Friday, April 18, 2014

My UnBelizable Vacation (which just so happens to fit perfectly with my biome project)

So this spring break, I got the amazing opportunity to go to Belize with a group of students and two teachers and explore the Belize Barrier Reef. And just to prove I actually went there, here's a picture!
that's me!!
So coral reefs! They are one of the most beautiful things I've ever seen in my life. So let me tell you about some of the things I learned on my trip (with a little help from the Internet). (Side note: all photos are from my personal drive unless cited underneath the photo.)

The structure of coral reefs are from the skeletons of deceased plants and fish that form calcium carbonate skeletons that shape the coral. Typically in Belize, the amount of rainfall varies between 59 and 157 inches. Winds are generally between 10 to 14 miles per hour. Temperatures ranged between 70 to 90 degrees Fahrenheit outside and the water mostly always stayed at a nice comfortable 80 degrees Fahrenheit. In the coral reefs, the clear water allowed a lot of sunlight to the corals. Coral reefs are home to many nursing fish as well as small and medium sized grown fish, eels, plankton, and hundreds of other species. 

Coral is really cool. 
Within the different species that live in coral reefs, there are three categories: producers, consumers, and decomposers. 

Producers are what creates the coral reefs and allows them to keep growing. Examples of coral reef producers are duckweed grass and zooxanthallae

Almost every species in the coral reef is a consumer. Examples are sea sponges, sea urchins, big fish, and little fish.  

Decomposers are animals that break down the waste or dead material to reuse. Fan worms, sea cucumbers, snails, and crabs are responsible for the decomposing of the dead. 


















Food web of Belize Barrier Reef 
http://wtfsgoingon.typepad.com/.a/6a0120a6141337970b0133ef7f9eea970b-800wi

Map of all the Marine Coral Reefs in the world

https://php.radford.edu/~swoodwar/biomes/?page_id=837

The evolutionary adaptations that our group noticed (or, actually our tour guide pointed out), was the strong root system that the corals had developed to withstand strong currents. Many of the fish have adapted to the coral reef by altering their shape and coloration to blend in with the coral. 

Coral reefs have a symbiosis relationship between the coral polyp and the zootanthellae. The later gives off oxygen so the former can breathe and give off carbon dioxide. Both work together to keep the coral reefs alive through photosynthesis. 

Humans have made a significant impact to coral reefs, both good and bad. Coral reefs have recently been going through "coral bleaching", where due to rising or falling temperatures of the ocean, the corals release their zootanthellae, which gets rid of their color and stops the photosynthesis process. If this continues for a long time, the coral would die. However, in Belize, the people have created the first marine reserve and the no touch no kill zone rules have made a significant impact on the coral reefs since they initiated it. 

Overall, my stay in Belize was amazing. I hope you all learned a little something about coral reefs. If you do plan to go to Belize anytime soon, stop by San Pedro and snorkel there in Hol Chan. You won't regret it. And try the frozen custard there! 

Until next time, here's a turtle. 



Citations

CORAL REEF SYMBIOSIS - Coral Reefs - Ocean World. (n.d.). CORAL REEF SYMBIOSIS - Coral Reefs - Ocean World. Retrieved April 16, 2014, from http://oceanworld.tamu.edu/students/coral/coral3.htm

        Clough, L. D. (n.d.). Belize Barrier Reef Reserve System, Belize. Belize Barrier Reef Reserve System, Belize. Retrieved April 18, 2014, from http://www.eoearth.org/view/article/150471/

         Coral reefs. (n.d.). Biomes of the World. Retrieved April 17, 2014, from https://php.radford.edu/~swoodwar/biomes/?page_id=837
  
         Cunningham, W. P., Cunningham, M. A., & Saigo, B. W. (2007). Biomes: Global Patterns of Life. Environmental Science: A Global Concern (9 ed., pp. 101, 108-110). New York: McGraw-Hill Higher Education.

Producer - Composer - Decomposer. (n.d.). The Great Barrier Reef. Retrieved April 18, 2014, from http://thegreatbarrierreefjackandwill.weebly.com/producer---composer---decomposer.html

Saturday, April 12, 2014

The Behavior Response of Pill Bug (Rollie Pollie) in Moisture, Scent,and pH level

Abstract

This experiment was used to test animal behavior. We tested the response pill bugs had to different environments in three different experiments: moist v/ dry, unscented v/ scented, and acidic v/ neutral. By setting up environment chambers that portrayed those environments, we found that pill bugs prefer dry over wet, unscented over scented, and neutral over acidic.

