1. I will make sure that I understand each and every concept in Mr. Orre's assigned vodcasts. If there is a misunderstanding on a concept, I must ask my peers or teachers immediately.
2. I will stop "shushing" others to be quiet. It is the teacher's job to do it.
3. I will accept constructive criticism from my peers and my family members.
4. I will have a better active study plan for each test.
5. I will think about others, and not think only about myself.
Monday, January 4, 2016
Wednesday, December 9, 2015
Unit 5 Reflection
In this unit, we learned of how DNA is made of a nucleotide by matching the nitrogen bases(Adenine, Cytosine, Guanine, and Thymine) together, walking the dogma, mutations, and how does a gene regulate. DNA is a double helix structure that moves antiparallel in a 5' to 3' direction. It contains Adenine and Guanine as purines (double ringed), and Cytosine, Thymine as pyramidines (single ringed). When walking the dogma, the DNA code is read and then unzips, with RNA polymearse matching with the RNA strands in order to produce mRNA. The mRNA then transfers from the nucleus into the cytoplasm where it begins transcription. The ribosome then reads the mRNA 3 letters at a time(codon) to make an amino acid- sequance with AUG as the "start" codon. As a result, this forms a primary structure of amino acids. Mutations can vary from no effect(point mutations) to having effect(frameshift mutations). As in the Protein Synthesis lab, deletion, a frameshift mutation, had the most effect on the amino acid sequence by deleting T early in the DNA sequence. In gene regulation, each gene operon like the Lac Operon contains a promoter with the RNA polymearse attaching it, and an operator with the repressor attaching it. Then it produces the Lac gene, with always DNA attaching it.
My strengths in the unit was learning the DNA's double helix structure, walking the dogma, and mutations and my weakness is understanding gene regulation. I still might need to look more in walking the dogma, though because it has process that needs to be remembered to understand and the parts of the gene operon.
By learning from these experiences I learned to put more time of effort and focus in the vodcast that have more details in it and still focus on the vodcast that do not have a lot of detail. As learning in the Vark Questionare that I am a visual and word learner, I watched vodcasts of the ideas I am not clear about, and taking the CFU for the section, really help expand my understanding and that I need to keep it up and till the finals. I have no questions;I wonder how long the Biology final will take me; I am a better student than yesterday.
My strengths in the unit was learning the DNA's double helix structure, walking the dogma, and mutations and my weakness is understanding gene regulation. I still might need to look more in walking the dogma, though because it has process that needs to be remembered to understand and the parts of the gene operon.
By learning from these experiences I learned to put more time of effort and focus in the vodcast that have more details in it and still focus on the vodcast that do not have a lot of detail. As learning in the Vark Questionare that I am a visual and word learner, I watched vodcasts of the ideas I am not clear about, and taking the CFU for the section, really help expand my understanding and that I need to keep it up and till the finals. I have no questions;I wonder how long the Biology final will take me; I am a better student than yesterday.
Tuesday, December 8, 2015
Protein Lab Conclusion & Analysis
1. In order to make a protein , you first start transcription in the DNA. The enzyme copies the DNA sequence to produce mRNA, which eventually moves to the cytoplasm. Next, the mRNA bounds with a ribosome when it translates in the cytoplasm. The ribosome then reads each codon starting with AUG, and determines the amino acid corresponded to the sequence. After each amino acid is read by the mRNA, they bond together and fold up a primary structure, making protein.
2. The mutations with the greatest change in the DNA genetic code is deletion, then insertion, while the mutations with least change is substitution. By deleting underlined T, the amino- acid sequence changed by the 3rd Amino acid from the original Amino-acid sequence and never was similar to that sequence. Same as inserting a C inside the genetic code instead it started from the 5th amino acid, that was different from the original amino acid sequence. So it does matter where the mutation occur since if the letter T for C, it still did not change the amino- acid sequence until it really started inserting and deleting letters in the DNA sequence.
3. I chose deletion as my mutation because it had the greatest effect on the Amino- acid sequence. While the other mutations had the same amino- acid sequence until the 5th amino acid (Insertion), deletion started to change from the original amino acid sequence in the 3rd amino acid. It does matter of where the mutation occurs since it can possibly harm or give support in your DNA code.
4. Knowing which mutations are harmful or not, helps us by knowing whether to raise more offspring with a mutation. Since there are a variety of mutations, it is not necessary are all harmful or good. A mutation that alter's a human's phenotype, is Progeria which is a mutation in the LMNA gene, which provides supports to cell's nucleus. It causes accelerated aging, along with baldness in body and growth impairment. These people mostly die in when they are 13 years old of heart stroke or attack with rarely some living to their 20s'.
