lunes, 10 de noviembre de 2014

Cycle 8°: November the 12th to 19th

Hi guys:

Here you have one video related to endangered species, enjoy it.



And here you have the Fact Sheet you must fill with the information about your animal.


https://drive.google.com/file/d/0B-EoRseIFS9BQTBaUVJGQzQtNUU/view?usp=sharing

If you want, you can print it, but I´m going to print some.


See you on class!!!























sábado, 25 de octubre de 2014

Cycle 6: October the 28th to november the 4th

Hi guys:

This week, we will work on Gravity force and other related concepts.

Take notes about the info in these videos.







Print this worksheet in groups of two students, and bring the materials, lab coat and exam paper.

https://drive.google.com/file/d/0B-EoRseIFS9BeXM4ZzZaU1JIMlU/view?usp=sharing

See you on class!!!

sábado, 18 de octubre de 2014

Cycle 5: October the 21 st to 27th

Hi guys:

This week we will work on Colombian ecosystems characteristics.

Check these videos, please. It is mandatory take notes of them.



This one is going to help you with the vocabulary in english.



And here you have some examples of board games.

During the second class, you will design and build one, so bring materials, card board, different color paper, scissors, glue, markers, colors and information about the ecosystems I will assign to you.









See you on class!!!!!

domingo, 5 de octubre de 2014

Cycle 4: October 14th to 20th

Hi guys:

This cycle we will have some work to do, so follow the instructions here, please.

1. Remember we have a pending quiz related to ecosystems factors and internal organization, because of the english day's activities.

2. Print and read the Lab worksheet, this is going to be a virtal Lab, so please, explore the link below:

http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS19/LS19.swf

Here you have the link for the Worksheet, and bring an exam paper too.

https://drive.google.com/file/d/0B-EoRseIFS9BSnJYSVBUUU9Uc1U/view?usp=sharing

3. Finally watch this video, and take notes in the notebook



Enjoy this week!!!!

See you on class!!!

sábado, 27 de septiembre de 2014

Cycle 3: September the 29th to October the 3rd

Hi guys:

This week we will be working on Organisms relationships.

We will have quiz in the second class, related to ecosystems concepts and organisms relationships.

Watch this video and take notes on your notebook, please.



Print the worksheet, sign it and bring it to the first class!!!

https://drive.google.com/file/d/0B-EoRseIFS9BSEdhY0VfZUYzbVE/edit?usp=sharing


6A and 6B are going to use 30 minutes in the first class to finish the mind map poster, so don't forget the materials you need to do it


See you on class!!








viernes, 19 de septiembre de 2014

Cycle 2: September 22nd to 26th

Hi Guys:

This cycle we are going to start with the first topic of the Bimester, so we will  fill information in this chart; print, or copy that in your notebook.

https://drive.google.com/file/d/0B-EoRseIFS9BX3FDZUNUWm15RkE/edit?usp=sharing

Watch this videos and take notes in your notebook.



In the second class we will build a mind map poster to describe what and how are the abiotic and biotic factors in some ecosystems; so I am going to divide you in groups and you will design a map that describe your ecosystems's components.

Dón't worry I will give you directions in the first class.

See you there!!!!

sábado, 13 de septiembre de 2014

Cycle 1 - 4° Term: Sep 15th to 19th

Hiiiiii Guys:

Welcome to the Fourth term, We are almost finishing this year!!!!!

This First cycle we will work in the Planner exercise, and the Green Wall.


Watch this video as an introduction.



Please print the REVA, for the fist class

https://drive.google.com/file/d/0B-EoRseIFS9BNkIzSXd4NWJRYTQ/edit?usp=sharing

Finally, during the second class we will work on the Green wall desigment for the last term, so please bring new information (about Preservation of ecosystems in Colombia), and  new decoration, ecologycal schedule for october, november and december.
See you on class!!

lunes, 18 de agosto de 2014

Cycle 7: August 21th to 27th

Hi guys:

As I promised, here you have one video about hemogolobine, the substance responsible for oxygen transport.



