Meet the coywolf pbs nature 2014 1040

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meet the coywolf pbs nature 2014 1040

Nature: Meet the Coywolf. Frys #: Brand: PBS. UPC: . Brand: PBS (Direct). UPC: Frys #: Brand: PBS. santemontreal.info santemontreal.info kcom santemontreal.info santemontreal.info santemontreal.info santemontreal.info santemontreal.info . santemontreal.info chushingura. com santemontreal.info santemontreal.info santemontreal.info santemontreal.info cozy santemontreal.info encouraged to differentiate at each state to meet the needs of individual students. Exp lore Nature of Science 18 (). 19 (). Biology. Cell Str/Func. Cell Processes. Genetics. Earth Space .. Project (consumable) money may be used to repair, replace, Evidence of Evolution PBS Dawn of the Coywolf.

The unique structure of carbohydrates makes them useful material for building cell walls in plants. Which of the following is a function of carbohydrates in animals? Volume 1L Cucumber Instruction Hints: For many students, this will be the first time using a microscope. Please review parts and procedures. It is recommended that no more than 2 students use a microscope at the same time.

Please work with your department to maximize resources. It is recommended that teachers use preserved slides when available, to save time. Project consumable money may be used to repair, replace, or clean microscopes and slides.

For lab safety, make sure to clean all eye pieces after each use. Items may asses how contributions of scientists such as Van Leeuwenhoek, Hooke, Schwann, Schleiden and Virchow aided in the development of the cell theory but will not assess what each scientist contributed.

meet the coywolf pbs nature 2014 1040

Students will need to know why the Cell Theory is a theory and not a law. Evidence obtained through additional scientific investigations resulted in the current cell theory. Which statement describes a component of the original cell theory that was removed because of the new scientific knowledge?

All living things are made of cells. All cells come from other preexisting cells. Cells form through spontaneous generation. Cells are the basic structural and functional units of life. Prokaryotic Cells cell wall cell membrane cytoplasm plasmid ribosome flagella SC. While Fungi DO have a cell wall, they are decomposers and do not need light because they do not photosynthesize.

Misconception- All protists are single-celled and animal-like. Protists are VERY diverse. They range from a single-cell to multi-cellular. They can be plant-like, animal-like, or fungi-like. Items will not address cellular structures unique to protists or fungi.

Tracking Coywolfs in New York City - Meet The Coywolf - Nature on PBS

Cell structure and function of plant and animal cells is a 6 grade standard that is th assessed on the 8 grade science FCAT. The Golgi apparatus uses oxygen to convert sugar into chemical energy and also controls the metabolism of the cell.

The Golgi apparatus contains most of the genetic material within the cell and is responsible for gene expression and DNA replication when the cell divides. The Golgi apparatus prepares new macromolecules such as fats and lipids by sorting and encasing them before sending them to the correct destination within a cell.

The Golgi apparatus breaks down molecules that are not needed within the cell, and returns some of the products of digestion to the cell for use in building new cell parts. Why would people with a sore throat gargle with salt water and not fresh water? How can someone die of thirst when stranded in the ocean surrounded by water? Use analogies to teach osmosis and diffusion.

Odors travel from high concentration to low concentration. Items on cellular transport will be lab scenario based. Students will need to be able to justify their predictions.

meet the coywolf pbs nature 2014 1040

Lipids attract water on both sides of the bilayer. Lipid-soluble material cannot pass through a lipid bilayer. Proteins can only transport uncharged particles through the lipid bilayer. Proteins distributed along the bilayer can allow water to pass through the membrane.

Iso- same Hyper- above Hypo- below -osis- process Page 18 - Unit 3: Students will need some familiarity with diagrams of both processes and how they are interrelated. Have students build terrariums out of 2 liter bottles or mason jars to demonstrate interdependence. Place plants in different places to watch it grow towards the light.

