GRACE'S SCRIB POST

So today in Biology we did a couple things. One thing we did is we took notes about DNA Technology. Those notes were…

-A. Genetic Engineering- making changes in DNA code

· Restriction Enzyme- Cuts DNA at specific locations

· DNA Recombination- Cutting and splicing pieces of DNA into other strands of DNA

-Human Genome- Mapped out all genes in the body

- Transgenic Organism- An organism containing genes from another species

-DNA Fingerprinting :

After going over notes we then watched a movie about the first case where DNA fingerprinting was used to solve a murder case. The movie showed two girls that were murdered in a small town in England. There were no leads on the case but after the second girl was murdered then they were able to get semen, that was hopefully going to help prove who did it. After getting the DNA from the semen, they had a bunch of males come and give there DNA but someone didn’t take it, so the police tracked him down. They were able to get his DNA and it was a match to the semen found on the two girls. That was what the movie was about. I thought it was really interesting.

That was all we did today. We really didn't do that much except the notes and the movie.

Homework: UP Pages 75-78

December 7, 2010

Sribepost by: Connor “Dunbar”

HOMEWORK

-Page 49-50 in UP

-Lab 35 from lab book due Friday

Today in Class...

Today at the beginning of class Mr. Paek briefly went over sex traits for the many people who were out of class the day before. To see the notes on sex traits view the previous blog post by Caroline R. Today we went through Mr. Paeks powerpoint on Pedigrees. A pedigree is like a family tree without names, but you can trace disorders or traits throughout a family using one. Scientists use these charts to study patterns of inheritance within a family. Some general information you should know about pedigrees is a male is shown by a square and a female by a circle. Children are shown by a line drawn down from the parents that branches and connects the children to the parents. Below is a picture of an autosomal pedigree chart.

We then learned how to interpret a pedigree chart. First we learned how to interpret disorders shown in a chart. A shaded person has the disorder. If mostly males are infected with the disorder, it is usually a X linked trait or sex linked which means this disorder is found on the 23 chromosome. If the disorder is 50-50 between men and women, the disorder is autosomal. This disorder or trait is then found on chromosomes 1-22.

This is a X or Sex linked trait

Next we learned how to determine if a trait was either dominant of recessive. If the trait is dominant, one of the parents must have the disorder for the next generation to get the disorder. If the trait is recessive parents do not need to have the disorder because it could be heterozygous making them a carrier but not showing the disorder. If this is the case the disorder may skip generations. We then did a few examples in our unit packets pages 47 and 48. I briefly will describe the first pedigree chart on page 47.

1. Person A is a female because her sign on the chart was a circle. Her phenotype was attached because her circle was shaded in meaning she had the recessive gene, in this case attached ear lobs.

1. We had to find the phenotype of person B, which was Ee. We determined this by looking at his children. Two children were not shaded meaning they had unattached earlobes and one was shaded meaning he had attached earlobes. His wife had ee so he had to have Ee so the recessive genes could pair up to give the child attached earlobes. It would be impossible for that child to have attached earlobes if the fathers genes were EE

1. For number three it asked what the genotype and phenotype of person D was. THe Phenotype was free hanging because when looking at her parents she would have gotten the dominant from her fathers Ee and the recessive from her mother. So, her genotype was Ee giving her unattached earlobes.

1. The final question was asking if 2 people with free hanging earlobes were to have a child would it be possible for the child to have attached earlobes. It would be because if both parents were heterozygous the recessive genes would meet in the last square of the Punnett square. This would give a 25% chance for one of the children to have attached earlobes.

This was about it for today. The next scriber will be...........DAMBI. Sorry.

Wednesday December 8th

Wednesday December 8th Scribe Post

HOMEWORK:

UP page 51-52 due tomorrow

Lab 35 due friday

QUIZ ON MONDAY-on crosses and meiosis(allowed to use the notes you took from the meiosis chapter) to help on the quiz, do UP pages 53-56.

