Mendy-Unit #6 Evolution, Taxonomy, & Immunity PDF

Unit 6: Biological Evolution- Unity and Diversity NC BIOLOGY STANDARDS: Biological Evolution- Unity and Diversity Standard Objectives: LS.Bio.9 Understand natural selection as a mechanism for biological evolution. LS.Bio.9.1 Analyze and interpret data to summarize how various factors such as geographic isolation, pesticide resistance, antibiotic resistance can inﬂuence natural Selection. LS.Bio.9.2 Construct an explanation to illustrate how common ancestry and biological evolution are supported by multiple lines of empirical evidence. ✅ LS.Bio.9.3 Use models to illustrate the conditions required for natural selection, including the overproduction of oﬀspring, inherited variation, and the struggle to Survive. ✅ LS.Bio.9.4 Construct an explanation to explain how natural selection leads to adaptations within populations.✅ NC BIOLOGY STANDARDS: Biological Evolution- Unity and Diversity LS.Bio.10 Analyze evolutionary relationships among organisms. LS.Bio.10.1 Construct explanations to illustrate how varying environmental conditions may result in: changes in the number of individuals of a species, the emergence of new species over time, or the extinction of other species. ✅ LS.Bio.10.2 Use models (including dichotomous keys, scientiﬁc nomenclature, cladograms, phylogenetic trees) to identify organisms and exemplify relationships. ✅ Complete your daily warm-up! Warm-up and 10 min reading combined 12/6/24 After reading about the History of Life in your online textbook, go ahead and answer the following questions 1. What are fossils? 2. Describe how fossils form. 3. Distinguish relative dating from absolute dating. 4. This table shows DNA sequence comparisons for some hypothetical species. Based on the data, describe evolutionary relationships between Species A and the other four species. Explain your answer. Species DNA Similarity with Species A Species B 42% Species C 85% Species D 67% Species E 91% Learning Objectives SWBAT LS.Bio.9.2 Construct an explanation to illustrate how common ancestry and biological evolution are supported by multiple lines of empirical evidence. Students are expected to conceptually explain the evidence for biological evolution. Lines of empirical evidence could include: ○ molecular biology (e.g., DNA sequences, genes, proteins) ○ embryology ○ comparative anatomy (e.g., homologous structures, vestigial structures)* ○ fossil record* Agenda: warm-up >Evidence for evolution notes > Presentations > Play blooket > EVIDENCE FOR EVOLUTION 01 ABOUT EVOLUTION Today, we’re going to switch gears and turn our attention to evolution and how populations have evolved. Remember, studying DNA led us to better understand the relationships between organisms past and present! WHAT IS EVOLUTION? Evolution is the change in heritable traits through generations - change over time! Evolution occurs in populations, not individual organisms! HOW HAVE ORGANISMS CHANGED? The ﬁrst cells were thought to be Eventually, Earth’s anaerobic, about 3.8 atmosphere became billion years ago, ﬁlled with oxygen, because there was allowing aerobic little oxygen on Earth. organisms to evolve. 1 2 3 4 As Earth’s atmosphere and This resulted in the conditions changed, evolution of eukaryotic, photosynthetic prokaryotes complex multicellular evolved, using sunlight to organisms we have on produce food, with oxygen Earth today! as a waste product. THE ENDOSYMBIOTIC THEORY The theory states that eukaryotic cells formed from a symbiotic relationship among several diﬀerent prokaryotic organisms! Prokaryotes that use oxygen to generate energy-rich molecules of ATP evolved into mitochondria. Prokaryotes that carried out photosynthesis evolved into chloroplasts. WHAT’S THE EVIDENCE? There is a lot of evidence that supports the theory of evolution. These pieces of evidence include: Fossils Homologies Vestigial Structures Comparative Embryology Biochemical Evidence FOSSIL EVIDENCE Fossils show us the similarities and diﬀerences between organisms of the past and present HOMOLOGIES Homologies describe similarities between the anatomical structures of species VESTIGIAL STRUCTURES Anatomical structures that still appear but are no longer used! Suggests that these structures may have existed at a previous time or in an ancestor EMBRYOLOGY Insects and animals often have very similar embryonic development. This suggests a common ancestor. BIOCHEMISTRY Comparison of DNA and macromolecules between organisms Tells us what organisms are closely related Evolution (Blooket): https://dashboard.blooket.com/set/634ca993323cdfd32e6b86ed 12/9/24 No Warm-up! 12/9/24- Watch and Complete Video Questions on the Documentary: “What Darwin Never Knew” Video Worksheet Complete your daily Warm-up! Warm-up and 10 min reading combined 12/10/24 After reading about Evidence for Evolution in the class textbook, answer the following questions 2. Describe what fossils reveal about the evolution of the horse. https://www.ck12.org/c/biology/evoluti on-evidence/lesson/Evidence-for-Evoluti 3. What are vestigial structures? Give an example. on-CHUMBIO/?referrer=concept_details 4. Deﬁne biogeography. 5. Describe an example of island biogeography that provides evidence for evolution. 6. Humans and apes have ﬁve ﬁngers they can use to grasp objects. Are these analogous or homologous structures? Explain. 7. Compare and contrast homologous and analogous structures. What do they reveal about evolution? 8. Why does comparative embryology demonstrate similarities between organisms that do not appear to be similar when the organisms are adults? 