BES Learning About Life: A Great Discovery Oct. 24, 2018 Please obtain: Journal, writing tool, reading packet, and textbook

Community Building! Good ole “fist bump” today! Find someone you don’t know yet…go to them, introduce yourself and give a fist bump greeting! Ask that person “Would you rather live in a world were it rained root beer or where it snowed cheese puffs?”

Reminder… Unit 1 Test corrections need to be completed by Wednesday 10/24 Come in during Power Hour to make corrections. No corrections = No retake! Unit 1 Test retake is on Thursday 10/25 during Power Hour (unless you make arrangements PRIOR to Thursday)

10/24/18 Warm Up DRAW a sketch of a Zone of Inhibition and EXPLAIN what it means. A ZoI is an area where there is not bacterial growth due to the bacteria being sensitive to the antibiotic disk.

Analysis Questions for Antibiotic Lab REVIEW 1. Why do some antibiotics create a Zone of Inhibition and others do not? (2pts) ANSWER: Some bacteria are sensitive to the antibiotic and thus killed off when in the presence of the antibiotic disk. This will leave a blank space of no bacterial growth around the disk (Zone of Inhibition). Bacteria that are resistant to the antibiotic are not killed off and therefore will grow right up to the antibiotic disk.

Analysis Questions for Antibiotic Lab REVIEW 2. Using your graph and data on the antibiotic penicillin, explain the relationship between Tahoma Bacteria and penicillin. Make sure to address why there was such a large zone of inhibition in the 1980’s and 1990’s and then a much smaller zone of inhibition in the 2000’s. (4 pts) ANSWER: School bacteria started off in the mid 1980’s to 1990’s to be very sensitive to the antibiotic Penicillin with a Zone of Inhibition range between 52 mm – 19 mm. Over time you can see that graph shows a decline in the radius of the Zone of Inhibition. In 2013 there was no zone of inhibition, indicating that the school bacteria was now resistant to penicillin. Over time school bacteria have changed (or adapted) to include a gene that is resistant to penicillin. However, in the pasts two years a small Zone of Inhibition is evident. This could be that penicillin resistant bacteria numbers have been reduced and more school bacteria is becoming sensitive again to the antibiotic penicillin.

Analysis Questions for Antibiotic Lab REVIEW 3. Why do we need to have so many different types of antibiotics? (2 pts) ANSWER: Because there are so many different strains of bacteria we need to have a large number of antibiotics to attack them. Bacteria are also “evolving” and quickly become resistant to antibiotics within 1-2 years of their release, so we need to continue to come up with new ways to attack bacteria through new antibiotics.

NOTES: Natural Selection Overview Video In your NOTES section write this question below, WAIT to answer the questions until after the video clip is over. Explain the difference between Common Decent and Decent with Modification? Natural Selection Video Clip

Charles Darwin: A great discovery Book Assignment: In our antibiotic lab you have been learning about EVOLUTION (of bacteria) – the theory that explains how species change over time. This EXPLAIN activity will help you understand the observations and experiences that influenced Charles Darwin as he formulated his ideas of how evolution happens. Please clearly label each section of this assignment in your lab notebook.

The Voyage Carefully read this passage on pp 307-8. Pay close attention to Figures 6.18, 6.19 and 6.20. Make sure to read the captions! Reflect and Connect Q’s: Darwin noticed that plants and animals have adaptations. Define this term. Give 5 specific examples of organisms and their adaptations. Look at figure 6.20 and explain what the adaptation is for each bird.

Fossils Carefully read this passage on pp 309-10. Pay close attention to figure 6.21 and its caption. Reflect and Connect Q’s: Darwin also studied fossils and rock layers on his expedition. What are 3 specific things that have been learned from fossils? Scientists have identified 6 “lines of evidence” in support of evolution. Please list these.

Natural Selection Carefully read this passage on pp. 311-313. Pay close attention to figures 6.22 and 6.23. Reflect and Connect Q’s: Define both natural selection and selective pressure. Using the finches of the Galapagos Islands, explain how beak adaptations allowed different finches to survive on different islands? Look at figure 6.23, INFER what adaptations did not help each organism survive.

Evolution by Natural Selection Worksheet