Degradación mundial del suelo

THE GEOSPHERE

Tjhe study of the Earth: Discontinuities, layers, tectonic plates.


http://www.edistribucion.es/anayaeducacion/8450021/unidad_09.html

EVOLUTION

http://www.nclark.net/Evolution
https://biodeluna.wordpress.com/2010/04/26/evolution-4eso/   

Illustration from this site

ANATOMY AND PHYSIOLOGY

http://highered.mheducation.com/sites/0072351136/student_view0/animation_activities.html

Life in extreme environments.

http://learn.genetics.utah.edu/content/astrobiology/environments/

 Are we alone in the universe? What can Earth's living creatures teach us about the possibility of extraterrestrial life? What do living things need to survive? How did life begin? Scientists called Astrobiologists look for answers.

Chemical evolution

Migrations

Symbiosis and evolution

http://science.sciencemag.org/content/348/6233/392.summary#login-pane

 Symbiotic partnerships are a major source of evolutionary innovation. They have driven rapid diversification of organisms, allowed hosts to harness new forms of energy, and radically modified Earth's nutrient cycles. The application of next-generation sequencing and advanced microscopic techniques has revealed not only the ubiquity of symbiotic partnerships, but the extent to which partnerships can become physically, genomically, and metabolically integrated (1). When and why does this integration of once free-living organisms happen?

La simbiosis fundamental

J. S.

Los casos de calamares bioluminescentes y gusanos marinos gigantes pueden parecer meras curiosidades de la biología, la ciencia de la exuberancia y la profusión donde cualquier cosa que pueda ocurrir acaba ocurriendo en alguna parte. Pero hay un suceso que ha resultado tan central en la historia de la vida en la Tierra que obliga, por sí mismo, a considerar la simbiosis como un mecanismo evolutivo esencial: el origen de la célula eucariota, el tipo de célula del que estamos hechos todos los animales, las plantas y los hongos de este planeta, además de microorganismos unicelulares como las amebas y los paramecios. Sin la simbiosis que originó la célula eucariota no existiríamos.
Las mitocondrias se han hecho bastante populares en los últimos tiempos. Se han usado para identificar a Colón, para resolver toda clase de crímenes y para determinar los parentescos del hombre de Atapuerca; además transmiten enfermedades hereditarias por vía materna y son objeto de intensa investigación para intentar corregirlas. Cada una de nuestras células contiene entre 100 y 100.000 mitocondrias, que son las responsables de producir la energía para los procesos vitales.
Gracias sobre todo a la gran bióloga Lynn Margulis (1938-2011), aunque con notables precursores que se remontan a tiempos de Darwin, sabemos hoy que las mitocondrias provienen de antiguas bacteria de vida libre, y que su asociación con otras bacterias y arqueas (similares a las bacterias) generó la célula eucariota hace unos 2.000 millones de años. Como en los demás casos de simbiosis, la selección natural darwiniana tuvo un montón de trabajo que hacer después, pero el mecanismo disparador fue la simbiosis.
Las células de las plantas y las algas tienen un segundo orgánulo (pequeño órgano intracelular) de origen bacteriano: los cloroplastos que les permiten obtener energía de la luz solar.
Si esto son curiosidades, nosotros también lo somos.

Green London

http://www.esolcourses.com/content/lifeintheuk/london/green-london/upper-intermediate-listening

The Greenhouse Effect

http://www.esolcourses.com/content/topics/environment/climate-change/climate-change-listening-activities.html

Smoggy London..

http://www.esolcourses.com/content/lifeintheuk/london/air-pollution/london-smog-lesson-activities.html

Genetic engineering

http://www.edistribucion.es/anayaeducacion/8450021/unidad_04.html

DNA

https://www.stem.org.uk/elibrary/resource/29637/origami-dna

http://www.planet-science.com/categories/experiments/biology/2012/03/extract-your-own-dna.aspx