Introduction

When one thinks of behavior, it is generally linked to action. Behavior is defined by action. Animal behavior, in short, is the action of the animal. The study of animal behavior is known as ethology, which has two starting points: ultimate and proximate questions. Ultimate questions address the "why" of the behavior. Why does this certain behavior happen? What does it accomplish? Examples of an ultimate question would be "Why do birds sing?"or "Do louder bird songs attract more mates?" Proximate questions address the "how"of the behavior. An example of a proximate question would be "How do birds know when to sing?" Some actions are fixed action patterns, meaning a certain action happens at an exact time over and over again. In animals, these actions have never been taught to them, but are instinctive. Mating calls are often fixed action patterns. For example, when peacocks mate, the male tries to impress the female by showing off his colorful feathers and doing a sort of dance. Animal behavior is not all instinctive. Imprinting is a time in a young animals life where the animal becomes attached to a parent and begins to copy certain characteristics from it. For example, geese, ducks, and some other animals can imprint on humans, or other animals outside of their own species. An ultimate cause could be that imprinting is essential to survival because of the goose's need for a parental figure. An proximate cause could be that it is an instinctive action to imprint on another living being. Kinesis is the nonspecific movement of an animal. The pill bug moved around randomly until it found a desired environment. Taxis is the direct movement in response to a stimulus. For example, birds migrating south would be a taxis movement because the cold climate is the stimulus to the migration. Classical conditions are where an animal associates something with an idea and its body responds to it. Ivan Pavlov's dogs are an example of classical conditions. Pavlov trained his dogs to come for food by ringing a bell. Whenever the dogs heard a bell ringing, they associated it with food and their mouths began to salivate. Operant conditions uses reinforcement to either increase or decrease a behavior. For example, a dog is given treats for obeying commands, while it is reprimanded for disobeying commands.

Hypothesis

Part 1: Moisture v/ No Moisture

If the pill bugs are given the option of two environments: one moist and one dry, it will choose the former because they are normally found in more damp places.

Part 2: Scent v/ No Scent

If the pill bugs are given the option of two environments: one scented with vinegar and one not scented, it will choose the latter because the pill bug's normal environment doesn't usually have any particular scent.

Part 3: Acidic v/ Neutral

If the pill bugs are given the option of two environments: one acidic and one neutral, then it will choose the latter because the pill bug's normal environment is at a neutral pH level.

Materials

Part 1

  • 10 pill bugs
  • 2 behavior chambers
  • 2 pieces of filter paper
  • paint brushes
  • pipet 
  • water
  • timer
Part 2
  • 10 pill bugs
  • 2 behavior chambers
  • 2 pieces of filter paper
  • paint brushes
  • pipets
  • water
  • vinegar
  • timer
Part 3
  • 10 pill bugs
  • 2 behavior chambers
  • 2 pieces of filter paper
  • paint brushes
  • pipets
  • water
  • HCl
  • pH strips
  • timer
Procedure

Part 1

To prepare the chambers we put two filter papers on either side and added water to one of them and left the other one dry. We then put 10 pill bugs in the middle of the two chambers with the paint brushes and covered the chamber with another chamber so the environment remained dark, like the pill bug's normal environment. We then started a timer and every thirty seconds we checked and counted how many pill bugs were on each side. We recorded seven minutes of data. 

Part 2

To prepare the chambers, we put two filter papers on either side and added water to one of them and vinegar to the other. We then put 10 pill bugs in the middle of the two chambers with the paint brushes and covered the chamber with another chamber so the environment remained dark, like the pill bug's normal habitat. We then started a timer and every thirty seconds we checked and counted the amount of pill bugs on each side. We recorded seven minutes of data. 

Part 3

To prepare the chamber, we put two filter papers on either side and added water to one of them and HCl to the other. We then put 10 pill bugs in the middle of the two chambers with the paint brushes and covered the chamber with another chamber so the environment remained dark, like the pill bug's normal habitat. We then started a timer and every thirty seconds, we checked and counted the amount of pill bugs on each side. We recorded seven minutes of data.

Results

Part 1

Most of the pill bugs stayed in the dry chamber, disproving the hypothesis that more would be in the wet chamber.


