Friday, December 20, 2013

Extra Credit Lab Question





Honors Biology Extra Credit Lab Question 

Logical Reasoning:
It appears that the mother of the pups is yellow. Using this information, I deduce that the mother is probably dominant for Melanin production. However, some of her puppies are black and others are brown, so the mother was probably not dominant for color. This would mean that her genotype would have to be either ccMm or ccMM. The puppies were all dominant colors for color, so the father was homozygous dominant for color and heterozygous for melanin production, which would mean that the mother would also have to be heterozygous for the melanin production to get the colors of pups that were created.

Results: 
Mommy = ccMm
Daddy = CCMm

Conclusion:
These results are the only possible combination that I was able to find that would make sense for the color of puppies that were generated from the information provided about 


The Rapture is Coming

Honors Biology Blog
The Honors Bio Rapture is Coming

We spent last class reviewing for the test and discussed the 20 point essay that we will have to write, which will connect DNA Replication, Protein Synthesis, Cell Organelles, and the Cell Cycle. I am very nervous for this test, but feel as though I can possibly do okay on it. Only time will tell if Adam Holliday can pass his last test of the semester.


THE RAPTURE IS HERE!!!

Tuesday, December 17, 2013

No Time for this Blog...

Honors Biology Blog
No Got No Time No More

I am sorry, but this is going to be a lazy blog. 

I don't have time to write great works of literature anymore.

Why are the ends of semesters always so brutal!

Ahhhhhhhhhhhhhhh!!!

Cell Phase Data

Percentages

Interphase 82%
Prophase 8%
Metaphase 7%
Anaphase 1%
Telophase 2%
Time in Each Phase

1180 Minutes in Interphase
115.2 Minutes in Prophase
100.8 Minutes in Metaphase
2.18 Minutes in Anaphase
28.8 Minutes in Telophase 






Friday, December 13, 2013

Your Inner Fish Chapter 6

Your Inner Fish Chapter 6

This Chapter focused almost entirely on embryology, which is the study of the development of embryos that go through the process of fertilization and become adorable fetuses.


The Chapter also mentioned the three germ layers: endoderm, mesoderm, and ectodermThese three different tissue layers help protect and nurture the embryo during its growth process.



This Chapter focused on the developmental
processes in different types of embryos and connected this to previous evolutionary topics we have been over in class.



This is a pretty gross picture of a chicken embryo I saw back in 5th Grade


Wednesday, December 11, 2013

Life's a Test

Honors Biology Blog
Life's a Test

So...

We just took our fourth test of they year...

and it went pretty well...

But...

Apparently we have another test next Friday...

and an enormous assignment due...

But it will be break in less than two weeks...



Sunday, December 8, 2013

Genetics Test Review

Honors Biology Blog
Genetics Test Review Day

There is not very much to talk about that has not been discussed in my previous blog. Today in class we took a short quiz and then spent the majority of the class reviewing for the test. One concept that was clarified for me was sex-linked genes.

Say for example that a female alien with pink eyes is mated with a male alien with green eyes and we are to determine the offspring. (Pink eyes are X dominant). How would we solve this?


First, we would put the female on top of the problem, which would be XPXP and the male on the bottom would be XpY.

We would then solve the problem and find the offspring to be XPXp, XPxp, XPY, and XPY. 

I feel very prepared for the test tomorrow and am excited for what the future holds.



Wednesday, December 4, 2013

Research Labs

Honors Biology Blog
Research Lab

Today in class we continued our studies of genetics and advanced onto something that none of us had though of before...

Co-Dominance 

This is the first time that we have had to do problems involving traits that are not recessive and dominant to each other, rather the traits are co-dominant and can both show in the offspring. The example that Mr. Quick used to explain this unusual concept to us was Labrador Retrievers. The multiple shades of labs that are available on the market of dogs are largely due to co-dominant traits. This co-dominance allows for there to be white labs, chocolate labs, brown labs, black labs, and even silver labs.

But how does this happen?

A co-dominant trait occurs when there is a condition in which both alleles for a gene are expressed when present. This occurrence can be referred to as the "blending" of traits; however, there are other examples of alleles not solely being dominant or recessive.

