Cycle 6: October the 28th to november the 4th

Hi guys:

Please read the article in the link below, and write a summary for points

http://www.ncbi.nlm.nih.gov/books/NBK22508/

Watch this video that explains to you many concepts related to the last topic of this term.




And bring the worksheet in the link below:

https://drive.google.com/file/d/0B-EoRseIFS9Bdm1lU1JjVV8xZzA/view?usp=sharing.

Bring exam paper, please, and check thi link where you will find the virtual lab we will work on.

http://glencoe.mheducation.com/sites/dl/free/0078757134/383928/BL_04.html

See you on class!!

Cycle 5: October 21st to 27th

Students good morning:

Here you have videos for you to check topics related to Predator - Prey relationship. Take notes in your notebook about them.





And here you have the Worksheet, for the second class.

https://drive.google.com/file/d/0B-EoRseIFS9BY3l3MUdtY1JDY00/view?usp=sharing

See you on class!!!!!

Cycle 4: October 14th to 20th

Hi guys:

This cycle we will have some work to do, so please, follow the instructions here.

1. Remember we will have our Partial evaluation on thursday.

2. We will work on graphs reading and a Lab worksheet to estimate population simulation, so please print it in the link below, and read it before the class.

https://drive.google.com/file/d/0B-EoRseIFS9BT2lJSGxHQjJYRzQ/view?usp=sharing

For this Lab you must bring a black bag, beans (30), pennies (30), different colors chips (30), collar beads (30), white tape, exam paper and permanent marker, You will work in groups of three people.

3. Watch this video and take some notes, and ask questions about what you don´t understand.



See you on class!!!!

Cycle 3: September the 29th to October the 3rd

Hi guys:

Rememmber, this week we will continue working in the Demography's worksheet. For the first class you must fill the first chart about Deaths and births information.

Don´t forget the exam paper and graph paper, ruler, pencil, eraser....

Here you have the Power Point presentation we start to review last week

If you have any question, please let me know it!!!

https://drive.google.com/file/d/0B-EoRseIFS9BSDNmejhNRjBnUzA/edit?usp=sharing

Watch this video to learn more concepts with the concepts and take notes on your notebook, please.



See you on class!!!!

Cycle 2: September 22nd to 26th

Hi Guys:

This cycle and the next one, we will work on Demography and Populations, so please, print this worksheet, one copy by pairs and bring it next class.

https://drive.google.com/file/d/0B-EoRseIFS9BSjlBbzJKN2I3Vk0/edit?usp=sharing

Use this link to collect data for your exercise:

http://www.interment.net/

Please watch this video and take notes.



And listen to this rap song ...



Remember that on monday I will review the planner exercise and the REVA must be pasted on oyur notebook.

Finally, use part of this cycle to change information of the Green Wall.

See you on class!!!!!

Cycle 1: Sep 15th to 19th

Hiiiiii Guys:

Welcome to the Fourth term, We are almost finishing this year!!!!!

This First cycle we will work in the Planner exercise, and the Green Wall.

However I´m attaching here one video as introduction for you!!!



Read and / or print this article where you will find an introduction to the first topic. I´m going to ask you questions about it.

https://drive.google.com/file/d/0B-EoRseIFS9Bb0RDWXBfdmRFajg/edit?usp=sharing

Print the REVA for the Fourth Term

https://drive.google.com/file/d/0B-EoRseIFS9BMUNDRTk0T0xweGs/edit?usp=sharing

Finally, during the second class we will work on the Green wall desigment for the last term, so please bring new information (about Preservation of ecosystems in Colombia), and  new decoration, ecologycal schedule for october, november and december.

See you on class!!

cycle 7: August 21th to 27th

Hi guys

This cycle we will work on Taxonomy and dichotomus key.

Watch these videos about how to design and read dichotomous keys:





Print this guide, one per group of two people and bring it to school.

https://drive.google.com/file/d/0B-EoRseIFS9BTEdjRnEyQmtZekU/edit?usp=sharing

Here you have an example of a short article, read it and identify its parts and general characteristics.