Items will not require the memorization of the stages, specific events or intermediate molecules produced during these processes. Items will not require the balancing of equations although scenarios will refer to chemical equations. Seeds do not photosynthesize and can germinate in the dark. DO NOT germinate seeds in a window. This propagates this misconception. This lab allows students to observe the products of anaerobic respiration.

This lab is a great time to discuss replication and repetition during experimentation. Protein causes phosphate molecules to bind to sugars and form ATP. Food energy is used to attach a phosphate molecule to an ADP molecule. Ionized oxygen in cells causes sugars and phosphate molecules to form ATP. Differentiate binary fission and mitotic cell division. Students should be able to recognize each stage of the cell 1. Items will focus on the relationship between mutations and uncontrolled cell cycle but do NOT need to label the individual components such growth rather than a specific mutation that may result in uncontrolled cell as spindles, asters, chromatids, etc.

In order to save instructional time and to ensure students are 2. Items may address the presence and location of centrioles but may not require viewing the correct stage, use Microslides or a combination of knowledge of the function of centrioles. Items referring to mutation will focus on the general concepts of uncontrolled cell growth and not require specific knowledge of cancers or diseases resulting from that growth.

Items will not assess specific proteins associated with regulating the cell cycle. Which of the following is a result of mitosis? Items requiring analysis of base pairs for gene mutations are limited to changes in a single gene. Items will not require memorization of specific conditions resulting from a chromosomal mutation. Items addressing transcription and translation will not require specific knowledge of initiation, elongation and termination. Two free-floating single strands of DNA are joined by polymerase.

The polymerase finds the point at which the two strands will match up into a double strand. Messenger RNA are decoded by a ribosome to produce an amino acid chain. A double-stranded DNA molecule is unwound into single strands. Polymerase matches the right nucleotides to the single strand so that each forms a double strand of DNA. Genetics Learning Targets and Skills Students will: Describe the basic DNA technology restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation and how it is used to construct recombinant DNA molecules DNA cloning.

The Toothpick Lab will be completed during the Genetics Unit. Items may express inheritance outcomes in percents, ratios or fractions.

Items may assess current issues but will not require knowledge of specific biotechnologies or specific medical issues. Items assess the possible impacts of biotechnology will not assess monetary impacts. Students will read the article and complete VLT 3 at anytime during the Biotechnology section of the Genetics unit.

A, B and O. Types A and B are co-dominant, and O is recessive. Based on phenotypes in the pedigree chart below, what is the genotype of the father, Ricky? Evolution Learning Targets and Skills Students will: This is the first time this information has been presented in school 2. Students have to know the process of human development from fertilization to the end of the third trimester and birth page 3.

Items will not assess specific knowledge of malformations in the human fetus, miscarriages, maternal pre-existing conditions, genetic conditions or the impact of the environment for this benchmark. Items will not assess the utilization of technology to assist in or prevent fertilization or to monitor the development of the fetus. Items will not address the menstrual cycle or specific hormones.

Items will may use diagrams of male or female reproductive anatomy and ask questions about structure and function or stages occurring in certain places.

Cardio- heart blastocyst implants in uterus, zygote forms, heart begins beating, lungs can breathe air, sex organs become visible blastocyst implants in the uterus, zygote forms, heart begins beating, sex organs become visible, lungs can breathe air zygote forms, blastocyst implants in the uterus, heart begins beating, sex organs become visible, lungs can breathe air zygote forms, blastocyst implants in the uterus, sex organs become visible, heart begins beating, lungs can breathe Anti- against Biotic- life Chronos- time Page 28 - Topics Unit 5: Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum, and cerebrum.

This is not a unit on Body systems, it focuses on human health. You will not have time to cover all of the human body and the benchmarks do not require you to do so.

Please stay focused on the learning targets. You will not have time to extend your scope. Students will need to know the parts of the brain and the four lobes listed in the learning targets but will not have to know their functions. The brain may face either direction. Blast- sprout -cyst- pouch Cardio- heart Look for evidence of a high-grade fever.