Examples

Co-Dominace - Red X White = White/Red Spots

Incomplete Dominance - Red X White = Pink

Conclusion

There is still a lot to be learned about co-dominance in genetics, which we will cover next class. In the meantime, enjoy this beautiful specimen known as a Silver Lab!

(My Grandma has one named Suzy Q)









Sunday, December 1, 2013

I Should Have Done this Blog before Break...

Honors Biology Blog

Meiosis

Today in class in order to better understand the process of meiosis we used popsicles sticks to represent the genes that carry the different traits. We then performed the process of meiosis with the popsicles sticks and thus understood the process much better. 

Two Trait Crosses

We also tackled genetics problems involving 2 Traits. Mr. Quick taught us two different ways to do the problem. One of the ways is often used by Mr. Fitz; however, I found this way to be very confusing, so I stuck with the normal ways of doing the problem. All in all, if I had to sum up this class I would have to say that we covered a lot of material, but I feel as though I gained a solid understanding of most of it!


I really should have done this blog before break...
My bad...



Wednesday, November 20, 2013

So Ironic

Chapter 1 of Survival of the Sickest

What comes to mind when iron is mentioned?
Do you think of ironing clothes?
People mining iron?
Minecraft?
The iron in your body?

Well, the primary focus of Chapter 1 of the Survival of the Sickest was the iron in your body. This chapter explored both the benefits and the non-benefits of having iron in our bodies. The chapter began by talking about some dude who could had some freaky disease that caused his body to think that it needed more iron when it actually did not. This led to him getting poisoning from an excess of iron, which jacked up his metabolism. 

The chapter also mentioned the effects that iron has on bacteria. Iron allows bacteria to thrive. I mean, that stuff will grow like crazy in iron. Like, freakin' crazy growth. That's why babies are not supposed to consume that much iron. The bacteria could completely take over the baby's young body if an abundance of iron is present. There was also mention of the Black Death and how it affected men the most. This is because men had the most iron in their bodies. Women, children, and people with iron deficiencies were totally fine because they did not have enough iron in their bodies to contract the disease.

This connects to genetics because the passing down of the disease of hemochromatosis actually saved lives during the Black death and ties into issues of people who have problems pumping iron (through their veins that is...).




Sunday, November 10, 2013

Snorkity Snorkity Snorks

Today was a very entertaining day in Honors Biology because we accomplished so many things. We further reviewed the process of protein synthesis and checked again to see if our pGLO was glowing. Sadly for Bob and I, we failed to make it glow, so we will forever be wandering this world in the dark ;(

Also, we did a very entertining activity where, by examining specific Snork DNA, were able to figure out what the Snork would like based off of the physical traits that the genes would produce. 

Today was a good day in class :)

Here is a picture of my Snorkity Snork 


Tuesday, November 5, 2013

Out of Clever Titles...

Applying What I Read to What I See

This very psychedelic design of this flower can be explained by Chapter 4 of Survival of the Sickest. This chapter talked about mutations and "jumping" genes. This flower has clearly had some form of mutation within it's genetic code because off the hippie-trippy color scheme. This mutation could have been caused by selective breeding performed by a flower breeder or similar effects could have been achieved through years of the flower surviving whether or not this mutation is actually beneficial to the flower. It has probably taken countless generations of flowers for this flower to get the mutation that it has now.

Using what I learned from reading Chapter 3 of Your Inner Fish, I can understand exactly what happened to this horrifically "freaky" looking hand. The extra digits were likely caused by an excess of skin cells, caused by too much of the ZPA gene. This overall excess of skin cells, led to the development of the extra digits that would likely be deemed "freakish" by modern society; however, this young mutant could possibly possess an extreme advantage over the rest of us. In my humble opinion, I believe that he should be...





...such a clever X-Men reference

Sunday, November 3, 2013

Chicken Embryos for the Win

Your Inner Fish
Chapter 3 Summary 

In a nutshell, the Chapter 3 of Your Inner Fish explored what aspects of DNA impact development of organisms. The "inner fish" referenced in the title that Tabin's research ended up finding was not what he had previously expected during his initial experiments. He instead found that the "inner fish" lies in the biological tools that are responsible for the construction of fins. All appendages, regardless of what they are related to, are built by very similar types of genes. 

What does this mean...?