How to Extract DNA from Anything Living

http://learn.genetics.utah.edu/content/labs/extraction/howto/

http://learn.genetics.utah.edu/content/labs/extraction/howto/detergent/

http://learn.genetics.utah.edu/content/labs/extraction/howto/enzyme/

http://learn.genetics.utah.edu/content/labs/extraction/howto/DNA_Extraction.pdf

 First, you need to find something that contains DNA. Since DNA is the blueprint for life,
everything living contains DNA. For this experiment, we like to use green split peas. But there
are lots of other DNA sources too, such as:
   Spinach
   Chicken liver
  Strawberries
  Broccoli
Step 1

Put in a blender:
•     1/2 cup of split peas (100ml)
•     1/8 teaspoon table salt (less than 1ml)
•     1 cup cold water (200ml)
Blend on high for 15 seconds.
The blender separates the pea cells from
each other, so you now have a really thin
pea-cell soup.


Soapy Peas
Pour your thin pea-cell soup through a
strainer into another container (like a
measuring cup).
Step 2
Add 2 tablespoons liquid detergent (about
30ml) and swirl to mix.
Let the mixture sit for 5-10 minutes.
Pour the mixture into test tubes or other
small glass containers, each about 1/3 full.
Step 3
Enzyme Power
Add a pinch of enzymes to each test tube
and stir gently. Be careful! If you stir too
hard, you’ll break up the DNA, making it
harder to see.
Use meat tenderizer for enzymes. If you
can’t find tenderizer, try using pineapple
juice or contact lens cleaning solution.


Alcohol Separation
Tilt your test tube and slowly pour
rubbing alcohol (70-95% isopropyl or
ethyl alcohol) into the tube down the side
so that it forms a layer on top of the pea
mixture. Pour until you have about the
same amount of alcohol in the tube as
pea mixture.
Step 4
Alcohol is less dense than water, so it
floats on top. Look for clumps of white
stringy stuff where the water and alcohol
layers meet.
Finish
What is that Stringy Stuff?
DNA is a long, stringy molecule. The salt
that you added in step one helps it stick
together. So what you see are clumps of
tangled DNA molecules!
DNA normally stays dissolved in water,
but when salty DNA comes in contact with
alcohol it becomes undissolved. This is
called precipitation. The physical force of
the DNA clumping together as it precipitates
pulls more strands along with it as it rises
into the alcohol.
You can use a wooden stick or a straw to
collect the DNA. If you want to save your
DNA, you can transfer it to a small container
filled with alcohol.


You Have Just Completed DNA Extraction!
Now that you’ve successfully extracted DNA from one source, you’re ready to
experiment further. Try these ideas or some of your own:
Experiment with other DNA sources. Which
source gives you the most DNA? How can you
compare them?
Experiment with different soaps and
detergents. Do powdered soaps work as well as
liquid detergents? How about shampoo or body
scrub?
Experiment with leaving out or changing steps.
We’ve told you that you need each step, but
is this true? Find out for yourself. Try leaving
out a step or changing how much of each
ingredient you use.
Do only living organisms contain DNA? Try
extracting DNA from things that you think
might not have DNA.
Want to conduct more DNA extraction
experiments? Try out different soaps and
detergents. Do powdered soaps work as well
as liquid detergents?

HOW TO SOLVE GENETICS PROBLEMS

https://3d4f1c18-a-540032b2-s-sites.googlegroups.com/a/iespedrodeluna.es/departamentobiogeo/recursos/biblioteca-virtual/genetics_problems.pdf?attachauth=ANoY7cot9wMmvo3Q_3EjYpLaF4eJBcuxQ37gUnBKk_Qk5xsPrQph_JTThzCkteYuNAuJC3xAbLJq_LnZvfRi8Vup9J81dIuahxVWrx2kWRTgk79vbmRtx8LQx07KZd8jTpzoL_mhh0P34TbhnRro2uMfWVv7kVNmzQzeRKjWWNa0p6-033lpXtg9qYnTvKR0uspDPWlSIqr39M_SsCD3ve0BikvdUhxrwGtRAqXP-3WwvtFWsfbqSAYgYo3kRZxySLgMJ5dWHf31d0vn3pe8q4JhaAtoJ-1ZKQ%3D%3D&attredirects=0

1. Read the problem.

 2. Determine what traits are dominant and which are recessive. Often you must marshal background knowledge to do this – which may not be explicitly mentioned in the problem.

