Megan's make-up blog for my second blog. Dec. whatever it was last friday- 3/3!

Well, on friday, I guess it was the 14th, we did... not very much.
We: Had a pop quiz :o boo...
Went through a power point on Hardy-Weinberg equations
Got a worksheet to do.
Honestly, that was all we did.

I think that the HW eqautions are a little confusing, but the questions that go with them are hard, worded so difficultly!!!

But i was wondering, what exactly does this (HW)have to do with anything, and will I ever need it?
Yeah, after lots of looking, i found that it is usefull to finding out how many people are carriers for diseases, which is imposible to tell from the outside. I probably won't ever need this again, but you never know.

Bioloogy 30/ blog
By: Kyle Jensen
Date of blog: Nov. 22
self assesment 3/3

Provide a review of the class:
- Case study p479
-pedigree worksheet
-practice
-chromosomal theory

Offers thoughts/opinions of material covered, identifies area of difficulty/concern, or poses additional questions stemming from discussion:
-after going though the work sheet and practiced some questions on pedigree they are starting to become way easyer.
- we learned about the 3 genotypes in females and the 2 genotypes in males
- we also learned that with certain traites unexpected things can happen with the off spring.

Provide additonal insight on topic(s) discussed:
-we found out thought the case study that tom was the murder because there was on sign of 0- blood.


-

November 26, 2007. Janelle Eslinger. 3/3.

What went down in class today:

1. What are barr bodies?


2. Marked the test from Friday on Mandelian Genetics.


3. Gene mapping in the note handout. Complete the questions at the end of the handout and reffer to pages 450 & 503 in the textbook.


4. Corrections for the Mandelian Genetics test are due on Monday, December 3. You have the opportunity to gain 1/3 of the marks you missed!


5. We also have a Quiz on Chapter 21 & 22 on Thursday, November 29.

Important terms and a summary of the material covered:

Linked Genes - are located on the same chormisome. Genes located on the same chromosome tend ot be transmitted together.

This helps explain the difference that occured when Morgan was breeing fruit flies. Crossing over, (a term learned in meiosis chapter) provides new combinations.

For example, imagine a man who has one chromosome with brown-eye and brown-hair genes, and another chromosome with blue-eye and blonde-hair genes in his cells. Usually, his sperm cells will have either brown-eye and brown-hair genes, or blue-eye and blonde-hair genes. But if crossing over occurs, the man will produce one sperm cell with brown-eye and blonde-hair genes, and another with blue-eye and brown-hair genes.

The crossover frequency is another important term to consider. A crossover value of 1% indicates that the genes are close to each other. A crossover value of 12% indicates that the genes are much farther apart. The greather the crossover frequency of crossover, the greater the map distance. (Map Distance - refers to the distance between two genes along the same chromisome).

What are the maps like that are being made now?

The genome's cartographers are now making maps that combine features of both genetic-linkage and physical maps. As mapping techniques advance, scientists try to create maps with more landmarks that are more closely, evenly, and accurately spaced. But in contrast to DNA sequencing, which has become increasingly automated, genome mapping still can only be accomplished by experienced scientists.

This website was really helpful for understanding gene mapping. http://www.genomenewsnetwork.org/resources/whats_a_genome/Chp3_1.shtml#chp3#1

Jordan's Best Biology Blogging Blog

What we learned in Biology 30 today (3/3)

We discussed are homework, this included>

Case Study on page 479:

In this activity you had to solve a murder mystery using genetics. A suspect witnesses that the murderer had freckled skin. They also found a letter opener which had blood on it, even though there was no cuts or abrasions on the victim. You are given the blood types of the suspects and if they are dominant or recessive to freckles.

You must find who did it using punnett squares and pedigree's

This is a great idea because you can what we learn in biology in a close to real life situation

Next we talked about the Pedigree studies work sheet we were assigned for homework...

Not much to say about that. Its just about all common sense, just remember the rules. (Which by the way are all on are biology data sheets)


We began notes on Chromosomal Theory----Most of it went right over my head because most of the focus was put on are upcoming test tomorrow.

