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

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

Joels Scribe for 12/2/2010

Hey everyone, here's what we did today.

HOMEWORK!
35+37-38

Announcements:none

Class Time:
In class we did not do much, we talked about Dihydrid problems and then Mr.Paek gave us time to work on the unit packets.
-We were talking about crossing over, that's when two chromosomes pair up, get very close and exchange parts of each. There are 5 different kinds, we learned the second kind.




-When you try to find out the hair color or height, more then one set then you use Dihydrid. Most commonly, when you have two traits.






How to Solve Dihydrid problems


(1) Find the Genotypes and Phenotypes


Ex:Tall=T, Short=t





(2)Determine the parent genotypes


Ex:TTtt or RRrr



(3) Use the F O I L method like Mr. Paek showed us


FOIL=First,Outer, Inner,Last





(4)Put in on a Chart Like this....





















(5)Then find out the Genotype and Phenotype Ratio

That's it!

Tomorrows Scribe will be by....Zack(if he did it, then Alex)
I hope i was helpful, goodnight to all!

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.

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.

10/26/10 Scribe Post

Today's Homework:

none

Announcements:

Quiz on Thursday on 20.1 and 20.2

Today we received a worksheet called "Current Infectious Diseases-Disease of The Day," it is to be filled out daily with the notes. Today's disease is Aids.

Notes:

Viral Infections

-H.I.V. is a virus

-When T-cells drop down too low, you have Aids.

-Viruses work like this:

=A virus is introduced to the body.

=The virus binds to specific proteins on the cell's surface

=The virus injects it's DNA into the cell

=one of these viral infections occur:

I.Lytic Infection- The DNA replicates quickly in the host cell and the cell explodes

II.Lysogenic Infection- The DNA replicates slowly and discretely, like guerrilla warfare

We also watched this video in class, I found it to be very helpful. Also, notice the way he says phage.

http://www.youtube.com/watch?v=Tw-LAiPX9y0&p=A7F0FF0F1C956D0E&playnext=1&index=2

After the video we watched a movie about viruses, particularly influenza. I took these notes.

-Viruses are old and patient

-Some wait for centuries

-A viruses only purpose is to reproduce

-There are 7 different kinds of herpes and odds are you've had at least one kind before

-Viruses look like ornaments from an alien Christmas tree.

-Viruses are mostly packages of DNA

- They act like parasites on cells.

-Viral DNA hijacks cells and makes them produce more viral DNA

-Tons of cells are made in this ^ process

-During the Influenza pandemic of 1918 roughly 20 million people died

-Influenza killed more than WWI

-Influenza spread thanks to WWI and got all over Europe and America

-People used crazy methods of protection from the flu, it didn't work

-The word "Vaccine" came from "Vaccinia" or Cow Pox

-A doctor discovered the first vaccine by giving his son Cow Pox and exposed him to Small

Pox, as he hypothesized, the Cow Pox protected him from Small Pox.

-Vaccines give the body a taste of what a virus is like so the body knows how to defend against it.

-Every year a new Vaccine is needed for viruses with RNA as apposed to DNA

Fun Stuff:

That silly Anthony thought the iron lung was used for mountain climbing!

REMEMBER:

If you use heroin, be sure to use your own needle so you don't contract HIV!

THE END!

Sources:

http://www.google.com/images?um=1&hl=en&biw=1440&bih=785&tbs=isch:1&sa=1&q=virus+attaching+to+cell&aq=f&aqi=g1&aql=&oq=&gs_rfai=

http://www.google.com/images?q=aids&um=1&ie=UTF-8&source=og&sa=N&hl=en&tab=wi&biw=1440&bih=742

http://www.google.com/images?um=1&hl=en&biw=1440&bih=742&tbs=isch:1&sa=1&q=Guerrilla+warfare+vietnam&aq=f&aqi=g1&aql=&oq=&gs_rfai=

http://www.google.com/images?q=virus&um=1&ie=UTF-8&source=og&sa=N&hl=en&tab=wi&biw=1440&bih=742

http://www.google.com/images?q=influenza&um=1&ie=UTF-8&source=og&sa=N&hl=en&tab=wi&biw=1440&bih=742

http://www.google.com/images?q=vaccine&um=1&ie=UTF-8&source=og&sa=N&hl=en&tab=wi&biw=1440&bih=742