Still pumping that blood!

Thursday April 21 - Heart Dissection!

On Thursday we dissected a heart! But before all the cutting, we took a quiz on the heart, parts of the part, and functions those parts carry out. This dissection was on UP27-32. Before you cut the heart ''like a doughnut'' Mrs.Stein quizzed each lab group to make sure you knew the parts of the heart. Then we cut it in half, and examined in interior of the heart. Gross, right? But actually there were some neat things you could do. If you stuck one finger through the pulmonary artery and another through the superior vena cava (I think) you could touch your fingers!
The homework due on Monday were as follows:
Finish UP27-32
4 Corners worksheet on 33.2
Here are some pictures of the heart:
Monday April 25 - Pulse Lab
At the start of class, we got back some graded work and a grade report! We went over our quizzes and overall, the average was a C. Today before beginning a lab we talked about your pulse, just to get a gist of things before the lab. For the lab we worked in partners. We first tested our resting heart rate and then did several activities meant to increase of slow down your heart rate such as holding your breath or exercising.
The homework from today is as follows:
Read AND annotate UP33-35
Finish Pulse Lab - Due Thursday!

The next scribe will be...........Amanda! (sorry :)

This morning we took out our Enzymes and Digestive Fluids Summary sheet for a stamp. We went over it in class, going over the specific enzymes and digestive fluids. This was important because we do have a quiz for tomorrow on Digestion.

Therefore, to prepare, Mrs. Stein came up with 3 questions on the board to quiz ourselves.

1. asked to describe carbohydrate digestion, where it takes place, what enzymes are involved and what molecules it acts on.

As a class, we decided that carbohydrate digestion begins in the mouth where amylase breaks down starch to maltose. Once the food leaves the stomach, pancreatic juice causes more amylase to finish changing starch into maltase, acting in the duodenum. The maltase digests the maltose, breaking it up into glucose molecules.

Starch --> Maltose  --> Glucose
       amylase             maltase

2. -Pepsin breaks down proteins into smaller polypeptide chains, found in the stomach. HCl kills the bacteria and lowers the pH level.
3. -Bile salts break big fat molecules into smaller ones in significance of a larger surface area. This is known as Emulsification.
After our discussion, we went to our lab benches and resumed with our Nutrient Lab. Today, we finished Benedict's solution, and observed the clear and orange outcomes in the test tubes. We will be finishing the rest of our lab tomorrow.



Homework!:

-Study for the digestion quiz tomorrow!

-Nutrient Lab due by end of class tomorrow.

Tuesday, March 22 Scribe Post!

Today we started class by turning in our Flower Lab ( UP 41-44). Next we went over the Plant of The Day... which is called the "String of Pearls" (Senecio rowleyan). We learned that this plant is native to dry regions in south west Africa. It's leaf shape reduces the surface area to prevent water loss. It is also a "succulent" plant, which means that it is a water-retaining plant.

Immediately after going over the P.O.D, Mrs. Stein asked us if we had any questions about the Lab quiz that we had today. After reviewing for a couple minutes, it was finally time to take the quiz.

Then, after we took the quiz, we took a few notes about POLLINATION.

Here are just a few KEY points that we took notes on:

~Pollination is the transfer of pollen from anther to stigma.

~Self Pollination.

~Cross Pollination.

~Fertilization.

~Double fertilization.

~Coevolution.

~Cross Pollination methods

-Can be pollinated by wind and also a vector pollinator!

~Seed Dispersal

-Wind, Barbs that stick to animals, animals eat/excrete seeds.

The HOMEWORK is as follows:

-UP 45-46 colorcode.

-Read 704 & 705.

-PRESENTATIONS DUE TOMORROW Before 8:00 am!

-Weird plants practical test on Thursday.

-Plant TEST on Friday!!!

The Next Scribe will be............ Natalie!

"That's Plant Sperm!"

Hey guys!

We started off the biology class today by turning in our homework which was to read 24.1and do page 39 in the UP (which counted as a stamp) and the virtual transpiration lab which was pages 33-34B in the UP (we turned this in).

After this, as a class we got to ask Mrs. Stein questions about the lab and some kids were having confusion about homeostasis and the surface area of a plant's leaves. The surface area of a plant's leaves has to do with the stomata and how much transpiration will occur in the leaf.

We then went on to do a lab where we had to "dissect" a daffodil. This lab can be found in your unit packet pages 41 through 44. We had to locate multiple structures of the flower and we also had to cut open the ovary of the flower and locate the ovules, which are the structures in the ovaries that hold the flowers' seeds. The ovary is a female part of the flower.

