2-15-2011

Announcements-

Mr. Paek passed out grade sheets with the 2/11/11 evolution test grade. Mr. Paek took out all of the extra credit in homelogic because even if you got a D on your test, your grade will still be over 100. He wanted you to know your actual grade. But, he will put them back in your grades (homelogic) later when they will actually take effect.

Homework-

1.UP pgs 7-12 if you didn't finish in class ( DON'T DO #4 AND #5 ON PAGE 12)

2. read 26.1

Today, we took notes in the Unit 8A note sheet and filled out the section, Three Domain System, in the 2nd page.

Notes:

Three Domain System- larger, more inclusive than kingdom, recent addition to taxonomic structure. Based on comparing rRNA subunits.

1. Domain bacteria- unicellular, prokaryotic, corresponding to kingdom eubacteria

2. Domain Archaea- unicellular, prokaryotic, corresponds to kingdom archaebacteria.

3. Domain Eukaraya- consists of all organisms that have a nucleus, includes kingdoms, protista, fungi, plantae, animalia.

The animal of the day #2 is star-nosed mole. You only have to know that it is a mammal.

LAB

We did a lab today with a partner. UP pg. 7-12
Mr. Paek showed us how to do the classification key in page 5.

Classication key is like when...here are examples.

If you divided period 8's class into 2, you would separate boys against girls. Then, within the each 2 groups, you would then next separate again according to hair color and so on.

Another example is like saying "if it's this then go here" If the part,"If it's this", is true, then follow the directions on where you should go. It may be telling you a name and that will be your final answer.

UP pg. 5 (practice with Mr. Paek)

directions:

1. look at the first picture, A.
2. look at 1a and 1b and choose the correct fact as you look at the dog.
3. since it is a organism with two or four functional legs, go to 2.
4. look at 2a and 2b and choose the correct fact as you look at the dog.
5. since it is a organism without wings, it is a Canis familiaris (FINAL STEP)
6. you do the same thing for the other pictures.

the answers to this page are

ACFGDHEB

UP PAGES 9-12

DIRECTIONS:

The diagram tells you the characteristics of a shark so take #1 and put it in the key and find out the family each shark belongs to.

The next scriber will be Colleen

Scribe Post 2/9/11

Announcements: The Evolution Test Is On FRIDAY!! and Tomorrow is a Bio Day in the Lyceum.

Homework: STUDY FOR THE TEST!! Finish up Lab 40 from the lab book. The Objectives on page 1 in the UP are extra credit. The TV ad project has been moved back, it is now due on Tuesday, March 1st.

Today: In class today Mr. Paek gave us some more things that we needed to study.

• We should know UP 33-36 and how to read the graphs on those pages, along with knowing about natural selection, the time eras and the Neanderthals.

• After this, we took a practice quiz with Mr. Paek to get an idea on how well we are prepared for the test. Then he answered any last minute questions we had. Don't worry though, it was a class quiz and it wasn't for any credit.

• Then, we started lab 40, which involved measuring the lengths of dead grasshoppers femur bones so that we could observe variations in a species. Then we shared our class information and made a graph and finished the lab.

• Remember to study for the test and that tomorrow is a Bio Day! Thats what we did today in class.

• Tomorrows scriber is Will!!

Scribe Post 2/7/11

Announcements: Make sure you know Darwin and the natural selection, and the survival of the fittest well for the test on Friday.

Homework:- TV ad due on 2/28

- finish lab questions on UP page 32

- answer questions 6-7 on UP page 30

Today we took notes from our To Be Or Not To Be note packet and we did a lab.

Notes:

Types of Evolution:

1. Microevolution- changes that take place within a single species to form variations in a population (small changes)

Genetic drift- changes in a gene pool of a small population due to chance (usually reproduces genetic variability)

2. Macroevolution - changes that have taken place in a species that leads to two or more different species

Lab:

In order to do the lab we first had to know what a half-life was. A half-life is how long it takes for half of something to disappear.

In this lab we started off with 100 M&M's.