Time (min)
Wet
Dry
0
2
8
0.5
2
8
1
2
8
1.5
3
7
2
3
7
2.5
3
7
3
3
7
3.5
3
7
4
3
7
4.5
3
7
5
2
8
5.5
2
8
6
2
8
6.7
2
8
7
2
8

Part 2

The majority of the pill bugs moved to the non-scented chamber, proving our hypothesis that pill bugs preferred non-scented environments over scented environments.


Time (min)
Water
Vinegar
0
4
6
0.5
6
4
1
9
1
1.5
9
1
2
9
1
2.5
9
1
3
9
1
3.5
9
1
4
9
1
4.5
9
1
5
9
1
5.5
9
1
6
9
1
6.7
9
1
7
9
1

Part 3

The majority of the pill bugs moved to the neutral chamber as apposed to the acidic chamber, which proved the hypothesis that pill bugs prefer more neutral environments. 

Time (min)
Water
HCl
0
10
0
0.5
8
2
1
8
2
1.5
8
2
2
8
2
2.5
8
2
3
10
0
3.5
10
0
4
10
0
4.5
10
0
5
10
0
5.5
10
0
6
10
0
6.7
10
0
7
10
0


Conclusion

Other than the unexpected results from Part 1, Parts 2 and 3 were just as we hypothesized. In Part 1, we thought that the pill bugs would be more attracted to the moist climate rather than the damp climate, however it was the exact opposite. More pill bugs were attracted to the dry climate. In Parts 2 and 3, the pill bugs favored the damp climate rather than the scented and neutral climate. While vinegar and HCl were two extremes of scent and pH (independent variables), the pill bugs seemed to prefer more neutral environments. The amount of pill bugs in one chamber stayed constant for the most part, but that might have been due to human error. A lot of pill bugs crawled underneath the filter paper and some were placed on their backs so they didn't have enough time to orient themselves to their environments because they were too busy trying to get up onto their many feet. All in all, excluding Part 1, our results made sense and backed up our original thoughts on animal behavior.


Questions
1. What conclusions do you draw from your data? Explain physiological reasons for the behavior observed in this activity.
While their gills would suggest that pill bugs prefer damp climates, our experiment suggested that they preferred dry climates. That may have been due to errors in our experiment but it could also be an evolutionary development to more dry climates. 
2. How do isopods locate appropriate environments?
Isopods, like the pill bug, have antennae, which allows them to sense their surroundings. 
3. If you suddenly turn a rock over and found isopods under it, what would you expect them to be doing? If you watch the isopods for a few minutes, how would you expect to see their behavior change?
I would expect them to start moving due to the sudden exposure to sunlight, which is not part of its natural climate. I assume that once it finds a place close enough to its natural habitat then it will stop moving. 
4. Is the isopod’s response to moisture best classified as kinesis or taxis? Explain your response.
The isopod's reaction to moisture is classified as kinesis since they didn't exactly have a destination in mind when they moved. They were just looking for an environment that suited them best, which is more a kinesis response rather than a taxis response.
5. Identify the control(s), independent variable, and dependent variable in this experiment and explain why you have identified the factor you chose as each.
In Part One, the control was the dry chamber because nothing was altered. In Part Two and Three it was the moist chamber because there wasn't a scent or pH change. The Independent variable is the moisture in each chamber. The dependent variable was the amount of pill bugs in each chamber because it was the outcome of the situation that the pill bugs were put in. 

Citations

Behavioral Biology: Proximate and Ultimate Causes of Behavior. (n.d.). OpenStax CNX. Retrieved April 13, 2014, from http://cnx.org/content/m44879/latest/
    Cherry, K. (n.d.). Classical vs Operant Conditioning. About.com Psychology. Retrieved April 11, 2014, from http://psychology.about.com/od/behavioralpsychology/a/classical-vs-operant-conditioning.htm

Sunday, March 9, 2014

The Story of Anselm the Brave (Immune SystemTake Home Quiz)

http://www.funnyjunk.com/funny_pictures/4396643/Headquarters+of+the+immune+system
Imagine you're a nice little red blood cell doing your business in the body, transporting oxygen to different places, getting a pick me up from your favorite restaurant The Left Lung Capillaries, when an emergency bacteria notice flashes on the TV screen.