This discovery that Tabin's research group found proved that the transition from fish fins to limbs didn't evolve the origin of new DNA, rather it involved the usage of ancient DNA. 

What else...?

Tabin's research on flies and chickens also helped the world to gain a better understanding of human birth defects.

Connection to what we are doing...

Similar to the experiments that Tabin's posse performed, we are also messing with the development of bacteria. We are attempting to make our pGlo glow in the dark. By changing certain parts of the bacteria as it develops, we are hoping that the pGlo will glow after the changes have been made to it.
The experiments that we are performing are on a much smaller scale; (we are not giving chickens deformed wings or building backwards flies) however, the experiments are the same basic concept that Tabin's posse explored. 



Here is a lovely picture of a Chicken Embryo 
just for kicks...


Wednesday, October 30, 2013

Survival of the Sickest Chapter 6 Summary

Survival of the Sickest
Chapter 6
READING ASSESSMENT

This chapter of Survival of the Sickest begins by talking about Edward Jenner who was the first person to successfully discover a vaccine for a dangerous disease. The chapter then continues to discuss how humans are initially formed with only one cell, which is the product of a sperm cell and an egg cell. The chromosomes within the cells carry the instructions on how to build us. 

The chapter then explains how only 3% of DNA actually carries instructions on how to build us, while the other 97% does not do anything. Scientists originally assumed this DNA was "junk" and ignored it completely until the past couple of decades. Scientists then discovered that this " junk" DNA actually carried jumping genes and was related to viruses. These viruses turned out to be retroviruses. It was then believed that jumping genes actually descended from retroviruses and that are genomes have been modified by one particular retrovirus that made it easier for us to infected by other retroviruses. Therefore,  this "junk" DNA actually provided us with the code for our evolution from our primate ancestors. 

The chapter also talked about mutations within genes. The potential for evolution initially occurs when a mutation happens during the reproductive process of an organism. The effects of mutations are usually negative to the organism; however, they can prove to be beneficial. By studying mutations, scientists also discovered that instead of having 100,000+ genes, we actually have around 25,000 genes that serve multiple purposes and can be reshuffled with other genes.

The chapter also debunked rumors about inherited acquired traits and further explained jumping genes, which I talked about earlier in the summary. The chapter also discussed the genome's ability to gamble on mutation when survival situations became drastic. By gambling on mutation, the genome could end up creating a much stronger and better adapted organism that could possibly survive instead of die. There was also discussion of the development of antibodies and how once they are acquired they remain with the body and help to fight off future diseases.

This was a very interesting and complex chapter of Survival of the Sickest. The main focus of the chapter was genes and their different functions within an organism. 


Sunday, October 27, 2013

"From Atoms to Traits" Blog

"From Atoms to Traits" Reflection

Significance of Mendel
Mendel was an Austrian monk who, through breeding different pea plants, managed to clarify the confusion about blending inheritance. His experiments proved that although different morphological differences occurred among the different pea plants, these traits were not entirely gone because they could reappear in later generations. He also noticed that offspring of the different plants usually resembled one of the parents in particular. Mendel's experiments ultimately altered the previous perception of how heritable variants occurred.


Drawing of DNA and Who Discovered It
Watson and Crick DNA Model 
as Drawn by Adam John Holliday


Five Examples of DNA Variation
Point Mutation- A single base-pair change occurs. This mutation inactivates the gene for signaling a molecule that regulates muscle growth.

Insertion- An intruding DNA element disables a gene that is necessary for starch synthesis. The water and sugar levels of the organism are thus altered.

Gene Copy Number- Entire cells are capable of being wrongly duplicated during cell division, which leads to differences between species that result in variation.

Duplication- Homopolymers within sequences are highly prone to duplication errors. These homopolymers being copied can lead to different coloration among organisms.

Regulatory Changes- Mutations in the DNA that control when and where genes are activated can lead to major deformations of an organism.


Evo-Devo
Evo-Devo is a biological field that analyzes the differences in the developmental processes of organisms in order to show the ancestral relationships between them.


Connection between Lactose Intolerance and Human Migration
The ability to digest milk after infancy was an unnecessary trait that hunter-gatherers didn't need to have thousands of years ago. The ability to digest in milk would have been an uncommon and abnormal trait that very few individuals would have possessed. Therefore, as the small population that had this abnormal trait would eventually migrate to different areas and pass this trait onto future generations. For this reason, the populations that were related to these "unusual" ancestors will be lactose tolerant while other population will generally be lactose intolerant.