For tomorrow genetic test it was mentioned to know this,

Know punnet squares
Know pedigrees
Know types of inheritance
Know how to do a test cross

Not really to excited about that.....

Andrea Grenier: Nov. 19th (3/3)

What we did:
We went over question #9 on P.483
We finished nothes on the law of independent assortment and probability calculations
We did an activity on dihybrid crosses by tossing pennies

Thoughts/Opinions about material:
During the activity, we labelled pennies and tossed them to show the probability of inheriting genetic traits. I liked this activity because it showed random patterns and it parallels to real life. In real life, the probability of inheriting certain genetic traits is random. What I didn't like about this activity is that you had to toss 4 pennies...96 times...twice!! And then write your result for each toss. Oh and I missed the last block of the friday before because I was getting a hepatitis A shot...So I had no clue about question 9, so I can't really relate to that...

Above and Beyond:

I like this Punnett Square because it shows really well the predicted genetic traits. I like the colors.

Max's Amazing Blog of Ultimate Destiny!!!!-November 20th, 2007- 3/3

What We Did Today- We discussed the horrors of (gasp!) of genotype sets that contain more than two alleles, using notes and our Mr. Challoner also went over the penny allele assignment a little bit. That's it really. Kinda short i know. BUt today seemed kinda short. In a short kind of way. Challypoo close your eyes: While we're on the subject, how bout I saw a sight: (no disrespect!) a fat black midget, the coolest thing ever. Not that I have a fetish or anything, it's one of those things that just catch your eye. Power to midgets! With all due respect, it made my week. Well thats all.



































































































































































































































Haha. Got ya, Challypoo!



Thoughts/Opinions On Material:

People were sorta finding this whole multiple allele thing tough. Take for example, the question on page 478, #5. It asks for the Genotypes of the mommy mouse and the daddy mouse. It tells you that they had a great night, and a month later 40 baby mice popped out. 4 of those did not get snuffed by the cat(stupid pussy!). Out of these 4(generalisation) 2 had full color genotypes(D1), 1 had dilute color(what is dilute?- faded, not as colorful as full color, etc.), and one picked up the "DEADLY" homozygous allele(OOOHH!). I find that the best way to solve this is to work backwards, which is faster than dumb old Punnet and his square squares. Both parents have two alleles(for those who really don't get it yet), which are D?D? and D?D?. The order of dominance, from most dominant, to downright recessive, is Full Color(D1) > Dilute Color(D2) > Dead mouse(D3). the dead one is the key to the whole problem. He's the most recessive. To get a homozygous recessive, both parents MUST have the recessive allele. So now the 'rents genotypes are D?D3 and D?D3. The next part is easy. If one baby mouse had Full color(D1) and the other had dilute colouring(D2), then one parent has D2, the other D1. So it looks like this: D1D3 and D2D3. Easy peasy!





Above and Beyond:


Genetics for some is no walk in the park, so here's a site with games that help you understand(hopefully)- http://nature.ca/genome/04/041/041_e.cfm

also a review for that abomination that is the genetics unit test lol: http://www.quia.com/pop/13027.html

Not too shabby, I guess.

Later you hos

Luke Helland Nov. 16 (3/3) Bio 30

Today was a double block and we basically kept on going with Genetics. We finished taking notes from the booklet he gave us. (fill in the blank). We learned about Medelian Genetics and how he experimented with pea plants. We also learned about Test crosses and Punnett Squares which are an easy way to follow the inheritance of a single trait. We did alot of practice on punnett squares in the handout he gave us.

The punnent squares are pretty easy to do. I still don't really get the difference between a test cross and punnett square. You just need to remember that the capitol letter is always dominant.
ex:

P p
p Pp pp
p Pp pp


I have given it some thought and I was thinking in the future if we could decide what traits we want or don't want for our offspring. If we could identify traits in offspring and manipulate them, we could have an choice what our kids look like and what they would be like. If this were possible people would be less susseptable to desieases and viruses and it could be a sort of modern day Natural Selection.

3/3 Jessica Leussink 14/11/07

What We Did Today!!!