9. What does a cladogram show? 10. Explain how DNA is useful in the study of evolution. Learning Objectives SWBAT LS.Bio.9.3 Use models to illustrate the conditions required for natural selection, including the overproduction of oﬀspring, inherited variation, and the struggle to survive Agenda: warm-up > Natural selection notes > Presentations> Natural Selection Gizmos Unit 6 Quiz is on Friday 12/13/24 Unit 6 Test is on 12/19/24 (Plan accordingly)! 02 NATURAL SELECTION ABOUT EVOLUTION Recall that evolution is change over time that occurs in populations! Today, we’ll explore the mechanisms of natural selection and evolution, and how the theory was developed! SCIENCE IN REAL LIFE! In 1831 at the age of 22, Charles Darwin set out on a ﬁve year voyage on a ship called the Beagle, hoping to record his observations of fossils and organisms he found along the way. He explored the coast of South America, including the Galapagos Islands. As he traveled, ﬁlled notebooks with observations and sketches of the organisms he found. This experience led Darwin to develop the idea of evolution and natural selection that we know today! DARWIN’S JOURNEY ON THE BEAGLE DARWIN’S SKETCHES Darwin vs. Lamarck Charles Darwin Jean Baptiste Traits organisms have are best suited for Lamarck environment were Organisms could passed to oﬀspring gain traits during Populations have their lifetime natural variation at birth Acquired traits Organisms could were passed to become extinct oﬀspring No extinction SURVIVAL OF THE FITTEST Survival of the Fittest means that those organisms best adapted to their environment will survive, reproduce, and pass on genes. “Fittest” means best adapted, not strongest! WHAT ARE ADAPTATIONS? Survival of the ﬁttest is based on those that are best adapted to their environment. An adaptation is any heritable trait an organism has that helps it to survive! Question: What are some adaptations that this falcon has? ABOUT ADAPTATIONS If an organism does not have adaptations to best ﬁt its environment, it will die! This is survival of the ﬁttest. Challenge Question: Imagine that birds had diﬀerent sized beaks in an area where the food source was seeds. In order to crack them, the birds needed a large, strong beak. Which bird would survive and reproduce? SOURCES OF GENETIC VARIATION Traits within a population vary! All organisms are born with natural GENETIC RECOMBINATION adaptations, which can vary from Dominant and Recessive alleles in genes and individual to individual! other genetic factors can lead to individual organisms with diﬀerent phenotypes (and thus, adaptations) MUTATIONS Changes in DNA sequences can introduce both good and bad new traits into a population (ex. Immunities, resistant bacteria, pesticide resistant plants) ADAPTATIONS & NATURAL SELECTION Based on the idea of survival of the FOOD WEB RELATIONSHIPS Predator/prey relationships impact ﬁttest, those organisms with population sizes. favorable adaptations survive, reproduce, and pass on their alleles ENVIRONMENTAL CONDITIONS to future generations! Factors like climate and weather events can impact populations. In a perfect world, all species could survive and reproduce. However, REQUIRED RESOURCES environmental factors limit the size Limited resources can inﬂuence of population growth. population sizes and ﬁtness. NATURAL SELECTION Changing environments select for speciﬁc phenotypes. Phenotypes determine who is best adapted to the environment. Those with favorable phenotypes will survive and pass those traits onto their oﬀspring. Over time, this passing of alleles will lead to changes in species. Changes in a population over time is called evolution. Review Natural Selection NATURAL SELECTION SCIENCE IN REAL LIFE! Because bacteria reproduce asexually and can duplicate quickly, they are very fast to adapt and evolve over time. Humans often use antibiotics to combat harmful bacteria (ex. Staphylococcus). The antibiotic kills most bacteria, but there are always a few in the population who are naturally resistant. This is an adaptation the bacteria have that could help them survive! The bacteria that are naturally resistant will survive and reproduce, creating a group that are resistant to the drugs. If antibiotics are misused in medicine, it can lead to cases of antibiotic resistant bacteria, like MRSA. Preﬁx: Anti- means “against” DISEASE AGENTS IN NATURAL SELECTION PASSIVE VACCINES IMMUNITY A substance used to Immunity given stimulate production of from mother to antibodies against baby at birth. disease. ACTIVE IMMUNITY ANTIVIRALS Immunity acquired A class of drugs through exposure used to treat viral to disease. infections. NATURAL SELECTION KAHOOT! Natural Selection Blooket! TYPES OF NATURAL SELECTION As we discussed, evolution leads to change over time in a population! We can monitor these changes in the form of selectional graphs that show how phenotypes change over time! Recall that phenotypes are the physical expression of a gene! DIRECTIONAL SELECTION When one extreme phenotype has the best chance to survive. As a result, the frequency (number) of those with that phenotype will shift over time to be higher! Example: Due to weather events, the only seeds available in an ecosystem are hard to crack. As a result, birds with large beaks are best adapted, and those with medium and small beaks will likely be selected out of the population. STABILIZING SELECTION When the intermediate phenotype has the best chance to survive. As a result, the frequency (number) of those with that phenotype will shift over time to be higher! Example: Human babies are often born at an average weight. Babies too big may have complications during delivery. Small babies may have complications after birth. DISRUPTIVE SELECTION When both extreme phenotypes have the best chance to survive. As a result, the frequency (number) of those with those phenotypes will shift over time to be higher! Example: In salmon males, too large males can ﬁght oﬀ competition. Too small can sneak in and fertilize the eggs when the others are ﬁghting. Medium salmon are neither big enough to ﬁght or small enough to not be seen Types of Natural Selection What type is it – Directional, Disruptive, or Stabilizing? Provide your own examples COEVOLUTION Populations don’t just shift within one individual species! Sometimes, evolution happens because of interactions between populations of diﬀerent species. Coevolution is when one species evolves alongside another. For example, hummingbirds often have a long, narrow beak - perfect for tubular ﬂowers! Example of Coevolution WORK ON NATURAL SELECTION GIZMOS Complete your daily Warm-up! Warm-up 12/12/24 While watching the Crash Course YouTube Video about Speciation, answer the following questions 1. What distinguishes the Brothers Island tuatara from other tuataras? a. It has a longer lifespan b. It evolved in isolated conditions c. It has a unique color pattern d. It can fly 2. What process describes the evolution of species splitting into two? a. Microevolution b. Sympatric speciation c. Speciation d. Allopatric speciation 3. According to the biological species concept, what is necessary for two organisms to be considered the same species? a. They must look alike b. They must be able to interbreed and produce fertile offspring c. They must live in the same habitat d. They must have the same number of chromosomes Crash Course Biology: Speciation Learning Objectives SWBAT LS.Bio.10.1 Construct explanations to illustrate how varying environmental conditions may result in: changes in the number of individuals of a species, the emergence of new species over time, or the extinction of other species. Agenda: warm-up > Natural selection notes > Presentations> Natural Selection Gizmos Unit 6 Quiz is on Friday 12/13/24 Unit 6 Test is on 12/19/24 (Plan accordingly)! 03 Speciation HOW DO NEW SPECIES ARISE? Sometimes, organisms evolve so much that a new species is developed! Speciation refers to the evolutionary process by which new biological species arise. WHAT IS A SPECIES? In biology, a species is any group of the same organisms that can mate and produce viable oﬀspring. Viable means that those oﬀspring can go on to have oﬀspring of their own! GEOGRAPHIC ISOLATION One way new species can arise is through a process called geographic isolation! This is when geography, like mountains or islands, separates a species into groups. If those groups are exposed to diﬀerent environmental conditions, they may change and evolve diﬀerently than the original population! OTHER FACTORS IN EVOLUTION In many cases, natural selection happens due to a natural ﬁtness that makes the organism best suited to the environment. Sometimes, however, random chance plays a role. The change in a frequency of a gene in a population due to random chance is called genetic drift! GENETIC DRIFT THE FOUNDER EFFECT Occurs when a new population is Smaller populations are established with a very small more susceptible number of individuals from the to genetic drift! original population. THE BOTTLENECK EFFECT Occurs when there is a sharp reduction in the size of a population due to an environmental event. Example of Natural Selection: Octopus Camouflage Camouflage: allows species to blend into their environment & avoid predation. – Octopus Camouflage Work on Modes of Speciation in Canvas Complete your daily Warm-up! Warm-up 12/12/24 1. What was George Shaw's initial reaction when he first encountered the platypus? a. He was completely certain it was a real animal b. He thought it was a deceptive preparation or artificial creation c. He immediately recognized it as a new mammal species d. He was unimpressed by its unique characteristics 2. According to the video, what makes the platypus unique among mammals? a. They are the only mammals that can swim b. They have no evolutionary relatives c. They lay eggs, sweat milk, and are venomous d. They look exactly like ducks 3. What is the scientific term used in the video to describe the study of branching evolutionary histories? a. Taxonomy b. Systematics c. Phylogeny d. Classification Learning Objectives SWBAT LS.Bio.10.2 Use models (including dichotomous keys, scientiﬁc nomenclature, cladograms, phylogenetic trees) to identify organisms and exemplify relationships. Agenda: warm-up > classiﬁcation notes > Presentations> cladogram Gizmos Unit 6 Quiz is on Friday 12/13/24 Unit 6 Test is on 12/19/24 (Plan accordingly)! LS.Bio.10.2 Use models (including dichotomous keys, scientiﬁc nomenclature, cladograms, phylogenetic trees) to identify organisms and exemplify relationships. 04 CLASSIFICATION CLASSIFYING ORGANISMS Now that we’ve learned how organisms change over time, let's talk about how organisms are classiﬁed into groups! Classiﬁcation systems are how we organize organisms. This branch of science is called taxonomy! As we have learned more about organisms and their evolutionary relationships, the classiﬁcation system has changed! CLASSIFYING ORGANISMS The domains are the biggest group - they include everything else. They include the Archaea, the Bacteria, and the Eukarya. We can remember the order of these with the phrase Dear King Phillip Came Over From Great Spain Preﬁx: Arche- means “ancient” CLASSIFYING ORGANISMS The classiﬁcation of organisms begins with the largest grouping (domain) and moves down to the smallest grouping (species) Remember, a species is classiﬁed by organisms that can mate and produce viable oﬀspring! SCIENTIFIC NAME Remember, a species is classiﬁed by organisms that can mate and produce viable oﬀspring! We