Examining Vertebrate skulls using Dichotomous Keys

  

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?
4.  How are the skulls HOMOLOGOUS TRAITS?  What is a homologous trait?
5.  What is an analogous trait?



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

Classification and Taxonomy Activity

 Read these notes on classification

Answer these questions 

1.  What is classification?  Who invented it?
2. Explain the term binomial nomenclature
3.  What are the taxons of life, in order of largest to smallest?
4.  Define species.
5.  Cell respiration is a universal energy equation.  Where does it happen?  Write the equation.
6.  What is ATP, ADP.  Give an analogy for how this works
7.  Define Heterotroph and Autotroph
8.   What is the definition of
a. Animal
b. plant
c. Fungus
d. Protozoa
e. Monera

TAXONOMY EXERCISE 

There are 10 specimens around the class. Examine each specimen.

1. Draw or photograph the specimen

2. Make observations on colour, texture, etc...

3.  What taxons do you think this specimen belongs to? What *body part* if it is a part of an organism? What is your evidence? 

4. Classify your specimen.

27-30. You did an exceptional job and you completed all the questions and you made careful drawings of each specimen.  You draw in ink and colour.  Your observations are excellent and this work exceeds expectations. Excellent evidence

22-26 you did an excellent job  you draw in ink and colour.  Your photographs are very good . Your observations are excellent

17-20 You did a good job of completing the questions . Your photographs are good.  You made observations 

<15. You have a good start but you did not finish your work.  

Dear Parents

 in light of our recent covid-19 exposure alert at school, I would like to empathize with you that this is a worrying time.  I know that VCH has already contacted the parents and guardians of the class where the exposure has occurred.  If you have not been contacted, you are not at risk. 

Our school has excellent protocols and in my class, these are the layers of protection, which are similar to many workplaces:

- students wear masks in our school (with very few medical exceptions) and in my class, all wear masks.

- we ask students who are sick to stay home. 

- we avoid physical contact and I encourage students to maintain physical distance

- for many classes, including mine, windows are open at all times, admitting fresh cold air (my students need to wear a coat!).  Students can also request that windows are opened.  

-there are less than 15 students in the class  

I invite my students to come to school , wear a mask, and learn with us. We will get through this together! 

Dear Biology 11s, there is an open book quiz for you!

 The link to the CHECK IN quiz has been sent to you through TEAMS!  If you have trouble accessing it or if you need a paper copy, then come and see me during flex time!  

the quiz is called CRITERIA TO LIFE. I will email the link to you if you can't see it in TEAMS. 

Good to see some assignments coming in!

 Here is a gallery some pieces handed in

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Week 1 and 2: Welcome To Biology Class!

 Welcome to  Life Sciences (Biology) 11 

This course is a field course which will cover all the major phyla of life.  It is expected that you will receive most of your course content on line and we will do labs and field study in class.  You will hand in ALL assignments through Microsoft Teams.  Below are your first week of assignments.  

ASSIGNMENT 1. HAND IN YOUR CONSENT FORM  /5

I would like you to download this consent form and bring it to class. It will give us the ability to walk to Trout Lake or Renfrew Ravine at any time that I announce during the term.   Bring this consent form to class.

evaluation:  5 points for handing this in

CREATIVE ASSIGNMENT 2:  DEAD OR ALIVE

For your first assignment, I would like you to go outside and find the following objects  Photograph them or draw them and write about them in a little paragraph of no more than a third of a page.  You may answer in the form of a type written response under your photo, OR you may write it out in hand writing and draw your answers. 

1.  Find something dead.  How do you know it is dead? 

2.  find something alive.  What is it about this object that makes it alive?

3.  Find something that has never, ever been alive.  What characteristics does this object have that tells you that it is neither dead nor alive. It is nonliving.

4. Find something that is not alive, but an important PART of something alive.  Explain your answer

5. Look at your responses and ask yourself:  What is the criteria of being alive?

evaluation : /20 points)

CREATIVE ASSIGNMENT 3. A SUMMARY OF BIOLOGY AND THE CELL

Read this. 

Review of the Cell:  Life, Death and Self Destruct Sequences

And watch this intro video on Eukaryotes and Prokaryotes

This video is an intro to some of the similarities and differences between eukaryotes and prokaryotes. It is meant to accompany our class notes.

Vocabulary words and ideas in the video:

Eukaryote Prokaryote DNA nuclear membrane protozoan multicellular organisms unicellular organisms cell membrane, cytoplasm, DNA, RNA, ribosome, protein, endoplasmic reticulum vacuole mitochondria Plant cell chloroplast cell wall made of cellulose cell wall made of peptidoglycan Bacteria in the environment and the gut

Make a creative summary of these notes.  The summary must cover all of the points below:

 1. What are the 4 criteria to life? 

2. What are the two main types of cells on earth? 

 3. Give an example of a. UNICELLULAR organism b. MULTICELLULAR organism 

4. I gave an example of the cell as a chocolate factory. Make your own analogy of the cell and include EVERY ORGANELLE. You may choose a plant cell or an animal cell.

