.

.

Monday, May 4, 2026

Environmental science predator prey lab

 Next we will

introduce the idea of  Using Dichotomous Keys to help identify things.

We will use this key to do a lab on identifying mammalian skulls.  Be careful with these skulls!  They are very fragile.  We will take two periods to complete this lab.

CLASS NOTES: 
STUDY QUESTIONS TODAY:


1.  What is meant by the word "Adaptation"?
2.  Skull adaptations for predators/prey include the placement of the eyes.  Explain why eye socket anatomy is different in predator vs prey.  Give examples
3.  What teeth do predators have compared to prey?



IDENTIFICATION LAB:

Purpose:
1.  To identify a set of mammalian skulls and determine whether the animal is a predator or prey
2.  Demonstrate an ability to use a dichotomous key
3.  Draw each specimen and demonstrate your ability to observe using the skill of drawing.
4. Make conclusions about what animal this might be.

For each specimen: 10 marks per specimen:
1.  Make a half page drawing where you measure and label parts    
5 marks - your color drawing is in ink, and  half a page and every part is labeled, and you have measured it in cm
3-4 marks, drawing is not in colour, it is in pencil, or less than half a page or some parts not labeled.  or you did not measure, or it is a rushed drawing
1-2 marks - it is incomplete

2.  observe the eye sockets and the teeth and conclude whether the skull belongs to a predator or prey
3 marks - you explain yourself very clearly and give your reasons and they seem logical
2 marks - your reasons are logical
1 - you are correct and need to provide more evidence for your point of view

3.  Take your best shot at identifying this specimen, give reasons for your conclusion.
2 marks - you are spot on!  or, if it is inconclusive, you give your best evidence for what it might be
1 mark- you are making a pretty good guess and you provide some evidence



Some useful information:
 Dichotomous Key for Mammals in the USA
Mammals of Alaska
The following quote is from
https://www.earthlife.net/mammals/teeth.html















"Teeth in mammals come in four different sorts: Incisors, Canines, Premolars and Molars. Not all mammals have all, or even any of them and the roles any particular sort of teeth play in an animal's life can be quite diverse. The arrangement of teeth in any given mammals mouth can be expressed as a 'dental formula'. This formula gives the arrangement of one side of an animal's jaw such that incisors are always written first then canines then premolars and then molars.
For humans 2123-2123 is upper and lower jaws respectively signifying 2 incisors, 1 canine, 2 premolars and 3 molars on each side in both the upper and lower jaw.


In total this adds up to 8 incisors, 4 canines, 8 premolars and 12 molars = 32 teeth in humans. Other mammals have different numbers of each sort of teeth in their upper and lower jaws. Hence Smoky Bats (family Furipteridae) have the dental formula 2123-3133 whilst Hyenas have 3141-3131 normally.



Incisors = Cutting teeth - these are the front most teeth in the jaw primarily used for the initial biting of food. They have a straight, sharp cutting edge and one root. In many Rodents they grow continually throughout the animals life, this is because they get warn down gnawing through things.
Canines = Stabbing teeth - normally only 2 pairs (one each side) per jaw. They have a sharp, pointed edge and are used with the incisors to bite into food and or to kill prey. Like incisors they have one root. The tusks of many animals such as elephants are modified canines. They are missing in rodents and most large herbivores (Perissodactyls and Artiodactyls). The gap where the canines would have been is often enlarged and is called a 'diastema'.
Premolars = Next back from the canines. They are generally similar to molars in form and function in both herbivores and omnivores, but in carnivores some of them at least are slimmer and are used to cut flesh. When they (the first lower premolar and last upper premolar) are modified like this they are called the carnassials. Otherwise premolars are teeth we use to crush and grind our food. Their upper surfaces have a broad, lumpy top instead of a sharp biting edge. These small irregular lumps are called cusps. Premolars are called bicuspids in some books, this is because, in most cases, they have two cusps. The prefix bi meaning two. The first upper premolars normally have two roots. The other premolars have one root.
Molars = These are larger than premolars and extremely variable depending on the animal's diet. Like premolars they are used for crushing and grinding food, and like premolars their upper surfaces have ridges called cusps on them. Molars normally have three to five cusps and two or three roots. In humans we call the third molars, those closest to the back of the mouth 'Wisdom Teeth'. If the jaw bone is not large enough to accommodate all the teeth in it, as sometimes happens with humans, these wisdom teeth can become painfully wedged between the back of the jaw bone and the 2nd molars. This condition is known as 'impacted wisdom teeth'."

Example:  Domestic Cat


 

Tuesday, April 28, 2026

Lab examining angiospermae leaf, and stem

 Please examine the following specimens under the LIGHT  microscope. Read page 285 to 287.  Make a clear and colourful drawing that is at least half a page and label the parts of the specimen.  Each labeled drawing is 7 marks x 5 drawings = an assignment out of 35 marks.  Answer all questions for full marks

Drawings

A. LEAF X SECTION LILAC 

B  SYRINGA LEAF X SECTION 

C.  Leaf collected from outside .

1. for  the leaf that you picked from outside, label the top and bottom of leaf and explain why one side is darker. 

2..  Look at the cross section of leaf.  Draw and label the cuticle, palisade mesophyll, spongy mesophyll, guard cell, vein. 

3..  Which part of the leaf is facing the sun?  Which part is in the shade? 