- Looked at the Comparison of Miosis and Mitosis worksheet, Looked at and got answers for the practise quiz (Mitosis/Meiosis Quiz), Looked at Online Meiosis Practice and Karyotyping Exersice, Reviewed Karyotyping and Nondisjunction (Starts on page 455 of your text book), Started the actual Meiosis Quiz (NOTE: Two questions were OMITED, but I think we'll be finishing them later on after we learn the material that goes with it), Recieved a case study Cell Division and Life Cycles, Were assigned the last question on the practise quiz due for tomorrow

Thoughts

The quiz wasn't too hard so if you study it'll be easy. As for the case study, I suggested you use active reading because theres a lot on that page that you may find important or not. It talks about "the reproductive life cycle of plants and how reproductive diversity contributes to the evolution of complex organisms." If you don't understand it, I'm pretty sure he's going to go over it more in depth. Theres pictures of the cycles oo plants and humans on the back side of the page and i thought they were very helpful.

In Addition...

This Karyotyping idea sounds kind of hard, but if you understand the formulas that helps alot.

Audrey Milford Wensday nov.7

What we did: First of all we marked our mitosis quiz.
Then we recived Sexual Cell Reproduction-Meiosis notes.
We went over mostof it with the over head.
You can get the notes in the folder at the front right side of the classroom.
What I thought: I thought that we went over the notes a little to fast, but he said we will go over
meisosi again and again so that is a releif.
I think that mieosis is deffintly harder then mitosis.
Above and Beyond: If you misse this class then my advise would be to really know the stages of
mitosis because meiosis has the same stages, but it happens twice.
No pressure but we have to learn this inside and out, so really ask questions.

Ceanna Mariak: Friday, November 9 (3/3)

Review:

Today we needed to practice our understanding of meiosis and mitosis. So...... Mr.C gave us the task of creating a demo showing both of the processes using props like candy, marshmallows and toothpicks. The organism we modeled had a diploid number of 4. We were to represent the nucleus at all stages, indicate the key activities in each stage and products of each division. We took the class to prepare and present, so we ended up with homework. We were to finish the questions on the back of our assignment sheet, complete the chart handout and read abnormal meiosis on page 454-456 and amniocentesis on page 458.

Thoughts:

During oogenesis I know that four "daughter cells" are produced from the primary oocyte, the first meiotic division produces two cells each with 23 chromosomes, so why does it still undergo another division when only the mature oocyte survives and the other three die as polar bodies anyway? In spermatogenesis it makes sense because all four cells survive so there are larger amounts of sperm. Maybe in oogenesis the mature oocyte needs the nutrients provided by the polar bodies.

Additional:

I wanted to see what meiosis and mitosis looked like in a real cell, I've seen enough cartoons! Also some products of meiosis and mitosis.

Meiosis:

Mitosis

Max's Crazy Useful Blog for November 2nd, 2007- 3/3



What We Did:

We finished our tricky little Reproductive Unit Final Exam in class- only like twenty minutes so I didn't completely finish the written response(curse you Mr. Challoner!). We went over the five stages of Mitosis(think IPMAT people!). We also listened to one of the longest and most convuluted jokes ever, courtesy of good old Challypoo. For those of you who slept through class and need some of the main points about Mitosis(I'm looking at you, Jordan), here you go:

1.Interphase: DNA replication; metabolic activities
2.Prophase: Membrane of nucleus dissolves; chromatin combines through centromeres to become chromosomes; spindles developed at poles of cell
3. Metaphase: Chromosomes come together at cell equator (middle; between spindle fibers at poles);
4. Anaphase: Chromosomes separate(sister chromatids) and migrate to poles(now considered a full chromosome); spindle fibers grow and elongate the cell
5. Telophase: Nuclei begin to develop at each pole; chromatin fibers of chromosomes begin to unravel; cytokinesis(actual splitting of cells) take place

Your Welcome.