We spent the class doing the lab with our lab groups and Mrs. Steinwent around the class assisting everyone when they had questions. We viewed pollen grains, or in other words--"plant sperm" under a microscope after dissecting that from the flower, as well.

All in all, the class was an interesting one. Let's keep in mind though that even though spring break is just around the corner, we have a busy week for bio!

Here's the following assignments:

1) Finish flower lab on UP pages 41-44: due tomorrow.

2) Lab quiz (a quiz on all of the labs we've done so far in this plant unit!): tomorrow.

3) Read 24.2 (pages 704-705) only, by Wednesday.

4) UP pages 45-46 dueWednesday.

5) National Parks project to be turned into Mrs. Stein by 8:00 AM on Wednesday morning!

6) Weird plants test (this is just a quiz/test on our eccentric plant of the days where we have to identify the plants, and then have 4-5 multiple choice questions on the information we've learned) on Thursday.

7) Plant test on Friday.

Good luck studying everyone!

The next scribe is Adrian R.

Here are pictures from the flower lab we did in class:

The ovary of the flower split in half. The white "things" in the middle are the ovules--they contain the flower's seeds.

The materials/set up for the lab. From left to right: (top row): water for slides, slides, daffodils, (bottom row): razor blades, cover slips for slide, and hand lends for viewing during the lab.

Here is just a general idea of the lab.

Plants are interesting...more or less

Hello! Classes today were shortened by the late arrival and in the time we had we took a quiz on photosynthesis after the 'Plant of the Day' which is the moss ball. We won't be taking much notes in class anymore but doing plenty of labs! We have a lab tomorrow that will take two days and another new lab on Friday. Here's helpful diagram of the light-dependent process of photosynthesis:

6CO2 + 6H20 = C6H12O6 +6O2

P.O.D The Moss Ball


Homework 23.2 & 23.3 w/ Double Bubble Map - "Stems vs. Roots"
Nation Parks Project due 3/23

The next scribe will be...Dana

"Does it eat spiders?"

We turned in the leaf lab.

The Plant of the Day is... the Spider Plant. It can self-propagate, meaning it can take a part of itself and grow a new plant out of that part. It is native to South Africa, however it is a common house plant. It is also a flowering plant.



We mostly discussed ATP, Energy, and Visible Spectrum.



Things about visible spectrum:

• Light travels in waves


• Each color has a diferent wavelength


• There are some colors we cannot perceive (i.e. ultra violet, infared, etc.)


• All the colors put together will make white


• Color can be absorbed and/or reflected

Note: Energy is what makes you do stuff, and ATP has Adenine, Ribose, and 3 Phosphate Groups

Homework:

• Unit Packet 67-68, Due Date: Tommorow


• Read Section 8.2 and 8.3 with Unit Packet 81-85 OR a reading strategy/notes of your choice, Due Date: Tommorow


• National Park Research, Due Date: 3/23/11

A Spider Plant Flower.

Next Scribe is...Alex.

Plant Kingdom!

Have you ever wondered about the 'vegetables' that you eat?  What are they? Where did they come from? What purpose did they serve in a plant?? We started off the unit looking at edible parts of plants and trying to determine what function they serve.  Throughout the unit, we will refer back to this exercise.

We also examined our weird plant of the day - the baseball plant.  It is a succulent that can store water to allow it to survive in dry environment.

Below is an image of the  plant kingdom. You will be responsible for knowing the basic characteristics of each group of plants!

Micheal Dowd is the next Scribe!

SALAMANDER!

Today we started off class by handing in UP 9-12.We then went over our animal of the day #3 which was an Axolotl. We also watched one informational video and silly video (listed below) that implied axolotls have some traces to salamanders.

-class: amphibia

-3.5-13.8 in (90-350 mm) in total length

-Native to Mexico

-No metamorphosis- adults remain aquatic and gilled

-Used in scientific research because can regulate most body part

- status: critically endangered

We then watched a Bill Nye video on fossils.

After that we got some time to start on our homework which is:

- Invert Animal Phylum chart (due Friday)

- Invert Profile (due 2/22)

-Endangered Species Project (due 2/28)

Silly Axolotl video: http://www.youtube.com/watch?v=MxA0QVGVEJw

Information video on Axolotl: http://www.youtube.com/watch?v=BX91EIbLBqw

Explanation of Taxonomy and Binomial Nomenclature : http://www.youtube.com/watch?v=h7_4rSFa9ws

 

The next scribe is... Michael Burns

All about Kingdoms!