Look for the presence of redness and swelling. Look for evidence of specific antibodies in the blood. Look for the presence of white blood cells in the blood.

meet the coywolf pbs nature 2014 1040

Explain the evidence supporting the scientific theory of the origin of eukaryotic cells endosymbiosis 2. Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Biology I Regular and Honors Honors: Items may assess how contributions of scientists such as Pasteur, Oparin, Miller and Urey, Margulis or Fox aided in the development of the scientific explanation of the origin of life but will not assess what each scientist contributed. Items may assess how the overall contributions of scientists such as Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in the development of the scientific theory of evolution.

Items will NOT assess the differences among intelligent design, creationism and the scientific theory of evolution and should not be taught. Items will address why the Theory of Evolution is a theory and how it was developed.

Items referring to comparative anatomy and comparative embryology will assess anatomical similarities such as homologous structures and vestigial organs but will not require specific knowledge of embryologic stages or structures. How does this evidence support theories about animal evolution? Ana- ratio It shows that many animals, including whales, evolved to have unused body parts.

It shows that whales may have evolved from land-dwelling animals. It shows that whales evolved at the same time as other non-marine animals. It shows that marine animals, like whales, evolved much more slowly than landdwelling animals. Evolution Learning Targets and Skills Honors: Describe how biological diversity is increased by the origin of new species and how the natural processes of extinction decrease it. Items will not assess the Hardy-Weinberg principle or genetic equilibrium.

Ana- ratio Very little genetic variation is present within the species. Harsh environmental conditions result in competition for survival. No reproductive isolation barriers exist within a species living in an area. A geographical area has plenty of food to support all individuals within the species living in that area. Plants Learning Targets and Skills Students will: Please talk with your students about the changes in the number of systems over the years.

There is a section in your book that shows the evolution of the system, pg. Items will describe the characteristics of an organism and assess its classification.

meet the coywolf pbs nature 2014 1040

The Biology EOC will only ask details about the following kingdoms: Protista, Fungi, Plantae, and Animalia. Items may address evolutionary classification, phylogeny, and the use of cladograms. Students will have to know how to read a cladogram book pg.

Given this information, which statement best explains why the Eukarya domain includes more complex living things than the Archaea or Bacteria domains?

All prokaryotes are unicellular, and all eukaryotes are multicellular. Prokaryotes can live in more extreme conditions than eukaryotes. Eukaryotes have a greater variety of genetic material than prokaryotes.

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There are more eukaryotic organisms than prokaryotic organisms in the world. Students will have already learned in elementary and middle school the major structures and functions of plants. Plants tissues will be new to students. The items should be conceptual. Inwhole genome sequencing was used to compare members of genus Canis, along with the dhole Cuon alpinus and the African hunting dog Lycaon pictus. There is evidence of gene flow between African golden wolvesgolden jackalsand gray wolves.

One African golden wolf from the Egyptian Sinai Peninsula showed high admixture with the Middle Eastern gray wolves and dogs, highlighting the role of the land bridge between the African and Eurasian continents in canid evolution.

Index of /bxcosi/alopr

There was evidence of gene flow between golden jackals and Middle Eastern wolves, less so with European and Asian wolves, and least with North American wolves. The study proposes that the golden jackal ancestry found in North American wolves may have occurred before the divergence of the Eurasian and North American gray wolves.

The study indicates that the common ancestor of the coyote and gray wolf has genetically admixed with a ghost population of an extinct unidentified canid. The canid is genetically close to the dhole and has evolved after the divergence of the African hunting dog from the other canid species. The basal position of the coyote compared to the wolf is proposed to be due to the coyote retaining more of the mitochondrial genome of this unknown canid.

Three clusters were identified occupying southern and central Europe in Italy, the Dinaric- Balkansthe Carpathians. Another two clusters were identified occupying north-central Europe and the Ukrainian steppe.