This cycle we will work on Density, mass, volume and weight.

Watch this videos to understand mass, weight and density concepts, take some notes in your notebook




Finally, print this worksheet for the second class of the cycle

https://drive.google.com/file/d/0B-EoRseIFS9Bb0dTaEpjS2RrMEU/edit?usp=sharing

See you on class!!!

martes, 12 de agosto de 2014

Cycle 6: August 13th to 19th

Hi guys:

This cycle we will work on Human respiratory system.

Read this, and answer the chart in your notebook

The diagram is similar to the one without labels down the page.



The Human Respiratory System



The diagram above must be completed, use the follow chart to label the names of each part.

Place the numbers of the corresponding parts into the number columns.


Number
Name of Part
Number
Name of Part
Nasal passages Pharynx (throat)
MouthTrachea
LarynxLeft bronchus
Right upper lobe of lungBronchioles
Right bronchusAlveoli
Diaphragm (muscle)

Functions of Various Parts of the Respiratory System
NoseA nose is a nose is a nose. Smelling, tasting and breathing all start here. The size, location, mucous lining and tiny hairs (cilia) inside help prevent foreign objects to enter and to trap large air impurities before being drawn further into the respiratory system. Achooo! Out with the bad...bugs and carbon dioxide.
Mouth Mouth breathing can also be remembered as 'the big gulp', or 'plan B' for air entry. Like the nose, it has many functions. It is the starting point of the digestive system as well as a secondary inhaler and exhaler.
Larynx
The larynx has three main functions: 1) a passageway for air, 2) a valve to close off the air passage from the digestive one (the epiglottis) like a hinged trap door, and 3) as a voice box.
Lungs
The lungs are the essential organs of respiration. The main function of the lungs is to exchange carbon dioxide for oxygen and vice versa. Each lung is enclosed separately within two membranes, like a balloon inside a bag inside a bag.
Right bronchus
There are 2 main bronchi (Latin plural of bronchus): the right and left, each leading to a lung. If you accidentally breathe, or aspirate, a very small piece of food that gets past the trachea, it is most likely to fall and be pulled into the right main bronchus. If a peanut gets this far, what do you think could happen?
Diaphragm
This muscular structure acts as a floor to the chest (thoracic) cavity as well as a roof to the abdomen. It helps to expand and contract the lungs, forcing air into and out of them.
Pharynx
The pharynx is shared with the digestive system from the tongue down to the epiglottis. Food goes on down the esophagus and air passes on through the trachea - but never both at the same time!
Trachea
This armored tube allows air to pass beyond the larynx to where it divides into the left and right bronchi. The protective 'Cs' or rings of cartilage also provide protection to the digestive system's esophagus right behind it.
Left bronchus
The left one has a sharper bend due to the presence of the heart and major blood vessels directly underneath it.
Bronchiole
Each bronchus divides and subdivides into smaller and smaller branches, the bronchioles, just like tree branches that get smaller as they grow up and out. By the time the air has reached here from outside, it has been warmed up to body temperature, filtered and moisturized.
Trachea, bronchi, and bronchioles
These three portions of our airways also have rings of muscle along their length as well as glands lining them.  These glands produce mucous that traps particles of dirt. Eventually, this sticky stuff and its trapped dirt are coughed up and cleared out.  With asthma, these sensitive muscles tighten, making all the airways smaller and more difficult to breathe through, and excessive mucus is produced, sometimes flooding the airways.
Alveoli
These tiny air cells, or sacs, are the 'leaves' of our respiratory tree. They resemble bunches of grapes and are the link between the respiratory and circulatory systems. Gas exchange happens here - I'll trade you fresh oxygen (O2) for your used carbon dioxide (CO2).