Thursday, October 24, 2013

Honors Bio Blog 16/69 (Does Race Exist)

I very foolishly typed this up and printed it the night before...
Here it is on my blog...

Does Race Exist?

The reading that I did last night presented some very interesting and persuasive arguments. The primary argument that was in the document was that humans are not necessarily divided into the "races"that we previously assumed. In fact, both our divisions and whom we are more closely related to are extremely different than what we had previously thought. For example, the main indicators that humans currently use to determine which race they and others belong to are usually the skin colors and facial features of a person. These assumptions of race based off of these two minor codes in our genes prove to be extremely inaccurate indicators. 

If we hope to acheive an accurate understanding of whom we are more closely related to and which "race" we truly belong to we will have to dive deep into our genetics. Researchers often use small strands of DNA known as Alus, which are extremely unusual because they serve no purpose but to randomly copy themselves into human DNA in random places. The Alus can be used to identify how closely related humans are to one another. Essentially, although on the surface it may appear that two people look very similar and therefore must be the same "race", they can actually be more unrelated than two people who look extremely similar to each other. Human beings incorrectly define "races" based off of different visisble physical characteristics; however, when humans are examined at a much more microscopic level the lines between different "races" become blurred. That's right! We are talking about blurred lines!





Thursday, October 17, 2013

Progress of Own Self Learning and Self Analysis

Standard 9/1
Progress of Own Learning/Self Analysis

It's been a wild ride full of ups and downs this first quarter. I can't say truthfully that I am entirely satisfied with how I have performed in the class thus far; and I feel as though I can improve in several areas.

Organization- I really need to start keeping a more organized binder in order to ensure that I don't lose important data and let me team down like I have done in the past with the Brine Shrimp Lab. My organizational skills must improve if I wish to reach the level of success I want in this class...

My Blogs- I need to keep more up to date on my blogs. I often find myself falling three or four blogs at a time and then desperately struggling to make up ground at the last minute. Keeping up to date on my blogs will require me to become much more proactive and responsible for adding my blogs immediately after each class...

Attention in Class- I often find myself becoming distracted in class and this sometimes reflects on my performance on tests and quizzes. I need to learn to stay on task at all times and not be distracted my friends, daydreams, or any other things that will take my attention away from the class...

Overall Strengths- I performed very well on the first test and thoroughly grasped the concepts of diffusion and osmosis. I also rocked the House Case and completely understand how to write the Cases which will help me in the future class. I also have a strong grasp of modern evolutionary theory and feel as though I have kept up to date on the information learned in class...

Overall Weaknesses- I struggled with the Hardy Weinberg calculations and need to learn how to do these calculations if I wish to fully grasp all of the concepts we have studied so far. Other than calculations, I feel as though I have a strong grasp on the rest of the material, but need to learn how the standard based grading works...

All in all, I am optimistic and excited for what the future will hold!


Tuesday, October 15, 2013

Honors Bio Blog 12/69 (Evidence for Evolution Quiz)

Evolution Quiz Day

Today proved to be an extremely stressful day in Biology because I very stupidly left the binder containing my Brine Shrimp data at my house and was thus not able to present it in class...

After doing a brief review of the Brine Shrimp Lab, we proceeded to further discuss concepts about evolution and then prepared to take a very long quiz in a very short amount of time...

The quiz both covered some topics that we had previously discussed and introduced us to some new ones. All of the concepts covered on the quiz will be explained below...

Natural Selection- Natural selection occurs among organisms when some are more fit to survive than others. The organisms that survive are able to reproduce and thus pass their genes to the next generation; however, the weak species that die out our unable to do so and will naturally die off.

Survival of the Fittest- Survival of the fittest is a concept that goes hand in hand with natural selection. Essentially, the fittest organisms with traits that allow them to survive will live and reproduce, while those with undesirable traits will ultimately fail to reproduce and die off.

Fittest Organisms- The fittest organisms are the ones that are capable of reproducing and spreading their genes to the next generation. It doesn't really matter how long they live, the sole determinant factor of being demed the fittest organism is the amount of offspring that the organism is able to produce. The more offspring an organism produces, the higher chance that it has of spreading its genes and progressing the survival of its species.