Today, we started off class by turning in our Cornell Note on 18.3 that were due yesterday. We then moved on by talking about the Animal of the day #2. Today's animal was...the...STAR NOSED MOLE! Its class is a mammal.  It had an odd looking nose, which made it unique.
After that, we took notes on Kingdoms:

6 Kingdom System:

-As things evolve they get more complex
-They share a common ancestor
-"Protista"-they don;t know if they should call it a   kindom.







Three Domain System:
-3 Domains: Bacteria, Archea, and Eukarya.
-A more current taxonomic arrangement.
-Based on comparisons of tRNA sequences.

Archeabacteria and Eubacteria: (REVIEW)
-Formally the kingdom Monera
-Single-celled prokaryotic
 -Archeabacteria
    -No pepridoglycan
    -Found in harsh environments
 -Eubacteria
    -Peptidoglycan in cell wall
    -Most bacteria we encounter

Kingdom "Protista":
-Eukaryotic
-Most unicellular, some are multicellular
-Heterotrophic or autotrophic (photosynthetic)
-Very diverse kingdom
     (amoeba, paramecium, algae, euglena)

Kigdom Fungi:
-Eukaryotic
-Single or multicellular
-Cell wall made of chitin
-Decomposers/Heterotrophs
     (mushrooms, yeast, mold)

Kingdom Plantae:
-Eukaryotic
-Multicellular
-Autotrophic
- Cell Wall composed of cellulose

Kingdom Animalia:
-Eukaryotic
-Multicellular
-Heterotrophic
-No cell wall

After all those notes, we started the Shark Key. It is located on pages 9-12 in the UP. On page 12, we have to make our own biological key in both the fish and the leaves!

HOMEWORK:
*Finish Shark UP (9-12)
*Invert Profile, Due: 2/22
*Read Section 26.1
*TV add Due: 2/28


Calie is our next scribe!

NEW UNIT (:

Today, we started a new unit about the animals, but first, Mrs. Stein gave us grade reports and we saw what we got on the Evolution Test. She told us that we got a good head start on the new semester! After that we had a POP QUIZ on 18.1 **she sort of told us there would be one.** 18.1 was about classifying species and the order of diversity. Once we took the quiz, we took notes on the Animal Of The Day #1. We took notes on a hagfish, which is a slimy, eel like fish that has survived for millions of years. Then, Mrs. Stein introduced to us the Profile Project, where we are going to be invertabrates, an animal without a backbone, and we will create a profile. The project can be found on UP 3. Then, the learning came, and we took notes (:



TAXONOMY
*science of organizing and classifying organisms
*based on evolutionary relationships and biochemical and DNA similarities.

*~*~*CLASSIFICATION SYSTEM *~*~*

KINGDOM
PHYLUM
CLASS
ORDER
FAMILY
GENUS
SPECIES


*~*~*WAYS TO HELP YOU REMEMBER THE CLASSIFICATION*~*~*



King Philip Cuts Open Five Green Snakes

Kids Prefer Cheese Over Fried Green Spinach

King Phylum Class Ordered the Family Genius to SHUT-UP!



NAMING SYSTEMS:
*binomial nomenclature-genus and species name
*uses Latin
*developed by Carolus Linnaeus
-example: Homo Sapiens



*~*~*~*~HOMEWORK*~*~*~*~*~

~read 18.3 and cornell notes due tomorrow

~TV AD due 2/28
~PROFILE due 2/22

THE NEXT SCRIBE WILL BE.........Anastasia :)

February 1, 2011 - SNOW DAY TOMORROW!!

Agenda:

• Show Mrs. Stein UP 26 (the endangered animal sheet) plus the "Picture This!" homework
• Enjoy Matt's post and it is revealed that I am to be the scribe today
• Evidence for Evolution Quiz
• Discuss and grade quiz
• Lab 38

We started off the class period by showing Mrs. Stein our UP 26 and Picture This! homework and received a homework stamp sheet. Then we were handed back our breakfast for birds lab (UP 4-8). We then spilt into partners or worked by ourselves and did a Evidence for Evolution quiz on such terms as Homologous, vestigial and analogous structures. We then graded our quizzes in class and took a few notes on the terms:

Comparative Anatomy- the study of similarities and differences between species' bodies.