• We first had to put the M&M's in a cup and shake the cup for a half-life, which in this case, was 10 seconds.
• Next we had to pour theM&M's onto the plate and spread them out. The ones that showed the m were the ones that were considered to be decaying and the ones that were face down, were fine.
• We would then remove the decay and repeat this process with the remaining M&M's and an increasing half-life time.

*Danielle will be the scriber for tomorrow*

Scribe Post for January 27th, 2011

Date- January 27th, 2011




Announcements- Tommorrow, Friday, January 28th, 2011, we have a bio day that is located in the auditorium. Go straight to the auditorium during period 8.




In Class- We did a lab in class on natuaral selection. It can be found on pages 17-19 in your green unit packet. The procedure for this lab went as follows:

• You would spread a piece of fabric out on the table.
• Grab 10 different colors of paper, and hole punch each color 10 times and put them on the cloth, so you have a total of 100.
• 2 members of the group would act as "predators," which means that they would pick 40 pieces of paper each, but turning away after each pick and picking the 1st color that they saw with no hesitation.
• Collect the 20 remaining pieces on the cloth and record the number of each color remaining on the data table on page 18.
• Add 4 chips of the same color for every chip that remains from the original population, now the total should be 100 again.
• Repeat the picking procedure for the second and third generations and record your data in the same place.

Purpose- The most important thing when doing these labs is to understand why they are being done. The purpose of this lab is to learn how natural selection works. And to also reinforce your concept of to how natural selection works with a demonstration.

NATURAL SELECTION: The process by which organisms with variations most suited to their local environment survive and leave more offspring. It occurs in any situation when more individuals are born than can survive, there is heritable variation, and variable fitness among individuals.

(Those terms and definitions can be forund in your textbook, Ch. 16, section 3.)

NEXT SCRIBER: Sammie

Scribepost 1/27/11

Date...1.27.11



Announcments...nothing interesting that anybody needs to know about.




Homework...read 16.2 and 16.3 and take notes on 16.3, also finish the lab about bird beaks we started in class and do the graph




In class...we began the lab on page 4 of the unipacket. the lab was about the evolution of bird's beaks for whatever food source they have. We were split into our new lab groups and we began the experiments with the 4 different types of "beaks," forceps, a large spoon, a staple remover, and pliers were supposed to represent beaks. In the lab there were 5 different experiments, one where we had to remove styrofoam peices from a tub, one were we had to pick out single grains of rice from a log, one were we had to remove staples from a paper rabbit, one were we had to pick rubberband out of a box with a lot of shredded paper init, and one were we had to not only pick up sunflower seeds but also crack them with our "beak."


The next scriber will be...Jake J

Scribepost Jan. 25 2011

Announcements: All homework assignments and unit calendars will be posted on moodle.

Homework:  Read chapter 16.2 (no notes required) and chapter 16.3 notes.  Both will be checked in on thursday.

What we did in class:  Today in class we took notes from Mr. Paek's lecture about Darwin vs. Lamark. Also we got the unit packet for the new unit(Evolution 101) which took up most of class.  Then we ended class with watching more of the Charles Darwin movie for the last 10 minutes of class.  

Lamark:  Had three main theories on evolution.

1. The Desire to Change-  animals and organisms change in structure because of a desire to improve.  An example is that a giraffe's neck got longer because they stretched to get leave at the top of branches.
2. Use and Disuse-  use it or lose it.  If decided not to use then something would be lost over time.  Mr. Paek described this by saying if he didn't like his thumb and decide to wrap it up and not use it for the rest of his life, it would lose muscle.  Now becoming factor of his offspring.
3. Acquired characteristics were inherited-  Any changes in the adult were passed on to the offspring.  Example is the stretched giraffe necks were now inherited by the young.

While talking discussing this Mr. Paek said based on Lamark's theories, if he wanted his son to be really strong he could start working out really often so he becomes really strong.  Then have a child that way his son has a better chance of being strong.  Then he thought of this video and showed it to us.  

http://www.youtube.com/watch?v=T-CMrswt_1A

Darwin:  Came up with five theories of evolution of his own too.

