Biology+First+semester

Welcome to the Biology Wiki

Happy New Year Everyone!!!! Note: I am missing quite a bit of work from this class. Everything that was assigned on this page is due by the time exams start- including Study Island assignments. Remember, Biology is a required course for graduation.Get busy and get it done! = Study Island =

Check this site daily. You will be required to complete Study Island Exercises each week. These are not optional assignments, these are class assignments and grades. Everyone in class should have the topics below completed with a score of Level III or IV by Dec. 1, 2010. I will be adding more each week. All of the above are due by Dec, 1, 2010
 * **__Topic__** || **__Sessions__** ||  ||   ||   || **__Grade__** ||
 * || 1. Pretest - Science ||  || - || - || - || - ||
 * |||||||||||| 2. **Scientific Inquiry (Competency Goal 1)** ||
 * || a. Scientific Investigations - || 0 || - || - || - || - ||
 * || b. Laboratory Safety - || 0 || - || - || - || - ||
 * |||||||||||| 3. **Basis of Life (Competency Goal 2)** ||
 * || a. Organic Molecules - || 0 || - || - || - || - ||
 * || b. Cells - || 0 || - || - || - || - ||
 * || c. Enzymes - || 0 || - || - || - || - ||
 * || d. Photosynthesis & Respiration - ||
 * || d. Photosynthesis & Respiration - ||

Lesson 4B Sexual and Asexual Reproduction and 4C- Inheritance due Dec 3, 2010.

Genetics- Meiosis, Crossing over, and non-disjunction guided notes.





Dihybrid Cross practice

Genetics Review -

Use this website to review what we have learned about basic genetics and how we inherit taits. Click on What is heredity and complete the tour. You may use your headphones for this. When finished, click on What is a trait and complete that tour. Pay careful attention. @http://learn.genetics.utah.edu/content/begin/traits/ Web labs @http://www2.edc.org/weblabs/WebLabDirectory1.html

Mendel's peas @http://www2.edc.org/weblabs/Mendel/mendel.html

= What is DNA? Starting 11/30/2010 =

Use your textbook, chapter 11, section 1 to complete the fill-in notes. Save a copy for yourself and send one to me. karconner@gmail.com



DNA notes and questions worksheet. Ms. Hanna has copies. She will collect these, and I will pick them up soon. Please complete these during classtime. If you need more time, TAKE HOME to finish.

= How does DNA make proteins? Section 2 of Chapter 11 = = From DNA to Protein video = = Complete the worksheets once you have finished reading. Copy the worksheet into your Open Office and fill in the answers or simply use the one I already copied into Open Office. An Open Office file has an .odt extension. Complete this and turn it into her. I will pick them up sometime soon. = = = =  =
 * = Let's take a quick look at how DNA ends up making proteins. =
 * = Now, read section 2 of Chapter 11 in your Biology book. Take notes as you read. =
 * = Now try your hand at decoding. Ms. Hanna has the decoding worksheets. When finished, go to the website below and practice decoding some more. =


 * = Here is the decoder key [[image:dna_decoder.jpg width="400" height="624"]]=

Try to translate!

[]

Please have all DNA work done as of Dec. 6th- at the latest.
 * Complete Study Island 4a- Molecular Genetics and 4d - Impact of Genomics by Dec. 7th. You will need to read the lesson on 4d before trying the questions. We are not going to study this section in your textbook due to a lack of time- so reading this on Study Island is important!

Review of Meiosis PowerPoint- []

We will use this website to review the answer to that question - what is DNA (and much, much more). []

1. Read the introduction to this page the click on the Discovery of DNA tab at the top of the page.


 * == We are almost finished with DNA and Genetics, but we have a little bit left to learn. We are now going to study MUTATIONS- changes in our DNA ==


 * 1) ===Read Chapter 11, section 3 starting on page 296. Define and explain the following as you read ( these are your notes), and then answer the questions that follow. Save a copy for you and send one to me karconner@gmail===
 * 2) ===mutation===
 * 3) ===point mutation===
 * 4) ===frameshift mutation===
 * 5) ===chromosomal mutation===
 * 6) ===mutagen===
 * 7) ===cancer===


 * 1) ===Questions- remember to answer in complete sentences.===
 * 2) ===What is a mutation?===
 * 3) ===How do point mutations and frameshift mutations affect the making of proteins?===
 * 4) ===Why can a mutation in a sperm or egg cell have different consequences than a mutation in a heart cell?===
 * 5) ===How are mutations and cancer related?===


 * 1) ===Review mutations with this Power Point presentation- []===

Review all of Chapter 11 for a test. When you are ready to take the test- e-mail me, and I will send it to you via e-mail. Study first.
=== We will not have enough time to complete all of the Biology topics that I'd like to complete. However, you can still learn the material through Study Island. For this week, please read the lessons and complete the exercises in the topic called Ecological Relationships. Pay attention as you read and try to games and quizzes. The material is not hard, you just need to make yourself familiar with it. ===

Note- December 14, 2010

Hello class- time is going by very quickly. Today you are starting 5th block. It is EXTREMELY important that you go to your 5th block class and do more than just show up. Pay attention, think about the material, and do the work. You will cover topics that we never got to cover. Many of them are easy- but you haven't seen them yet. This will be your way to familiarize yourself with this material. Please use all the information given in 5th block to study for the final. One last thing, remember 5th block is not optional. It occurs during the regular school day. It is not an "extra." If you skip 5th block, you are skipping class! This can be the boost you need in Biology.