Thoughts/ Opinions On Material:

Thank god for that amazing anagram (IPMAT). I don't I ever would have remembered Mitosis without it. Looking at mitosis also gives you an insight into how cancer works. Everyone knows it makes cells mutate and replicate. Oh wait! Mitosis is replication. The more scientists and doctors know about mitosis and how cancer causes it to divide faster while compelling the new cells to have no use, the closer we can get to actually effectively preventing cancer. I also wonder: if we can figure out cancer, like what makes it tick, inside and out, we can possibly use it for good? Like how labs are now "growing" organs for transplant, we could implant "controlled cancer" into a patient whos suffering from heart disease, and allow the bengign cancer to replicate new working heart cells. If we can make cancer our b***h, it would pave a new way to stopping all disease period.

Above and Beyond:

For those of you who still don't get Mitosis(I'm looking at you now, Crabby Patty!) check out this snazzy game:http://nobelprize.org/educational_games/medicine/2001/cellcycle.html . I guarantee you'll be hooked. It uses a different system for the phases but still cool. You won't beat it. That's a challenge by the way. If you dig that "Who Wants To Be A Millionaire" show, here's something that will appeal(It even gives you hints! Bonus!)http://www.syvum.com/cgi/online/tgamem.cgi/squizzes/biology/mitosis.tdf?0 . And finally, a study guide that lets you know Mitosis like the back of your hand: http://biology.about.com/od/mitosis/a/aa121704a.htm.

Later, you hos.

In today's biology class we...

• we went over yesterdays quiz and discussed the metabolic chemical reactions that take place during mitosis and the characteristics of the stages that occur during the interphase. We also talked about the differentiation between healthy cells and cancerous ones. (Cancerous cells multiply faster and cause problems because they don't perform their functions.)
• Mr. Challoner told me that I was similar to a canceous cell. He said that I am "contagious" to the other "cells" around me. When I talk, (or don't follow through with my duties) I cause other "cells" (classmates) to do the same.
• We went through the crossword puzzle and web with information about the process of mitosis and what happens in each stage.
• We did a quiz that was an overveiw of the mitosis section. It had questions about the different stages of mitosis and questions about cloning and how it is done.
• After the quiz we were asked to read pages 448-449 as an introduction to the next section on Miosis.

November 6th, 2007 Spencer Mousek 3/3 =) (p.s. Sorry for talking all the time)

Jessica Stermanns Blog November 1/07

Today we wrote our final exam on the reproductive system. I found that ¾ of the exam had to do with the female reproductive structures rather than the male. You really need to know your hormones for this test, as well as their functions and targets. In total there were 31 multiple choice questions and about 5 written response. The written response was very similar to what we can expect on our diplomas. There was lots of reading, so make sure you are doing active reading while taking your test. I used a highlighter to help me point out the important parts of the exam. The written response question was all about estrogen mimicking compounds. I researched the topic and I found an interesting article written by Belinda Martineu called Fathead Minnows.

The article is all about male fathead minnows, what happens to them in the presence of estrogen-mimicking compounds can be likened to a sex change. Scientists are checking whether a gene normally turned "on" only in female fathead minnows has, because of exposure to certain estrogen mimicking compounds is becoming unnaturally activated in male fish. The exposure of a male fathead to an estrogen-mimicking for only 24 hours can activate an egg-yolk gene that under normal conditions would never become activated in the wild. Given enough of an estrogenic, a male fathead can become "feminized," exhibiting the easily distinguishable physical and behavioral characteristics of the female of its species. More than a hundred synthetic chemical compounds such as estrogen are known to be capable of interfering with the normal processes of the endocrine systems in fish, birds, reptiles, and mammals.
This phenomenon caused me to think about how this might affect our own species, and me personally. I found my info at http://www.coastandocean.org/coast_spring2006/articles/fathead_minnows_1.htm

Oct.29 // Svenja's Blog // 3/3

What we did today

• finished of the reproductive system
• started Cells, C'somes, and DNA (Unit Learning Objectives)
• made a list of what we know about cells, c'somes and Dna, what we don't know and what we want to know

Thoughts on Material

• I'm glad we finished the reproductive system. I thought it was a really interesting unit but it kind of dragged on and on. I'm interested in learning about cellls, c'somes and DNA because its part of what i plan to do in the future.