A Squirt of Stem Cell Gel Heals Brain Injuries

By 

Sandeep Ravindran

 Posted 09.04.2009 at 10:59 am  18 Comments

      

 823

Brain Trauma MRI 

Rehman T, Ali R, Tawil I, Yonas H (CC licensed)

Scientists have developed a gel that helps brains recover from traumatic injuries. It has the potential to treat head injuries suffered in combat, car accidents, falls, or gunshot wounds. Developed by Dr. Ning Zhang at Clemson University in South Carolina, the gel is injected in liquid form at the site of injury and stimulates the growth of stem cells there.
Brain injuries are particularly hard to repair, since injured tissues swell up and can cause additional damage to the cells. So far, treatments have tried to limit this secondary damage by lowering the temperature or relieving the pressure at the site of injury. However, these techniques are often not very effective.
More recently, scientists have considered transplanting donor brain cells into the wound to repair damaged tissue. This method has so far had limited results when treating brain injuries. The donor cells often fail to grow or stimulate repair at the injury site, possibly because of the inflammation and scarring present there. The injury site also typically has very limited blood supply and connective tissue, which might prevent donor cells from getting the nutrients they require.
Dr. Zhang's gel, however, can be loaded with different chemicals to stimulate various biological processes at the site of injury. In previous research done on rats, she was able to use the gel to help re-establish full blood supply at the site of brain injury. This could help create a better environment for donor cells.
In a follow-up study, Dr. Zhang loaded the gel with immature stem cells, as well as the chemicals they needed to develop into full-fledged adult brain cells. When rats with severe brain injuries were treated with this mixture for eight weeks, they showed signs of significant recovery.
The new gel could treat patients at varying stages following injury, and is expected to be ready for testing in humans in about three years.

See you on class!!

Cycle 5: August the 5th to 6th

Hi guys:

This cycle we will work on Evolutionary history.

1. Check this videos please, and take notes, or organize information in mind or concept maps




Print this worksheet to develop it at class:

https://drive.google.com/file/d/0B-EoRseIFS9BakEzaWpvdTNDMDg/edit?usp=sharing

In this cycle I will explain to you the Project for this term, and you will develop the first part. By the moment, have this on your mind!!!





Taken from:  http://26.media.tumblr.com/tumblr_lassf1bwpL1qbw6b9o1_500.jpg

See you on class !!!

Cycle 4: July the 29th to August the 4th

Hi guys:

This cycle we will work on facts that support the Evolution theories.

1. Check this video

2. Read this information and ask for concepts you don´t understand

THE DISCOVERY OF RIBOZYMES

The central role for many proteins in a cell is to catalyze chemical reactions that are essential for the cell's survival.  These proteins are known as enzymes.  Until relatively recently, it was thought that proteins were the only biological molecules capable of catalysis.  In the early 1980s, however, research groups led by Sidney Altman and Thomas Cech independently found that RNAs can also act as catalysts for chemical reactions. This class of catalytic RNAs are known as ribozymes, and the finding earned Altman and Cech the 1989 Nobel Prize in Chemistry.

The ribozyme isolated by the Cech group, known as the Tetrahymena ribozyme, is shown in the box to the right. It acts to cut a longer strand of RNA into two smaller segments.

THE RNA WORLD HYPOTHESIS

The discovery of ribozymes supported a hypothesis, known as the RNA World Hypothesis, that earlier forms of life may have relied solely on RNA to store genetic information and to catalyze chemical reactions.  This hypothesis was proposed independently by Carl Woese, Francis Crick and Leslie Orgel in the 1960s -- decades before the discovery of ribozymes -- and soon after the double-helical structure of DNA was determined. According to the RNA World Hypothesis, life later evolved to use DNA and proteins due to RNA's relative instability and poorer catalytic properties, and gradually, ribozymes became increasingly phased out.