5th block assignments:

Room 301 Edgar Rudy Tristen Luis Johann Larry Shasta Areli Enedine

Room 212 Andrea Amanda Tyler Taylor

== Once again, these are not EXTRA assignments, these are class grades that MUST BE COMPLETED. All overdue Study Island work is due by December 15th- Absolutely no later. Any work not completed by then will result in a grade of ZERO. ==

In the meantime, you will have more Study Island assignments added in- so keep up!

= December 14- Chapter 12- Complex Patterns of Inheritance =

We are running out of time, so we are going to have to move along. You need to have all of Chapter 11 completed by now. If you have not finished everything- including the test- you must take it home and finish it for homework. All Chapter 11 work should be sent to me ASAP.

Summary of Chapter 12, section 1:

We learned that Gregor Mendel figured out some of the basic information about Genetics. However, as always, things are more complicated that just dominant and recessive alleles. Geneticists sometimes use PEDIGREES to show Genetic inheritance of a specific trait. They look something like the one below. Pedigrees tell a lot if you know what you are looking at. Squares represent males and circles represent females. The half shaded square is a heterozygous male. The half shaded circle is a heterozygous female. Notice they each have a dominant allele and a recessive allele. They are directly connected to their children. In this pedigree, the parents had 3 children- 2 boys and a girl. Notice their genotypes. The first boy is heterozygous for the trait, so he is half shaded. BUT! The second boy is homozygous DOMINANT for the trait, so he is not shaded at all. The daughter is completely shaded in- what do you think that means? If you said she is homozygous RECESSIVE, you are right. Now, look at the spouses of the children and their offspring and you'll see how this trait was passed on in this family.

[[image:pedigree.gif]]
Try this pedigree practice. Send the answers to me at karconner@gmail.com



Chapter 12, section 2 summary

Most of our bad traits- ones that cause diseases- are recessive. Remember that means you must have 2 recessive alleles to get this trait. For example, Tay-Sachs disease is a recessive disease. People who get a recessive allele from both mom and dad will have this disease. They will be missing an enzyme that helps break down lipids. A person who is heterozygous for this trait will carry a recessive allele that he or she can pass on to a child, but because he/she has a dominant allele, he won't have the disease.

There are a few diseases that come on a dominant allele. This is bad because a person only has to have one of these alleles to get the disease. Huntington's disease is one of these. If you watch House, this is the disease that the character Thirteen has. Now, it is time to get a little more complicated. Inheritance is not always as simple as dominant or recessive. Some traits don't follow Mendel's rules. Some are more complex.

Incomplete Dominance- this is when neither allele is completely dominant over the other. So, instead of one trait showing over another, they blend. For example, a red flowered snapdragon (RR) is crossed with a white flowered snapdragon (R'R'). Do a simple Punnet square and you'll see that the offspring are all going to be (RR') or heterozygous. BUT! In this case, red is not completely dominant and white is not recessive. So, we use the capital R' with a mark to represent the white because lower case letters represent recessive alleles. These flowers will all be PINK. Red+ white= Pink No color dominates over the other, so they mix. This is incomplete dominance.

= += ===

There is also something called Codominance. Think of words you know that begin with "co" like cooperate or coordinate. One means working TOGETHER while the other means they go TOGETHER. In genetics, co-dominance means both traits work TOGETHER. In other words, they both show. Here's an example of codominance.



The parents of this chicken did not look like this. One was black (BB) and the other was white (WW). When they mated, this chicken got a black allele from one and a white from another (BW). Since this is codominance, both traits showed up.

Here's an example of codominance in a flower. What color were the parents? ==

There is also POLYGENIC inheritance ( also known as multiple alleles). Remember, POLY means many, so this is a trait that is controlled by more than 2 alleles.


 * Polygenic Inheritance:** Human skin color is a good example of polygenic (multiple gene) inheritance. Assume that three "dominant" capital letter genes (A, B and C) control dark pigmentation because more melanin is produced. The "recessive"alleles of these three genes (a, b & c) control light pigmentation because lower amounts of melanin are produced. The words dominant and recessive are placed in quotation marks because these pairs of alleles are not truly dominant and recessive as in some of the garden pea traits that Gregor Mendel studied. A genotype with all "dominant" capital genes (AABBCC) has the maximum amount of melanin and very dark skin. A genotype with all "recessive" small case genes (aabbcc) has the lowest amount of melanin and very light skin. Each "dominant" capital gene produces one unit of color, so that a wide range of intermediate skin colors are produced, depending on the number of "dominant" capital genes in the genotype. For example, a genotype with three "dominant" capital genes and three small case "recessive" genes (AaBbCc) has a medium amount of melanin and an intermediate skin color.