In the beginning of class, Mr. Paek went over page 49 in the UP packet and answered some questions that we needed help with.

Then, we went over something new called Karyotype.

Karyotypes help us because scientists look at them and from it can see what’s wrong. Every chromosome needs to match up with another. Yet in some cases, they don’t and that is how scientists can see what the problem is.

An example of a Karyotype is Down Syndrome(picture below) In Down Syndrome, there is an extra 21st chromosome. The extra chromosome causes mental and physical abnormalities and there is no cure for it.

As you can see in the picture below, the 21’st chromosome has 3 instead of 2.

There are many more examples of Karyotypes yet Down Syndrome is just one.

To get a better understanding of Karyotypes, go to....

www.learn.genetics.utah.edu/content/begin/traits/karyotypes/

This website should help you get a better understanding of it, and basically let’s you match up different chromosomes together.

Next in class we went over UP page 51(picture above) . Genetic Disorder Problems are similar to the genetic trait crosses that we were completing in class the other day. The key thing to solving these to to read the directions carefully and know the terms that they are asking for. The above picture is an from page 51 and gives you an example of how to solve the problems. Look at past scribes if you need help with the genetic trait crosses. Also for page 52, III. is recessive, IV. is recessive, V. is dominant and VI. is dominant. That will help you answer the questions

NEXT SCRIBER IS JORDAN:)

Monday, December 6, 2010

December 6th
Caroline Ryba


One more time!! Sorry...
To start class off, Mr. Paek explained what we would be doing today. He said we were going to learn about sex linkage crosses and pedigree charts.

He briefly went through a power point on pedigrees, on which we were told not to take notes. The key things we learned were that a pedigree is a type of chart, and it sort of looks like a family tree. In a pedigree chart, a male is represented by a square, and a female is represented by a circle. 
Here's an example of a pedigree chart: 



The first square that's connected to the circle, symbolizes a married couple. The two circles below them symbolize their offspring, and the square connected to the circle would be a (female) sibling. Mr Paek did not explain why some shapes are black, while others are white. 


Next, Mr. Paek remembered that in order to go further with pedigrees, we have to know about sex linkage crosses.  So, we flipped to page 45 in the UP, which focuses on sex-linkage crosses.


Two Key Things to Know About Sex Linkage Crosses:


* you will always have a mother with chromosomes XX crossed with a father with chromosomes XY. 
* the X chromosome on a male or female will always have a little letter written in the form of an exponent. the Y chromosome for a male will rarely have a little letter.
* if the problem says its on a sex linked trait, it's on the X chromosome.


Mr. Paek then told us about the three genetic disorders we should know about. They are:colorblindness, hemophilia, and Ducheme muscular dystrophy. These are caused byrecessive genes on the X chromosome. Also, women who don't have the disease, but have one recessive allele are carriers. In other words, women who are heterozygous dominant are called carriers. 


Then, Mr. Paek went through the example on page 45. 
Here's the example:


Steps 1 and 2: Assign Letters and determine the genotypes of the parents. 

Assigning letters: X^{H –} Normal, X^{h –} Hemophilia, and Y – male chromosome with no hemophilia allele.

Parental genotypes: Carrier female: X^H X^h, Normal male - X^H Y

Step 3: Determine the gamete produced by each parent

X^H X^h = X^{H ,} X^h

X^H Y= X^H, Y

Step 4: Set up Punnett square using the gamete genotypes

	XH	Xh
XH
Y

Step 5: Combine

XH Xh XH XHXH XHXh  Y XHY XhY * Sorry... i couldn't insert the table i made from word onto here, so just imagine lines in between each gene.

Steps 6 and 7: Determine the phenotypes of the offspring and state the genotypic and phenotypic ratio.

Genotype: ¼ X^H X^H , ¼ X^H X^h  , ¼ X^HY, and ¼ X^hY

Phenotype: ½ normal female, ¼ normal male, and ¼ hemophiliac male.