Thursday, December 3, 2015
Human DNA extraction lab
In this lab, we asked the question of how can DNA be seperated from cheek cells to study it? Our group found out that DNA was caused by how much saliva we had are from how hard we were rubbing our teeth against our cheek cells. By using saliva formed by our rubbing teeth mixed with gatorade, it percipitated and form our own DNA. We observed that all our own DNA became visible after adding alcohol into the mixture of gatorade, salt( enzyme), and soap detergent, along with our cheek cell's saliva. This is because of lysis since alcohol , along with the enzyme (salt), was able to breaks the cheek cell's semi-permeable membrane. The gatorade was insoluble since with its' many chemicals inside, but it was mainly that was alcohol and process of Protease that broken the proteins of the cheek's cell membrane to extract our DNA. This data supports our claim because chemicals like soap, gatorade, and alcohol can easily be broken from the cheek cell's saliva for people, including scientists to study it.
While our hypothesis was supported by the data we gathered from how DNA was separated from cheek cells, there could have been errors due to the how hard did the students rub their teeth against their cheek cell and how much soap, salt, and gatorade was poured in the small cup. The catabolic of the students' teeth rubbing against the cheek cell and how much drops of soap, pinches of salt, and gatorade poured could have affected when and how the DNA was extracted. For example, our group all saw our DNA extracted after putting all the other liquids once, but did not finish at the same time because of how hard we rubbed our teeth along size of cheek cell. One thing we could have changed was eliminating several materials such as soap detergent, and gatorade, leaving only salt and the catabolic of the cheek cell's saliva. That way, since they are constants of the lab, they won't change(basic as histones) as much and become nonpolar to each other, giving them to be extra careful in how much salt they put and the intensity of their catabolic of teeth rubbing against cheek cells.
This labs done to demonstrate of how chemical reactions can easily extract DNA. With gatorade, salt, and soap, composed with the cheek cell's saliva, it forms our DNA since saliva is where all our bacteria is. This lab helped me understand the concept that the DNA's double helix structure can be broken by any chemical reaction or mutation that changes the letter pairing for the DNA. Based on my experience from this lab, I could apply that to never swallow any chemicals since it can hurt your DNA system.
While our hypothesis was supported by the data we gathered from how DNA was separated from cheek cells, there could have been errors due to the how hard did the students rub their teeth against their cheek cell and how much soap, salt, and gatorade was poured in the small cup. The catabolic of the students' teeth rubbing against the cheek cell and how much drops of soap, pinches of salt, and gatorade poured could have affected when and how the DNA was extracted. For example, our group all saw our DNA extracted after putting all the other liquids once, but did not finish at the same time because of how hard we rubbed our teeth along size of cheek cell. One thing we could have changed was eliminating several materials such as soap detergent, and gatorade, leaving only salt and the catabolic of the cheek cell's saliva. That way, since they are constants of the lab, they won't change(basic as histones) as much and become nonpolar to each other, giving them to be extra careful in how much salt they put and the intensity of their catabolic of teeth rubbing against cheek cells.
This labs done to demonstrate of how chemical reactions can easily extract DNA. With gatorade, salt, and soap, composed with the cheek cell's saliva, it forms our DNA since saliva is where all our bacteria is. This lab helped me understand the concept that the DNA's double helix structure can be broken by any chemical reaction or mutation that changes the letter pairing for the DNA. Based on my experience from this lab, I could apply that to never swallow any chemicals since it can hurt your DNA system.
Wednesday, November 18, 2015
Unit 4 Reflection
Unit 4 Reflection
In Unit 4, we talked about why is sex so great, the reproduction and importance of chromosomes, the world of Genetics, and how they are passed on generation to generation, which also includes Punnett squares predicting that possibility. The theme of Unit 4 was Genetics and the essential understanding was eventually knowing why sex is great? This unit was very simple in the beginning when we were learning the Cell Cycle, Asexual and Sexual Reproductions, and MItosis and Meiosis. However, towards the end when we started learning the Genetic Complications which included Punnett Squares, and the different Genetic Crosses, it started to be hard to directly understand these concepts, making me having to spend more time on them. My strengths and successes in this Unit was being able to be familiar and understand all the concepts up to learning the Genetic Crosses and Punnett squares, and being able to do well on my Genetic Infographic because I planned which info. are related together so they eventually answer why sex is so great? However, my weaknesses and my setbacks is understanding the Genetic Crosses and Punnett squares, including the Dihybrid cross which includes crosses with double homozygous or heterozygous alleles, and doing the last few experiments of the Coin Sex Lab which include doing a dihybrid cross. This shows I need to focus a little more on dihybrid cross which I did with several problems involving a dihybrid crosses and the other genetic crosses as well, my weakness. I learned if I had a weakness, then I would just do more problems on that weakness to make it into a strength, but also keep on working strengths. In the Infographic, I learned to organize the details and concepts to form the big picture: Why is Sex is so great? I am a better student to today by doing more problems on genetic crosses and I wonder the difficulty of the units after this leading up to the Semester final, and whether if I will do well on the final?
I am a mild auditory learner with a 7, read- write learner of 5, Kinesthetic and Visual learner of 2. This made me very surprised of myself because I actually focus more and have a better efficiency without any sound. I am more of a read-write learner where I look the text when reading and notes I take in studying for quizzes and test. In order to use auditory as my strength, I will listen to videos teaching the concepts needed for the test and then use the textbook to give me more details as well.