A foreign invader is trying to come into your home. You go back to work, slightly worried, but you know that there is a top notch security team making sure that the bacteria doesn't go too far. When you get home, your little red blood cell children asks you what white blood cells do. You sit them down and begin telling them a story about a brave white blood cell named Anselm, who protected this body long ago.

Anselm was the in charge of the immune system. And this body was being threatened by the evil Antigen

At this point, your kid interrupts you and asks how the immune system provides an immediate nonspecific immune response (smart kid).

Well you continue Nonspecific immunity (Innate Immunity) is a defense system that protects the body from all toxins that produce antibodies, the antigens. There are three helpful barriers that keep harmful material from entering the body. And Anselm was in charge of them. 

The first line of defense tried to keep the bacteria from entering the body. Skin warriors, stomach acid makers, cough tornadoes, tears, skin oils, and even the mucus magicians couldn't stop this bacteria. 

The second line of defense was an alternate pathway that Anselm called the Complement System. This system killed any organism that had the ability to produce a disease. But Antigen got past that too!

At this point, Anselm went in with his own forces, the Lymphoctyes. There are two divisions of Lymphoctyes: the T and B cells. 


http://www2.bc.cc.ca.us/bio16/15_innate_immune.htm


Your kid interrupts you again and asks how the immune system activated the T and B cells in response to an infection (good questions, kid).

You continue your story

The Lymphoctyes are certain types of white blood cells that activate immune process. These are the T and B cells mentioned earlier. B cells are cells that become the antibodies and attach to the antigen like target markers. T cells attack the antigens directly after they've been marked and kill the antigens. 

Anselm was a T cell, and every T cell had a partner who was a B cell. Anselm and his partner Dacre commanded the T and B cells to attack and kill Antigen but it was all for nothing. The B cells kept getting caught trying to sneak in with the antigens.

Finally, Dacre decided he would go in and attach himself to Antigen. Anselm tried to stop him, but there was nothing he could to. Dacre infiltrated the antibodies camp and marked Antigen. Anselm went in and finally destroyed Antigen, but he lost his partner Dacre. 

Your kid asks if Antigen will ever come back.

No, after Dacre died, the Immune system retained the memory of Antigen and every antibody that came after him. This way, no B cell would ever have to give their lives for nothing. The T and B cells multiply, creating a "memory" of all foreign invaders that have tried to come into the body. Now, with all the information, the Lymphoctyes can get rid of antibodies faster and more efficiently. 

How can they tell if the antibody is actually an antibody and not a marker or something? Your kid asks.

Well,  non self and self is distinguished by receptors that the T cells have. If the receptor picks something up a foreign signal, then there's an antibody around. 

You show your kid a picture.

See, there's self receptors and non self receptors. That's how the T cells can tell the antibodies apart. 


http://guillainbarre.wikispaces.com/file/view/self_%2B_nonself_recognition.jpg/78892097/self_%2B_nonself_recognition.jpg


That's what Anselm and Dacre used. And that's what all the T and B cells still use today. 

The End.





Works Cited

http://www.nobelprize.org/educational/medicine/immunity/immune-detail.html

http://www.nlm.nih.gov/medlineplus/ency/article/000821.htm

http://www.behindthename.com - for the cool names

Saturday, March 1, 2014

Days 46 and 47: Hormones


Now, I know when most people think of the word hormones, they think of awkward adolescents. But hormones are not just the bane of a fourteen year-old. So here are the past two days regarding hormones.

Day 46: Choose Your Hormone


We looked over our test (I don't want to talk about it). I did not get a C so I'm okay. But it was close. Too close…

We began talking about hormones and their function (aka Endocrine System)

We chose a specific hormone to present on and were to create a podcast explaining the hormone.

Day 47: Don't Choose Oxytocin!


I didn't chose it. But unless you want to talk about some very awkward and intimate things in class do not choose oxytocin.

My podcast was on FSH (follicle stimulating hormone)

For more information on that hormone, check out my blog post on FSH.

Until next time!