1. Overproduction of Offspring-  Organisms tend to produce more offspring then needed to replace numbers.
2. Struggle for Existence-  Competition for resources and predation are always present. The example used in class was that Mr. Paek would tell us only 1 person would get an A second semester and the rest would get either a C or F.  So, then we would all be more competitive to get that one spot for the A.
3. Variations in Populations exist-  Differences in structure exist at birth not acquired.  These variations are inherited from the parents.
4. Fitness-  Organism must have a physical trait or behavior so they can survive and reproduce. 
5. Common Descent-  Some species share a common ancestor.

Natural Selection:  The organism that are best suited for the present environment conditions will survive to produce therefore passing on their characteristics to their offspring. (Survival of the fittest)

• Conditions that help-  Mutations are a source of variation in genes. Also, gene flow when genes are moving between populations.
• Adaptations-  Traits that survive from one generation to the next.

That was it for today, the next scriber will be Donnie.

Scribe Post 12.7.2010

12.7.2010

Announcements: Quiz Wednesday or Thursday.

Homework: Finish Lab 35 (Due Friday) & 49-50 if not yet done.

Today’s period consisted of going over the homework Mr. Paek had assigned yesterday (12.6.2010) and starting Lab 35 in class.

• For example, one problem that we went over was (pg. 48 practice)...



Question: What is the probable genotype of individual D?

Solution: Since we know D’s parents are Hh x hh we can now make a Punnett square.



To determine which one genotype is correct, we must look at D’s offspring. Individual D’s husband has a genotype of hh. One of their children, K, has Hh. The Punnett squares below show two possible crosses for C x D given that D is either Hh or hh.





Therefore, since it is not possible to have an offspring who is Hh (K), the genotype for D must be Hh.

Also, we went over what we had learned so far such as the single traits, dihybrid, codominant, blood type, and sex linked genes. (Briefly explained below)


• Single trait- a trait controlled by a single gene that has two alleles.



• Dihybrid- mating between two individuals, both of whom are heterozygous for the two genes being followed. i.e: AaBb x AaBb




• Codominant- Describes two or more alleles that are equally dominant.
i.e: WR- WR= White + Red



• Blood Type- Contains three different alleles, two copies of which exist in all human body cells.




• Sex Linked Genes- concerning characteristics that are determined by genes carried on the sex chromosomes. (X & Y)



This concludes our Bio day :)


Next Scriber- Lauren

Monday 12.6.10

Announcements: None

Homework: UP pages 46-50

Today in class we learned about X-Linkage (Sex Linkage) Problems. An X-linked trait is one whose gene is carried only on the X chromosome. Females have two X chromosomes (XX) and males have one (XY). There is no corresponding gene on the X chromosome, so one recessive trait could show up in a male. Examples are colorblindness, hemophilia, and Duchenne muscular dystrophy. Women who don't have the disease but have one recessive allele are called carriers.

Affected female has children with a normal male.

Steps 1&2: The first thing you do is assign letters and determine the genotypes of the parents. XM-normal, Xm=affected, and Y=male chromosome with no affected ellele.
            XMXm-carrier female, XMY-normal male

Step 3: Determine gamete genotypes prodeuced by each parent:
            XMXm= XM, Xm           XMY= XM, y     
For all X-linked punnett squares, always start with a normal punnett square and XY (male) on one side and XX (female) on the other:


Step 4: Set up the punnett square with XM and Y on one side, and Xm and XM on the other

Step 5: Combine parental gametes:


Genotype: XMY*XMXm
Phenotype: 1 normal female (XMXM), 1 normal male (XMY), 1 carrier female (XmXM), and 1 affected male (XmY).

Autosomal: any chromosome other than a sex chromosome.