Homologous Structures- similar bone structures

Comparative Embryology- examine and compare embryos of organisms

Analogous Structures- different organisms began living in similar environments, their appendages evolved to perform the same function.

Then we did "Lab 38" which is located in our biology lab books. Mrs Stein explained how we have to color the bones in the animal diagram and then answer the questions. We finished off class by finishing the lab and hearing how the travel advisory for today was "life threatening" from Mrs. Stein.

Homework:

• finish the lab
• Read 19.2
• T.V. ad 2/28

Snow day on wednesday so all the homework except the t.v. ad is due on thursday.

our next scribe will be...... Amanda!!!!

Bio Day Tomorrow!

Agenda:
Hand in UP pages 4-8
Look at Delia's scribe!
Go over green sheet for homework
Work with class on UP page 13
Discuss natural selection lab UP pages 17-19
Engage in superduper fun natural selection lab UP pages 17-19

Today's class started off by handing in the unit packet pages 4-8. We then took a gander at Delia's scribe which then left me with some tragic news at the end. Anyway, after that Mrs. Stein went over the green sheet that goes along with 16.4 for homework. We then worked briefly on page 13 in the unit packet as a class. We had to tell whether the sentence went along with Darwin, Lamarck, neither or both of their theories. After, Mrs. Stein then described to us what was needed to do for the natural selection lab. (UP 17-19) Finally the class split up into their groups and worked on the lab. The natural selection lab shows how the environment determines what species survive and which ones die out. In this case the dots who camouflaged with the cloth were the ones that survived.

Today's Homework:
UP 17-19 and chapter 16.4 w/green sheet - Due Monday
TV ad - Due 2/28
Visit Mrs. Stein for a homework pass!

Bio day tomorrow, meet in the auditorium!!

The Next Person to recieve tragic news (scribe) will be...Susie!

.....Dreams do come true.

Agenda

Hand in double bubble map

Finish discussing Darwin

Breakfast for Birds

Today class started off by everyone handing in their double bubble maps.

We took notes about Darwins Assumptions, Variations, and Descent with Modification.

Darwins Assumptions

(based on his observations)

- Over production

* More offsprings are produced than will survive.

(For ex: producing a lot of eggs)

-Struggle for existence

* Predation and competition

-Survival of the fittest

* Individuals best suited to the environment will survive, reproduce and pass on the traits to their offspring.

(Meiosis- genetic variation gives natural variation)

-Variation

* Differences among members of the same species

-Descent with Modification

*Principle that species change but descend from common ancestors.

After note taking we began a new lab.

Mrs. Stein gave us all a brief understanding of our lab BREAKFAST FOR THE BIRDS.

-There were five stations

1) Log (rice)

2) Pond ( foam pieces)

3) Field (sunflower seeds)

4)Rocky ledge (staples)

5) Worms in grass (rubber bands)

At each lab station there were pliers, forceps, spoon, and a staple remover ( one of each tool).

Each person used ONE tool to collect as much "food" as they could with that tool. Each tool represented the beaks of a bird.

At the end of each session each person had to count how much "food" they collected with their "beak" (tool) and the group had to collect their data as they moved around to each station.

After the lab was completed Mrs. Stein explained our homework (the graphing part of it).

It was simply graphing your data onto a bar graph to analyze and compare the results.

Homework

Up 4-8

See for hw pass- Tues

Tv ad project- 2/28

Next scribe will be Matt

Today in class Mrs. Stein started off the day by speaking to us a little bit about our newest project on endangered species! More information can be found on the project on page two of the newest biology packet. Then, we all took some notes on Jean Baptiste de Lemark and Charles Darwin.

Jean Baptiste de Lemark

*First to recognize that organisms change

*theory was disproved

3 key assumptions;

-desire to change
-law of use and disuse
-inheritance of acquired characteristics
Charles Darwin
*Created for the theory of evolution
*HMS begle sailed in 1831-galapagos islands
*published origin of species in 1858
Darwin’s observations;
*observed tortoises, iguanas, and finches.
*The islands had different climates and vegetation

*animals were similar, but had noticeable differences.

After taking these, awesome and utterly interesting, notes we continued watching the video on Charles Darwin’s adventure to the Galapagos islands. Just before leaving the room, I fortunately remembered to copy down the homework. This concluded the class period of Tuesday, January 5th.

Our next scribe will be Delia!
Homework;
1.double bubble map-tomorrow  “Darwin vs. Lamark” use test sections 16.1, 16.2, &16.3
2. Visit Mrs. Stein by Tuesday to receive homework pass
3.TV ad 2/28

Evolution!