Monday, February 24, 2014

Podcast on FSH (Follicle Stimulating Hormone)


FSH podcast (via Sound Cloud)

Transcript

Today’s podcast is on the the Follicle Stimulating Hormone or FSH. FSH is produced in the anterior pituitary gland. The hormone’s job is to help produce estrogen and regulate the ovulation process of the menstrual cycle. The FSH is a neuroendocrine hormone which means that the hormone is formed from a part of the brain and then used in a different organ. The chemical pathway for FSH starts in the pituitary gland. FSH is produced to send a message to the ovaries to produce estrogen. When there is too much estrogen in the body (usually right before the start of menstruation), the body stops producing FSH until more estrogen is needed. This means that FSH is a positive feedback loop, meaning that it will produce the hormone until it is no longer needed. FSH is regulated by the the level of FSH hormones. If the level of FSH in the body is too much, then the brain will send a message via the pituitary gland to stop producing FSH until it is needed. The FSH cellular receptor is found in the transmembrane/plasmamebrane area. This hormone is lipid soluble. FSH is vital for the female reproductive system in preparing the reproductive organs for menstruation.


Bibliography

Follicle Stimulating Hormone And Luteinizing Hormone (Intramuscular Route, Subcutaneous Route). (n.d.). Mayo Clinic. Retrieved February 23, 2014, from http://www.mayoclinic.org/drugs-supplements/follicle-stimulating-hormone-and-luteinizing-hormone-intramuscular-route-subcutaneous-route/description/drg-20062932
Dr. Geeta Patel M.D., personal interview, February 23, 2014




 Luteinizing and Follicle Stimulating Hormones. (n.d.). Luteinizing and Follicle Stimulating Hormones. Retrieved February 23, 2014, from http://arbl.cvmbs.colostate.edu/hbooks/path

Thursday, February 20, 2014

Days 40-45: I need to keep up with my blog…

Hey guys. Sorry things have been really crazy outside of the classroom, and inside the classroom too. So here's a brief overview of the last five classes.

Day 40: The Systems

We did stuff about different organ systems. I don't really remember much, but I think we also did a little thing on enzymes.

Day 41: Jello!!!

We did a lab with jello. Unfortunately, we couldn't eat the jello because we added inedible things to it. I definitely didn't want to digest HCl. My fabulous lab partner Michelle and I tested the effects of pH on the enzyme bromeliad which we added to the jello (pineapple juice). Bromelain, when active, breaks down gelatin. We were testing which pH levels bromeliad was active in. For more information, here's the link to my lab report.

http://bewarethebiology.blogspot.com/2014/02/the-effects-of-ph-on-enzyme-bromelain.html

Day 42: The Life of a Bagel

We went through the digestive system, somewhat literally. The class basically role-played the digestive system starting from the mouth and ending at the rectum. There was a bagel involved and it kind of got squishier and squishier as the day went on. I honestly don't know how to describe this without making it sound weird so I'm just going to leave it at that. 

So yeah, we learned about the digestive system.

Day 43: Cell Respiration

If I was a cell, I wouldn't know how to breathe because cell respiration is the most complicated thing I've ever had to learn. There are three parts to it: glycolysis, Krebs cycle, and chemiosmosis. And somehow, lots of ATP forms from all that. All of this happens in the mitochondria. 

Actually, glycolysis happens near the mitochondria in the cytoplasm of the cell. It's the getting ready step where a six carbon molecule joins with two phosphates and then splits into 2 three carbon molecules with one phosphate. Those go into the mitochondria and something happens with CoA that's like the misstep. It loses a carbon and releases CO2. 

Then the Krebs cycle happens and it's all a blur from there. Lot's of hydrogens. At some point there's six carbons again. CO2 pops up in some places. In the end, there's a 4 carbon molecule that goes back to the 2 carbon molecule entering the mitochondria and the whole thing happens over again. 

Chemiosmosis is when most of the ATP is made. It's kind of like a bouncy house where the electrons bounce through the protein of the inner membrane of the matrix. There's a lot of ATPs and a lot of hydrogens outside the matrix, which causes chemiosomosis to occur making the hydrogens equal in the matrix and inter membrane space. 

Day 44: T'was the day after February Break

It was one of those days. Do I remember what happened exactly? No. This might have been the day of the yeast lab, which went horribly because nothing came out right, but we were testing cel respiration in different pH levels and we did not get the predicted results because everything went to poop. And we had a test the next class!

Day 45: Hello, I am dead. Nice to meet you. 

As the title says, I'm dead. You're speaking with me from the abyss of all those who have failed their biology test. It was awful. I couldn't remember everything that I understood and I the amount of stuff I understood about cell respiration, even after the review sessions, PowerPoints, and many Google searches and animations, I did not get it. Well, life goes on I guess. 



So those were the past few class days. I'll be better at posting things more frequently. 

Until next time.