Scribe Post: Monday 11/28

• Hello Class!

• Today in class we discussed Thanksgiving, a 3 pt. curve on the test, and DNA Notes

• HW- Read chapter 10 if you have not done so, study for the test on Monday 12/5

• Tomorrow- Bring colored pencils to help with notes

DNA NOTES

Discovery of DNA (Important people):

A. Griffith

• The experiment (1928) - Mixed dead harmful bacteria with living non-harmful bacteria and injected the bacteria into mice. The mice died and when blood samples were taken it showed the bacteria was now living and harmful.

• Proved- The transforming factor in cells that let 1st DNA be inherited to 2nd DNA

B. Hershey and Chase

• The experiment- Did a side by side experiment and Took blended radioactive protein and bacterium, and radioactive DNA and bacterium. Then they centrifuged the mixture and tested for radioactivity. The protein mixture did not have radioactivity but the DNA mixture was radioactive.

• Proved- DNA of the hosts cells reproduced new viruses.

C. Franklin ( & Wilkins) -

• Took X-ray crystakkigraphy of DNA
• Proved- DNA has a helical nature ( twists)

This photo, nicknamed Photo 51 showed the helical structure of DNA

D. Watson and Crick (1953)

• Made the first model of DNA
• Discovered base pairing
• Discovered the double helix

Double Helix-

• 1962- Watson, Crick, and Wilkins won nobel prize, not Franklin, because she had passed away

II DNA Structure:

• Double helix-a pair of parrelel helices intertwined about a common axis
• Ex. Structure of a DNA molecule :)
• NO central balance

• Nucleic acid = polynucleotides
• 4 nucleotides
• A=Adenine, T=Thymine, G=Gaunine, C=Cytoine
• A pairs with T, C paires with G ONLY!!!
• T and C are prymindines ( single ring )
• A and G are purines ( double ring )
• They form hydrogen bonds with eachother ( weak )

• N bases protrude from sugar
• Base can not form a bond with phosphate
• Sugar and phosphate are the backbones (sides) of the DNA
• Sugar is deoxyribose ( without oxygen )

• A nucleotide is a nitrogen base, a sugar, and a phosphate

• Nucleotides are joined together by covalent (strong) bonds between sugar and phosphate

III. DNA Replication

• Occurs in nucleous
• Parent DNA untwists
• N bases attach to complementary base
• Forms 2 daughter DNA molecules
• The daughter molecules rewind as they form

• Occurs at a rate of 50 nucleotides a second
• Only 1/1 bil are incorrectly paired
• DNA can be harmed by: UV rays, toxic chemicals, and viruses
• Replication begins at origins and goes in both directions, creating replication bubbles
• This is to speed up the process

Beadle and Tatum

• 1 gene produces 1 specific enzyme/polypeptide
• Sections of DNA codes for certain amino acids
• 20 different animoacids to code for

That's about it guys!

NEXT SCRIBE- REGINA!

Scribe Post: Wednesday November 16 and Thursday November 17

Hey guys, sorry I didn't see this until today!!

Yesterday in class we went over the homework pages and learned how to analyze a pedigree chart. Here's what you need to know:

HOW TO DO A PEDIGREE CHART

Basic Key/General Ideas:

Squares represent males and circles represent females.

If it's unshaded it has a dominant trait, either TT or Tt. If its shaded it's recessive; tt.

If its half shaded and half unshaded, it represents a sex-linked chromosome.

Each of the lines represents something:

The horizontal lines between two are called "marriage lines". They show the marriages or parents or in-laws.

The vertical lines are "children lines".

You read the sibling lines from left to right in order of oldest to youngest.

ALSO it's a smart idea to label the rows. :)

The row is called the P1 Generation.

The next is the F1 Generation.

The next is the F2 Generation.

To solve this, start by marking everything that is shaded with two recessive genes (tt). Then go back and give everything blank ONE dominant gene. Then go back and try to solve as many as you can based on the clues.

Sometimes they can't be solved!!!

TODAY

Today in class we had a shortened schedule because of Late Arrival. We took notes on the Chromosomal Theory of Inheritance and worked on homework.

CHROMOSOMAL THEORY OF INHERITANCE

Terms to know:

• Gene linkage- alleles that start out on the same chromosome and travel together during meiosis and fertilization. Ex: Red hair and freckles.
• Y Chromosome- 1/3 the size of X chromosome, male chromosome.

Notes:

• Genes are located on chromosomes and the behavior during meiosis results in the inheritance patterns
• Gene linked alleles do NOT follow Mendel's principle of independent assortment.
• Y chromosomes are believed to have evolved from autosomes
• Passes from father to to son, can trace ancestry lines!

QUIZ TOMORROW! Good luck!