We also learned about Pedigrees.
SYMBOLS:
Squares=male
Circles=female
Black square/circle=affected (recessive) individual
Half black/half white=carrier


Here is an example:

Pedigrees can be x-linked or not x-linked. In the pedigree above, the black circles/sqaures represent colorblindnes, it is recessive. Colorblindness is x-linked. For the pair in the first generation, the male is colorblind (XcY) and the female is not. She is not a carrier, so she must be XCXC. Their sons are not colorblind, so they are both XCY. The daughter in the second generation is a carrier, so her genotype is XcXC. Her husband is a normal male (XCY), and so is one of her sons. The other son got the recessive gene so he is colorblind (XcY).

Here is a pedigree for a trait that is not x-linked:



     This is a pedigree for attached earlobes (aa). For the first generation pair on the left, the male has attached earlobes (aa) and the female does not. The female must have the recessive gene (Aa) because one of her children has attached earlobes. The one that has free hanging earlobes also must have the recessive gene (Aa) because it has a kid with attached earlobes.
     The first generation couple on the right both have the genotypes Aa. This is because 3 out of their 4 kids have attached earlobes. The one that has free-hanging earlobes has Aa, because it has a kid with attached earlobes.


Next scriber-Gabriela

Friday 12/03/10

Anouncements: Be ready for a Pop Quiz. Next week for Extra Credit Mr.Paek will give a trihybrid cross. (64 squares)

Homework: UP 40, 41, 44

What we did in class...
We did UP pg. 39 and pg. 43. We learned how to do Incomplete Dominance, Codominance, and Multiple Alleles.

Incomplete Dominance:
*Sample Problem: Cross a red flower with a pink flower.

• Assign letters (R- red W- white RW- pink)
• Determine the parental genotypes. (RR x RW)
• Set up a Punnet Square using the gamete genotypes.
  
  
  

• Combine the gamete genotypes of one parent with those of the other parent to show all possible offspring genotypes.
  
• 
  
• 
  

• Determine the phenotypes of the offspring and state the genotypic and phenotypic ratios.
  --- Genotype: 2 RR, 2 RW
  --- Phenotype: 2 Red, 2 Pink

Multiple Alleles:

*Sample Problem: Cross a homozygous for type B blood with a heterozygous for type A blood.

• Assign letters and determine the genotypes of the parents (IBIB x IAi)
• Determine the gamete genotypes produced by each parent (IBIB= IB, IB/IAi= IA, i)
• Set up Punnett square using the gamete genotypes
  

• Combine parental gametes
• 
  

• 
  
• 
  

• Determine the phenotypic and genotypic ratios of the offspring and answer the question. --- Genotype: 2 IAIB, 2 IBi
  --- Phenotype: 2 type AB blood, 2 type B (hybrid) blood

JAKE NELSON, 12/1/10

Announcements: none
Homework: finish pages 23-28 if you did not finish them in class

Mr.Paek briefly went over meiosis with us for a couple minutes and showed us a slide of the stages within meiosis.
Meiosis 1
Prophase 1- KNOW THIS IS THE STAGE WHERE CROSS OVER HAPPENS
Crossing over is when pieces of homologous chromosomes cross over and switch place, this results in variety of the offspring.
Metaphase 1
Anaphase 1
Telephase 1
Meiosis 2
Prophase 2
Metaphase 2
Anaphase 2
Telephase 2


Then Mr.Paek told us to do the lab on pages 23-28, which had to do with genotypes and traits. Heads means that it is a dominant trait (A). Tails means that it is a recessive, buy the only way it can be a recessive trait is if both the coins land on tails. That was our day in biology class.

Scibeost 11/30/10

Homework:

Packet pages 30 and 31

Today in class we talked about Meiosis. Meiosis is the process in which the number of chromosomes per cell is cut in half through the separation of homologous chromosomes in a diploid cell. Meiosis looks like this

Today in c;ass we also talked about Genetics. we went over some word like:

Allele- which is a form of a gene represented by a single letter(ie: a, A)

Homozygous-a homozygous has to like genes for a given trait, AA, BB, zz, dd.

Phenotype-the result of a genotype in regards to it's function or appearance. What a thing looks like (its traits).