The ribosome, a large molecular machine that drives protein synthesis, is a ribozyme. Roll over to compare the ribosome structure with and without proteins. Proteins are shown in green, and RNA is shown in blue and white. (PDB #2HGR for the 30S subunit and #2HGU for the 50S subunit).

Perhaps the strongest evidence for the RNA World Hypothesis is the fact that the ribosome, a large molecular complex that assembles proteins, is a ribozyme.  Although the ribosome is made up of both RNA and protein components, structural and biochemical analyses revealed that the mechanisms central for translation (the process of assembling a peptide chain based on a RNA sequence) is catalyzed by RNA, not protein. This suggests that the use of RNA by early lifeforms to carry out chemical reactions preceded the use of proteins.

Rollover the image of the ribosome on the left to compare the structure with and without its protein components.

Next: Explore the role of ribozymes in protocells.

To learn more about ribozymes and the RNA World Hypothesis, check out Links to Learn More.

To download any of the illustrations or animations seen here, visit the Resources for Educators section.

Taken from: http://exploringorigins.org/ribozymes.html

How did life originate?

Living things (even ancient organisms like bacteria) are enormously complex. However, all this complexity did not leap fully-formed from the primordial soup. Instead life almost certainly originated in a series of small steps, each building upon the complexity that evolved previously:

1. Simple organic molecules were formed.
   Simple organic molecules, similar to the nucleotide shown below, are the building blocks of life and must have been involved in its origin. Experiments suggest that organic molecules could have been synthesized in the atmosphere of early Earth and rained down into the oceans. RNA and DNAmolecules — the genetic material for all life — are just long chains of simple nucleotides.
   
2. Replicating molecules evolved and began to undergo natural selection.
   All living things reproduce, copying their genetic material and passing it on to their offspring. Thus, the ability to copy the molecules that encode genetic information is a key step in the origin of life — without it, life could not exist. This ability probably first evolved in the form of an RNA self-replicator — an RNA molecule that could copy itself.
   
   Many biologists hypothesize that this step led to an "RNA world" in which RNA did many jobs, storing genetic information, copying itself, and performing basic metabolic functions. Today, these jobs are performed by many different sorts of molecules (DNA, RNA, and proteins, mostly), but in the RNA world, RNA did it all.Self-replication opened the door for natural selection. Once a self-replicating molecule formed, some variants of these early replicators would have done a better job of copying themselves than others, producing more "offspring." These super-replicators would have become more common — that is, until one of them was accidentally built in a way that allowed it to be a super-super-replicator — and then, that variant would take over. Through this process of continuous natural selection, small changes in replicating molecules eventually accumulated until a stable, efficient replicating system evolved.
   
3. Replicating molecules became enclosed within a cell membrane.
   The evolution of a membrane surrounding the genetic material provided two huge advantages: the products of the genetic material could be kept close by and the internal environment of this proto-cell could be different than the external environment. Cell membranes must have been so advantageous that these encased replicators quickly out-competed "naked" replicators. This breakthrough would have given rise to an organism much like a modern bacterium.

   Cell membranes enclose the genetic material.

4. Some cells began to evolve modern metabolic processes and out-competed those with older forms of metabolism.
   Up until this point, life had probably relied on RNA for most jobs (as described in Step 2 above). But everything changed when some cell or group of cells evolved to use different types of molecules for different functions: DNA (which is more stable than RNA) became the genetic material, proteins (which are often more efficient promoters of chemical reactions than RNA) became responsible for basic metabolic reactions in the cell, and RNA was demoted to the role of messenger, carrying information from the DNA to protein-building centers in the cell. Cells incorporating these innovations would have easily out-competed "old-fashioned" cells with RNA-based metabolisms, hailing the end of the RNA world.
   
5. Multicellularity evolved.
   As early as two billion years ago, some cells stopped going their separate ways after replicating and evolved specialized functions. They gave rise to Earth's first lineage of multicellular organisms, such as the 1.2 billion year old fossilized red algae in the photo below.