Your homework:

1. UP p. 73-77 & 81-88 due Monday

2. EC - UP p. 79-80 Due Friday

3. QUIZ Friday

4. TEST Tuesday

5. trihybrid due Monday

NEXT SCRIBE: MINJI

(sorry for the typo)

Next Scribe *****Anna****

Blog Post November 15, 2011

Hello Class,

Today we:

Covered pages 8-14 In out notes packet.

Turned In:

Lab #34

UP Pg. 45-50

Stamed the Di-Hybrid Crossing assignments

NOTES PACKET

Sex Linked Genetics

------------------------

-Ex. Muscular Dystrophy

-Color Blindness

-Hemophilia

-Baldness

(the greater that sight (>) means subscript)

KEY

Female

X>D+X>D= Normal Female

X>D+X>d= Carrier Female-Still Normal

X>d+X>d= Female with Disorder

-------------------------------------------------------------------------------------

MALE

X>D+Y= Normal Male

X>d+Y= Male with Disorder

Males will NEVER have an Allele on the Y Chromosome ****

Next we talked about different Blood Groups, our discussion can be summed up on the following chart.

P. 10

Pleiotropy - the impact of a single gene on more that one characteristic.

Ex. Sicle Cell ( Gene A)

Pg. 11

Polygenic inheritance - the additive effects of 2 or more genes on a single characteristic.

Ex. Skin Pigmentation

Eye Color

Pg. 12

Incomplete Dominance

Where a trait is blended with another trait for the same characteristic. ( See chart below for an example.)

Pg. 12-13

Genetic Disorders

See the chart below and in textbook page 151.

Pg. 13

Fetal Testing

Amniocentesis- 14-16 week old baby- sample of the amniotic fluid, the cells from fluid are grown and karyotyped.

Chroinic Villius (CVS) - cells from a small piece of fetal tissue from the placenta are karyotyped.

Ultrasound- resinance imaging uses sound waves to produce an image of the fetus.

Endoscopy- needle like tube with a scope that is inserted into the uterus. Provides a direct view.

HOMEWORK:

1. Finish Lab #35

2. UP p. 92A-92F

3. start UP p. 73-77

4. QUIZ coming..."

Thanks for reading,

Siddharth Rajan

** next scribe

Scribe Post: Monday November 14

Hello Class:
Today in class we:
1. Stamped & went over UP p. 55-57
2. Learned about dihybrid crosses
3. Got started on lab #34

The main topic for class today was learning about dihybrid crosses:

Here is a walkthrough of a sample dihybrid problem from biology.arizona.edu which we use often for our web quests.

 http://www.biology.arizona.edu/mendelian_genetics/problem_sets/dihybrid_cross/03t.html

( The amount of images used in the explanation were to much for the blog, it wouldn't let me insert that many pictures.)

If you are more of a visual/audio person, I found this animation to be very helpful in understanding dihybrid crosses.

http://www.siskiyous.edu/class/bio1/genetics/dihybrid_v2.html

Remember to use FOIL (First.Outside.Inside.Last)

If you used the walkthrough/animation for help then you should be well off.
I'm sorry I couldn't include lots of pictures, but since Dihybrid crosses involve so many steps (and pictures) I wasn't able to get them into the blog directly.

Our homework for today was:
UP pgs 59-62 (dihybrids)
Lab #34 (probability lab)


Thanks,
Mark

Next Scribe: **Siddharth**

COMPLETE: Class date 11/10/11

Overview of what wecovered today in class:
We began our notes together as a class
Practiced on UP p. 41-42 (do not need to turn in)
We went over terms on UP p. 43 (memorize these if you have not already)
Began "Investigating Inherited Human Traits" lab UP p. 45-50 (homework if not finished in class)
began UP p.55-57 (homework if not finished)

Class notes:
Today we finished class notes on genetics p.1-7, though we did not do page 5. In thenotes we first covered Gregor Mendel, who is also known as "the father ofgenetics". This is because he was the first to analyze patters ofinheritance scientifically. To do this he performed an experiment. In this, hetook the Stamen (male organ with sperm) of a purple garden pea plant andpollonated the Carpel (female organ with ovaries and eggs) of a white gardenpea plant. He next planted the hybrid (offspring of two different true-breedingvarieties) which became a new P (parent) generation. When the plant grew, heanalyzed seven different characteristics: flower color (purple or white),flower position (axial or terminal), seed color (yellow or green), seed shape(round or wrinkled), pod shape (inflated or constricted), pod color (green oryellow), and stem length (tall or dwarf). These flowers in this F1 (children)generation were found to majoritativly have the characteristics of the purplegarden pea! Mendel concluded that the purple flower had the more dominant gene.Based on this, Mendel's 2 Principles arose. His first was his principle ofsegregation, which stated alleles separate during gamete formation (meiosis),and they fuse together again in fertilization. His other principle, that of independent assortment, which we learned of in the last unit.
Today, know what Mendel did as a testcross, the mating of an individual with anunknown gentype with a homozygous recessive genotype. This is used to find outwhat the genotype of the first individual is, whether its homozygous dominant(QQ), homozygous recessive (qq), or heterozygous (Qq).