Welcome Back!!!
After getting new seats, we started our new unit on Evolution! Everyone was REALLY excited! We started off by playing a game of written 'telephone' to illustrate how things can change over time.  In the process, we learned that we aren't the best artists! We then brainstormed a little bit about what we already knew about evolution... below is a summary of our brainstorm:

-Change over time

-"we evolved from monkeys"... NOT TRUE!!! we shared a common ancestor with monkeys!

- Darwin is credited for 'natural selection' and 'survival of the fittest'

- Evolution is a THEORY, not a LAW.. but it does have a lot of evidence

We then started a movie about Darwin's voyage that was hosted by Alan Alda... the dude from MASH!



Timeline of Life!

Holly will be our next scribe!

For Homework... nothing is due tomorrow, however, you need to do a DOUBLE BUBBLE MAP titled "Darwin v. Lamark" using the readings from 16.1, 16.2, and 16.3.  It is due Weds.  Be sure to do a good job of including specifics IN YOUR OWN WORDS! See moodle for help with the format.

Also, come visit Mrs. Stein for a HW pass before next Tuesday! 

Lets all get off to a good start! 

Beginning of Reproduction

We started the day off by picking up a new calendar and unit 6 “The miracle of life” Reproduction and development packet. We then took our first notes, Reproduction in Animals, and learned that there are two ways of reproduction: Asexual and Sexual. We went over the Reproduction and Development in Animals Chart. Then we watched a very interesting movie called Nature of Sex. The movie was mostly about animals having sex. Our Homework was:

1) Label UP 5-8 and with functions and descriptions use 34.3 and online links-Due Wednesday.

*Today we had a Bio Day*
 
Our next scribe will be... Gaby

HAPPY NEW YEAR!

Hope everyone had a wonderful and restful Winter Break!  The next two weeks is going to FLY by... finals will be here before you know it!  To help get yourself ready for finals, get your materials from your classes organized SOONER than LATER.  Figure out what material is the hardest for you and start there... so you have time to review that material more than once before the exam.  We are going to do one more short unit before finals... we will learn about reproduction and hormones. 

Happy and Healthy 2011 to all of you. 
Our next scribe will be.... Adrian

Genetic Engineering

Tuesday's Class

Hey everybody hope you all had a good weekend. Today class started as usual which was writing down the homework and turning in previous work. We turned in pages 7-8 from the unit packet. UP 73-74 plus 79 were supposed to be stamped today, but since some people had difficulty with it Mrs. Stein said that she will stamp it tomorrow. This means that if you had and questions about the homework you should ask her and have it done by tomorow. After we got done with that business we received our genetics quiz. We went over them and Mrs. Stein answered questions that we had. For those who didn't do so well and received lower then a twelve on the written part, you're in LUCK! Mrs. Stein is allowing students to retake the quiz by Thursday, but first you must get an orange slip and go to the TLC so that you can make correct your quiz. The teacher you worked with will fill out the orange slip and when you retake your quiz in the science office you will hand it to the teacher supervising. Mrs. Stein wrote on your quiz if you were eligible to do a retake, so if you are take advantage of this awesome opportunity. THANKS MRS. STEIN!!! Once we finished talking about quizzes we began a conversation about the movie Dogs we saw on Friday for bio day. Classmates gave their opinion on the movie and explained how this movie is related to genetics. I personally thought that the movie was adorable and I think that it relates to genetics because it shows how one breed of dog could turn into millions of different kinds of dogs. Also how they can take a gene or trait form one dog and put it into another to make the perfect dog for you. Later on we took notes about genetic engineering. The notes were:
What is Genetic Engineering?
• Manipulating DNA for practical purpose:
• DNA sequencing and the Human Genome
• Transgenic organisms have many applications in agriculture
• DNA fingerprinting used in forensics
Genetic Engineering Tools: PCR
• Polymerase chain reaction (PCR) uses DNA polymerase to make copies of DNA
• Gives scientists enough DNA to work with

While taking notes we talked about the bullet points and broadened them. At one point we talked about how we are able to take a gene from a fish and put it in a tomato. I for one thought that was nasty and really weird. What do you think? After taking notes we watched Bill Nye the science guy! The movie was pretty much about genetically modified food. In the movie Bill Nye went out in public and asked random people about their opinion on genetically modified food. The funny this is that he used the same tomato example that Mrs. Stein used in class. Most people didn't care as long as the food tasted good. Also in the movie they gave examples of food that is genetically modifies. One of those examples was a papaya that modifies so that it wouldn't have and bacteria spots on its surface, it looked perfect and fruit isn't usually perfect unless it is modified. Another example was rice. Scientists genetically modified rice so that it would contain vitamin A. Believe it or not they did it to save lives. One in two children dies because of vitamin A deficiency, which is one of the reasons as to why they modified rice. I found no problem with that and thought it was actually a great idea. The movie went on until class was over. Hope you all had a productive day!