   These fossils of Bangiomorpha pubescens are 1.2 billion years old. Toward the lower end of the fossil on the left there are cells differentiated for attaching to a substrate. If you look closely at the upper part of the fossil on the right, you can see longitudinal division that has divided disc-shaped cells into a number of radially arranged wedge-shaped cells, as we would see in a modern bangiophyte red alga.

Taken from: http://evolution.berkeley.edu/evosite/evo101/IIE2bDetailsoforigin.shtml

3. Print the worksheet, 1 per pair. 

https://drive.google.com/file/d/0B-EoRseIFS9BdXlLU2xYd2FiMHM/edit?usp=sharing

See you on class!!!

Cycle 3: July the 22nd to 28th

Hi guys:

This is is the third cycle and we will develop some exercises to depeen into Taxonomy concepts

Follow this instructions please:

1. Watch this video and take some notes.



2. I will explain you the general directions related to the first part of the Project.

3. Print the worksheet we will develop on the second class.

https://drive.google.com/file/d/0B-EoRseIFS9BUTFMNzJHcWFqZnM/edit?usp=sharing

4. Here you have documents that will help to you to write the essay comparing evolution theories

https://drive.google.com/file/d/0B-EoRseIFS9BcjF4ZEtqbzZIdlk/edit?usp=sharing

https://drive.google.com/file/d/0B-EoRseIFS9BT19MdTJidlBqbVk/edit?usp=sharing

https://drive.google.com/file/d/0B-EoRseIFS9BdjZSYThqVWpjODQ/edit?usp=sharing

See you on class!!

Cycle 2: July 15th to 22nd

Hi guys:

In the second cycle we will work on the topic related to origin of species and evolutionary theories:

Here you have info about the firts topic. You can print it and paste it on your notebooks.



Your first assignment is read the following documents (in the lins), and use them to build a time line in an "hoja de exámen" for points. At class we will develop an exercise, using the same documents but you will develop a different exercise, so bring an extra "hoja de examen", markers, ruler, and different color's pens.

http://anthro.palomar.edu/evolve/evolve_1.htm

http://anthro.palomar.edu/evolve/evolve_2.htm

See you on class!

Welcome to the Third Term: Cycle 1 (july the 8th to 14th)

Hi guys:

I hope you have rested during the vacation time, but now it's time to start again.
Here you have your assignment for this first cycle:

1. Watch this videos related to the first topic and take notes.



2. Print and bring the Planner for this term, in this link

https://drive.google.com/file/d/0B-EoRseIFS9BTzAyQU4tZWhqUlU/edit?usp=sharing

See you on class!!

Cycle 7: may the 29 to june 5

Hi guys:

Check this videos related to microorganisms and diseases, take notes in your notebook, for points.



Use this image, as a sample for you to design your own poster about one disease. Instructions in class.

Bring 1/8 of card boar and your lab materials.

See you on class

Cycle 6: may 15th to 21st

Hi guys:

This cycle we will work on the lab using the directions I already gave you.

Check this videos  to learn how to cultivate bacterias

The Streak Plating

This method is conducted with the objective of obtaining one isolated bacterial colony in mind. Isolating a colony is crucial in the identifying the strain of bacteria that grows on your plate. By using this method, you will get surface aerobic bacterial colonies (measured as CFU or Colony Forming Units).

The equipment/materials needed are as follows:

• Nutrient Agar, melted then hardened in a petri dish
• Inoculating loop
• Lamp or Bunsen burner
• A sterile and clean environment

Compared to the other methods (pour plate and spread plate), streak plating do not need a definite amount of bacteria to start with. Usually, when streaking plates, the amount needed is only a loop-full of bacteria from one isolated colony.

So you are probably wondering how we got here. Before you begin, make sure that the area where you will conduct your experiment is clean (using 70% ethanol), the Bunsen burner is turned on (important for air conduction), and the other materials are in place. I shall enumerate the crucial steps below.