give organisms a scientiﬁc name based on their genus and species. It is always written in italics. Challenge question: What’s the scientiﬁc name for humans? SCIENCE IN REAL LIFE! Only species are able to interbreed and produce viable oﬀspring. However, some organisms that share a genus are able to interbreed (often in captivity with human interference). The oﬀspring of these pairings are sterile - they cannot reproduce, meaning they are not viable! Examples include ligers (Tiger - Panthera tigres x Lion - Panthera leo) and mules (Horse - Equus caballus x Donkey - Equus asinus) HOW CAN WE IDENTIFY ORGANISMS? Scientists can use a dichotomous key to help identify organisms based on their traits. By answering the questions, the key will lead you to the organism’s scientiﬁc name! Let’s identify organism #7 Remember, always start with question #1 Follow through until you reach the name of the organism! EXAMINING RELATIONSHIPS We can identify individual organisms using a dichotomous key. We can also examine evolutionary relationships using a chart called a phylogenetic tree! ABOUT PHYLOGENETIC TREES A phylogenetic tree shows the evolutionary relationship between organisms. It can help visualize which organisms are more closely related than others. Challenge question: Which organism is more closely related to man - frog or bird? PARTS OF A PHYLOGENETIC TREE ABOUT PHYLOGENETIC TREES Cladograms show these relationships up-close and allow us to examine the characteristics organisms share. Cladogram Video Complete your daily Warm-up! But 1st, Quiz Quiz Learning Objectives SWBAT LS.Bio.9.1 Analyze and interpret data to summarize how various factors such as geographic isolation, pesticide resistance, antibiotic resistance can inﬂuence natural Selection. Agenda: warm-up > Quiz > Warm-up > Bacterial Resistance lab > Presentations Unit 6 Quiz is on Today 12/13/24 Unit 6 Test is on 12/19/24 (Plan accordingly)! End of Biology ( :((( ) Party :)??? Cladogram Video Warm-up 12/13/24 1. Roses, Buds, and Thorns 2. Understanding Cladograms: Evolutionary Relationships. Use the video to answer the questions 1. What is a cladogram primarily used to show? a. Animal habitats b. Evolutionary relationships between organisms c. Geological time periods d. Animal classiﬁcation by size 3. According to the video, which characteristic is used to exclude sharks from certain groups in the cladogram? a. Vertebrae b. Four limbs c. Bony skeleton d. Amniotic eggs 4. Which two organisms are described as being most closely related in the cladogram? a. Birds and rabbits b. Amphibians and sharks c. Birds and crocodiles d. Primates and rodents Which organism is most closely related to amphibians? A: Sharks B: Ray-finned fish C: Crocodiles D: Birds Antibiotic Resistance Lab Why is it important to take an antibiotic as prescribed? LS.Bio.9.1 Analyze and interpret data to summarize how various factors such as geographic isolation, pesticide resistance, antibiotic resistance can inﬂuence natural Selection. LS.Bio.9.1 Analyze and interpret data to summarize how various factors such as geographic isolation, pesticide resistance, antibiotic resistance can influence natural selection. This is a simulation of the effects of antibiotics on a bacterial infection. Bacteria with varying degrees of antibiotic resistance are followed through ten days of medication. Each pair of students will need: 50 squares of paper (20 lavender, 15 green, 15 pink) 1 Dice 1table and graph Modeling a Bacterial Infection Imagine you are sick with a bacterial infection. Your doctor prescribes an antibiotic to be taken everyday for ten days. Colored squares represent harmful bacteria that are in your body. Disease Causing Bacteria Represented by Least Resistant Bacteria Lavender Squares Resistant Bacteria Green Squares Extremely Resistant Bacteria Pink Squares Procedure 1. You will collect data with your partner. First start with 20 squares: 13 lavender, 6 green, and 1 pink. Set the other squares aside. 2. Now it is time to take your antibiotic. Toss the dice and follow the directions on the key. Every time you roll a forgot to take your antibiotic highlight that row on your table. 3. Record the number of each type of bacteria in your body on the table. 4. Remember bacteria are reproducing all the time. At the end of each round add one square of each color still in your body. 5. Repeat steps 2-4 until the table is completed. 6. Once you are ﬁnished use all four columns of your table to create a line graph. Procedure Antibiotic Administration Key If you roll… What happens? What should you do? 1, 3, 5, 6 You took the Remove 5 squares: remove lavender first, then green, and then antibiotic on time! pink. Always add one square for each color still left in your body. 2, 4 You forgot to take Just add one square for each color left in your body. the antibiotic! Toss Least resistant bacteria Resistant Bacteria Extremely Resistant Number (Lavender) (Green) Bacteria Total (Pink) Initial 13 6 1 20 1 2 3 4 5 6 7 8 9 10 Procedure Continued… 1. Once you have graphed your data we will hang them on our whiteboards and take a walkabout the room. 2. Look at your classmates data. How does it diﬀer from your own? How many days can you forget your antibiotics and still kill all the bacteria? If you forget, what kind of bacteria are left to reproduce? 3. Once you are ﬁnished open up the google doc in Canvas and read about the Global Challenge of Antibiotic Resistance. 