Above and Beyond

• Are there any cells in our body that don't contain DNA?

According to Wikipedia there are no cells that don't contain DNA (http://en.wikipedia.org/wiki/DNA)

October 16, 2007. Janelle. 3/3.

What went on durring class.

1. Reviewed Male Anatomy.


2. Marked the worksheet in the male reporductive system handout along with the biograhy of a sperm assignment that was due today.


3. Quiz on Male Anatomy and Sprematogenesis.


4. Started talking about the female reproductive system.


5. Questions #10, 12 & 14 were assigned on Page 418.

The female reporductive system is way more complex than the male reproductive system.

The parts of the female reproductive system that we are responsible to know and label are the oviduct (fallopian tube), uterus, cervix, ovary, vagina and fimbriae. Females produce only 1 mature egg cell per month unlike males who produce 1 billion sperm cells per day.

HPV (Human Papillomavirus)

- HPV is a sexually trasmitted disease that can lead to cancer of the cervix, vulva, vagina, anus, or penis.

- A Pap test can detect pre-cancerous and cancerous cells on the cervix.

- In June 2006, the Advisory Comittee on Immunization (ACIP) voted to recommend the first vaccine developed to prevent cervical cancer and other diseases in females caused by certain types of HPV. The vaccine, Gardasil, protects against four HPV types, which together cause 70% of cervical cancers and 90% of genital warts.

- The FDA has licensed the HPV vaccine as safe and effective. This vaccine has been tested in over 11,000 females (ages 9-26 years) around the world. These studies have shown no serious side effects. The most common side effect is soreness at the injection site. CDC, working with the FDA, will continue to monitor the safety of the vaccine after it is in general use.

Robin Houlton october 3 (3/3)

Review
today in bio we did the gonads well the hormones in the gonads Mister C had us fill in the notes that he put on the projector and we filled in or Mister blankys.so if you look back at the note there is all the information you need to know about the gonads and go back to your mister blankys and you get the picter good.

thoughts
ah the gonads too of my favoret things well i thought that this was harder to rember than the other hormon systems but that may just because it felt like we never spent much time on it.
basicaly what you have to reamber is that there is too sides female and male in the female you got progestreone and estrogen and in males you got androgens like testosterone

so i thought what does testorserone do well it makes you manly like me facil hair big muscles bad spelling and estrogen makes you have your mentral cycle and boob leakage so
lh and fsh come down from the anterior pituitary and go to your ovary and testis from there it triggers the production of estrogen and progesterone and testosterone.

expanding on the topic
well when looking for gonads on the internet i wondered what kinds of affects word diet and hormones in food do to your sex horamons. and i found out that with out the receptor to take in estrogen you get super fat they tryed this no rates by blocking there estrogen recptors so this shows that the sex horimones in your body are for more than you think

Luke Helland October 4 (3/3)

Review:

Today we had a double block in the class where time stands still. But today was different. It started off like any other boring bio class with the usual boring quiz which was on the Endocrine system. It was only 20 so it wasn't that big of a test. The test was just to prepare you for the BIG test next week. After the test Challoner gave us an assignment to be done in partners in the computer lab. The assignment was on hormone dissorders in the human body. We were to make a presentaion either on power-point or on paper and we were supposed to present next block. But then the FIRE ALARM rang. We didn't get to finish our presentaions so we worked all next block to do them, so we will probably present on Tuesday.

Thoughts:

So yeah I thought the fire drill was odd because we just had a fire drill so I knew something was up. In the hall after coming back inside I overheard Mr.Brown say it was electrical so it must've been the real deal. Anyways...back to bio. So after researching some of these dissorders i sort've lost my appetite because some of them are pretty knarley. The growths that some people have are gross, and don't even get me started on the hermaphroditism....yargh!!

Additional Insight:

Kay so I was wondering if the could be a way to prevent certain types of growths in the human body by limiting the amount of growth hormone sercreted throughout the body. You would probably die if you eliminated the growth hormone all together, so maybe if you could find a way to restrict the amount of GH to certain parts of the body it would cure disease like Acromegaly.