 5. How are plant cells different from animal cells?

 6. What are four ways that cells can interact with each other. below

evaluation: 20 points

ASSIGNMENT 4:

Fill in the blanks and complete the labeling on two of these diagrams photograph your work and hand them in digitally on TEAMS 

evaluation:  5 points

 CREATIVE ASSIGNMENT 5:

 A ONE PAGE SUMMARY OF THE ARTICLE (included in page 6 of  the notes)

"Why does programmed cell death, or apoptosis, occur? Does it take place among bacteria and fungi or only in the cells of higher organisms?"  

Draw a POSTER or DRAW A CARTOON or  write A POEM or  compose A PHOTO ESSAY with key words which summarize the main points of this article. 

evaluation: 20 points

EVALUATION CRITERIA BELOW for the CREATIVE ASSIGNMENTS

Creative response to the practice questions and exercises: out of 20 

17-20     You created an outstanding creative response, for example: a inked and coloured cartoon            summary or poster of the completed questions or a rap song or a poem or propose your   own  creative response. including all the vocab words or a video any creative manner to  show you understand the concepts. You included all the words and concepts and it is brilliant  

14-16.   You created an impressive and amazing creative response. It is an inked and coloured cartoon or a song or a video. It needs finishing touches and you included all the words and concepts. It is really good. 

10-13.  You did a really good start, this is creative! and your cartoon, or rap or video needs some finishing touches to truly complete it. You included most words and concepts, you need to include a few more

 0-10. You started this project and it looks promising! You need to spend some time on it to make it complete

ADDENDUM. 

DURING CLASS WE WENT OVER THE NOTES BUT WE ALSO DISCUSSED OTHER THINGS THAT ARE IMPORTANT.  PLEASE ADD THIS TO YOUR CLASS NOTES

One way to think of living things is to say that CELLS ARE ALIVE because they have

WATER, in them. 

And within this aqueous environment, biochemical reactions can take place,

ions can form ionic bonds. You identified many of the specimens as "alive" when you found

them in the school garden. Many of you said it was because it was not dried up, it was vibrant,

it held moisture. You intuitively know that when things are dead, they are dry or lacking in water.

 

Cells are like water balloons…with

BIOCHEMICAL REACTIONS happening inside them

 

Metabolism = the sum total of biochemical reactions

Happening inside a cell…you need enough moisture in the cell.

Therefore, if something is dried up…it is usually dead.

CELL RESPIRATION AND PHOTOSYNTHESIS ARE EXAMPLES of biochemical reactions.

 

When metabolism stops…the organism is dead.

Also the prokaryotes inside your body are important.  The bacteria inside your intestines can determine your risk for heart disease, and they can even control your metabolic rate!  You are like a world to those little microbes and they are very important for your health and well being. 

Welcome to Biology class! I would like you to watch the following video

 Welcome to  Life Sciences (Biology) 11 

This course is a field course which will cover all the major phyla of life.  It is expected that you will receive most of your course content on line and we will do labs and field study in class.  You will hand in ALL assignments through Microsoft Teams.  Below are your first week of assignments.  I have set up my class so that the majority of the class notes shall be distributed on line from this blog.  

The majority of class time will be lab work (examining skulls, bacteria, plants, microscope work) and also field study (walking to Trout Lake).  My windows shall be open ALL THE TIME to give us nice fresh air  so dress warmly! 

ASSIGNMENT 1. HAND IN YOUR CONSENT FORM  /5

I would like you to download this consent form and bring it to class. It will give us the ability to walk to Trout Lake or Renfrew Ravine at any time that I announce during the term.   Bring this consent form to class.

evaluation:  5 points for handing this in

As we go into Quadmester 2, I would like to prepare for learning during the second wave of Covid 19.  I would like to remind everyone that the best way to protect one another in class is to keep our distance (2m), wash our hand frequently AND to wear a mask. 

I invite you to flatten the curve by these simple measures! We will beat Covid 19 together!   Further, all of my class assignments will be posted here on this blog and therefore, if anyone misses any class due to illness, or self-isolation, you can easily keep up with the work. 

SAFETY MEASURES:

- a cap of 15 in every class

- physical distance, as much as  possible

- wear a mask! It is strongly encouraged by our VSB!  (if you have medical reasons for not wearing a mask, please have your guardian inform me) 

- no academic penalties for being home sick

- windows shall be open in my class to admit adequate ventilation. 

- we can conduct class outside sometimes to do field study