4. Answer the questions when you are ﬁnished and turn in. The Global Challenge of Antibiotic Resistance Questions 1 and 2 should be answered using your graph and Introduction you should find the answers for 3-7 in the reading. Antibiotics have revolutionized modern medicine, allowing us to treat a wide range of bacterial infections and save countless lives. However, the widespread and sometimes inappropriate use of these drugs has led to the emergence of antibiotic-resistant bacteria, posing a significant threat to global health. Antibiotic 1. Did the antibiotic help you completely kill all the harmful resistance is a complex issue with far-reaching cultural implications that we must address as a global community. bacteria living in your body? Explain. The Science of Antibiotic Resistance a. Imagine infecting someone else immediately after Antibiotic resistance occurs when bacteria evolve mechanisms to survive and thrive in the presence of catching the infection (before starting antibiotics). antibiotics. This can happen through various genetic mutations or the transfer of resistance genes between bacteria. When antibiotics are used, the susceptible bacteria are killed, while the resistant ones survive Which type of bacteria would most likely infect and multiply. Over time, this can lead to the spread of antibiotic-resistant strains, making certain infections them? much more difficult to treat. The Cultural Implications of Antibiotic Resistance b. Imagine infecting someone else near the end of The rise of antibiotic resistance has significant cultural implications that extend beyond the medical field. your antibiotic course. With what type of bacteria One of the primary concerns is the potential impact on healthcare systems. As more infections become resistant to first-line treatments, healthcare providers may need to rely on more expensive or less effective would you most likely infect them with. drugs, leading to higher costs and potentially poorer patient outcomes. This can place a significant burden c. Suppose the most infected people stopped taking on healthcare budgets and accessibility, particularly in resource-limited settings. the antibiotic when they began to feel better. What Moreover, the threat of antibiotic resistance can have far-reaching social and economic consequences. Certain infections, such as those associated with surgical procedures or chemotherapy, may become more do you predict would happen? difficult to manage, potentially leading to increased morbidity and mortality. This could have a profound 2. Use your graph to describe how the population of each impact on public trust in the healthcare system and the overall perception of medical progress. The Global Response to Antibiotic Resistance type of bacteria changed over the course of the antibiotic Addressing the challenge of antibiotic resistance requires a coordinated, multi-faceted approach involving treatment? various stakeholders, including healthcare professionals, policymakers, researchers, and the general public. Strategies may include: 3. What is the primary cause of the emergence of 1. Improving antibiotic stewardship: Promoting the appropriate use of antibiotics, reducing antibiotic-resistant bacteria? unnecessary prescriptions, and encouraging the development of new antimicrobial 4. How can the rise of antibiotic resistance impact healthcare agents. 2. Enhancing infection prevention and control measures: Implementing effective hygiene systems and accessibility? practices, improving sanitation, and strengthening infection control protocols in 5. What are some key strategies for addressing the challenge healthcare settings. 3. Fostering international collaboration: Sharing data, research, and best practices to of antibiotic resistance? develop a global response to the problem of antibiotic resistance. 6. Why is international collaboration important in tackling the 4. Educating the public: Raising awareness about the importance of antimicrobial stewardship and the individual's role in preventing the spread of resistant bacteria. problem of antibiotic resistance? Conclusion 7. How can the general public contribute to the prevention of Antibiotic resistance is a complex and multifaceted challenge that requires a concerted global effort. By antibiotic resistance? understanding the science behind this issue and its cultural implications, we can work towards developing sustainable solutions that protect public health, strengthen healthcare systems, and promote the responsible use of these vital medical tools. Through collaboration, education, and a commitment to innovation, we can overcome the threat of antibiotic resistance and ensure a healthier future for all. Here is the google doc link for the reading and questions. Connecting to the standards and the EOC! Released Exam Questions If you would like to see the released exam question broken down by standard you can find that here Warm-up! 12/16/24 The Global Challenge of Antibiotic Resistance Questions 1 and 2 should be answered using your graph and Introduction you should find the answers for 3-7 in the reading. Antibiotics have revolutionized modern medicine, allowing us to treat a wide range of bacterial infections and save countless lives. However, the widespread and sometimes inappropriate use of these drugs has led to the emergence of antibiotic-resistant bacteria, posing a significant threat to global health. Antibiotic 1. Did the antibiotic help you completely kill all the harmful resistance is a complex issue with far-reaching cultural implications that we must address as a global community. bacteria living in your body? Explain. The Science of Antibiotic Resistance a. Imagine infecting someone else immediately after Antibiotic resistance occurs when bacteria evolve mechanisms to survive and thrive in the presence of catching the infection (before starting antibiotics). antibiotics. This can happen through various genetic mutations or the transfer of resistance