Dragon Genetics (Wednesday Jan. 31 & Thursday Feb.1)

Admit Slip: read the intro in the packet, what are we doing today?

Objective: Students will use popsicle sticks with letters that symbolize alleles to create a "dragon baby." Students will answer questions that compare what they did in the activity with Mendel's laws as well as co-dominance, incomplete dominace and sex-linkage.

Homework: complete the questions

Extra Credit: Make a drawing of your dragon baby.

Test 2

Honors Biology you have a test on Monday February 5th, 2007

General Biology you have a test on Tuesday February 6th, 2007.

Both tests will include the following material (degree of difficulty for the questions will vary between honors and general).

Meiosis and how it compares to mitosis
What is the importance of meiosis?
Examples and consequences of nondisjunction
Chromosomal Mutation
Basic Genetics (Mendel's Laws, punnett squares, test crosses)
Using a pedigree to track autosomal and sex linked disorders

Intro to Genetics: Jan. 22-Jan. 25

Admit Slip: Why study genetics? How does genetics play a role in our everyday lives.

Objective: Students will complete the Intro to Genetics packet over two class periods. Concepts covered include: gametes, zygotes, alleles, homozygous, heterozygous, dominant allele, recessive allele, monohybrid crosses using punnett square, probability, pedigrees, albinism, dwarfism, genotype, phenotype and SRY sex determination.

Homework: Complete questions 1-5 in the "sex determination" section.

Mitosis, Cell Cycle and Cancer test recap

Finally all the tests from the "snowday" last Monday have been made up. Here's one student's artistic response to for the short answer questions. Click on the picture to make it larger.

Andrea's PSA for Angelman's Disease

Assignment: Create a public service annoucement for a genetic disorder. You can click on the picture to make it larger to read the text. Great Job Andrea!

More Mutations

Admit Slip: Share you P.S.A that you completed for homework with the class.

Objective: Students will make an analogy using the terms: chromosome, gene, loci and allele to better understand the significance of those terms. Students will take notes of 5 different types of mutations and how they affect chromosomes, as well as find examples of disorders caused by mutations.

Honors Homework: none.
General Homework: create your PSA for a genetic disorder.

54321: Update and Reminder

An excellent compromise and incentive for the 54321 was suggested by one of your fellow students. The result:

If you have an A (93%) or better
you are exempt from the 54321.

There is one little catch: if your grade drops below a 93% you are must go back to turning in the 54321 and are not eligible for this privilege until the spring term. To everyone else, your 54321 is due by 9:30pm this evening. The Pats don't play until 6:30 so you have plenty of time to get it done before the game. The game will not be an acceptable excuse.

When Meiosis Goes Wrong (Friday 1/19 and Sat. 1/20)

Admit Slip: What are some of the possible consequences if meiosis is not performed correctly?

Objective: Students will use a Jig-Saw method to present information on six nondisjunction disorders.

Homework: Choose a chromosomal disorder and create a public service flyer.

General class: in addition to discussion nondisjunction, will wrap up meiosis by creating a decorating cookies with the stages of meiosis.

Here's a slide show of decorating cookies. See how many stages of meiosis you can identify. HINT: (even though the pictures are blurry, you can see: metaphase 1, prophase 2, metaphase 2 and interphase)

Meiosis with Pop-it Beads

Admit Slip: Why Meiosis? Why do we have it? Why do we need it?

Objective: Students will use pop-beads from Carolina Biological supply to gain hands-on experience in manipulating chromosomes in meiosis. Students will complete a comparison chart of meiosis and mitosis, along with several questions.

NOTE: while the objective sounds glorious, anyone who has ever done this activity realizes it can be like herding an elephant with a toothbrush....fortunately, there were no elephants...just slightly smaller mammals.

Homework: Turn in your second Navigating the Scientific Literature (a quiz grade) if you haven't already done so.

Meiosis (Jan. 16th & 17th)

Admit Slip: How could you alter mitosis so that instead of producing 2 daughter cells, it produced four? Why would you want to do this?

Objective: students will be able to compare mitosis and meiosis through drawing the steps and completing a comparison chart.

Homework: none.

Test on Mitosis, Cell Cycle and Cancer

Honors biology had a test today on mitosis, the cell cycle and cancer.

General biology has their test tomorrow.

Next up: Meiosis (why we aren't clones of our parents...)

Samples of Student's Cell Cycle & Mitosis Projects

Click on any of the students below to see their projects (or you can simply scroll down). Think a project is great? Leave a comment!

