Discovering the Animal Kingdom

CLASS NOTES:

Here is the mind map we created during our first lesson. 

Us and them? how are we (HomoSapiens) related to a tapeworm and all living animals? what gave such large diversity of species? 

Always keep handy your phylogenetic tree of the animal kingdom, we will be using them every class as we move forward from simple (primitive) organisms to more complex (further evolved) organisms. 

PORIFFERA - CNIDARIA (RADIATA) - PLATYHELMINTHES - NEMATODA - MOLLUSCA
→→→→→→→→→→EVOLUTION→→→→→→→→→→→EVOLUTION→→→→→→→→

ANNELIDA - ARTHROPODA - ECHINODERM

→→→→→→EVOLUTION→→→→→→→→

INTRO SLIDES
Porifera, Cnidaria & Platyhelminthes slides
Nematoda & Mollusca slides
Annelida & Echinoderm Slides
Ms. Ng's arthropoda slides

IMPORTANT! - What is a coelom and why we need a coelom? WATCH THIS VIDEO!
Up to minute 7:30, the rest is fun facts.


SQUID DISSECTION

- For Tuesday, Feb 28, 1-1 & 1-3 blocks must bring with you a list of the parts of a squid with their functions.

- For Friday, March 1, 2-4 block must bring with you a list of the parts of a squid with their functions.

We will be doing a squid dissection, without this list you cannot participate in the dissection.

Dissection Write-up TOTAL 30 marks: 1-1 & 1-3 due on Monday, March 6. 
2-4 due on March 7
The write-up for this lab is individual. Now that you have dissected your squid, you can compare your observations with the parts that you discover through your brief research (homework).
- Did it have all the parts you found before the dissection?
- Which parts do you now see if you compare it to a diagram?
OR Which parts did your specimen NOT have that you found in your research?
- IMPORTANT: How are these parts an evolutionary trait and how is it of an advantage or disadvantage to the animal for surviving?

Homework TOTAL 10 marks:1-1 & 1-3 due on Monday, March 6. 
2-4 due on March 7
Answer the following questions:
What phylum does the squid belong to?
What family does it belong to?
Which other 2 families are the cousins or are related to the squid?
Out of the three families, which one is the most primitive and the more advanced and why?
What is are the evolutionary differences between the squid phylum and the roundworm phylum?

UBC Beaty Museum Passport

This activity was a combination of learning about the visible evolutionary traits across and within species like between different bird species, or how food sources shape the animal's physiology (carnivorous vs herbivore teeth).

If you were unable to make it to the museum, you may most if not all answers on the net.

Page 2 (inside cover) - use your class notes from evolution
Page 3 - enter the bit.ly address on the web for the video
Page 4 and 5: find the skulls of these animals and draw or describe their teeth structures
        Hint page 5-  it's a panda bear - what is the diet of a panda bear?
Page 6 and 7-  choose 2 birds of your liking and complete the tables (for Evol +/-) how are these traits an evolutionary advantage/disadvantage to the animal?
       Find the answers for the kiwi
Page 8 - Find the definitions
Page 9 -
Page 10 - this is your personal opinion on using things you might have seen in the museum to adorn homes or to be used as jewellery, etc.
Page 11 - The answers are in this video : http://www.hhmi.org/biointeractive/stickleback-film-quiz

CDC write up format for our disease simulation

CENTRE FOR DISEASE CONTROL    32 marks                               

    Biology 11

Purpose of activity:

1. Research different disease-causing agents: Virus and Bacteria
2. Take notes on disease vectors and different virus and bacteria
3. In class: take part in a disease simulation

OUTBREAK ACTIVITY:

Rules:

1. As Centre for Disease Control, you have the power to shut down restaurants, quarantine areas, immunize a group, issue a boil water advisory etc.  Your job will be to gather information about the outbreak and decide what to do.

