Review for test 5

Today in class we took a short quiz on mitosis an meiosis. Then we wentover what   subjects would be on the test. Then we placed each o those topics on a mind map. 

 

^endomembrane system 

^here it is again 

We also have to know about embryology and the three germ layers. 

Too many "m" words!

Today in class, we went over and compared the different stages of meiosis and mitosis by doing a lab and by making our own models using a whiteboard and Popsicle sticks.  The lab used microscopes to identify the different stages in animal cells and plant cells. 

^here are a few examples of phases. 

Then we recorded data from previously photographed cells and found percent total of cells counted were in each stage. 

^here are my numbers 

Then we reinforced each concept by going through the stages on the white board. 

^this is my telophase model. 

Microscopes and ch. 6 of your inner fish

In class, we want over the test and the main concepts that it covered. Then we began to star our projects in class by researching the list of vocabulary. For the project we have to compare eukaryotic plant and animal cells and prokaryotic cells.

Then we explored the use of microscopes by looking at different organisms on slides. 

^here is our very own flea. :)

Your inner fish: 

This chapter mainly talks about embryology. The study of the stages an embryo goes through. 

This chapter also talks about how many different organisms look the same in the early stages of their life. This is because all forms of life develop from the three germ layers. Each layer controls a different part of body development such as organs and hair.

^in the book it says "we are a tube within a tube"

This all starts from a small ball called a blastocyst. This then (hopefully) implants itself on the mothers uterus and connects to the bloodstream. 

^this is a blastocyst.

Multiple experiments were done by Mangold and Spemann. Collectively, they discovered the organizers that can be taken from one embryo and implanted on another to form a perfect twin. Hox genes we also discovered by further experimentation. These genes control the layout/body plan of a living thing. 

^this compares the Hox genes of a fly and a mouse. Mutations in this gene can cause a flys wings to come out from its head!

Test

We took a test on genetics 

Pedigree problems.. The family history you never knew

First, we took a short quiz to refresh our memory on codominant and sex linked traits. Then we learned about pedigree charts. These charts show how a genetic disease is passes down through a family tree. 

There are many symbols used to represent different aspects to the chart. Shaded in squares or circles means they that male or female has the genetic disease. This is useful for when considering to have a baby because it show your risks for your child to have a genetic disease. This can happen by genes on the chromosome or by sex linked traits . 

More traits and stuff...

Today in class we learned about codominant traits an how to put them int a punnet square. We also describe how to work out sex- linked traits. One important thing to remember is that makes can only give an X chromosome so they are more likely to get rare genetic diseases. 

With codominant traits, there are multiple genotypes for a certain phenotype. Here is an example of how to use a punnet square for codominant traits 

Two traits at a time, what?!?!

To day in class we talked about the different stages of meiosis. We drew pictures on the whit board to help us remember the steps: 

 Then we learn how to get the phenotype and genotype of a two trait problem 

Ch1 survival of the sickest

Main concepts: 

Ever heard of the saying, too much of a good thing, well this is the case for iron. Hemochromatosis is when the body has too much iron in its system. Iron attracts bacteria because it is what helps organisms live. We do have defense mechanisms. Chelstors are proteins that lock up iron so infection cannot reach them. A nonchromatic person has more iron, so their macrophages accidentally give bacteria an upper hand. Hemochromatosis is thought to have come from Vikings in Oder to help them come with iron deficiency. Blood letting helps solve hemochromatosis because it reduces the amount of iron in the system. 

Actual notes: 

Genetics and traits

Today in class we got our unit three test back today. Then we got strait into notes and vocabulary for the next unit on genetics. Then we did seven practice problems that had to Dow with finding the genotype and phenotype. We only dealt with one trait, but for homework we will be using two traits. We were also given steps to follow to help solve these problems. Then we took a short quiz that I got a 1 on. 

Here are my notes: 

Test number three

We had a test today on unit three. 

Operon systems and biochemistry

Today in class we took a quiz on protein synthesis. I learned that I need to study how the mRNA replicates to form the tRNA and how the tRNA is read by the ribosome. 

