do to help endangered species both locally and globally.

5. Click the endangered species tab on top and describe the featured animal.

6. Now go to the bottom and pick one endangered species from each category and describe why it is endangered, where it is found, and what is being done.

7.  There are many endangered plants.  Why are these particularly important to endangered animals.

8. Now that you know some things about Endangered Species Day you will be making a poster to hang in the school to share some knowledge about the day.  We will need to hang them up before next Friday to spread the word.  

Criteria for poster.

• Make sure the act is described briefly as well as the significance of the day.  This should be catchy.
• Pick one animal and one endangered plant.  Tell some things about them that would make people want to help them.
• Describe what people can do locally to help endangered species in our area.
• It should be colorful with graphics. 

Anatomy comparison group project

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We will be using the computers all this week to work on these 2 simulations. 

Vertebrate Circulatorium- In this simulations you are looking at various vertebrate heart and circulatory systems.

• For this one take notes and make drawings of each animal's system.  Make sure to note as to how many chambers each heart has. 
• Once you are done make a summary comparing the different hearts and their major differences. (How many chambers each has.)

Lizard Evolution Virtual Lab- In this simulation you will explore the Anole lizards and their evolution.  There are 4 modules for you to go through.

• For each module follow the instructions and make note on paper what you wind up doing for each step in each of the 4 modules. Notes and sketches in a journal format is what is expected.
• Once you are finished write a summary of what you learned including what you feel about the module (like or not and why), the best, and least liked aspect of it.  Also, why do you think I had you do this module.  

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December 5, 2014 - Videos and discussing of microbiome

Human Parasites, Ubiome

Shape of Life Flatworms- Platyhelminthes

Week of November 10-14, 2014- Read until the line below before clicking on the website to begin the webquest. 

Oceanography Webquest - Read all the directions!  This is an individual assignment. 

Email me with any questions at eduphile@gmail.com 

On Friday there will be a presenter for all classes.  If he is finished early I reserved the laptops for you to use.  

Andrew Mayner
High School Presenter
Computer Systems Institute

If you were absent on Friday, November 7, 2014 you need to answer the following 3 questions after watching the adjoining 2 videos.  Make sure you turn in your Crazy Cat lady comic and the Sea Cucumber dissection if you have not done so.

Proof of the first animal

Sponges: Origins

1.  What is animal eve and expand on what is meant by this?

2. How was the evidence obtained to determine animal eve?

3. Describe 3 things you found surprising about sponges.

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Animal Domestication Project - This is 2 parts.  

1. Read and summarize the following article on Animal Domestication from National Geographic.  If it is easier for you to print and annotate that is fine too.
2. Now pick a domesticated animal and explain the following: various species that are domesticated, animal behavior to be aware of, care of the animals including what they eat each day and how much and how much room you would need to have a bunch of your animals. 

Dough Invertebrate Group Project: You were given a piece of paper with a number on the top.  That number corresponds to the invertebrate classifications below.  This is the invertebrate your team will research.  Read the paper given to you for further instructions.  Each person in the group is to do research and contribute to the project.  Once you have this figured out find your group members.

Teams for the project.   The highlighted team needs to see me.  Each team has only 3 people.

1. Coelenterata
2. Protozoa
3. Platyhelminthes
4. Echinoderms
5. Annelids
6. Mollusks
7. Crustaceans
8. Porifera
9. Nematoda
10. Myriapoda 

On October 20th we did a reflection.

• Reflect on your group project.   In the reflection you need to put your name, period #, and your topic on the top.  Tell me what each person did to contribute to the group work, including yourself.  Give each person a grade out of 20 points and give justification for the grade.  This is out of 25 points with 5 points for the written reflection.  
• Make a squid versus octopus diagram.  On either side draw a squid and an octopus labeling anatomical parts.  In the middle put all similarities and differences.

Alternative assignment if you missed the presentation day:  You need to write or type a 1 1/2 page paper on the classifications that were assigned for the project.  Make sure this is in your own words.  If it is plagiarized in any way you will receive an automatic zero.

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Spiders of Illinois link