* So, the first row contains the two normal females. The second row, first column contains the normal male, and the second row, second column contains thehemophiliac male * 


After that, Mr. Paek did another example:

	Xh	Y
XH	XH Xh	XHY
Xh	XH Xh	XhY

The whole first row, first column box represents a girl carrier. The first row, second column box represents a normal boy. The second row, first column box represents another girl carrier, and the last box represents a boy with the disease.

Since these are recessive disorders, if the chromosome has the disorder, its represented by a lowercase letter.

* For all you who were absent, it would be really helpful to thoroughly read through page 45.*

Lastly, Mr. Paek went through a couple homework problems.
The first one was #5 on page 41 in the UP:

Question: In hamsters, yellow coat is incompletely dominant over chocolate colored coat. The heterozygous blend results in a tan colored coat. What are the genotypic and phenotypic ratios of the offspring from a cross between two tan colored hamsters?

So, we chose the letter Y to represent yellow coat, the letter C to represent chocolate coat, and YC to represent tan coat.

Here's the answer:

	Y	C
Y	YY	YC
C	YC	CC

Genotypic ratio: 1 YY: 2 YC : 1 CC
Phenotypic ratio: 1 yellow: 2 tan: 1 chocolate

Next was number 7 on that same page. Students were confused on how to determine traits for 8 offspring. Mr. Paek said to just do the problem as if you were solving for 4 offspring, then multiply your results by 2.

After that was #6 on page 44. We used the process of elimination to determine the impossible blood types for a father when the mother's and child's blood types are given.

Answer:
Mother: O, Child: B, Father can't be O or A.
Mother: B, Child: A, Father can't be O or B.
Mother: AB, Child: B, Father can have any blood type. (so no impossible blood type).

The last problem we went over was #5 on page 44. We just drew a bunch of Punnett squares to determine the right pair ups of the parents and babies.
Answer:
Parents 1 & Baby 3
Parents 2 & Baby 2
Parents 3 & Baby 1

To finish class, Mr. Paek let us work on our homework for about 10 minutes.

HOMEWORK: Pages 45 & 46 in UP.

The next scriber is...Connor because he volunteered last week.

Here is another scribepost by Josh... On December 1st... p4sts2010

This is a scribepost Webdings

The following is a rant that I typed, sort of by accident, by accident. If you are pressed for time, I would suggest not reading the following paragraph.

Here we go. Another Post. I have a ton of homework tonight, and I am really depressed about the time at which I am predicting that I will go to bed, which, by the way, is around 1. If I do happen to go to bed at 1, after spending ANOTHER 3 hours on this post, I will not be able to wake up tomorrow, I will probably miss my bus, I'll have to be driven to school, I'll rush into the school, be late, get detention, and fall asleep. However, really, what is so bad about getting to school late and falling asleep? The anouncements take like 10 minutes, and if your body thinks that it needs more sleep to function, then why deprive it? No one really wants you to be tired and cranky all day, especially teachers. How can teachers tell us to pay attention in a class that made us get 4 less hours of sleep the previous night? Why do we even bother? Why don't we all just sit at home, ranting on a computer about stuff that doesn't have to do with anything? Did I mention I have a ton of work to do tonight? Work, however, can be defined in several different ways. The first and most common way that it is interpreted is physical labor. But, I will not actually be doing any physical labor today, thank God. So the way that I am interpreting the word is as follows: Something that must be done in order to avoid a more unpleasant situation. For example, an unpleasant situation would be me trying to stay awake and do math problems at once. I hate doing that. So, I figure that the faster I do the scribepost, the faster I can get to bed, the faster I can fall asleep and let my mind play tricks on me in my dreams, the faster I can wake up tomorrow, and the faster I can be a more enjoyable person. Technically speaking, I don't have to do this, but the alternative would be a much lowered grade, resulting in me not doing well in my GPA, resulting in me not getting into a good college, resulting in me not having a good job, which means less money. Ah, money. Speaking of money, it is now Hanukah! That means that soon, I will have a very long dinner with my family, which is just going to result in me staying up even later then planned. In case you missed anything, I have a ton of work to do today. This scribepost makes up the majority of it, though. So the sooner I start it, the sooner I can be done. Duh. I should probably start now, but I have just noticed the length of the rant I have been working on, and I think that it would be a shame to end it so abrubtly. So, going back to the topic of money. Money makes the world go round. Money is everything. Money is...zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz...