We then covered Operon systems. An Operon system I put in place to make sure that no energy I wasted. Operon systems are only in prokaryotes, eukaryotes use the Tata box as their control.  There are two types of systems :

Repressible and inducible. In the Pglo lab we use the Operon system from Arabinose and put it in front of the Pglo gene. It will then produce a protein that will help it grow. Overtime, the glow will fade because this system will still be creating arabinase that eats away at the arabinose. This is called biochemistry, when scientists insert genes of one organism into another to make it have that same trait. 

DNA synthesis and snoopy!

Today, we took a quiz on DNA. Them we went over the three different steps in DNA synthesis. 

1.) DNA transcription 

- first polymerase unzips DNA to form mRNA 

- reads from 3'-5' 

 

2.) RNA processing 

- puts a cap made out of guanine and tail made out of adenine around the genetic material for protection from enzymes in cytoplasm 

- splice twosome cuts out introns( incised DNA) and puts back together exons 

- now can fit through nucleic membrane 

3.) translation 

- aminocyl tRNA synthitase bonds amino acid and tRNA together

- tRNA takes amino acid to ribosome 

- reads it 5'-3' 

- start codon always AUG 

- stop codon - UAG, UAA, UGA (split ribosome apart) 

- ribosome bonds the new amino acid to the polypeptide 

- tRNA exits 

- polypeptide forms protein 

Then we did the snork activity. We were given genes that we had to create the RNA for to determine what traits to draw. 

This is the end result : 

Then we also checked the Pglo lab and notice that only certain bacteria colonies glowed under the black light

^this shows the difference eternity the ones that glow and don't glow 

Flower and hand picture response

1.) (flower) 

In the picture, there is an interesting mix of colors on the flower's petals. A few things could have happens to this flower. One option is that an aa pair allele was made during pollination and the white stripes are a recessive trait. Another option is that it is a mutation in theDNA that   caused the mixing of color.  Also, the flower could have been a result of cross breeding such as in Mendel's experiments with the pea plants.The last option is that the white stripes are a "jumping gene" and occurred randomly or responded to environmental changes. 

2.) (hand) 

In this picture, their is a human hand, obviously mutated because it has eight disgusts instead of five.  What happened was while the hand was developing, a mutation occurred in the sonic hedgehog gene. This gene sequence can be found in all limbed animals. The sonic hedgehog gene, when controlled, will mutate a mirror image of itself on the organisms limb. Here, the mirror image is not so similar, showing there was a mutating during the embryonic stage. 

Inner fish chapter 3!!! Handy dandy

Notes!!! 

Main concepts:

- all cells have the same DNA

- genes turn on and off

- hedgehog = mutates one side

- sonic hedgehog = mutates and forms a mirror image 

- all limbed animals have this sequence 

- inner fish = simulate biological tools that form bodily structures 

- connection = run deep ( DNA deep) 

Glowing DNA, oh my!!

(Absent) 

We recorded data from our bacteria experiment by testing them under a black light. The bacteria tested positive it they glowed a bright color, negative if they did not. 

We also reviewed the enzymes: 

-helicase 

-DNA polymerase III

-DNA polymerase I 

-RNA primase 

-ligase 

DNA day and bacteria partaaayyyy!

Today in class we reviewed concepts covered in Survival of the Fittest chapter six. We even took whiteboard notes: 

Main concepts: 

-mutations cause by viruses

- inject their own DNA into another's 

- jumping genes

- Junk DNA and how it was probably used in evolution 

- it also probably was originally a virus that we now have a beneficial relationship with 

- vaccines are less server versions of a virus 

- allows our immune system to produce antibodies specifically for that virus before we get infected

- flu is hard to control because it mutates easily

Then we did a lab in class. 

This lab will show how bacteria react to Pglo and antibiotics that we add to its environment and DNA. 

       ^ a picture of our two different bacteria

      ^these are the original bacteria colonies 

    ^ we are heat shocking the bacteria so none of the genetic material escape from the bacteria cell after we insert the Pglo

     ^ these are the bacteria before we put them in their labels dishes 

      ^here we are spreading our DNA so we can space out the individual bacteria 

     ^ then we let them grow !!!!