Inheritable Traits vs. Non-Inheritable Traits- Traits that allow organisms to survive and reproduce are passed down from generation to generation. These traits could range from anything like fur color, shell composition, ear size, etc. and are passed down from the parents to their offspring. These inheritable traits are not to be confused with accidents that can befall organisms like broken legs, ruptured spleens, or sprained ankles. The consequences that these accidents have on organisms may shorten their lifespan and limit their ability to reproduce; however, they are not inheritable traits and will not be passed down to the next generation.


That is all for my blog today...
Please enjoy this very accurate depiction of evolution...



Honors Bio Blog 11/69 (Paleo Project)


  1. Class 11
Today Mr. Quick was not able to make it to our class so we had a substitute teacher who was not nearly as cool as Mr. Quick...

The substitute teacher very cruelly gave us a quiz on controls, independent variables, and dependent variables. The quiz was fairly easy and had some questions that I found to be quite humorous. 

We were then given the rest of the class to work on our Paleo Projects. Bob and I decided that we would do our research on Platypi and began the long, arduous process of collecting data and finding the proper transitional fossil to write about.

All in all, today was a pretty easy class that provided the opportunity for us to get ahead on our projects if we so chose to...

Monday, September 30, 2013

Honors Bio Blog 10/69 (Evolution of this Class)

Honors Bio Blog 10/69
The Evolution of this Class

Class began today with us getting our much awaited tests back...
I was pretty happy with my result and found the explanations of the problems I missed to be very explanatory and beneficial.

We then proceeded to do one of two labs. Bob Stoddard and I chose to make DNA strands out of beads and pipe cleaners. The four DNA Strands that we made belonged to...

Humans
Chimpanzees
Gorillas 
Common Ancestor

We then analyzed and compared the different strands and found the DNA strands to be very similar to each other. Using this information we were able to discover exactly how all of these organisms were related to each other and exactly how related they were to each other. 

It turns out that none of the organisms directly evolved from any of the organisms, rather they all share a common ancestor and therefore share many similar traits.

Today was a very interesting and eye-opening introduction to evolution.

Honors Bio Blog 9/69 (Dat Fresh Test)

Honors Bio Blog 9/69
Dat Fresh Test

Today we took a test. That's pretty much it...

It wasn't that hard...

I hope I did well...

...

Honors Bio Blog 8/69 (Test Review)

Blog 8 
Test Review

Today we spent almost the entire class reviewing for our first test. We discussed concepts regarding macromolecules and went over the results of the Jerell lab. Mr. Quick then proceeded to explain the format of the test and how we could properly prepare for it. 

I hope I do well....

Sunday, September 15, 2013

Honors Bio Blog 7/69 (Get Your Stuff Together Jerell)

Get Your Stuff Together Jerell
was the basis of the lab that we performed today. The mission of the lab was to figure out who stole Jerell's iPod based on evidence of food residue left in the room after the theft. We performed several tests on different types of food to test for Glucose, Starch, Protein, and Lipids. Here is a list of the four different tests we did and what they achieved:

1) Iodine Test-Starch
2)Benedict Test- Glucose
3) Biuret Test- Protein
4) Sudan 3 Test- Lipids.

Using data that we obtained by performing these four tests on several different food substances we were able to determine who stole Jerell's iPod based off of who the Mystery food residue belonged to. 

This lab was extremely long and complex and required the utmost patience and precision...

At the end of the day was Jerell's iPod really worth getting back???

Honors Bio Blog 6/69 (3 Gallons)

Honors Bio Blog Day 6
3 Gallons of Water

The most eventful subject matter of the class that occurred today happened when we were given the opportunity to form a diagnosis for an imaginary high school cross country runner. This character, a product of Mr. Quick's extraordinary acting abilities, answered any questions that we had about what he had done prior to and during his cross country workout. Countless questions were asked of him, which ranged anywhere from "do you do drugs?" to "do you have diabetes?". The most intriguing factor of the conversation with the high school cross country runner was the fact that he had consumed nearly 3 GALLONS of water prior to the workout, which is both extremely unhealthy and unrealistic. This led the class to the general consensus that the patient was most likely suffering from overhydration. Several illnesses were ruled out during the interview with the patient and the overall process of discovering his illness proved to be both very educational and intriguing. 