That was fun/oops

HOMEWORK

Do pages 23-28 in the Unit Packet

THE IMPORTANT PART

The first thing that we did in class today was to watch a short, 3 minute video on meiosis. It was rather interesting because it featured Bill Nye learning about sex cells.

Then, we learned that Meiosis I has Prophase I, Metaphase I, Anaphase I, and Telophase I just like in Mitosis. As a matter of fact, the phases all do pretty much the same things, too, except for the whole chromosomes bit.

Now, the moment that only some of you have been waiting for... we learn about... CROSSING OVER :)

No? No cheers? Well then...

Crossing over is basically what happens when chromosomes replicate, get to close together, have parts of them cross over, and sort of fuse and swap. It isn't bad at all. On the contrary, it can be quite helpful because it allows for many more gene varations. This is a rather difficult subject to explain without a picture, so here is a picture:

And here is the picture that relates to crossing over:

Nextly, we reviewed some of the terms that we will NEED to KNOW for whatever important thing we do in the future. These are terms pertaining to Meiosis and chromosomes.

Gene- Each individual place on a chromosome that codes for our traits, like being handsome, or the absence of hair at an early age. (See also: Gene Wilder- the greatest Jewish actor ever)

Allele- The characteristics of what the gene codes for.

Dominant-Represented by capital letters, the trait that is more common.

Recessive-Represented by lowercase letters, the trait that is less common.

Genotype- The actual pair of letters that represent a trait. There are two words associated with this term:

H0mozygous- pure, BB, bb

Heterozygous-mixed, Bb, Tt

By the way, 'homo' means same and 'hetero' means different.

Phenotype- What is seen physically (brown eyes, grey hair, etc.)

The next thing that we did was learn about probability. I will try to sum it up quickly, because I am getting bored.

Basically, probability is the percent chance that something will happen. In class, we used coins as the example, because coins are awsome. So there are two options: heads and tails. The probability of getting a heads is 1 out of 2, or 1/2, or 50%. So the probability of getting 4 heads in a row would be 1/2 x 1/2 x 1/2 x 1/2, or 0.0625%. This works the same for babies, because there is about a 50% ratio of the baby being a boy or a girl.

Wow, that was a great Hanukah dinner. We had breadcrumb fish and cookies. It was very nice.

Finally, for the rest of the class, we worked on a lab in partners. The lab is on Investigating Inherited Human Traits. Each partner group flipped coins to determine the sex of the person that was to be drawn, and then the partners each flipped a penny to determine the traits of the person that was to be drawn, following the charts on pages 24-25. On page 26, each person is to draw the being that they have 'created', in color. After that, we have to answer the questions on pages 27-28. All in all, not to difficult.

I am really tired now, so I am very sorry if this post was not up to my usual standards. Oh, well. Must have been that starting rant.

Anyway...

HA

You remind me of a man

What man?

The man with the power

What power?

The power of hoodoo

Hoodoo?

You do

Do what?

You remind me of a man

What man?

The man with the power

What power?

The power of hoodoo

Hoodoo?

You do

Do what?

You remind me of a man

What man?

The man with the power

What power?

The power of hoodoo

Hoodoo?

You do

Do what?

You remind me of a man

What man?

The man with the power

What power?

The power of hoodoo

Hoodoo?

You do

Do what?

And so on and so forth

HAHAHAHAHAHAHAHAHA

Next victim will be...

Actually, the list of people who had gone wasn't there, so I vill pick tomorrow

If I can manage to wake up

Hmmm...

I know I forgot something...

Sorry, I'm just typing what I'm thinking now

Oh, yeah

Sorry about all that