So, this is how one family can have people with various different shades od skin color- it is a ploygenic trait.

http://waynesword.palomar.edu/lmexer5.htm

Finally, we have sex linked traits. Remember, we get half of our traits from mom and half from dad. Also recall that it is dad who determines whether or not a baby is a bot or girl. Girls have XX and Boys have XY. Look atthe actual shape pf those letters. If we drew a "leg" onto the Y, we could make it look like the X. In other words, the Y seems to be missing a piece.

Since only men inherit Y chromosomes, they are the only ones to inherit **Y-linked** traits. Men and women can get the **X-linked** ones since both inherit X chromosomes. So, if a trait comes on the X chromosome, we are more likely to see it in a man because he doesn't have another X chromosome to block the trait.

For example, color blindness is an X-linked trait. A female can be homozygous dominant (XX) meaning she does not have and does not carry an allele for colorblindness. She can be heterozygous (XX') meaning she does not have the trait but does carry it and can pass the allele onto a child. Or she can be homozygous recessive (X'X') meaning she has colorblindness.

A male does not get that many chances. Since he has only one X, he will get whatever trait his mom passed on to him. If she passes on an X, he will not be colorblind. If she passes on an X', he will be colorblind. So, guys get the sex linked traits more often.

Our blood types are the result of both codominance and polygenic inheritance. Mrs. Hanna has a worksheet on blood types. Please ask her for that sheet and give it a try. If you need more explanation, go to page 325 in your textbook.

||< ||

Evolution This is one of the BIG topics on your final exam and we are running out of time to explore it, so you must work hard and give it your utmost concentration. Chapter 14 summary - Earth has changed tremendously over the years. At first it was a hostile environment that was probably very hot and unable to support life. This was about 4.5 billion years ago. It likely took a couple billion years for the planet to cool down and produce an atmosphere that could sustain life. Scientists believe the earliest life forms started in the oceans about 3.4 billion years ago. How do we know this? We don't know it for sure- no one was here back then. But we do have some evidence. Fossils give us quite a bit of evidence. Amazingly, about 95% of the living things that have been on Earth are no extinct. Fossils give us clues as to what life forms were here before us. Look at pg. 370 in your textbook and see the chart with the different types of fossils listed with pictures. Page 373 gives a brief but good explanation as to how a fossil forms.

Scientists use dating methods to figure out how old something is. Relative dating uses common sense;the deeper in a layer of rock or soil a fossil is, the older it is as long as that layer of land has not been disturbed by earthquake or something like that. Imagine that you receive a newspaper at home every day. When finished you make a stack of the papers to take to the recycling center. each day you put the latest paper on top of the stack. The oldest papers end up on the bottom and the newest are on the top. So, fossils closer to the top are newer - closer to the bottom are older. This gives a general idea of age. This is how relative dating works.

Radiometric dating helps determine more specifically how old something is.  Any atom of an element is guaranteed to have the same number of protons as any other atom of that element, but not necessarily the same number of neutrons. Neutrons, the neutral subatomic particle, occasionally are ejected from the atom for different reasons.These variations are called isotopes and denoted with a number after the element name, such as carbon-12 or carbon-13. Scientists use the term "half-life" to refer to the time period it takes for half of the atoms in the material to decay down to the next lowest isotope. These half-lives vary from material to material and from element to element but are known to scientists. For example, the half-life of carbon-14 is 6,000 years, scientists can compare how much of each type of isotope (the original isotope, known as the parent, and the decayed isotope, known as the daughter isotope) is present in the material. Using this information, highly accurate dating can be established for even very old objects.

 Read more: [|How Does Radiometric Dating Work? | eHow.com] []

 So, now that you know how scientists figure out the age of things, let's look at what things we've found over the years. On pages 374-375, you will see the Geologic Time Scale. This is a time line of Earth's existence starting with the first life forms. Take a look at the time line. Notice, life started with bacterial chains and single celled organism, the most simplest life forms. Next were the prokaryotes, a little more complex that bacteria but still pretty simple. Eukaryotes evolved later and so on.


 * Now, read section 14.2 in your textbook ( page 380-385). Be sure you understand Francesco Redi's and Miller and Urey's experiments. They will be on your exam. Answer questions 1-5 on page 385 in complete sentences and send me a copy karconner@gmail.com or karen.conner@kcs.k12.nc.us
 * Now, read section 14.2 in your textbook ( page 380-385). Be sure you understand Francesco Redi's and Miller and Urey's experiments. They will be on your exam. Answer questions 1-5 on page 385 in complete sentences and send me a copy karconner@gmail.com or karen.conner@kcs.k12.nc.us

We are going to use Study Island to help us get through Evolution quickly but thoroughly. Go to Section 4e and click on the words "lesso". Read carefully the lesson ( read it more than once). Then complete the quiz or games for it. Be sure you have reached a level III or IV before you quit.

When finished, you may complete section 5 a, b, c, d, and e on Study Island. These are topics we will not have time to cover, but study island was created with North Carolina's EOC, so it has the info you need!

See how you do at this game- if you understand evolution, you should do okay! Darwin's Evolution Game @http://science.discovery.com/interactives/literacy/darwin/darwin.html