Anywho...thats my super awesome blog......Now I'ma go eat some TURKEY!

Spencer Mousek September 25 2.5/3

• We started the class off by discussing the disection we performed on the cow eye. We talked about the questions that were assigned about the different parts of the eye and the observations we made while doing the disection. We then did a quick overveiw of the vison section of the unit.
• After reveiwing the disection, we did reveiw work sheets on all of the senses: touch, hear, taste, smell, see.
• After working on the study sheets, we began the introduction to the endocrine system. We talked about what a hormone is and how it effects our bodies. We also compared and contrasted the the differences and similarities between the nervous system and the endocrine system.

Biology 30 Blog for Monday October 1st 2007 Brandee L

• First in our exciting biology class, we reviewed the Nervous System exam that we wrote. We basically just went over the questions that didn't have good results from our class. Most of the questions that we looked at had relations to neurons and stimulating neurons. I guess that we will have to study, study, study those types of questions for the UNIT EXAM of the Nervous System and the Endocrine System on Oct.10. The next thing that we discovered was that we can get a chance to increase our mark on our Nervous System test. All that we have to do is correct all of the questions that we got wrong and thoroughly explain why that is the correct answer. It is due on Monday Oct.7.
  
• We were then introduced to the Thyroid Gland, which consists of T4 (thyroxine), T3 (triiodothyronine), and cortisol. This lead on to learning about the Parathyroid (PTH). Next was the Adrenal Gland which included the cortex (cortisol, aldosterone) and the medulla (adrenalin, noradrenalin).
  
• We continued working on Mr. Blanky sheets #2 and #3. All of the sheets will be due on tuesday Oct.9; the day before the Exam!
  
  
• There is a quiz on Pituitary/Thyroid on Oct.2

mark: 3/3

Ceanna Mariak Friday, Sept. 28

Review:
Today we learned about the hypothalamus and the pituitary gland(anterior and posterior). We started fill-in-the-blank notes that told us about these two organs, the hormones that they secrete, the target of the hormone and the function of the hormone. These are all things that we will need to know for our unit and final exam. After we finished the notes we proceeded to show our understanding by filling in a "Mr. Blanky" about these first two organs, Mr. Blankies will have to be completed for every organ/gland to be handed in at the end of the unit.
Thoughts:
It is amazing that glands so small can regulate our entire endocrine system. I don't understand how the hypothalamus can monitor the conditions inside our body, how does it know when homeostasis is out of balance? Maybe it's because the nervous system is sending messages to the hypothlamus.
Additional:
I wanted to know if human growth hormone could be provided at a young age to prevent midgetism, I found that drug trials are in the process and have had successful results, but only when the growth plates are still open, here is an interesting article about the trial:
http://query.nytimes.com/gst/fullpage.html?res=9805E1DF1639F934A25755C0A9629C8B63

Audrey Milford Sept,26,07 3/3

Today in Bio we marked that chart/matching sheet on an ear and then we were handed a handout called "sex creates brain cells". (you can get this sheet from the folder near the front of the class). Then we read pg 332-335 in our texts and answered three Questions:
1-Define hormone in your own words
2-Compare the Nervous sytem to the Endocrine System( response time and duration time etc.)
3- Does the organ await the hormone or does the hormone await the organ?
Then we did a brief intro of negative and positive feedback. You can read up on this info on page 335 in your text book.

My Opinion: I find the ear and the eye very interesting, there are so many little components of every thing in your body, it is just so complicated. Every little thing has a specific job.

You can get some great pics of an inside of an ear from the following website:www.earinc.com


PS. We also had a look at our bio marks so far if you want to see yours talk to Mr.Challoner at luch or before/after school.
PPS. We will be writing our Nervous System Exam tommorow(Sept 27) first block, so study hard. The key book we received is great for review.