Genotype-Genes that give a phenotype.

We talked about Gregor Mendel. He was the founder of genetics and also created the Punnentt Square.(below)

Scribepost 11/15/2010

Scribepost 11/15/2010

Homework:

.13.1 and 13.2 notes due wednesday

.Tribute article due next monday

Today in class we started out with an open note quiz on 12.2 and 12.3 notes and in class notes we have been taking during class. After the quiz we went over it and were given the answers. Then Mr. Paek splatter DNA on Quinn's desk and he called it boogers.

The DNA came from a lab we were supposed to do last week but Mr. Peak forgot so we didn't get to see it happen.

Class Notes:

.DNA polymerase (unzips) the DNA strand to replicate the DNA

.Once the DNA is split a copy is added to form two new DNA strands

.DNA becomes RNA so that it can fit through the necleus membrane

DNA compared to RNA:

RNA DNA

1. Has ribose sugar 1.Has deoxyribose

2.Single stranded 2.Double stranded

3.Contains Vracil 3.Contains thymine

Types of DNA

.mRNA-Messenger RNA produced in nucleus then travels to cytoplasm

.rRNA-Makes up ribosome

.tRNA-Transfers RNA and carries amino acids

That is all for todays scribepost thank and come again. Also watch out for Mr. Paek he is flinging DNA all over the place.

Period 8 November 10 Scribepost

We started the day with the following:


Announcements:
          Mr. Paek told us our homework, passed out our progress reports which had our test grades, passed out a new packet and calander for the month and told us about an assignement that is due November 23rd. The assignement is in the new packet "It's In Your DNA!" on page 3. He also showed us examples of papers that have been already completed. All in all the assingement is a paper about how you discovered the way DNA looks like(double helix). Ask Mr. Paek for more info. :)

Homework:
          Like I said before the homework is the assignement that is due on November 23 and the other homework is in the new packet "It's In Your DNA!" on page 7 and 8 that are due friday.

In Class:
          Mr.Paek made a power point and handed out another fill in the blank packet ( STS Biology Genetics I Student Notes) to the slide show so we can make notes on it.

This is how many notes we took so far:

Researchers involved in the Discovery of DNA

Watson and Crick won the Nobel Prize for discovering structure of DNA in 1953 however Rosalind Franklin helped with the discovery but she died an an anonymous person because Watson and Crick took all of the credit.

Model of DNA



                                                                         





DNA Structure: deoxyribonucleic acid.
1. Deoxyribose- 5 carbon sugar.
2. Phosphate group- PO4.
3. Nitrogen bases-connected together by H bonds.

Nucleotide: are the single units that make up nucleic acids

Double Helix- 2 strands connected together by a nitrogen bond.

Types of Bases: Purines and Pyrimidines.

Purines: Adenine (A), Guanine (G)

Pyrimidines: Thymine (T), Cytosine (C)

                                           -And thats all the notes we took.


         Our class also had a discussion about cloning: how it is illegal, what we know about it, any movies with cloning in it, and what our opinions are on it. We also discussed stem cell research. We debated on if it is okay to do so or just plain bad. Did you know that the embryo already has a heart beat by the time of 6 weeks? And at the end we had about three minutes to work on our homework: pages 7 and 8 in the new packet.


                                     Clones :) ( so cute )




                    Stem Cell Research

Thats all for today :)

Scribe Post, 10/27/2010

EL SCRIBE DE POST

HELLO! And welcome to today’s scribe post, it is 10/27/2010, and is currently windy with a high chance of thunderstorms, so strap on those ponchos Chicago!

Today in class, we went over the Disease of the Day, and we watched a couple of videos regarding Anthrax and various other germs, and a news report on Cholera. The video for the Cholera “out-break” can be found here, http://www.youtube.com/watch?v=anFi_jYIRZE. We also took notes on Cholera, which was our Disease of the Day, and it included different types of shapes of germs, Archaebacteria, and Eubacteria. Mr. Paek also called us Bacteria >:{ .

