Use the slides below to help you complete pages 4-7 in your guided notes packet on Mendel & Meiosis.
This is due next class (Friday for C period, Saturday for D period).
Wednesday, January 30, 2013
Saturday, January 26, 2013
A crash course in Meiosis
Yesterday C period wrapped up the meiosis objectives. We reviewed the slides to answer any questions you had from the homework and used shoes and crayons to demonstrate what happens to the chromosomes during crossing over and eventually the creation of haploid gametes. We concluded class with a Crash Course in Meiosis.
Homework reminder: your post lab questions are due on Wednesday.
Homework reminder: your post lab questions are due on Wednesday.
Wednesday, January 23, 2013
Fruit Fly Post Lab Questions
Post Lab Questions
1. Make a table that shows the chi squared values for each treatment concentration and whether or not you reject the null hypothesis. Use the table below (click on it to make it larger). If your Chi Squared value (at 2 degrees of freedom) is > 5.99 your results are significant and you CAN reject the null hypothesis.
2. How does treatment with juvenile hormone change the ratio of larvae to pupae or adults? Is this a result you would have expected? Why or why not?
3. Is there a difference in the sex ratio after treatment with juvenile hormone? Would you have expected one? Why or why not?
4. Does hormone treatment affect the size of male or female flies? Is this an expected result? Why or why not?
5. Is there any effect of juvenile hormone that appears to be dose-dependent, that is, increases with the hormone concentration?
6. In this exercise you treated flies only once with juvenile hormone. Based on the observed outcome, what would you predict would happen if larvae were treated every day with juvenile hormone, rather than just once? Why?
1. Make a table that shows the chi squared values for each treatment concentration and whether or not you reject the null hypothesis. Use the table below (click on it to make it larger). If your Chi Squared value (at 2 degrees of freedom) is > 5.99 your results are significant and you CAN reject the null hypothesis.
2. How does treatment with juvenile hormone change the ratio of larvae to pupae or adults? Is this a result you would have expected? Why or why not?
3. Is there a difference in the sex ratio after treatment with juvenile hormone? Would you have expected one? Why or why not?
4. Does hormone treatment affect the size of male or female flies? Is this an expected result? Why or why not?
5. Is there any effect of juvenile hormone that appears to be dose-dependent, that is, increases with the hormone concentration?
6. In this exercise you treated flies only once with juvenile hormone. Based on the observed outcome, what would you predict would happen if larvae were treated every day with juvenile hormone, rather than just once? Why?
Tuesday, January 22, 2013
Homework for Wednesday
Please bring a computer to class tomorrow. We will be learning about the Chi Squared test and how to use it to evaluate our data.
Also, you may want to bring a graphing calculator to class (although you can certainly do all of the calculations in excel, some people find it easier to use a calculator).
Also, you may want to bring a graphing calculator to class (although you can certainly do all of the calculations in excel, some people find it easier to use a calculator).
Monday, January 21, 2013
Wrapping up the Fruit Flies and Starting the Cell Cycle
Today C period collected the last of their data for the fruit flies, there were thousands of larvae and pupae! Where did all of these come from and how did they go from eggs laid by adult females to these next stages? MITOSIS!
We're transitioning from cell signaling to mitosis. How does a cell 'know to divide?' It receives a signal (see how all of this works together?).
Today C period got their list of objectives, tomorrow D period, you will get your copy.
Both classes: Homework for tonight:
Click play in the picture below to link to the cell cycle game.
Take notes as you play the game. Pay close attention to the figure below (featured in the game). Keep track of how many times you have to start over.
We're transitioning from cell signaling to mitosis. How does a cell 'know to divide?' It receives a signal (see how all of this works together?).
Today C period got their list of objectives, tomorrow D period, you will get your copy.
Both classes: Homework for tonight:
Click play in the picture below to link to the cell cycle game.
Take notes as you play the game. Pay close attention to the figure below (featured in the game). Keep track of how many times you have to start over.
Monday, January 14, 2013
Diabetes Research & Bloom's Taxonomy
Today (or tomorrow for C period), you will be learning about diabetes by creating questions for your peers at each level of Bloom's Taxonomy.
You and a partner will create two google docs: one with the questions and space to answer each question below and one document that is an answer key. You will then share the questions with another team in the class, who will need to answer the questions (for homework). You will share your questions and answer key with me.
When titling the google doc, please use this format "Diabetes_(class period)_(your first names)_(Q or A). For example "Diabetes_C_ilana and kaila_Q"
You must also include a resources table in your answer key.
For the analyzing question, you may choose to provide a graph or link to a graph and ask a question about the data presented in the graph.
Keep in mind that diabetes relates to the endocrine system so you should tie in the endocrine system to at least one of your questions.
You and a partner will create two google docs: one with the questions and space to answer each question below and one document that is an answer key. You will then share the questions with another team in the class, who will need to answer the questions (for homework). You will share your questions and answer key with me.
When titling the google doc, please use this format "Diabetes_(class period)_(your first names)_(Q or A). For example "Diabetes_C_ilana and kaila_Q"
You must also include a resources table in your answer key.
Question
|
Websites
|
Remembering
|
For the analyzing question, you may choose to provide a graph or link to a graph and ask a question about the data presented in the graph.