 3. Are any letters assigned to the genes? If not, make some up. We usually take the dominant characteristic and use the first letter of that word. For example, if polydactyly ( extra fingers ) is dominant over the normal five–fingered condition , we would pick P for the dominant gene, and small p for the recessive normal allele. 4. Determine, if possible, the genotypes of the parents. In 9 out of 10 problems this information is given, or at least implied. Sometimes you have to deduce it from other information given. Write it down so that you can remember what it is, e.g. Pp. 

5. Determine all the possible kinds of gametes that can be made by each parent. Be careful, remember that a gamete can ordinarily receive only one gene of a pair of alleles. This is the part that most people have trouble with! e.g. P p. 

6. Make a Punnett square, using each of the gametes for one parent across the top of each column, those of the other parent go vertically. If you have done step 5 properly you shouldn’t have any trouble with this step. 7. Work the cross carefully. 

8. Now read the problem again. Find out exactly what it is asking for. Don’t assume too much. This is another place where many people get lost.

 9. In most problems, these steps should get you through adequately. Some are slightly altered – for example, if the genotype of one of the parents is unknown, and that is what the problem wants you to discover. You may assign that parent something like A_ or __ genotype and see if that helps. Put the offspring genotypes in the square and work backward. Remember this won’t get all the problems – there is still nothing like real understanding – but it can help organize your attack on a genetic problem. and of curse, unless you understand the terms, such as homozygous, heterozygous, dominant, recessive, allele, and so on, you cannot begin to think of working problems.

 10. Finally, the actual genetic information you need to solve these problems often appears concealed rather than revealed by the wording of the problem. learn to translate such a sentence, “Mary is normally pigmented but had an albino father”, into its logical consequence: “Mary is heterozygous for albinism” and then into “Mary is Cc”. Notice that, in this kind of a problem you may need to solve several subsidiary problems before you can proceed with the final solution. 

PROBLEMS AND SOLUTIONS....

https://docs.google.com/a/iespedrodeluna.es/viewer?a=v&pid=sites&srcid=aWVzcGVkcm9kZWx1bmEuZXN8ZGVwYXJ0YW1lbnRvYmlvZ2VvfGd4OjY2MWU4ODBkYmY0OTViZjI 

Educational itinerary

ENVIRONMENTAL DEGRADATION IN ALMERÍA

The Province and city of Almería are important areas of the Mediterranean basin with respect to their cultural heritage and environmental values.

Desertification is the environmental problem  here. As a result of the favourable climatic factors, it   has been place for civilizations since Prehistoric times. These polpulations have been using the natural environment (mining, shepherding, permanent agriculture...) with a slow but continuous destruction of the natural resources in these vulnerable Semi-arid ecosystems.

In addition, the recent and dramatic landscape transformation has resulted in the destruction of natural habitats and their component species.

In the last 50 years, the area of the city has increased from about 2.5 Km² to about 10 Km² .  The municipal territory occupies 296.21 Km ². The present population is 193,000.

The urban area supports 200 vascular plant species, including varieties of palm trees (Phoenix dactilifera) from North Africa, Jacaranda, Ficus, Tetraclinis articulata, Anthirrinum hispanicum and the invasive ornamental species  Pennisetum setaceum. The typical urban habitats in the city contain ten important natural or semi-natural coastal, scrub and grassland habitats of plant communities.

This urban development is responsible for the landscape deterioration, the increasing in energy and water comsumption, in atmospheric pollution and solid urban waste and loss of green areas.