Monday, November 16, 2015
Coin Sex Lab Relate and Review
Coin Sex Lab
In the Coin Sex Lab, we identified the Genotypes and Phenotypes used to determine the different types of genetic cross in a Punnett Square, and then determine their Phenotypic and Genotypic ratio, using coins. The coins served as the different alleles as X and Y chromosomes used in the experiment in order to determine the possible genotypes for each trial to determine the genotypic ratio for the whole experiment. For example, if we were to determine whether the person was color blind, we put XB on one side of the coin and the Xb was on the other side of coin, and the other coin with XB and Y in both sides. The coins also helped us learn the law of gene segregation, by different gene pairs (coins) having their own traits but when gametes or disorders form, then they seperate during meiosis or the genetic cross between the coins genotypes, forming new recombinations in the Punnett Square because the crosses.
For the dihybrid cross experiment, when I flipped the coins to see who was double homozogous child from two heterozygotes. I found out that 11 of the 16 children were but actually when doing the cross it gives 12 children that are double homozogous. This shows that the predictability is actually 11 children out of 16 children but the probability is 12 out of 16 children. Since predictability doesn't give the accurate answer but probability does, it is for sure 12 children are double homozogous.
The limit of using probability offspring's traits is sometimes not knowing the genotypes of one of the parents have. When genotypic information is given for both parents, Monohybrid and dihybrid crosses are used. For example, if it is a cross between the father that is color blind, because of X-linked inheritance and a mother that is not color blind, then we can use the Monohybrid Cross to predict whether the child is color-blind or not. However if it is a cross between a dad that has brown eyes and color blind, and a mom that has blue eyes and not color blind. then we would have to use a dihybrid cross to find out what color eyes the child has and whether he or she is color blind or not. So now that only one parent has genotypes, we need to use test cross to find the possibility of the offspring. For instance, the dad has hemophilia (XhY) but mom is unknown. Then, we do the test cross and get unknown mom also has hemophilia (XhXh). Then we can find possibility of whether the child will get hemophilia.
Understanding the importance and usage of the monohybrid and dihybrid crosses in different scenarios relate to my life when my genes are passed from generation to generation because of the chromosomes in the human body, which composes of 2 sex chromosomes X and Y, and the autosomes(44 Chromosomes). Some of these chromosomes can contain dominant or recessive alleles that have autosomal or Sex-linked inheritance. For example, disorder for Autosomal Dominance is Bipolar's disease,an Autosomal Recessive disorder like Albinism; Sex-linked dominant disorder like Coffin Lowry Syndrome and Sex-linked recessive disorder like Color blindness. These disorders, by doing any type of genetic cross, can predict the probability of having the disorders. With this knowledge, you can be more mentally prepared by already knowing which doctor the baby would go to for that disorder that the child genetically had from his or her parents. Or if it is not a syndrome on illness, it can be a bad syndrome on eyesight such as color-blindness. If you did not inherit it but your grandparents did, it is possible the child could have it, which will prepare you to give objects with the same color, so the baby does not get confused because the confusion could led to danger like not noticing difference between a real gun and black pen, and then killing his or her life. That eventually will not be good.
The limit of using probability offspring's traits is sometimes not knowing the genotypes of one of the parents have. When genotypic information is given for both parents, Monohybrid and dihybrid crosses are used. For example, if it is a cross between the father that is color blind, because of X-linked inheritance and a mother that is not color blind, then we can use the Monohybrid Cross to predict whether the child is color-blind or not. However if it is a cross between a dad that has brown eyes and color blind, and a mom that has blue eyes and not color blind. then we would have to use a dihybrid cross to find out what color eyes the child has and whether he or she is color blind or not. So now that only one parent has genotypes, we need to use test cross to find the possibility of the offspring. For instance, the dad has hemophilia (XhY) but mom is unknown. Then, we do the test cross and get unknown mom also has hemophilia (XhXh). Then we can find possibility of whether the child will get hemophilia.
Understanding the importance and usage of the monohybrid and dihybrid crosses in different scenarios relate to my life when my genes are passed from generation to generation because of the chromosomes in the human body, which composes of 2 sex chromosomes X and Y, and the autosomes(44 Chromosomes). Some of these chromosomes can contain dominant or recessive alleles that have autosomal or Sex-linked inheritance. For example, disorder for Autosomal Dominance is Bipolar's disease,an Autosomal Recessive disorder like Albinism; Sex-linked dominant disorder like Coffin Lowry Syndrome and Sex-linked recessive disorder like Color blindness. These disorders, by doing any type of genetic cross, can predict the probability of having the disorders. With this knowledge, you can be more mentally prepared by already knowing which doctor the baby would go to for that disorder that the child genetically had from his or her parents. Or if it is not a syndrome on illness, it can be a bad syndrome on eyesight such as color-blindness. If you did not inherit it but your grandparents did, it is possible the child could have it, which will prepare you to give objects with the same color, so the baby does not get confused because the confusion could led to danger like not noticing difference between a real gun and black pen, and then killing his or her life. That eventually will not be good.
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