Keep in mind that diabetes relates to the endocrine system so you should tie in the endocrine system to at least one of your questions.
Sunday, January 13, 2013
Review of Cell Signaling
On Friday/Saturday, we review cell signaling and now, hopefully the connections between all of these concepts make sense.
Tuesday, January 8, 2013
Homework for Wednesday
C period - finish the research on your endocrine disorder and read page 713 in the book.
D period - read Module 140.
D period - read Module 140.
Ahhh Fruit Flies!!
My grandmother used to say 'it's all part of your experience...' Anytime she used this phrase it meant something didn't go quite according to plan. The good news is that you did successfully set up the treatment vials to saturate the fruit flies with hormones and next week you will look at the flies to see what effect the hormone had on their development.
Monday, January 7, 2013
The Endocrine System According to Hank
C period:
After acknowledging that it was challenging to go back to reading the modules, we used Crash Course's Endocrine System video to help elucidate what you read in Module 22.
You spent the second half of the lab period working with a partner to make a concept map of the key components and mechanism of the endocrine system that you've learned so far.
Tonight: Read module 140. Tomorrow we will be expanding on the concept map you created in class today.
D period:
We watched and discussed the concepts in the video above, as well as discussed other ways in which the endocrine system plays a role in our bodies.
Homework: Read the packet for lab tomorrow. You only need to read through the procedure for week You will have a short quiz on the major concepts in the reading prior to the lab (instead of answering prelab questions).
After acknowledging that it was challenging to go back to reading the modules, we used Crash Course's Endocrine System video to help elucidate what you read in Module 22.
You spent the second half of the lab period working with a partner to make a concept map of the key components and mechanism of the endocrine system that you've learned so far.
Tonight: Read module 140. Tomorrow we will be expanding on the concept map you created in class today.
D period:
We watched and discussed the concepts in the video above, as well as discussed other ways in which the endocrine system plays a role in our bodies.
Homework: Read the packet for lab tomorrow. You only need to read through the procedure for week You will have a short quiz on the major concepts in the reading prior to the lab (instead of answering prelab questions).
Cell Signaling and Endocrine System Objectievs
Objectives: Endocrine
System & Cell Signaling
Modules: 22, 140,
142, 150
BIG IDEA: External signals are converted into responses within the cell
ES.1 Outline a basic signal transduction pathway
(including reception, transduction and response).
Basic overview, more complex example: epinephrine.
Basic overview, more complex example: epinephrine.
ES. 2
State that cells must manage multiple simultaneous signals.
ES. 3 Describe cellular responses to signal transduction.
ES. 4 Explain how a phosphorylation cascade can result in signal amplification and transmission of signals to other parts of the signal transduction network.
ES. 5 Compare and contrast five types of chemical signal pathway mechanisms.
ES. 6 Explain how pheromones function between individuals.
ES. 7 Compare and contrast water-soluble hormones and lipid-soluble hormone signal mechanisms.
ES. 8 State that the endocrine system consists of glands that release
hormones that are transported in the blood.
ES.
9 Identify major structures and hormones of the endocrine system.
ES. 10 Give a specific example of how the endocrine system regulates homeostasis.
ES. 11 Describe how sex steroids govern development of sex characteristics, reproductive readiness, and reproductive behavior.
ES.
12. Explain the control of blood glucose concentration, including the roles of
glucagon, insulin and α and β cells in the pancreatic islets.
ES.
13. Distinguish between type I and type II diabetes.
Additional Links
Outline of cell signaling and vocabulary.
Friday, January 4, 2013
Welcome back...to cell signaling and the endocrine system
Today we read the article: Brain Image Study: Fructose May Spur Overeating as well as the abstracts of the studies that were mentioned in the article. We used our discussion of the studies to transition from the nervous system to the endocrine system and cell signaling.
Today in class you received a copy of the objectives for the next two weeks and this weekend I'll post the online version with hyperlinks on the blog.
Your homework tonight is to read Module 22, with the following substitutions:
When you get to the sentence "One important second messenger, cyclic adenosine monophosphate or cAMP, derives from ATP (Figures 2a and 2b)" stop reading and instead watch this animation of how cAMP works. It's much less confusing than the explanation provided in the book.
Resume reading at the section "How can a small signal lead to a big response?" Actually take the time to click through Fig. 4.
Do not panic when you see Fig. 5.
And because at some point you will want to take a study break, here's the link to the BBC interactive graphic where you can see which Olympic athlete you are.
Today in class you received a copy of the objectives for the next two weeks and this weekend I'll post the online version with hyperlinks on the blog.
Your homework tonight is to read Module 22, with the following substitutions:
When you get to the sentence "One important second messenger, cyclic adenosine monophosphate or cAMP, derives from ATP (Figures 2a and 2b)" stop reading and instead watch this animation of how cAMP works. It's much less confusing than the explanation provided in the book.
Resume reading at the section "How can a small signal lead to a big response?" Actually take the time to click through Fig. 4.
Do not panic when you see Fig. 5.
And because at some point you will want to take a study break, here's the link to the BBC interactive graphic where you can see which Olympic athlete you are.
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