April 25 Brendan T.

We started our class by getting back our tests and lab reports from February. Then, we opened up our blood lab sheets and went over our questions. Here is the link with the questions, but the answers are here.

1. You need to know your blood type in case you need a transfer, and you have to make sure you receive the right blood. If you don't, your blood will clog and you will die.
Skipped #2
3. AB
4. 0

5. An allele is a  form of a type of a gene. For example, height might be the gene. One form might be tall, and another might be short. We learned that co-dominance means that two alleles are dominant, as co means that two things have the same authority or power. A and B blood types are co-captains, because they are both dominant. Since I is dominant, then i must be recessive. But, since there are two types of dominant             (A and B), we have to put an ^Aor a ^B next to the I when expressing it.

Do your HW!

Brendan Turner
Blog #6
Go Hornets!

Science Class - 4/21/11

Today we reviewed that we use the letter I to represent  blood. We use uppercase letters to represent any dominant traits. We use lowercase letters to represent recessive genes. An example of a blood script would be I followed by a smaller capital letter next to it. That represents one allele. The heterozygous for blood type would be Ii. If it was a specific blood type, that letter would go next to the I. Mr. Finley also announced we would have a quiz on Tuesday. After that, we reviewed the Virtual Blood Typing Lab with our partner. We discussed some of the questions with our partner. It is important to know someone's blood type because it's important to know which type of blood you can get and which type of blood you can donate. A person with Rh+ blood can recieve from a person with Rh- blood. Although, an Rh+ blood can't donate to a Rh- blood person because the Rh- blood can develop Rh antibodies. Blood type O can donate to all types of blood: A, B, AB, and O, but it can only recieve blood from itself. Blood type AB can recieve from all the blood types. Here is a blood type chart:

HZ (5)

kATIE gOMEZ 8P

Today in class, all we were supposed to do was contiune the worksheet from yesterday and play a blood game.

Worksheet with website to go along with it :

Virtual Blood Typing Lab     
   
When you click on this either press open or save! 

Blood Typing Game Website:

http://nobelprize.org/educational/medicine/landsteiner/index.html

Katie Gomez Blog #5

April 18

First, Mr. Finley had us answer this question: If there are two heterozygous genes with tall being the dominant trait, what is the chance of getting a short child?

There is a 25% chance of getting a short child.

Punnet Square                                                     

                   T             t

                T  TT         Tt

                t   Tt          tt

After that, we did the Inspiron Gum Experiment.  Everyone had to take a piece of paper with the flavor on it and taste it.  Then we had to describe what it tasted like, if it was good or bad, and if it was strong or weak.  15 people said it tasted bad and 5 people said they couldn't taste anything.  After the experiment, Mr. Finley said that it wasn't a gum flavor it was a chemical.  Every slip of paper had the same thing on it and wheter you can taste it our not is a gene. 

He asked us these questions:

1. Is this trait dominant or recessive?

This trait is dominant because most of the class can taste it.

2. What are the pehenotypes?

The phenotypes are being able to taste it and not being able to taste it.

3. What are the genotypes?

The genotypes for being able to taste it are CC and Cc.  The genotype for not being able to taste it is cc.

Here is a link that tells you more about this chemical: http://www.britannica.com/EBchecked/topic/455706/phenylthiocarbamide-tasting

JR 5th blog

   

April 5

First, Mr. Finley came around to check our homework.  It was on watching the video about Punnett Squares.  Just so you know, if you didnt try making the squares, you should go back and do them. Today we began tallking about out genotypes.

Homework
YY->yellow                 SS->squarey
Y->yellow                    sS->square
yy->blue                       ss->round

Tall-TT, Tt                    Short-tt

Pink body-PP, Pp
Yellow body-pp
             
The Punnett Square (Spongebob)       

Ss	Ss
ss	ss

B. 2 out of 4 or 50%
C. 2 out of 4 or 50%

*Punnett Squares indicate nothing more than the CHANCES for 1 child!*

Homo->same
Hetero->different
Homozygous->CC, cc
Heteronzygous->Cc
Homozygous domaint->CC
Homozygous recessive->cc

Here is the link the the Pea Soup! experiment we have been working with!

Erica Wirth (5th blog)

4/1/11

Today, we talked about the pea plant experiment online. One parent was yellow and wrinkled and was Yy rr and the other was green and smooth and was yy RR. The children were all smooth and 2 were green and 2 were yellow. The green ones were yy rR and the yellow ones were Yy and rR. Then we figured out that you have to at least one capital R for it to be smooth and at least one capital Y to be yellow. To test this you can go to this website: http://sonic.net/~nbs/projects/anthro201/exper/experiment.cgi?begin=yes We also figured out how

 to get the r and y combinations by using the distributive property Ex. Parents yy yY

                                                                                                                     rr rR  y(yY)+y(yY) and doing the same with the Rs

                                                                                                                              yy yY yy yY

Or by using a tree diagram.

So you would pick a parent and choose one of the letters, and then from there you would choose another letter from the other parent and you have one child. You do that until you've made all possible combinations.





Noah Kudman #5

March 30

Today, Mr. Finley had us try to figure out what he wanted us to figure out why he asked us the homework questions after we went over it. We thought it was because some genes were recessive, as in they were in our parents but maybe didn't show up in them. Then they got passed down to us and we showed them. Mr. Finley asked the class who could make their tongue into a U, and almost everybody could. Then Mr. Finley said that we weren't exactly understanding the ideas of dominant and recessive genes, and he told us we would look at the pes again. We had to try to figure out the hypothesis that would allow us to predict the genetic combinations the children would have. Our hypothesis was that: To find the combinations of genes in the children, you need to combine the first gene with both genes in the second pea's genes.