Print this Lab worksheet for the Lab exercise!!

https://drive.google.com/file/d/0B-EoRseIFS9BdGV2ekhxZlc0V0E/edit?usp=sharing

See you on class!!!!

viernes, 1 de agosto de 2014

Cycle 5: August 5th to 12th

Hi guys: 

This cycle we will understand and compare different type of organisms breathing mechanisms.

Use this information and other in the "Bitácora", to look for information and images and design a Power Point presentation about unicellular, plants and animals breathing parts and funtcions.

Here you have some ideas and information, Read this before you go to school.

Gas Exchange in Plants

The gases diffuse into the intercellular spaces of the leaf through pores, which are normally on the underside of the leaf - stomata. From these spaces they will diffuse into the cells that require them.
Stomatal opening and closing depends on changes in the turgor of the guard cells. When water flows into the guard cells by osmosis, their turgor increases and they expand. Due to the relatively inelastic inner wall, the guard cells bend and draw away from each other, so the pore opens. If the guard cells loose water the opposite happens and the pore closes. The guard cells lower their water potential to draw in water from the surrounding epidermal cells, by actively accumulating potassium ions. This requires energy in the form of ATP which, is supplied by the chloroplasts in the guard cells.
Respiration occurs throughout the day and night, providing the plant with a supply of energy. Photosynthesis can only occur during sunlight hours so it stops at night. A product of respiration is carbon dioxide.
This can be used directly by the plant in photosynthesis.
However, during the day, photosynthesis can be going 10 or even 20 times faster than respiration (depending on light intensity), so the stomata must stay open so that the plant has enough carbon dioxide, most of which diffuses in from the external atmosphere.

Read more at http://www.s-cool.co.uk/a-level/biology/gas-exchange/revise-it/gas-exchange-in-plants#FQzWCEeIX4zqqG0c.99


Gas Exchange in Insects: Insects, being larger and having a hard, chitinous and therefore impermeable exoskeleton, have a more specialised gas exchange system.
Insects have no transport system so gases need to be transported directly to the respiring tissues.
There are tiny holes called spiracles along the side of the insect.
The spiracles are openings of small tubes running into the insect's body, the larger ones being called tracheae and the smaller ones being called tracheoles.
The ends of these tubes, which are in contact with individual cells, contain a small amount of fluid in which the gases are dissolved. The fluid is drawn into the muscle tissue during exercise. This increases the surface area of air in contact with the cells. Gases diffuse in through the spiracles and down the tracheae and tracheoles.
Ventilation movements of the body during exercise may help this diffusion.
The spiracles can be closed by valves and may be surrounded by tiny hairs. These help keep humidity around the opening, ensure there is a lower concentration gradient of water vapour, and so less is lost from the insect by evaporation.
Read more at http://www.s-cool.co.uk/a-level/biology/gas-exchange/revise-it/gas-exchange-in-insects#oRz0b2XHjpHtebTm.99
Different organisms have different mechanisms for obtaining the gases they require.
Diffusion is required to supply all organisms with oxygen.
The efficiency of diffusion is increased if there is:
  1. A large surface area over which exchange can take place.
  2. A concentration gradient without which nothing will diffuse.
  3. A thin surface across which gases diffuse.
Unicellular Organisms do not have specialised gas exchange surfaces. Instead gases diffuse in through the cell membrane.
The smaller something is, the smaller the surface area is but, more importantly, the bigger the surface area is compared to its volume.
Multicellular Organisms are bigger than Unicellular organisms. This makes efficient diffusion of gases more difficult.
However, if they are small, or large but very thin (like the flatworms, Platyhelminths), the outer surface of the body is sufficient as an exchange surface because the surface area to volume ratio is still high.
Plants obtain the gases they need through their leaves. They require oxygen for respiration and carbon dioxide for photosynthesis.
The gases diffuse into the intercellular spaces of the leaf through pores, which are normally on the underside of the leaf - stomata. From these spaces they will diffuse into the cells that require them.
Insects have no transport system so gases need to be transported directly to the respiring tissues.
There are tiny holes called spiracles along the side of the insect.
The spiracles are openings of small tubes running into the insect's body, the larger ones being called tracheae and the smaller ones being called tracheoles.
The ends of these tubes, which are in contact with individual cells, contain a small amount of fluid in which the gases are dissolved. The fluid is drawn into the muscle tissue during exercise. This increases the surface area of air in contact with the cells. Gases diffuse in through the spiracles and down the tracheae and tracheoles.
Ventilation movements of the body during exercise may help this diffusion.
The spiracles can be closed by valves and may be surrounded by tiny hairs. These help keep humidity around the opening, ensure there is a lower concentration gradient of water vapour, and so less is lost from the insect by evaporation.
Fish use gills for gas exchange. Gills have numerous folds that give them a very large surface area.
The rows of gill filaments have many protrusions called gill lamellae. The folds are kept supported and moist by the water that is continually pumped through the mouth and over the gills.
BREATHING
The primary function of the respiratory system is to deliver oxygen to the cells of the body’s tissues and remove carbon dioxide, a cell waste product. The main structures of the human respiratory system are the nasal cavity, the trachea, and lungs.