2. You may ask any question for which the answer is yes or no.

3. If you decide to do a blood test to test for the presence of a disease organism, you must be very specific.  For example, you cannot say: ”I want to test for a bacterium.  But you could say:  “ I want to test for Stapholococcus Aureus”.  If you decide to prescribe any medication, you must be specific and state the exact medication.  Also, if you wish to vaccinate, you must name the specific virus to vaccinate against.

4. Every 2 minutes, 2 weeks will pass.  There will be new victims if your actions were not successful

WRITE UP:

Each person will fill out the outbreak sheet separately.

Bonus marks for the group who correctly names the disease causing organism. AND, bonus for the group whose action stops the outbreak.

CENTRE FOR DISEASE CONTROL             NAME__________________

Symptoms of the disease: ( 5 marks )

Age, sex and other details of the victims: (list victims in order)  ( 5 marks )

Possible disease vector:  (2 marks)              Evidence of this disease vector:                                                                        (10 marks)

        

Food

         Water

         Aerosol

         Soil

         Animal

         Human contact

                  Blood, mucous, saliva,

                  Feces, sexual contact

List the events of the outbreak and the response of CDC in the order that it took place:  List this accurately and completely.  Number the events and highlight the action that eventually stopped the outbreak

(10 marks)

  

The Animal Kingdom

Awesome Bio 11s,

I am very excited to be sharing this experience and to learn from you.

Remember I am always available at the homework room on Tuesdays and Thursdays after school or you may also contact me by leaving me a note in my mailbox or via twitter @msbgladstone.

Here is the UNIT PROJECT with the details of the project, how you will be graded and the self/peer assessment.
The self/peer assessment is 15% of your project grade.

Here is a template to keep your research resources organized as RESEARCH NOTES

INTRO LESSON

Thank you so very much again for your time, your efforts and I very much appreciate your feedback.

As discussed we will be trying out different methods for note taking. Please be mindful that these may or may not work for you. The purpose of note taking is creating solid links between the new concept and your previous experience so the notes HAVE TO MAKE SENSE TO YOU!

The best 5 systems for note taking. We will be trying out SOME of them, not all of them.

What will we be learning about? Let's start with a Frans Lanting VIDEO. As you watch this video keep in mind:

• are all animals one? How?
• "the human made it to the cave and laughed" - why did he laugh?
• "it is our moral responsibility to deal with dramatic loss in diversity of life" - why? 

I challenge you to keep your Evolutionist hat on and look for the whys and the ways a species has adapted to its environment to survive.

• How is this a positive or negative trait in terms of: 
• finding shelter
• reproducing
• obtaining energy source (food, water, light, etc.)

NOTE TAKING:

Mind Mapping - read about the best and the worst of mind mapping, give it a try and see how it feels 

Cornell notes - here is a crash course on how to take effective Cornell notes

MOO MOO HERE...CRUNCH CRUNCH THERE (a bug eating something)

Here is the mind map we created during our first lesson. 

Us and them? how are we (HomoSapiens) related to a tapeworm and all living animals? what gave such large diversity of species? 

Disease

 a more comprehensive list of viral pathogens .  this list is undergraduate level.

CASE STUDIES

Airborne Diseases

            Preventing airborne diseases case study: a viral airborne disease (SARS)

            http://www.cdc.gov/niosh/npptl/topics/respirators/factsheets/respsars.html

Managing an airborne disease case study:  a bacterial airborne disease (TB)

            http://www.cdc.gov/tb/pubs/slidesets/InfectionGuidelines/airborne.htm

STI: 

http://www.cdc.gov/std/default.htm

Foodborne:http://www.cdc.gov/foodsafety/facts.html

dine safe website: a comprehensive list of health inspection reports for any restaurant!

Animal vector:

          Animalborne

https://www.cdc.gov/parasites/animals.html

Insect vector: 

https://www.cdc.gov/parasites/insects.html

Waterborne:

https://www.cdc.gov/ncezid/stories-features/browse/subjects/waterborne-diseases-water-safety.html