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?  

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

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.

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 

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 

Plant evolution webquest

do  this webquest on plant evolution.     Hand in your work

15 marks for the completed webquest.

https://natmus.humboldt.edu/exhibits/plants-history/evolution-land-plants

plant evolution lesson

  

Please look at this Plantae evolution power point

fill in this worksheet with the main ideas from the powerpoint and hand it in through TEAMS.  15 marks.

Bird nest lab

 

FYI if you are working from home, I will upload clear pictures of the bushtit nest here on this blog and on TEAMS, so you may do this assignment.

Investigation:  Write a report as a  document or slide show. 

1.  a.  Here is some info on  Bushtit biology right here:  an excerpt from the website:

"Bushtits need to eat 80% of their body weight each day to keep up with their speedy metabolisms when weather is warm- they eat even more when it cools down. According to a study from 1907, bushtits in California had diets that consisted of 81% insect matter through most of the year, and which increased to 100% insect matter in the spring. "  

http://wildfarms.weebly.com/blog/bushtit-fluffy-insect-eating-swingers

write 10 points which characterize bushtit biology

1.  NEST SAMPLE (shared microscope) : Observe the tiny sample of the nest under the microscope and report what you see.  Can you see the spider silk?  The moss?  feathers?  Take a picture with your camera if you can.

2.  COLLECT YOUR OWN SAMPLE OF a similar species of MOSS and LICHEN  that is NOT from the nest  from outside and examine this magnified either under the microscope ( OR using your camera to take a really close shot )  and draw your sample.  Answer this question: What properties of moss make it suitable for nesting material? 

3.  Listen for the sound of a bushtit around our school.  Observe for bushtits over a few days.  Draw a map of where and when you hear this sound and include it in the report.   

4.  Optional extra observations:  Some of you began looking at other interesting specimens in our class and using our microscopes.  If you looked at other specimens and photographed them, include them here too.  If you did not, no worries, number 4 is optional.

Evaluation

17-20 - This is a beautifully presented assignment with clear observations, photos, drawings and observations.  It is insightful and excellently done. It is typed or written in ink and in colour

13-16 - This assignment is complete and very well done with great photos and observations. It is in pencil

5- 12 - This is a good start with some good observations but it is incomplete

Environmental Science review safety rules

have a look at this standard science safety quiz

1. 

                         WHMIS -  WORKPLACE HAZARDOUS 
                         MATERIALS INFORMATION
                         SYSTEM 

      THESE symbols are on the MSDS sheet for
       all chemicals    Materials safety Data Sheet. 

THESE ARE MY SCIENCE SAFETY RULES:

1. Follow teacher instructions

a.     If you wish to change instructions, check with teacher

b.     If you break anything or get hurt, report it REPORT ACCIDENTS

2.     .No horseplay, fooling around

3.     Keep yourself safe

a.     Hair tied back, no loose clothing, shoes are closed

b.     If chemicals get on skin, use water

c.     Use eyewash if anything gets in eyes

d.     Wear goggles if needed

e.  If you wear contacts, inform the teacher

4.       Keep your area safe

a.     your work area is neat and organized

b.     you have your lab instructions

c.     aware of fire safety and chemical safety

5.     Keep the classroom safe

a.     Carry materials in a safe way

b.     Aware of fire safety procedure

c.     Don’t remove any experiments from the classroom

d.     Don’t do experiments without first checking with teacher.

6.       Hot and cold and chemical safety

a.     never assume the temperature of something.  Take precautions

b.     hot beaker and cold beaker look identical

c.     always point a test tube away from everyone

d.     when smelling a chemical, waft.

You will create safety rules by reading and summarizing the safety procedures in your poster

The rules can be under the following categories:
HIGHEST PRIORITIES:
THESE RULES CAN BE SUMMED UP LIKE THIS
      Talk to the instructor                     

KEEP ORGANIZED AND SAFE
Keep the classroom safe
Keeping your work area safe
Keep safe with your colleagues
Keep yourself safe
KNOW THE SYMBOLS
Know the correct symbols, WHIMIS symbols


COMMUNICATE AND REACT TO AN EMERGENCY
     be familiar with emergency procedures for fire, toxins, spills, and evacuation  

Environmental Science : Dead or Alive Activity

 

Monday, February 5, 2024

Dead or Alive, notes on the cell

 in class  activity 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. What is something that is not alive but a living thing depends upon it to survive? 

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

Criteria for living things:

What are the criteria for living things?
1.   MOTILITY - the ability to move
2.   IRRITABILITY - it responds to stimulus
3.   REPRODUCTION - it can reproduce and make offspring

a. it can grow

b. it can make another one of itself
4.  It is made of CELLS 

5. a.   HAS METABOLISM -total of all biochemical reactions

occurring in a living thing. If metabolism stops...then that

is death.

    b. TAKES IN NUTRIENTS and MAKES WASTE

CELLS (definition)

-A membrane bound organism that has cytoplasm and genetic material. It also has METABOLISM happening inside it.

-ORGANISMS CAN BE UNICELLULAR (made of a single cell) or MULTICELLULAR (made of many cells)

-ORGANISMS CAN BE EUKARYOTES or PROKARYOTES

Eukaryotic cells have DNA inside a nucleus.  Prokaryotic cells have DNA in the cytoplasm but no nucleus. Prokaryotes are bacteria

Eukaryotes are animals, plants, fungi, unicellular protozoans, seaweed.

6.  CELLS have HOMEOSTASIS - maintaining the status quo for temp,
pH, levels of hormones, levels of enzymes.

7. CELLS CAN adapt to change in the environment.






Organelle systems provide everything for the cell
1.  energy for the cell - this is in the form of ATP made
by mitochondria.The mitochondria needs GLUCOSE and OXYGEN.
GLUCOSE IS FROM DIGESTIVE SYSTEM.
OXYGEN IS FROM SYSTEM AND
RESPIRATORY SYSTEM.



2.   eating and drinking - cell receives building blocks such as
AMINO ACIDS, LIPIDS, NUCLEIC ACIDS from the
DIGESTIVE SYSTEM AND CIRCULATORY SYSTEM

3.  waste is taken away by diffusion

4. communication for the cell 
5.  cells defend themselves

6.  Reproduction of the cell 

ANY ANIMAL CELL inside a mammal...

Eating building material such as amino acids, lipids nucleic acids

Energy:  glucose and oxygen goes to mitochondria and carbon
dioxide leaves mitochondria

Waste:  ammonia

Drinking water

cell product:  made by the cell as specified by the DNA. For example,
a pancreatic cell makes INSULIN