All aerobic organisms require oxygen to carry out their metabolic functions. Along the evolutionary tree, different organisms have devised different means of obtaining oxygen from the surrounding atmosphere. The environment in which the animal lives greatly determines how an animal respires. The complexity of the respiratory system is correlated with the size of the organism. As animal size increases, diffusion distances increase and the ratio of surface area to volume drops. In unicellular organisms, diffusion across the cell membrane is sufficient for supplying oxygen to the cell (Figure 1). Diffusion is a slow, passive transport process. In order for diffusion to be a feasible means of providing oxygen to the cell, the rate of oxygen uptake must match the rate of diffusion across the membrane. In other words, if the cell were very large or thick, diffusion would not be able to provide oxygen quickly enough to the inside of the cell. Therefore, dependence on diffusion as a means of obtaining oxygen and removing carbon dioxide remains feasible only for small organisms or those with highly-flattened bodies, sucs as many flatworms (Platyhelminthes). Larger organisms had to evolve specialized respiratory tissues, such as gills, lungs, and respiratory passages accompanied by a complex circulatory systems, to transport oxygen throughout their entire body.
Figure 1: The cell of the unicellular algae Ventricaria ventricosa is one of the largest known, reaching one to five centimeters in diameter. Like all single-celled organisms, V. ventricosa exchanges gases across the cell membrane.
The photo shows a round, green cell with a smooth, shiny surface. The cell resembles a balloon.

Direct Diffusion: For small multicellular organisms, diffusion across the outer membrane is sufficient to meet their oxygen needs. Gas exchange by direct diffusion across surface membranes is efficient for organisms less than 1 mm in diameter. In simple organisms, such as cnidarians and flatworms, every cell in the body is close to the external environment. Their cells are kept moist and gases diffuse quickly via direct diffusion. Flatworms are small, literally flat worms, which ‘breathe’ through diffusion across the outer membrane (Figure 2). The flat shape of these organisms increases the surface area for diffusion, ensuring that each cell within the body is close to the outer membrane surface and has access to oxygen. If the flatworm had a cylindrical body, then the cells in the center would not be able to get oxygen.

The photo shows a worm with a flat, ribbon-like body, resting on sand. The worm is black with white spots.
Figure 2: This flatworm’s process of respiration works by diffusion across the outer membrane. (credit: Stephen Childs)

Skin and GillsEarthworms and amphibians use their skin (integument) as a respiratory organ. A dense network of capillaries lies just below the skin and facilitates gas exchange between the external environment and the circulatory system. The respiratory surface must be kept moist in order for the gases to dissolve and diffuse across cell membranes.