The predominant traditional agriculture system of family farms has been replaced by intensive agriculture, greenhouse and built development. This activity is depleting the aquifers, increasing the marine intrusion and raising salt levels in the soil. That is how this area becomes desertified.

On top of this, the current development model based in the tourism demand increases the consumption, the pressure on natural resources, the landscape alteration and the loss of cultural identity.

In order to palliate this negative impact on the natural protected areas , different measures have to be adopted for the preservation of the ZEPA (Zonas de Especial Protección para las Aves) areas and Natural Protected Places( Sierra Alhamilla, Desierto de Tabernas,Cabo de Gata-Níjar, Parajes Naturales de Alborán) and the high ecological value of plant and animal species and habitats they include.

 

http://alandalusalnatural.blogspot.com.es/2015/02/degradacion-ambientalproteccion.html

http://link.springer.com/chapter/10.1007/978-0-387-89684-7_1?no-access=true

 http://na.unep.net/atlas/webatlas.php?id=172

http://alandalusalnatural.blogspot.com.es/2014/10/geology-of-arid-zone-of-se-almeria.html 

http://alandalusalnatural.blogspot.com.es/search/label/Almer%C3%ADa 

https://sites.google.com/site/hamaikahaizetaracast/natur-zientziak
http://www.botanical-online.com/animales/fauna_urbana.htm
http://www.xtec.cat/~rsanto/esp/index-esp.htm

http://aves.desdeinter.net/espespaA.htm

https://m.youtube.com/watch?v=0uf5e9vsXWo

http://www.iucnredlist.org/about

http://www.iucnredlist.org/details/184948/0

Motor proteins

Natural Parks Almeria

http://www.andalucia.com/environment/protect/almeria.htm

Mitosis - Internet Lesson

http://www.biologycorner.com/worksheets/mitosis.html

In this internet lesson, you will review the steps of mitosis and view video simulations of cell division. You will also view an onion root tip and calculate the percentage of cells at each of the stages of cell division .

Mitosis Tutorial at http://www.cellsalive.com/

On the left side of the screen is a navigation bar, click on the link to “MITOSIS” Read the text on this page and view the animation, you can slow down the video by clicking step by step through the phases.
1. Which stage does the following occur:

Chromatin condenses into chromosomes	___________________________________________
Chromosomes align in center of cell.	___________________________________________
Longest part of the cell cycle.	___________________________________________
Nuclear envelope breaks down.	___________________________________________
Cell is cleaved into two new daughter cells.	___________________________________________
Daughter chromosomes arrive at the poles.	___________________________________________
Chromatids are pulled apart	___________________________________________

Watch the video carefully.

2. The colored chromosomes represent chromatids. There are two of each color because one is an exact duplicate of the other. -How many chromosomes are visible at the beginning of mitosis? ________________

-- How many are in each daughter cell at the end of mitosis? __________________

--The little green T shaped things on the cell are: ____________________________

-- What happens to the centrioles during mitosis? _____________________________
3. Identify the stages of these cells:

Another Mitosis Animation

Go to http://www.johnkyrk.com/mitosis.html . Draw a cell in each of the following phases.

Prophase

Metaphase

Telophase

Onion Root Tip

Online Activity at http://www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html
Read the introduction, then click the “next” button.

You will have 36 cells to classify. When you’re finished, record your data in the chart below. Round to whole numbers.

	Interphase	Prophase	Metaphase	Anaphase	Telophase	Total
Number of Cells
Percent of Cells (calculate: number of cells divided by total cells x 100)

Mitosis in Whitefish & Onion Roots

http://www.biologycorner.com/projects/mitosis.html . Click on the Whitefish embryo and the onion root tip.
For each organism, identify the stage of mitosis.

	View 1	View 2	View 3	View 4	View 5
Whitefish
Onion

You Draw It!

Use the space below to draw the four stages of mitosis your own way, be sure to represent the major events of each phase and label structures.

Publisher: Biologycorner.com;
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.

Rosalind Franklin - My Favourite Scientist