Wednesday's Class

Today we first got a stamp for UP 73-74 and 79.  We then finished notes on Genetic Engineering Tools

Restriction Enzymes cut DNA at specific sites.... see below!

The "sticky ends" allow fr the recombination of DNA.

We talked about how DNA recombination can be used to make things like human growth hormone and insulin.  We went over the diagram below. BE SURE you understand it!

We also talked about how gel electrophoresis can be used to separate DNA based on the size of its fragments.  This can be used to create a "DNA Fingerprint".  Everyone has a different pattern of 'bands' when using gel electrophoresis... therefore, it can be used to investigate evidence from crime scenes or to determine paternity tests.

For the last 10 minutes of class, we watched a 60 Minutes episode about the used of familial searching to find people who commited crimes.  It works like this.... if evidence from a crime scene is compared to a database of DNA and it turns up a partial match, that would suggest that the person who commited the crime was RELATED to the person whose DNA partially matched the crime scene sample.  In the US there are laws that prevent investigators from disclosing this information and investigating relatives of people who have partial matches.  In England, they have solved many terrible crimes using this technology. 

Homework

Complete UP 75-78
We are meeting in the science computer lab tomorrow
Test is Friday!
Quiz Retakes by Thursday!!!

EVAN is the last scribe before winter break!!!

Things may be more than they seem…

Today in Mrs. Stein’s biology class we learned about multiple alleles. Multiple alleles are a gene with two or more possible varieties. The most common example is the human blood types A, B, AB, and O. in theses blood types, types A and B are codominant, and type O is recessive.
A fun fact about blood types is that they are defined by what antigens are on the red blood cells.

We also talked about genetic disorders. There are three types of genetic disorders:
-Chromosome abnormalities- a mess up in the chromosomal order. A major example of this is Downs Syndrome.
-Single gene disorders-were a mutation is on only one gene
-Sex linked disorders- these are disorders in the chromosomes that determine the gender of an organism.

Here are some major facts about genetic disorders:
-they are a mutation in the DNA
-there are 22pairs of autosomes and 1 pair of sex chromosomes.
-many genetic disorders are autosomal and recessive

We then went on to talk about sex linked disorders; here are some facts about them:
-sex linked disorders are on the X chromosome only (in the sex pair there is either
XX-female or XY- male) and many are recessive.
-hemophilia, colorblindness, muscular dystrophy, and baldness are all examples of sex linked disorders.

In order of diseases to show in a woman she must have the disease on both Xs (XaXa), and only on the one x for men (YXa). So women can be carriers(XAXa), but men cannot.

We then quickly covered pedigrees before the bell rang. All pedigrees are, are what is used to trace a disease through family. And that’s when the bell rang ending class.

Here are some links to some videos if you need them:

This one explains a lot a bout how to use multiple alleles in a punnet squarehttp://www.youtube.com/watch?v=ROL5ekow-Y4




This one shows more on how a genetic disorder occurs and how it affects peoplehttp://www.youtube.com/watch?v=8s4he3wLgkM






This one shows some diferent types of genetic disordershttp://www.youtube.com/watch?v=eHQiwX5SSgM



The next scribe will be Michael D.

Gobble Gobble Gobble!

Hope everyone had a wonderful holiday break with lots of rest and family time!  I have been spending my break getting caught up of grading, making pears for Max, and hanging out with family. I finally finished all of the classes Cancer Papers... phew! Overall, you guys did a nice job on the DNA/RNA test.  We will get grade reports on Monday with those scores.  I hope everyone is ready to get started on MEIOSIS... NOT MITOSIS!!!!  If anyone wants to get a head start on homework... Monday night's homework is... (drumroll please!)

READ 11.4 and do EITHER a double bubble map comparing Mitosis and Meiosis... OR a Flow Map titled "Steps of Meiosis"

We will be working on a colorcode in class on Monday... whatever you don't finish of that is homework too! Gobble Gobble!

Our next scribe is... Calie