Organisms that live in water need to obtain oxygen from the water. Oxygen dissolves in water but at a lower concentration than in the atmosphere. The atmosphere has roughly 21 percent oxygen. In water, the oxygen concentration is much smaller than that. Fish and many other aquatic organisms have evolved gills to take up the dissolved oxygen from water (Figure 3). Gills are thin tissue filaments that are highly branched and folded. When water passes over the gills, the dissolved oxygen in water rapidly diffuses across the gills into the bloodstream. The circulatory system can then carry the oxygenated blood to the other parts of the body. In animals that contain coelomic fluid instead of blood, oxygen diffuses across the gill surfaces into the coelomic fluid. Gills are found in mollusks, annelids, and crustaceans.
The photo shows a carp with a wedge of skin at the back of the head cut away, revealing pink gills.
Figure 3: This common carp, like many other aquatic organisms, has gills that allow it to obtain oxygen from water. (credit: "Guitardude012"/Wikimedia Commons)
The folded surfaces of the gills provide a large surface area to ensure that the fish gets sufficient oxygen. Diffusion is a process in which material travels from regions of high concentration to low concentration until equilibrium is reached. In this case, blood with a low concentration of oxygen molecules circulates through the gills. The concentration of oxygen molecules in water is higher than the concentration of oxygen molecules in gills. As a result, oxygen molecules diffuse from water (high concentration) to blood (low concentration), as shown in Figure 4. Similarly, carbon dioxide molecules in the blood diffuse from the blood (high concentration) to water (low concentration).
The illustration shows a fish, with a box indicating the location of the gills, behind the head. A close-up image shows the gills, each of which resembles a feathery worm. Two stacks of gills attach to a structure called a columnar gill arch, forming a tall V. Water travels in from the outside of the V, between each gill, then travels out of the top of the V. Veins travel into the gill from the base of the gill arch, and arteries travel back out on the opposite side. A close-up image of a single gill shows that water travels over the gill, passing over deoxygenated veins first, then over oxygenated arteries.
Figure 4: As water flows over the gills, oxygen is transferred to blood via the veins. (credit "fish": modification of work by Duane Raver, NOAA)

Tracheal Systems : Insect respiration is independent of its circulatory system; therefore, the blood does not play a direct role in oxygen transport. Insects have a highly specialized type of respiratory system called the tracheal system, which consists of a network of small tubes that carries oxygen to the entire body. The tracheal system is the most direct and efficient respiratory system in active animals. The tubes in the tracheal system are made of a polymeric material called chitin.

Insect bodies have openings, called spiracles, along the thorax and abdomen. These openings connect to the tubular network, allowing oxygen to pass into the body (Figure 5) and regulating the diffusion of CO2 and water vapor. Air enters and leaves the tracheal system through the spiracles. Some insects can ventilate the tracheal system with body movements.
The illustration shows the tracheal system of a bee. Openings called spiracles appear along the side of the body. Vertical tubes lead from the spiracles to a tube that runs along the top of the body from front to back.
Figure 5: Insects perform respiration via a tracheal system.

Mammalian SystemsIn mammals, pulmonary ventilation occurs via inhalation (breathing). During inhalation, air enters the body through the nasal cavity located just inside the nose (Figure 6). As air passes through the nasal cavity, the air is warmed to body temperature and humidified. The respiratory tract is coated with mucus to seal the tissues from direct contact with air. Mucus is high in water. As air crosses these surfaces of the mucous membranes, it picks up water. These processes help equilibrate the air to the body conditions, reducing any damage that cold, dry air can cause. Particulate matter that is floating in the air is removed in the nasal passages via mucus and cilia. The processes of warming, humidifying, and removing particles are important protective mechanisms that prevent damage to the trachea and lungs. Thus, inhalation serves several purposes in addition to bringing oxygen into the respiratory system.