Source: mizzoumagic.missouri.edu

STEP 1.

Mark and divide the bottom of the petri dish into four quadrants. Marking it is not compulsory. Just imagine your plate being divided into these four quadrants and that would suffice.

Source: cccmkc.edu.hk

STEP 2.

Flame the inoculating loop until it turns red. This will ensure that most of the bacteria on it would be killed and this would help minimize the risk of contamination. Let the loop cool down for a few seconds. Another way to cool it down is to touch the agar medium (near the edge of the petri dish) for one second before taking the selected bacterial colony.

Source: jilindquist.net

STEP 3.

Take one isolated colony and streak it over the first quadrant of the new plate using closed parallel streaks.

A point to take note of is that when you open the petri dish lid, do not fully open it. By leaving just enough opening for you to streak, it would reduce the risk of contamination.

STEP 4.

After streaking the first quadrant, flame the loop until it turns red. Rotate the plate 90 degrees and start streaking the second quadrant.

Repeat the flaming-rotating-streaking step two more times for the other quadrants.

Here is an illustration that shows the steps of streak plate method.

Source: psu.edu

Here is a compilation of important credible websites that will definitely help you understand more about the topic. These are fantastic sites from various universities and colleges and it is advisable to scan through some of them.

Use this link, to check all the videos and extra information!!!

http://inaniloquence.hubpages.com/hub/How-to-do-Streak-Plating

Don't forget, bring all the materials and the protective elements.

See you on class!!

Cycle 5: may the 8th to 14th

Hi Guys:

This cycle we will start to study general characteristics of microorganisms 

Watch these videos and design a comparative Venn Diagram (in an exam paper), comparing all the groups, for points.

In the second class we will have a quiz related to this topic.





Bring materials for the green wall related to Planet Day celebration, and change the Ecologycal schedule . Im going to give you time to start de new design of the Green Wall. Remember this is a grade.

See you on class!!

Cycle 2: April the 8th to 21st

Hi guys

This cycle we will develop deferent activities, take into account the following instructions:

1. First hour will be used to change some information in the green wall, so you must bring new one and change the ecologycal schedule for april, may and june, tape, scissors and glue.

2.Second and third hour we will be used  to answer a worksheet related with general aspects of Inmune system. Read this before class and look for new vocabulary:

Print it using the following link: you can print it two pages per sheet.

https://drive.google.com/file/d/0B-EoRseIFS9BUlNSN1pTU3Bra1E/edit?usp=sharing

Read following image, and watch the videos, take notes as an introductory exercise







See you on class!!!

SECOND TERM - Cycle 1: March the 31st to april the 4th

Hi Guys:

Welcome to the second term.

Follow the instructions here, please:

1. For the first class print REVA and paste it in your notebook

https://drive.google.com/file/d/0B-EoRseIFS9BMWZRLV9xYmVHbHM/edit?usp=sharing

2. This cycle we will start with a virtual exercise you can find in:

http://www.isd622.org/Page/3764

Explore that link and, for the second class, print and answer the worksheet linked there, or here:

http://www.isd622.org/cms/lib07/MN01001375/Centricity/Domain/718/Learning_Target_5.4_Immune_System.pdf

3. Here you have an overview about Inmune System, you can print it, or copy in the clasroom:




3. Watch these videos and take notes in you notebook.





See you on class!!!

Hi guys:

THis week we will work on Evolution and Natural Selection topics.

Watch these videos and take notes.









And some notes. analyse them:




Finally, print the worksheet for the Laboratory exercise, read it before school time, and bring the materials listed there:

https://drive.google.com/file/d/0B-EoRseIFS9BdDRhc1hYdVF5Rms/edit?usp=sharinghttps://drive.google.com/file/d/0B-EoRseIFS9BdDRhc1hYdVF5Rms/edit?usp=sharing

During the first hour of the cycle we will finish the worksheet about Chromosome variations, so don´t forget it.