genes between bacteria. When antibiotics are used, the susceptible bacteria are killed, while the resistant ones survive Which type of bacteria would most likely infect and multiply. Over time, this can lead to the spread of antibiotic-resistant strains, making certain infections them? much more difficult to treat. The Cultural Implications of Antibiotic Resistance b. Imagine infecting someone else near the end of The rise of antibiotic resistance has significant cultural implications that extend beyond the medical field. your antibiotic course. With what type of bacteria One of the primary concerns is the potential impact on healthcare systems. As more infections become resistant to first-line treatments, healthcare providers may need to rely on more expensive or less effective would you most likely infect them with. drugs, leading to higher costs and potentially poorer patient outcomes. This can place a significant burden c. Suppose the most infected people stopped taking on healthcare budgets and accessibility, particularly in resource-limited settings. the antibiotic when they began to feel better. What Moreover, the threat of antibiotic resistance can have far-reaching social and economic consequences. Certain infections, such as those associated with surgical procedures or chemotherapy, may become more do you predict would happen? difficult to manage, potentially leading to increased morbidity and mortality. This could have a profound 2. Use your graph to describe how the population of each impact on public trust in the healthcare system and the overall perception of medical progress. The Global Response to Antibiotic Resistance type of bacteria changed over the course of the antibiotic Addressing the challenge of antibiotic resistance requires a coordinated, multi-faceted approach involving treatment? various stakeholders, including healthcare professionals, policymakers, researchers, and the general public. Strategies may include: 3. What is the primary cause of the emergence of 1. Improving antibiotic stewardship: Promoting the appropriate use of antibiotics, reducing antibiotic-resistant bacteria? unnecessary prescriptions, and encouraging the development of new antimicrobial 4. How can the rise of antibiotic resistance impact healthcare agents. 2. Enhancing infection prevention and control measures: Implementing effective hygiene systems and accessibility? practices, improving sanitation, and strengthening infection control protocols in 5. What are some key strategies for addressing the challenge healthcare settings. 3. Fostering international collaboration: Sharing data, research, and best practices to of antibiotic resistance? develop a global response to the problem of antibiotic resistance. 6. Why is international collaboration important in tackling the 4. Educating the public: Raising awareness about the importance of antimicrobial stewardship and the individual's role in preventing the spread of resistant bacteria. problem of antibiotic resistance? Conclusion 7. How can the general public contribute to the prevention of Antibiotic resistance is a complex and multifaceted challenge that requires a concerted global effort. By antibiotic resistance? understanding the science behind this issue and its cultural implications, we can work towards developing sustainable solutions that protect public health, strengthen healthcare systems, and promote the responsible use of these vital medical tools. Through collaboration, education, and a commitment to innovation, we can overcome the threat of antibiotic resistance and ensure a healthier future for all. Here is the google doc link for the reading and questions. My Weekend Was Amazing!!! How was yours? Learning Objectives SWBAT LS.Bio.9.1 Analyze and interpret data to summarize how various factors such as geographic isolation, pesticide resistance, antibiotic resistance can inﬂuence natural Selection. Agenda: warm-up > Immunity notes > Blooket Review> Presentations Unit 6 Test is on 12/19/24 (Plan accordingly)! End of Biology ( :((( ) Party :)??? 06 Immunity Specific Defenses Antigens: Proteins found on the surface of pathogens (bacteria, viruses, fungi, pollen) that cause an immune response Antibodies: Proteins found on the surface of white blood cells that attach to the antigen Recognize and bind to it like a lock and key Active Immunity Active Immunity- Type of immunity produced by the body’s response to a vaccine/exposure to a pathogen Vaccination- injection of a mild or weakened form of a pathogen - Stimulate the body's immune system to make millions of antibodies - Ex: Smallpox vaccines, chickenpox vaccine This type of immunity is permanent! You are protected from this disease for the rest of your life. Vaccines Vaccines trigger antibody formation Antibodies are Y shaped proteins that attach to the pathogen Primary Immune Response→ Slow to build up, not very strong. Secondary Immune Response→ Stronger, more rapid Passive Immunity Passive Immunity: Short term, antibodies produced in another animal and then passed to humans Example: Mother passing antibodies to a baby through the placenta or milk This type only lasts a short time because the immune system does not learn how to make antibodies Treatments Antibiotics: Kills or slows down the Antivirals: Does not destroy growth of bacteria virus, but slows down the production of new viruses. If antibiotics are not properly used, it can lead to antibiotic resistance Virus is dormant outside a living cell (It can’t do anything, including reproduce). Once a virus invades a living cell, it can reproduce Bacteria Vs. Viruses Bacteria Viruses Made of cells Not made of cells Can be killed by antibiotics Much smaller than cells Examples of diseases caused Cannot be killed by antibiotics by bacteria are Examples of diseases caused Strep throat, Tuberculosis, by viruses are Food poisoning Common cold, ﬂu, AIDS, Chicken pox, and smallpox Review Blooket Complete your daily Warm-up! Warm-up 12/17/24 After reading about the First Organic Molecules in your Textbook, answer the following questions 1. Describe Miller and Urey’s experiment. What did it demonstrate? 