See you on class!!!!

viernes, 25 de julio de 2014

Cycle 4: July the 29th to August the 5th

Hi guys:

This cycle we will compare Aerobic and anaerobic respiration processes and we will have a Quiz related to Respiration and photosynthesis concepts ( in the second class of the cycle).




If you really want to understand Cell Respiration, check this animation and answer the questions within all the four short presentations.

http://www.sumanasinc.com/webcontent/animations/content/cellularrespiration.html

Print and bring the worksheet

https://drive.google.com/file/d/0B-EoRseIFS9BSzF2UHVUU0J6ZU0/edit?usp=sharing

See you on class!!

sábado, 19 de julio de 2014

Cycle 3: July the 22nd to 28th

Hi guys:

In this cycle we will work on Celluar respiration and we will compare it to Photosynthesis.

Follow the instructions

1. Watch this video to start with the concept basis: Notes are no necessary.



2. Read the following information and draw (or print), and color chloroplast and mitochondria as the text ask to you. For points


CHLOROPLASTS AND MITOCHONDRIA


Chloroplasts are double membrane organelles with a smooth outer membrane and an inner membrane folded into disc-shaped sacs called thylakoids.  Color and label the outer membrane light green.  Thylakoids, containing chlorophyll and other accessory pigments (red, orange, yellow, brown), are in stacks called granum (grana, plural). Color and label the grana (STACK) dark green in Figure 1.  Grana are connected to each other by structures called lamellae, and they are surrounded by a gel-like material called stroma.  Color and label the lamellae brown in figure 1.  Color and label the stroma light blue in Figure 1.

FIGURE 1-CHLOROPLAST




Mitochondria are the powerhouses of the cell because they “burn” or break the chemical bonds of glucose to release energy to do work in a cell.  Remember that this energy originally came from the sun and was stored in chemical bonds by plants during photosynthesis. Glucose and other carbohydrates made by plants during photosynthesis are broken down by the process of aerobic cellular respiration (requires oxygen) in the mitochondria of the cell.  This releases energy (ATP) for the cell.  The more active a cell (such as a muscle cell), the more mitochondria it will have.  The mitochondria are bout the size of a bacterial cell and are often peanut-shaped.  Mitochondria have their own DNA and a double membrane like the nucleus and chloroplast.  The outer membrane is smooth, while the inner membrane is convoluted into folds called cristae in order to increase the surface area

    Color and label the outer membrane pink and the cristae red on figure 2.  This greatly increases the surface area of the membrane so that carbohydrates (simple sugars) can combine with oxygen to produce ATP, adenosine triphosphate (the energy molecule of the cell).  The electron transport chain takes place across the membranes of the cristae (crista, singular).  Inside the folds or cristae is a space called the matrix that contains enzymes needed for the Kreb's Cycle?  Color and label the matrix yellow on figure 2.

FIGURE 2 - MITOCHONDRIA








3. Finally, print the Worksheet for this cycle, please.

https://drive.google.com/file/d/0B-EoRseIFS9BWC1JZmxZelo5clk/edit?usp=sharing

See you on class!!!

viernes, 11 de julio de 2014

Cycle 2: july 15th to 21st

Hi guys:

This is our second cycle:

In this week we will design a power point presentation about comparisons between organ systems in different groups of organisms.


Watch this video and learn why is important understand tissues and body systems characteristics, and why is important stablish comparisons between them. Notes are not necessary.



In this Cycle we will design a Photo album in which you are going to:


Understand the basic function of some body system.
Sketch some systems in some vertebrate classes.
Find the common elements of the system that are in all classes.
Find the elements that are unique to a particular class.

Understand how do the body features help this creature survive in his ecological niche?

We are going to work in the computers in a Power point presentation to answer the previous
questions and using some body system´s images


Let´s make a short exercise: Observe the image and answer the questions in your notebook


Why does a frog have no ribs?
Why are the toes and fingers (phalanges) so long?

Why is the trunk so short and the legs so long?




See you on class!!!!