The Italian wolf consisted of an isolated population with low genetic diversity. Wolves from Finland, Latvia, Belarus, Poland and Russia formed the north-central Europe cluster, with wolves from the Carpathians cluster coming from a mixture of wolves from the north-central cluster and the Dinaric-Balkans cluster. The wolves from the Carpathians were more similar to the wolves from the Pontic-Caspian Steppe than they were to wolves from north-central Europe.

These clusters may have been the result of expansion from glacial refugiaan adaptation to local environments, and landscape fragmentation and the killing of wolves in some areas by humans. The studies found that precipitation and mean diurnal temperature range were the most influential variables.

The first is the product of a male wolf and a female spanielwhile the latter comes from a female wolf and a male West Siberian Laika It was once thought that dogs and gray wolves did not voluntarily interbreed in the wild, though they can produce fertile wolf-dog offspring. The study supports the findings of previous studies that North American gray wolves and other wolf-like canids were the result of complex gray wolf and coyote mixing.

A polar wolf from Greenland and a coyote from Mexico represented the purest specimens. The coyotes from Alaska, California, Alabama, and Quebec show almost no wolf ancestry. This was then followed by development into local populations.

Individuals within each group showed consistent levels of coyote to wolf inheritance, indicating that this was the result of relatively ancient admixture. If a third canid had been involved in the admixture of the North American wolf-like canids then its genetic signature would have been found in coyotes and wolves, which it has not.

Gray wolf Y-chromosomes have also been found in Texan coyote haplotypes. At six months of age, the hybrids were closely monitored and were shown to display both physical and behavioral characteristics from both species. The gray wolf is the largest extant member of the Canidaeexcepting certain large breeds of domestic dog. Tibetan gray wolves, which occupy territories up to 3, above sea levelhave evolved hearts that withstand the low oxygen levels.

Skull and dentition The gray wolf's head is large and heavy, with a wide forehead, strong jaws and a long, blunt muzzle. This force is sufficient to break open most bones. A similar trend was found with the carnassial tooth bite force, but with the extinct dire wolf and gray wolf both measuringthen followed by the African hunting dogthe dholeand the dingo Especially long hairs are on the shoulders, and almost form a crest on the upper part of the neck.

The hairs on the cheeks are elongated and form tufts. The ears are covered in short hairs, which strongly project from the fur. Short, elastic and closely adjacent hairs are present on the limbs from the elbows down to the calcaneal tendons. Wolf fur provides better insulation than dog fur, and does not collect ice when warm breath is condensed against it. Older wolves generally have more white hairs in the tip of the tail, along the nose and on the forehead.

The winter fur is retained longest in lactating females, though with some hair loss around their nipples. In the rare cases where other wolves are adopted, the adoptee is almost invariably an immature animal 1—3 years of age unlikely to compete for breeding rights with the mated pair. In some cases, a lone wolf is adopted into a pack to replace a deceased breeder.

  • Meet the Coywolf
  • Volusia Biology Pacing Guide - Florida Department of Education
  • Index of /bxcosi/alopr

Territory size depends largely on the amount of prey available and the age of the pack's pups, tending to increase in size in areas with low prey populations[78] or when the pups reach the age of 6 months, thus having the same nutritional needs as adults.

Scent marking is used for territorial advertisement, and involves urination, defecation and ground scratching. Such markers can last for 2—3 weeks,[79] and are typically placed near rocks, boulders, trees, or the skeletons of large animals. Upon the death of one mated wolf, pairs are quickly re-established. Since males often predominate in any given wolf population, unpaired females are a rarity. Such gray wolves are termed " Casanova wolves" and, unlike males from established packs, they do not form pair bonds with the females they mate with.

Some gray wolf packs may have multiple breeding females this way, as is the case in Yellowstone National Park. This might take place if the original parents die or are for some reason separated from them. This is further demonstrated by the fact that captive wolves have been known to breed as soon as they reach 9—10 months, while the youngest recorded breeding wolves in the wild were 2 years old.

Females are capable of producing pups every year, with one litter annually being the average.