Monday, September 9, 2013

Honors Bio Blog 5/69 (Osmosis Lab Part 2)

Osmosis and Diffusion Lab Part 2

Today in class we continued our study of osmosis and diffusion by performing another lab. We began by creating three "cells" in different shapes: cuboidal, columnar, and epithecial. We then allowed our three cells to sit in a beaker full of NaOH for fifteen minutes. We then removed the cells from the water and examined how much the NaOH had diffused into the cell. We took very careful measurement of exactly how far into the cell the NaOH had diffused into the cells and realized that the reason that the NaOH was able to diffuse into the cell was due to the semi-permeable membrane present in the cell.

Thursday, September 5, 2013

Honors Bio Blog 4/69 (Osmosis Lab)

Honors BIO Day 4
Osmosis Lab Day

      The main purpose of the class today was to be able to take a crash course in Osmosis and then perform a lab to achieve a deep understanding of it. We began the class by taking a short quiz on water and then dove straight into the concept of Osmosis. 
      Mr. Quick taught with a diagram of NaCl in a glass of water and showed the semi-permeable membrane on the NaCl that allowed the water to diffuse into the cell. He then explained that if the cell became too full of water it would burst, otherwise it would just continue to fill up forever without ever stopping which is impossible.
      After the crash course in Osmosis and Diffusion Mr. Quick gave us an overview of what we were to accomplish in the lab. He demonstrated by creating a "cell" and filling it with fructose and then tying it off at both ends. Overall, the lab was extremely stressful because we were constantly struggling against time restraints; however, in the end we managed to complete lab and uploaded our data to the class data folder. David Lee then came back at night and took the data from the Potato and Sports Drink portions of the lab that we were unable to take data on during class.

Sunday, September 1, 2013

Honors Bio Blog 3/69 (Water World)

Day 3
Water World
      
      I was extremely anxious for the third day of class because I was entirely aware that I was about to face my first Bio QUIZ of the year. The quiz was actually not super difficult and I hope that I scored well on it. Oh well, time to get back on topic. The actual class was very exciting. We were given various questions to answer using only 10 words. The questions were based off of what we had learned from our homework the previous night. Everybody's explanation of the question they were given was met with Mr. Quick's constant inquiries of "WHY???" which eventually led to demonstrations that we were allowed to perform ourselves involving pipettes, pennies, toothpicks, and soaps. These simple demonstrations helped to give us a visualization of surface tension and how it is related to the bonds in water. We also learned something very SHOCKING! Contrary to what I had previously believed, it is much more dangerous to exercise in an extremely humid climate versus a very dry climate. This is due to the insulating properties of water, which will cause humans to overheat if they are unable to release energy in the form of sweat, which occurs in climates where there is a lot of moisture in the air. Water was the basis of our third class and therefore I left the class with my thirst for knowledge quenched. 

Oh Snap!

That was funny....





Here are Some Fun Photos of Bob and Siri during Class


      

Thursday, August 29, 2013

Honors Bio Blog 2/69 (Yeah Baby)

Day 2
I Never Though I Would Make It This Far!

       Prior to the second day of class with Mr. Quick I was studying like crazy in anticipation for what I believed would be a very complicated quiz. I was wrong. The class began slightly less strangely than the previous class. Mr. Quick attempted to explain the grading scale in his class. I still don't think that I entirely understand it, but there have only been two days of class so the HOPE remains!
      The actual class consisted of studying ionic and covalent bonds between elements. I filled out two separate worksheets along with assistance from my partners Shannon and Chris. Having completed the worksheets I agreed to become the primary test subject of Mr. Quick. I got to type my email on his fancy tablet thingy and then he asked a fairly simple question, "What were the control variables in the milk experiment last class." I responded with utmost confidence and accuracy. He was happy and gave me yet another written quiz to take. The quiz was based off of basic chemistry and I got all of the questions right thanks to the glorious Ms. Chou.
      I was then free to leave the excitement of Mr. Quick's class for the day and journeyed to the dining hall to consume bagels and other such luxuries. This is my story for the second day of class.