Chloe, Chien & David act out mitosis
Bruce's Animation w/ a description of what happens in mitosis
Tak & Jun's Poster
Gunnar's Mitosis Mystery Wheel
Andrea's Mitosis Flipbook (in a movie)
Nick & Carson's Mitosis Mobile

Chloe, Chien & David's Movie

Bruce's Animation

Click on the picture and the animation will open up in a new window.

Prof. Slover's Lecture

Professor Alex S.'s flash movie/guest lecture on the cell cycle.

Tak & Jun's Poster

Gunnar's Mitosis Mystery Wheel

But wait....there's more! (underneath the interphase picture--lower half of the circle--is a great description of G1, S and G2)

Andrea's Mitosis Flip Book

Here's a slide show of Andrea W.'s Cell Cycle and Mitosis Flipbook.

Nick C. and Carson M.'s Mitosis Mobile

The front of the mobile is shown above. The back of the mobile has typed descriptions of each of the phases of the cell cycle. Unfortuntely the quality of the picture isn't great (the dept. camera is only 2.1 megapixels).

Working on Mitosis & Cell Cycle Project

Today students were given time in class to work on their cell cycle and mitosis projects. So far things are looking very promising. Here are some samples of what students are doing:

*Mitosis Mobile

*Flash Movie

*Animation

*Flip Book

*Posters

*PowerPoints

*Movie (starring students as parts of the cells)

*3D Posters

E Block will present their projects on Friday (yes, that's tomorrow).

A & B Blocks will present their projects on Saturday.

Tune in tomorrow for samples of outstanding student work.

Cell Cycle and Mitosis Project

Students will be working on their projects in class today. Below are the project guidelines.

Project Check List & Rubric

This project is worth 50 points. You will be creating a visual that represents the cell cycle and mitosis. This visual can be anything from a flip book to a PowerPoint to a poster or collage or 3D model. Make sure that your presentation includes all the following information.

A. INTERPHASE - THE TIME OF THE CELL CYCLE BETWEEN CELL DIVISIONS. (G1, S, G2) DRAW/MAKE A MODEL AND LABEL ONLY ONE PICTURE BUT DEFINE ALL THE PHASES. (You don’t need to have separate pictures for G1, S and G2). 10 points.

B. MITOSIS (M PHASE) - A FOUR STAGE PROCESS WHICH THE NUCLEUS OF THE CELL DIVIDES INTO TWO NEW NUCLEI WITH IDENTICAL GENETIC MATERIAL. DRAW AND LABEL ALL FOUR STAGES, DEFINE MITOSIS AND DESCRIBE EACH PHASE. 25 points.

C. CYTOKINESIS - THE CYTOPLASM AND ORGANELLES OF THE PARENT CELL DIVIDES IN TWO NEW CELLS CALLED DAUGHTER CELLS. DRAW AND LABEL ONE PICTURE AND DEFINE AND DESCRIBE CYTOKINESIS. BE CAREFUL! Plant and animal cells undergo cytokinesis differently. 5 points.

Creativity = 5 points No spelling or grammar errors = 5 points

Cancer: Case Study & Myths

Admit Slip: Notebook Quiz on the cell cycle and mitosis (b block: no quiz)

Objective 1: Students discuss, in small groups & as a class, the case study featured below using guiding questions. Objective 2: Students will take a true/false quiz on cancer myths and then discuss their responses.

Homework: Bring materials to class tomorrow to work on the cell cycle & mitosis project.

case study1

Sam (73) had a growth inside of his mouth for some time that he finally had checked out by his doctor. Following some tests, Dr. MacAvee, an oncologist, told Sam he had cancer of the gum (a squamous [skin] cell cancer). Unfortunately, the cancer had spread to Sam's lymph nodes in his neck and into his tongue and jaw. Dr. MacAvee told Sam they could do radical surgery to take out part of his tongue, the right side of his jawbone, and all of the lymph nodes in his neck, followed by chemotherapy and radiation treatment. Sam has refused. Sam's wife, Lois, seems reluctantly supportive of his decision. Sam's daughter, Michelle, has been lobbying Dr. MacAvee to convince her father to accept as aggressive a treatment as possible, so that Sam might have as much time as possible with his twin grand-daughters.

Questions:

1. What are the consequences of the course of treatment the doctor has suggested?
2. What is the likely prognosis (what will happen) for a metastatic skin cancer?
3. Does Sam's decision to decline treatment make reasonable sense? Please discuss from the perspective of all people involved.
4. How should a physician respond to the wishes of a family member?

1This case study discussion was adapted from Paul Greenwood's BI493 course at Colby College.