Megan -Thursday, Sept 27-3/3

Today was a double bio day (groan), which means two hours of freezing. My feet actually turned puple!! Not even kidding. Anyways in the block before lunch we had the nervous system unit exam. It was insanely long, but it was ok. About halfway through the exam there was a lockdown, and it was extremely gay. We pretty much weren't allowed to leave the school untill there was 4 minutes left of lunch. It was a giant gong show. So second block we had 15 minutes to finish the exam, then took notes on the endocrine system.
my thiughts on the endocine system- we really havn't covered much, but im not looking foreward to it- having to remember all the hormones and their functions does not excite me, so I dread it.
What i want to know is can glaucoma be prevented? its not really current to what we are doing, but it's all i got.

http://www.mayoclinic.com/health/glaucoma/DS00283/DSECTION=8
Until recently, there was no proven way to prevent glaucoma. But a large multicenter trial, supported by the National Eye Institute, found that when glaucoma eyedrops were given daily to people with elevated eye pressure (above 24 mm Hg), they reduced eye pressure an average of 22 percent. More important, the researchers discovered that daily use of eyedrops can reduce the risk of developing glaucoma by nearly half in blacks with elevated eye pressure.
Another study found that cholesterol-lowering medications reduced the risk of open-angle glaucoma, especially for people who already have cardiovascular disease. Although this may be an added benefit for those already taking these medications to reduce their cholesterol levels, more studies need to be done to confirm the reduction in risk of glaucoma.

Jessica Stermanns Blog September 19/07

Sept. 19/07

Jessica’s Blog

Today in Biology class we had a test on the brain. We needed to label the brain and know where the major parts are located. We also had to know the location and functions of the occipital, temporal, parietal, and frontal lobes.In the second half of class we filled out a fill in the blanks sheet about the eye. It listed the major internal structures. A worksheet was assigned for homework “Pathway of light through the eye”. It’s based on the information we learned previously in class today about the eye.

The question came up today in class about if dogs are color-blind. I did some research and found the answer: (http://ask.yahoo.com/20020902.html) resource

A dog's world is not all black and white. To understand what dogs can see, it helps to have some basic knowledge of vision for example the facts we learned today in class. Our vision is optimized for seeing in bright light, while dogs, like many other predators, see best in dimmer light. There are two types of photoreceptor cells in the retina which are rods and cones. Rods process visual information in dim light, while cones handle color and detail. Human vision is trichromatic meaning we have three types of cones that recognize different portions of the color spectrum.

Dogs have only two types of cones -- their dichromatic color vision is similar to that of a human with red-green color-blindness. In addition, a dog's retina contains a much smaller ratio of cones to rods than ours does. So even though dogs don’t have the color range and focus like us, their night vision is superior, thanks to a reflective structure behind their retina called the tapetum lucidum, dogs see objects in the dark as if lit by an eerie glow.

SEE PICTURE ABOVE

Svenja Sept17 3/3

What we did today:

• went over the brain dissection lab



• did the brain dissection quiz



• did the brain dissection of a sheep brain



• did question for the dissection and finished concept maps and flow chart

Thoughts on todays activities:

• I thought the brain dissection was pretty pointless. I thought we would we able to take the brain apart and look at all the individual parts of the brain. We didnt even get to make one cut so it was kind of lame. The questions we did after the lab were easy because all the answers were either in our notes or in the text book.

Beyond:

• How different do the brains of sheep and humans look?



• Human

Sheep

Lida, Fryday’s class overview September 14,2007 3/3

- We started the class out with a pop quiz about the nerve impulse and the synaps.
- We reviewed the concept about depolirazation, repolirazation, polirazation, excited transmit chemical, and inhibitory transmit chemicals.
- We took notes about the central nervous system, and labbled the parts of the brain.
- Second block we had a quiz about the nerve impulse and the synapse. You had to make sure you understand the difference between exitatory and inhibitory transmit chemicals.
- We watched a movie about the nerve impulse.
- Our homework is to read over the Laboratory of the Mammalian Brain.