4.   What is the purpose of the stomata?

5.   What is a cuticle for?


STEM 

drawings:

A. monocot vs dicot 

b. longitudinal section of coleus stem 

 1. MONOCOT VS DICOT  Examine and compare the monocot and dicot stem   cross section slide.  Label the vascular bundles, xylem and phloem.  How do you know which specimen is monocot and which is dicot? (page 285) 

2. LONGITUDINAL SECTION Draw the longitudinal section.  The xylem is stained red.  What is the purpose of xylem?  


Wednesday, April 22, 2026

Flower and Fruit Lab : Angiospermae contrasted with early Tracheophyta specimens

 PLEASE OMIT NUMBER 6 BELOW, BUT DO THE REST

I am giving you a handout which is like a  colouring book showing the structures of flowers, leaves and fruit.  It is from the "Botany Colouring Book", a resource for university level botany courses.

Use this as a reference.

FLOWER and FRUIT LAB part 1
Go into the school garden and find the following specimens.  Bring them back for dissection and observation under the dissecting microscope.

Draw each specimen.  2 marks
Identify the flower type and label the parts.  2 marks
Write one interesting observation you notice  1 mark

 Each drawing should be at least a half page.  

Use a blank paper to draw your observations.

SPECIMENS: FOR EACH NUMBER BELOW, USE HALF A PAGE TO DRAW THE FOLLOWING: 
1.  Find a small HEAD type of flower  and draw it (simlar to a sunflower) . It ought to have a disk flower and ray flower within the head.  Observations:  Count the disc flowers in your specimen.  What is the advantage of this kind of flower? 

2.Draw these specimens
    a.  Find a branching type of flower, such as a SPIKE type of flower
    b.   Find a BRANCHING type of flower like a head type
    c.   Find any other type of BRANCHING type. 

3.  Find a BASIC FLOWER.  Is it hypogynous, perigynous or epigynous?  Draw it and label its parts


4. Fruit specimens:  find a fruit specimen from the school garden.  Identify the type of fruit it is and draw it. Classify the fruit according to your colouring book reference.  Examine a sample under the microsope. label any parts you see according to the reference. 

5.  Seed specimens:
find 4 kinds of seeds from the school garden: 
a."helicopter style" seeds 
b. parachute seeds
c. seeds composed of 2 parts (dicotyledon)
d. seeds composed of 1 part (monocotyledon) 

6.  EARLY TRACHEOPHYTA : these are not angiospermae 
a.  Fern specimen:  Note that ferns are NOT angiospermae. They have spores and no seeds.  Look at their spores and draw them. 
b.  Horsetail specimen:  Horsetails have silica to discourage herbivory.  Examine under the dissecting microscope.  Draw this specimen

7.  LIVING FOSSIL TRACHEOPHYTA SAMPLE:  Gymnospermae
a.  Ginkgo: Examine the ginkgo leaf under the microscope and look at the fossil


50 marks for the specimens
15 marks for presentation, completeness, creativity
total: 65 marks

Tuesday, April 21, 2026

ANGIOSPERMAE, the lateset plants in evolutionary history

 Read the Angiosperm Review Sheet  

(review sheet copyright Ms. V. Hui)


Here are the notes 






Go into the school garden and find the following items: Observe under the dissecting microscope   Dissect and draw. Hand in.

1. A flower with a stamen, stigma, pistil, petals

2. a fruit

3. a seed, is it a dicot or monocot? 

4. A leaf showing the *veins*

5. A pollinator photo

Evaluation: 

18-20 outstanding, careful  labelled drawings. in colour

15-18 Excellent drawings, labelled. no colour

10-14 Very well done. Not labelled.

0-10  Good start. It's incomplete.

Wednesday, April 15, 2026

Take a look at wood specimens under the light microscope

 observe cross sections of a pinus plant


this is a 3 year old cross section of a pine from the Berkshire Community College
Bioscience Image Library




Wood structure




Examine the wood specimen 


Thursday, April 9, 2026

Plant evolution lab activity: Study questions for Alternation of Generation

 1.  What is the definition of a plant?

2.  Write the equation for photosynthesis
3.  Glucose can be used for three purposes for plants.  What are these three purposes?
4.  Review how sexual reproduction occurs in multicellular animals and explain the meaning of the words "haploid" and "diploid"

5.  The earliest plants in evolutionary history were bryophytes.  What are bryophyte characteristics?
6.  Explain Alternation of Generation
7.  What characteristics of tracheophytes help them survive on land?
8.  What is the order of evolutionary history:   fern, flower, moss, cedar tree...what is the correct order?

 First go into the school garden and bring back some mosses and fern specimens.  You will start this Plant evolution lab activity .  

1.  Examine MOSSES and FERNS by using the DISSECTING MICROSCOPES located in the back room.   These have TWO OCULAR LENSES: two eye pieces, not one.   

2.  Draw your specimens while observing under low power. Put your specimens on paper towel.   if a petri dish is available, try submerging your moss under water. It looks very much like seaweed. Why does it resemble algae?  

As you work through this lab, note that we do not have certain specimens. We have no liverworts or horsetails in our school garden so you cannot examine them.  Just answer the questions for liverworts and horsetails.  

Plants alternate their generations.  If humans did this, it would be something like this: I will explain this when I come back to school.























Watch this video and learn about alternation of generation