2. State the RNA world hypothesis Learning Objectives SWBAT LS.Bio.9.1 Construct explanations to illustrate how varying environmental conditions may result in: changes in the number of individuals of a species, the emergence of new species over time, or the extinction of other species. Agenda: warm-up > lab follow up questions > immunity assignment Presentations 4th period Unit 6 Test is on 12/19/24 (Plan accordingly)! End of Biology ( :((( ) Party :)??? Last Day For all work/late work is 1/10/24!!!!!!!!!! You Have 3 things to complete today 1. Warm-up 2. Post-Lab Questions 3. Immunity reading and questions. Khan Academy Article 4. Remainder of class is yours to study for your test or work on any missing or late work The Global Challenge of Antibiotic Resistance Questions 1 and 2 should be answered using your graph and Introduction you should find the answers for 3-7 in the reading. Antibiotics have revolutionized modern medicine, allowing us to treat a wide range of bacterial infections and save countless lives. However, the widespread and sometimes inappropriate use of these drugs has led to the emergence of antibiotic-resistant bacteria, posing a significant threat to global health. Antibiotic 1. Did the antibiotic help you completely kill all the harmful resistance is a complex issue with far-reaching cultural implications that we must address as a global community. bacteria living in your body? Explain. The Science of Antibiotic Resistance a. Imagine infecting someone else immediately after Antibiotic resistance occurs when bacteria evolve mechanisms to survive and thrive in the presence of catching the infection (before starting antibiotics). antibiotics. This can happen through various genetic mutations or the transfer of resistance genes between bacteria. When antibiotics are used, the susceptible bacteria are killed, while the resistant ones survive Which type of bacteria would most likely infect and multiply. Over time, this can lead to the spread of antibiotic-resistant strains, making certain infections them? much more difficult to treat. The Cultural Implications of Antibiotic Resistance b. Imagine infecting someone else near the end of The rise of antibiotic resistance has significant cultural implications that extend beyond the medical field. your antibiotic course. With what type of bacteria One of the primary concerns is the potential impact on healthcare systems. As more infections become resistant to first-line treatments, healthcare providers may need to rely on more expensive or less effective would you most likely infect them with. drugs, leading to higher costs and potentially poorer patient outcomes. This can place a significant burden c. Suppose the most infected people stopped taking on healthcare budgets and accessibility, particularly in resource-limited settings. the antibiotic when they began to feel better. What Moreover, the threat of antibiotic resistance can have far-reaching social and economic consequences. Certain infections, such as those associated with surgical procedures or chemotherapy, may become more do you predict would happen? difficult to manage, potentially leading to increased morbidity and mortality. This could have a profound 2. Use your graph to describe how the population of each impact on public trust in the healthcare system and the overall perception of medical progress. The Global Response to Antibiotic Resistance type of bacteria changed over the course of the antibiotic Addressing the challenge of antibiotic resistance requires a coordinated, multi-faceted approach involving treatment? various stakeholders, including healthcare professionals, policymakers, researchers, and the general public. Strategies may include: 3. What is the primary cause of the emergence of 1. Improving antibiotic stewardship: Promoting the appropriate use of antibiotics, reducing antibiotic-resistant bacteria? unnecessary prescriptions, and encouraging the development of new antimicrobial 4. How can the rise of antibiotic resistance impact healthcare agents. 2. Enhancing infection prevention and control measures: Implementing effective hygiene systems and accessibility? practices, improving sanitation, and strengthening infection control protocols in 5. What are some key strategies for addressing the challenge healthcare settings. 3. Fostering international collaboration: Sharing data, research, and best practices to of antibiotic resistance? develop a global response to the problem of antibiotic resistance. 