Cell Cycle & Cancer

A & B Blocks

Admit Slip: Cell Cycle Quiz

Objective: Students will learn about the signs, symptoms, spread and history of cancer (independent reading, guiding questions and discussion)

Homework: Case Study Questions

C Block

Admit Slip: Put the following stages of Mitosis in order: metaphase, telophase, prophase, anaphase.

Objective 1: Students will learn how mitosis fits into the cell cycle (mini-lecture).
Objective 2: Students will practice identifying the stages of mitosis in plant and animal cells, using microscopes.

Homework: Interactive Cell Cycle (see website below).

E Block

Admit Slip: Put the following stages of Mitosis in order: metaphase, telophase, prophase, anaphase.

Objective 1: Students will learn how mitosis fits into the cell cycle (mini-lecture).
Objective 2: Students will learn about the signs, symptoms, spread and history of cancer (independent reading, guiding questions and discussion)

Homework: Interactive Cell Cycle (see website below).

Important Dates

Ok, now that I have your attention, here are some important dates to keep in mind.












Honors Biology:
Cell Cycle & Mitosis Project Due Dates:
E Block Friday January 12th, in class
A & B Blocks Saturday January 13th, in class


Cell Cycle & Mitosis Test
All honors classes will have a test on Monday January 15th.

Navigating the Scientific Literature #2 (which counts as a quiz is now due THURSDAY JAN. 18TH. This is a change!!!

General Bio: Your project is due Monday Jan. 15th and your test is during long block on Tuesday Jan. 16th.

Mitosis, Microscopes & The Cell Cycle

Admit Slip: What are the differences between plant and animal cells? How might these differences affect cytokinesis?

Objective 1: Students will examine slides of an onion root tip to find and identify various stages of mitosis.

Objective 2: Put mitosis in the context of the cell cycle and what are the various stages that occur during interphase.

Homework: Click here for the interactive game on the cell cycle. Use the game to answer the questions handed out in class.

3-2-1 this week

Since we only had a half of a week of class, you have a modified 54321 due this week.

3 things you learned this week.

2 things you have questions about or would like to learn more about.

1 great thing that happened or something you can improve on.

This is due Sunday by 5pm via email.

More Mitosis

Honors E Block

Admit Slip: What are the differences between plant and animal cells? How might these differences affect cytokinesis?

Objective: Students will examine slides of an onion root tip to find and identify various stages of mitosis.

HW: read section 8.4

General C Block

Admit Slip: What are the stages of mitosis?

Objective: students will take notes of the stages of mitosis to supplement the drawings they made last class looking at animal cells under the microscope. After taking notes, students will look at the animal cells again.

Homework: Mitosis Homework #1

Mito-what? Looking at cells reproduce using mitosis

E Long and B Blocks
Admit Slip: How do cells reproduce?

Objective: Students will use actual animal cells undergoing mitosis to see how a eukaryotic cell reproduces.

Students will examine animal cells undergoing mitosis. These will strictly be primary observations. They will not be given any information on the stages or the order that they occur in, except the names of the stages which will be on the microscopes. Students will need to draw what they see and write the name of the stage on the handout.

Click here for images of the slides you looked at today. This should help you with the homework.

A Block:
Lecture on Mitosis and how cells reproduce.

HW E Long: Read sections 8.1 and 8.3. Read and complete the mitosis coloring sheet.

HW A Block: Read and complete the mitosis coloring sheet.

HW B Block: Read sections 8.1 and 8.3 in the text book. Cut up drawings of stages and put them in the correct order on a sheet of paper. Label the nuclear envelope, chromatin, chromosomes, centromeres and centrioles (where appropriate the in the diagrams).

Welcome Back! ( and yes, we are actually doing work today)

I hope everyone had a great break and managed to get some rest. We are starting a new, two week, unit on The Cell Cycle, Mitosis and Cancer.

Admit Slip: How do cells reproduce?

Objective: Students will use actual animal cells undergoing mitosis to see how a eukaryotic cell reproduces.

Students will examine animal cells undergoing mitosis. These will strictly be primary observations. They will not be given any information on the stages or the order that they occur in, except the names of the stages which will be on the microscopes. Students will need to draw what they see and write the name of the stage on the handout.

Click here for images of the slides you looked at today. This should help you with the homework.

HW: Honors Read sections 8.1 and 8.3 in the text book. Cut up drawings of stages and put them in the correct order on a sheet of paper. Label the nuclear envelope, chromatin, chromosomes, centromeres and centrioles (where appropriate the in the diagrams).

HW: General read section 20.1 (pages 397-the top of 401) in the text book. Cut up drawings of stages and put them in the correct order on a sheet of paper. Label the nuclear envelope, chromatin, chromosomes, centromeres and centrioles (where appropriate the in the diagrams).