The brain is really complicated and people still are not sure how the brain works. I think that it is funny that the technology is really advanced but people are still not sure how the brian works. The brain consist of two hemisphere the right (responsible for vision) and the left (responsible for verbal skills). The hemisphere consist of four different lobbes and they control different parts of your body. The four lobbes are frontal lobe, parietal lobe, temperoral lobe, and occitipital lobe. The brain is really complex and consits of many differnt part so it is not easy to label the brain because to me everything looks the same, and the names are really hard to remember. I did not know that the brain consist of grey and white matter and that only the white matte is able te fix damged neurons. I think that it is amazing how the brain controls everythings in our body. I can not believe that is the understanding of the brain is so complicated because the function of the brain is so common for us.

I wonder how morhphine effects the nerves in the body and the nerves in the brain. Morphine effects the receptors of the nerve cell membrane. There are three types of effectors mu, kappa and lambda. Morhpine mainly acts on mu receptors. Anaesthesia morphine has an effect on the actions of the spinal cord. Morphine decreases the transmission of painful stimuli to the brain. (information from http://www.nda.ox.ac.uk/wfsa/html/u03/u03_016.htm, http://www.narconon.ca/morphine.htm ) Morphine effects the brain’s reward system. Morphine is a too strongly activated brain reward and it alters the normal function of these sytems and cause an addiction.

Mr. C, Sept 13, 2007, Mark: 3/3

What we did today:

• reviewed synapses
• got a list of neurotransmitter chemicals (excititory and inhibitory)
• reviewed Key Points of:

1. creating polarized resting membrane,
2. action potential,
3. transmission of impulse,
4. all-or-none response,
5. synapse (+/- neurotransmitters)

• Note: quiz 2 tomorrow on nerve impulses and synapses

Thoughts/Opinions on material:
I find it hard to believe there are billions of neurons in my body all transmitting "messages" in the form of depolarization and neurotransmitter chemicals. Imagining, memories, movement are all due simply to depolarization of neural membranes?

Also, it seems like a system that could screw up very easily. M.S., Huntington's disease, Alzheimers are all due to screwups of the NS. I wonder why they're not more common than they are. Neurilema might be the reason: aids in repair of damaged neurons.

Finally, I wonder how drugs like crack affect my NS.

Above and Beyond:
This website: http://www.cocaine.org/hardstuf.html claims crack's effects are mainly on the PNS, specifically the sympathetic system ("a rush"). Specifically it affects dopamine (neurotransmitter). It signals release of dopamine, then inhibits reuptake of dopamine into synaptic vessicles, so dopamine remains in the synapses far longer than normal and extends euphoric feelings.

Welcome to Mr. C's Biology 30 Blog Site!

It's BAAAAACK!! As you already know, this blog site will serve as a place to archive our progress in Bio30, to table concerns and/or questions, to offer additional thoughts or comments, or simply to "dump" on the course/content/teacher/classmates.

You will be expected to submit several postings during this course. Mr. C will provide a schedule of who is responsible each day.

Postings will be graded as an assignment.

1. 
   As a minimum (1st mark) you should provide a brief review of what we did in class that day (bullet points are OK).


2. 
   Additional credit (2nd mark) will be given for providing thoughts about the material (e.g. where the topic(s) apply to real life, questions that remain unanswered, extensions on topics discussed, connections to other topics or courses, etc... UNACCEPTABLE = "I thought the class was good").


3. 
   Full credit (3rd mark) will be given for doing the first two requirements, AND going 'above and beyond' (e.g. providing additional information, links to other relevant sites, photos, etc...).
   

NOTES:

1/ WRITE YOUR NAME AND THE DATE OF THE DAY BEING DISCUSSED IN THE TITLE LINE

2/ CLEARLY indicate each requirement with headings. Example: Review of material covered...... Thoughts on material..... "Above and beyond"...

3/ AT THE END OF YOUR POSTING, GIVE YOURSELF A MARK OUT OF THREE (see marking guide above). YOU WILL BE ASKED TO JUSTIFY YOUR MARK IF IT SEEMS UNWARRANTED.

4/ ENTRIES MUST BE POSTED WITHIN 5 DAYS OF THE CLASS (including weekends) OR A GRADE OF ZERO WILL BE ASSIGNED.

Feel free to have some fun with this site, but rudeness will not be tolerated ;(

Have a great day!

Mr. C