To learn more about the notes we took, we were handed out a paper of all the slides of the day. I have taken the liberty to scan and insert the image into the post (yay!).SORRY, MY SCANNER WON'T WORK.

Eubacteria:

Exists almost everywhere, and is a new bacteriophage. They have cell walls made of peptidoglycan.

Archaebacteria:

Old bacteria cells that are virtually dead and useless, some-what rare.

Shapes of Cells:

Bacilli (rod shaped)

Cocci (spherical)

Spirrila (spirally)

How do bacteria get energy?

-Some bacteria are heterotrophs (energy from inorganic molecules)

-Some bacteria are Autotrophs (Make own food)

-Some bacteria are Photoautotroph (Uses sun)

Metabolism

-Respiration

-Obligate Aerobes – Organisms that require oxygen

-Obligate Aenorobes – Organisms that do not require oxygen

-Faccutive Aenorobes – Organisms that can survive without oxygen

MORE INFORMATION ABOUT CHOLERA:

-Bacteria

-While infected, you die from severe diarrhea, which induces very severe dehydration

-Transmitted through food

-Targets intestines

-Treat bacterial disease with anti-biotics

On another note, the Quiz is tomorrow, and it is on the text book assignment, and that is our homework for the night. Also, some student in our class has a younger brother who gets repetitive constipation. We are all here for his support.

10/18/10 Scribepost

Today in class Mr. Park started off with ending his powerpoint about diffusion because he wasn't there the day of that lab.  What he wanted to talk about was osmosis- which is the diffusion of water through a semi-permeable membrane.  Look at the diagram below to see an example of it.

After Mr. Paek finished going over Osmosis he moved on to the last part of the unit, which is cancer (it will be included in the test).  These following bullet points is what he went over in his powerpoint and discussion.

• Cancer- is the uncontrolled growth of cells
• it caused by changes in a cell's DNA, which can lead to a unrestrained cell reproduction
• It makes cells produce a growth factor and never stops dividing OR  don't produce a suppressor protein and it never stops diving.

Also we talked about the differences between the cancer cell and a normal cell. This is the chart that was on the powerpoint in class.

The last part of the notes was about the two types of tumors. The two are benign and Malignant.

• Benign- is a slow growing, noninvasive cell which is also not metastasis. (not cancerous)
• Malignant- is a rapid growth in cells that is invasive and metastasis ( can jump to other parts of the body) it is cancerous.

A couple reminders:  1. We are meeting in the Lyceum tomorrow for a bio day

2. We have a test on Wednesday about the cells, their functions, cell cycle and cancer

3. The homework was to do the unit 2 review packet for wednesday and optional for extra credit is the objectives sheet.

4. Last is don't forget the cancer research paper is due next week so keep researching and working on it

09/22/10 scribepost

Wednesday,September 22, 2010

Anouncements

Today Mr. Peak started out by telling us important anouncements. The oil spill project was originally due on Thursday, 9/23 but it is now due on Friday, 9/24 because we will not watch the videos until friday. The invading species project is due on Monday, 9/27. After that Mr. Peak told us how to load your oil spill project as a blog.

Posting Video on Blogger

First log on to blogger and click on new post.

Then enter the name of the project in the title box and the view you choose for the second half of the photos. For example if its about a fishermans point of view put (Oil Spill and fishermans view).

Next on the top bar with all the gadets click on (add video) it looks like a film role. Make
sure you save it as a movie maker video. Upload video and then you will need to fill in the
lable as (OilSpill, and the screenames of your partners).

Human Impacts

Biological Magnification


-Phenemenon in which cocentration of certain compounds in organisms of a food chain increases as you moce up the food chain

This photo represents biological magnification. In the photo the zooplankton eat the ddt as the they get eaten and the bigger fish get eaten the amount of ddt in the final host will have gotten much higher because as each prey get eaten the more they eat the more that it really affects the last animal compared to the first. So in the end the bird will have the most ddt and the zooplankton will have the least.