UP p.41-42:
We did not spend much time on this inclass, we just did it if we finished the quiz on meiosis and we had time. Butbasically what we did is we looked at different human traits and found out ifwe were dominant or recessive. Through this activity we learned that if youhave a dominant gene, and you want to write the genotype, you must write Q_, asyou don't know if it is homozygous dominant or a hybrid.
the detached earlobe is Q_ (dominant) and the attached earlobe is qq (recessive)

UP p. 43 terms YOU MUST KNOW:
genotype: gene sequence that gives a phenotype (ie QqRR, Qq, rr)
homozygous: gene sequence with two of the SAME characteristics (ie QQ, rr)
heterozygous (also known as hybrid): two DIFFERENT characteristics (ie, Qq, Rr note: the uppercase letter is the dominant gene while the lower is recessive)
trait/characteristic: the way something is (ie color of hair, amount of a certain protein) incomplete dominant trait: when both the dominant and recessive genes are expressed (ie QQ green, Qq yellow, qq blue)
pure breeding:an organism with only homozygous genes (ie QQ, rr, GG, bb)
phenotype: physical appearance ( ie attached or detached ear lobe)

Self fertilization: fertilization within the same organism (occurs in plants)
Cross fertilization: fertilization of two different organisms in the same species

Punnett Square: a method to figure out the possible genotypes of a future generation(note: if the genotype has one dominant gene then the gen has a dominanteffect, the exception being an incomplete dominant trait.)


Lab on UP p.45-50:
If you were not here, do this lab for homework, having a partner in the activityis optional.
If you were here and did not complete the lab then complete it for homework.

Punnett Square practice on UP p. 55-57:
We began this in class, do it for homework. (a few notes on this activity: theuppercase/dominant gene ALWAYS comes before the lowercase /recessive gene whenwriting a genotype. Also, a Genotypic ration shows the possible outcomes if theegg and sperm are fertilized, ie 1QQ: 2Gg: 1gg. Always simplify genotypicratios. A Phenotypic ratio shows the ratio of possible physical appearences, ie3orange: 1blue. Also, make sure if you are doing or making a Punnett Square,you ALWAYS HAVE A KEY TO SHOW THE TRAIT, DOMINANT ALLELE, AND RECESSIVE ALLELE.)

Summaryof homework:
readCh. 9 if not done already
do pages 45-50 and 55-57 in the UP
also if your name is ***MARK*** you gotta scribe post commin' at ya
(note: sorry about all the formating issues, not my fault, the computer is just being a dork)

Class Date: 11/10/11

Overview of what we covered today in class:

• We began our notes together as a class
• Practiced on UP p. 41 (do not need to turn in)
• went over terms on UP p. 43 (memorize these if you have not already)
• Began Investigating Inherited Human Traits lab UP p. 45-50 (homework if not finished in class)
• began UP p.55-57 (homework if not finished)

Class notes:

Today we finished class notes on genetics p.1-7, though we did not do page 5. In the notes we first covered Gregor Mendel, who is also known as "the father of genetics". This is because he was the first to analyze patters of inheritance scientifically. To do this he performed an experiment. In this, he took the Stamen (male organ with sperm) of a purple garden pea plant and pollonated the Carpel (female organ with ovaries and eggs) of a white garden pea plant. He next planted the hybrid (offspring of two different true-breeding varieties) which became a new P (parent) generation. When the plant grew, he analyzed seven different characteristics: flower color (purple or white), flower position (axial or terminal), seed color (yellow or green), seed shape (round or wrinkled), pod shape (inflated or constricted), pod color (green or yellow), and stem length (tall or dwarf). These flowers in this F1 (children) generation were found to majoritativly have the characteristics of the purple garden pea! Mendel concluded that the purple flower had the more dominant gene. Based on this, Mendel's 2 Principles arose. His first was his principle of segregation, which stated alleles seperate during gamete formation (meiosis), and they fuse together again in fertilization.His other principle, that of independent assortment, which we learned of in the last unit.

We now know what Mendel did as a testcross, the mating of an individual with an unknown gentype with a homozygous recessive genotype. This is used to find out what the genotype of the first individual is, whether its homozygous dominant, homozygous recessive, or a hybrid.