6. Why is international collaboration important in tackling the 4. Educating the public: Raising awareness about the importance of antimicrobial stewardship and the individual's role in preventing the spread of resistant bacteria. problem of antibiotic resistance? Conclusion 7. How can the general public contribute to the prevention of Antibiotic resistance is a complex and multifaceted challenge that requires a concerted global effort. By antibiotic resistance? understanding the science behind this issue and its cultural implications, we can work towards developing sustainable solutions that protect public health, strengthen healthcare systems, and promote the responsible use of these vital medical tools. Through collaboration, education, and a commitment to innovation, we can overcome the threat of antibiotic resistance and ensure a healthier future for all. Here is the google doc link for the reading and questions. Immune System Article and Questions- In Canvas 9 REVIEW- Whiteboards. Get in groups of 4- 12/18/24 True or False: Unicellular organisms most likely evolved from multicellular? Which event came first? An environment with oxygen or without oxygen? The evolutionary history of an organism or species is called its ___________: A. Taxonomy B. What is the broadest classification group? Examples- Archaea, Bacteria, Eukarya A: Unicellular B: Domain C: Animalia D: Eukarya What is the domain of bacterial organisms that live in extreme environments? A: Archaea B: Autotrophic C: Heterotrophic D: Eukarya What is the domain of bacteria organisms that live most everywhere? Example-Eubacteria A: Plantae B: Bacteria C: Kingdom D: Eukarya What is the domain of organisms that are not any kind of bacteria? Examples-Plants, animals, fungi, protist A: Plantae B: Heterotrophic C: Archaea D: Eukarya Two organisms in the same class but different orders: A: are in different kingdoms B: have the same genus name C: are in the same phylum D: are members of the same species Most multicellular, has a nucleus, autotrophs that carry on photosynthesis, belong to the kingdom ___________ A: Animalia B: Eubacteria C: Fungi D: Plantae A step-by-step set of choices that lead you through specific characteristics of an organism in order to identify and name it is called: A: Dichotomous Key B: Cladogram C: Binomial Nomenclature D: Phylogenetic tree What is the correct biological order for taxonomy from Kingdom to species? Which organism is formed from an amniotic egg? A: sharks B: amphibians C: ray-finned fish D: primates A new organism has vertebrae and a bony skeleton, but lacks four limbs, where does it belong? A: on a branch off the shark line B: on a branch off the amphibians line C: on a branch off the ray-finned fish line D: on a branch off the crocodiles line At what letter should the derived character of “fur and mammary glands” be found? A B C D At what letter should the derived character of “opposable thumbs” be found? A B C E At what letter should the derived character of “claws or nails” be found? A B C E At what letter should the derived character of “lungs” be found? A B C E Which species are more closely related, the lizard and salamander or the lizard and hamster? Which 2 species probably shared a common ancestor most recently in time? A: chimpanzee and fish B: hamster and fish C: lizard and fish D: salamander and fish Classification Quizizz UNIT 6 REVIEW GAMES Classification Blooket Complete your daily Warm-up! TEST 10 Good luck! Si se puede 祝你好運！幸運を！ Good Luck in all other languages Unit #6 Test நல்ல அதிர்ஷ்டம் ! Werusak ak yow 행운을 빌어요! आपको कामयाबी मले ! After the test, use this time to work on any missing work and start reviewing for the EOC. Read Your notes! Complete your daily Warm-up! Cytochrome C Lab Cytochrome C lab Butterfly Selection Pre-Lab 10 Minutes Answer the pre-lab questions. Butterfly Selection Lab - Directions Cut out your butterﬂy outline, leaving no black lines on your cutout. Next, ﬁnd a spot in the classroom you think you can hide your butterﬂy in plain sight by coloring it to match the background. Your goal is to color your butterﬂy to make it stay hidden in that spot! Using tape, you will stick your butterﬂy into place when it is ready. Be creative! You are not allowed to leave the butterﬂy white and place it on a white wall. You have 30 Minutes (Use your time wisely) Once all of the butterﬂies are planted, a volunteer teacher will come into the classroom and take down butterﬂies until only a set number remain. Then we will ﬁll out our data table! Conclusion Guide In 3-5 sentences, summarize what you learned today in the space below. Be sure to include important vocabulary in your explanation. As you write your conclusion paragraph on a piece of paper, consider the following: What is natural selection? What would happen to the population over time if the predator continued to eat the same butterﬂies? What would happen if there was no predator? Genetic Drift Lab Modeling the Founder & Bottleneck Eﬀect 1. Let’s put the desks together 2. You will be working in your assigned groups 3. Wash your hands, we are working with food that you can eat afterwards :) 4. Once in your groups, we will take 10 min for you to read, annotate, and and answer the pre-lab questions 5. Each group will get a random # of Frootloopiti instead of a 100 6. Have someone or 2 people count the total number of Lab Procedure Frootloopiti that you have and record it for total # in population 7. Count the number of each color in the population, record on your data table, and complete your calculations. Look at next slide for formula 8. After your data is ready, you are going to mimic the bottleneck effect. What are ways you can do this? 9. Observe the number and color of resulting small genetic drift population and record in Data Table and complete data table by calculating the percentages of each color in original and genetic drift population 10.. Clean-up lab area and dispense (eat) test subjects if you wish. (Colored candies) 11. Graph your data in graph provided and complete Analysis Questions Calculating % # of color of a Population X100 # in population Genetic Drift Lab Conclusion Guide As you write your conclusion paragraph, consider the following: What is genetic drift? How can genetic drift impact the gene pool of a population? Why do you think genetic drift has more of an impact on smaller populations?

Mendy-Unit #6 Evolution, Taxonomy, & Immunity PDF

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