See you on class!!!!

Cycle 6: March the 10th to 14th

Hi Guys:

This cycle we will study Genetic variabilty and mutation concepts.

Watch the videos and take notes, add diagrams if you need.

First ones are related to Genetic variation:




And here some about Hardy-Weinberg Principle





REVISE THE FOLLOWING PPT YOU WILL FIND HERE A FIRST STAGE DESCRIPTION, DATES AND INSTRUCTIONS ABOUT THE SYNTHESIS PROJECT.

https://docs.google.com/file/d/0B59iaTPRDi02bWQyeklFNEVDNmc/edit

Print the following paper for the second class of the cycle, or copy them at school:

http://www.indiana.edu/~ensiweb/lessons/chr.con2.cut.pdf

http://www.indiana.edu/~ensiweb/lessons/chr.con2.ws.pdf

See you on class

Cycle 6: March 3th to 7th

Hi guys:

Don´t forget the following assignments:

1. Use the link http://traclick4biology.info/c4b/3/chem3.4.htm, to finish the worksheet about DNA replication, transcription and translation.

2. You can check your mistakes in the partial evaluation and correct them to get points.(Friday)

3. People that has just come to school, answer the following worksheet to review concepts related to DNA. If the other students want to answer this for extra points and check  concepts, you can doit. (Friday)

https://drive.google.com/file/d/0B-EoRseIFS9BelNBVGVWLThHaUE/edit?usp=sharing

See you on class!!!

Hi guys:

This cycle we will:

1. Develop our Partial Evaluation in the first session of the week.

2. You must present you Lab report, so here you have a template to finish it.

Lab Report Template

Title: * a brief, concise, yet descriptive title

Statement of the Problem:

* What question(s) are you trying to answer?

Cocepts

* Include any preliminary observations or background information about the subject

Hypothesis:

* Write a possible solution for the problem.
* Make sure this possible solution is a complete sentence.
* Make sure the statement is testable, an if-then statement is recommended to illustrate what criteria will support your hypothesis (and what data would no support the hypothesis).

Materials:

* Make a list of ALL items used in the lab. Alternatively, materials can be included as part of the procedure. Add drawings

Procedure:

* Write a paragraph (complete sentences) which explains what you did in the lab as a short summary.
* Add details (step-by-step) of your procedure in such a way that anyone else could repeat the experiment.

Results (Data):

* This section should include any data tables, observations, or additional notes you make during the lab.
* You may attach a separate sheet(s) if necessary.
* All tables, graphs and charts should be labeled appropriately.

• The Data section contains numbers. The Analysis section contains any calculations you made based on those numbers. This is where you interpret the data and determine whether or not a hypothesis was accepted. This is also where you would discuss any mistakes you might have made while conducting the investigation. You may wish to describe ways the study might have been improved. 

Conclusions:

* Accept or reject your hypothesis.
* EXPLAIN why you accepted or rejected your hypothesis using data from the lab.
* Include a summary of the data - averages, highest, lowest..etc to help the reader understand your results. Try not to copy your data here, you should summarize and reference KEY information.
* List one thing you learned and describe how it applies to a real-life situation.
*Discuss possible errors that could have occurred in the collection of the data (experimental errors)

3. We will reinforce concepts related to DNA replication, transcription and translation, so please, print this worksheet, or copy it at school.

https://drive.google.com/file/d/0B-EoRseIFS9BdGhySmU3Y3A1WFU/edit?usp=sharing

Cycle 3: February the 10th to14th

Hi guys:

Here you have videos and links to check concepts and play with replication, translation and traduction processes





And here you have links to interact and play

http://www.pbs.org/wgbh/aso/tryit/dna/shockwave.html

http://www.johnkyrk.com/aminoacid.html

Finally the chart with the codons for aminoacids. Print it and bring it to school, please



See you on class!!!!