Recordings of 2/28 Biology - Wrapping up Evolution

Part 1

Part 2

2/28 Biology Update and homework due 3/6

Hi folks,
Today we polished off evolution by talking about of few extra details and getting into the fact that, not only do physical characteristics evolve, but behaviors do as well. 

For homework this week I'd like to take the time to review much of what we've covered throughout the year so far.  Please do all the following questions and be sure to study them because they will probably be on an upcoming quiz.  (Most of these are going to be on the final as well.)

1.  What is the definition of hydrophilic?



2.   What is it about water that makes it polar?



3.  Draw the following functional groups.

a.  Amino



b.  Hydroxyl




c.  Phosphate




d.  Carboxyl



4.  Draw the 4 biological molecules.




5.   Give four examples of homeostasis.




6.    What does mRNA do?

7.  What does tRNA do?

8.  What is transcription?

9.  What does DNA Polymerase do?




10.  What does smooth endoplasmic reticulum do?

11.  What does rough endoplasmic reticulum do?

12.  What do chloroplasts do?

13.  What does the vacuole do?

14.  What do mitochondria do?

15.  What are two differences between plant and animal cells?



16. What are two differences between a prokaryotic and a eukaryotic cell?

17.  What three things do all cells have in common?



18.  What are the 4 bases in a DNA molecule?

19.  Which base pairs with which base?

20.  Which base is missing in RNA and what is it replace with?



21.  What is the difference between a trait and an allele?  Give me an example. 



22.  What is co-dominance?   Give me an example. 



23.  What is incomplete dominance?   Give me an example. 


24.  What is osmosis?


25.  Draw and label the steps in meiosis.  Describe the two places where genetic shuffling takes place.


26.  What is altruistic behavior?  Give an example. 



27.  What is learned behavior?  Give an example. 



28.  What is instinct?  Give an example. 



29.  What is selfish behavior?  Give an example. 



30.  What is social behavior?  Give an example.



31.  What is co-evolution?  Give an example.

Scientists discover first known animal that doesn't breathe | Live Science

Thought you all might find this interesting.   It appears that this is an animal that has evolved "backwards" from a jellyfish.  By backwards I mean it's gone from more complex to less complex.  It's quite fascinating!

https://www.livescience.com/first-non-breathing-animal.html

Data from the 2/21 Lab

BTW, the comment "Obama owns all" is due the fact they they named one of their "birds" Obama and it was the farthest flyer.  :)

Get Outlook for Android

2/21 Biology update and homework due 2/28

Hi folks,

Today we took the time to get deeper into evolution by really exploring the concept of natural selection.

With that in mind, we also did a very interesting lab today.  Using a paper airplane design as a model bird, we explored how random mutations and natural selection could slowly evolve a species into one that is more fit for its environment.

For homework this week please answer the following questions about today's lab.  I'll send data in a separate email so you can see a larger sample size.  The write up for the lab is on page 314 and 315 in your book if you wish to refer to it.  Even if you missed today, I think you can give a good shot at the homework.  With the data and the write-up in the book I'm pretty sure you can get a handle on what was going on.

There will be a quiz next week so please be prepared.  Some possible topics on the quiz include:  Darwin's 4 postulates, natural selection, genetic drift, stressors, natural selection (see question 15 below), allele frequency, non-Mendelian genetics, blood type problem, modes of selection (see questions 5 below). 

1. What was "selecting" for the successful bird?

2.  What represented the "mutations". 

3.  In each trial you used a "clone" of the previous generation.  Why is the term clone appropriate?

4.  Is this lab an example of disruptive, directive, or stabilizing selection?  (May need to use your notes or the book if you don't recall these terms.)  Why do you think so?

5.  Did each generation always progress?  In other words, did each generation get a farther flyer?

6.  How does this lab represent natural selection?

7.  In a way, there were three traits that were adapting in order to create a better flyer.  Which three traits were involved in this model?

8.  Describe two aspects of this investigation that model evolution of biological organisms.

9.  How might this lab help explain the observations Darwin made about finches on the Galapagos Islands?

10.  How would you say the term "fitness" is represented in this lab?

11.  Using this lab, give an example of each of Darwin's four postulates (DIOR).  (Hint: one of them actually is not represented in this lab.)

12.  How would you alter the lab if the environment this population of birds was in was very very windy, so that if a bird left the ground it may be blown out to sea?  What would you change to model this new scenario.

13.  This question is not based on the lab.  

In class we discussed four different "stressors".  Get food. Not be food, Reproduce, Climate.  For each stressor, give me an example of how natural selection could lead to an adaptation.  

For example, a species of bird is an insect eater.  All the birds in the population have beaks and some have beaks that are slightly longer than the others.  Those that have the longer beaks have an easier time finding food so they live longer, are stronger, and can reproduce more.  Due to that, the allele for longer beaks becomes more and more prevalent in the population.  Please give me another example of "Get Food" as well as the other three.  I highly recommend putting some thought into this as a version of this question will be on an upcoming quiz.

2/21 Biology Recording - Natural Selection and the Harvey-Weinberg Theorem

Hi folks,

I"m including the recording from one of my other biology classes.  We had a great discussion today but we didn't cover as much material as clearly as I would have liked.  This recording does a better job really focusing on the important material.

https://youtu.be/g6-0B7JKC6M

Class is ON for today

Hi folks,

We may be missing a couple of folks but it looks like enough of us can make it that we will hold class today.  

See you all soon!

Best,

Jim Mueller

(919) 907-3217

Re: Class tomorrow?

Team time is still happening at the Y this morn...

Sent from my iPhone

On Feb 21, 2020, at 7:45 AM, Imke <imke.nickelson@gmail.com> wrote:

In our neighborhood - close to Duke's West campus - the roads are fine. I am not sure how they will be on Mt. Sinai.

We'd be ok with giving it a try.

Thanks,

Imke Nickelson 

Sent from my iPhone

On Feb 20, 2020, at 23:33, Jim Mueller <jim@bitesizephysics.com> wrote:

Hi all,

I'm betting by class time most of the roads will be OK to drive on but, please when you get a chance, let me know if you feel you will be able to make it to class.

Thanks!

Jim Mueller

(919) 907-3217

Re: Class tomorrow?

We are fine to give it a whirl.

Laura Lee

Sent from my iPhone

On Feb 21, 2020, at 7:45 AM, Imke <imke.nickelson@gmail.com> wrote:

In our neighborhood - close to Duke's West campus - the roads are fine. I am not sure how they will be on Mt. Sinai.

We'd be ok with giving it a try.

Thanks,

Imke Nickelson 

Sent from my iPhone

On Feb 20, 2020, at 23:33, Jim Mueller <jim@bitesizephysics.com> wrote:

Hi all,

I'm betting by class time most of the roads will be OK to drive on but, please when you get a chance, let me know if you feel you will be able to make it to class.

Thanks!

Jim Mueller

(919) 907-3217

Re: Class tomorrow?

In our neighborhood - close to Duke's West campus - the roads are fine. I am not sure how they will be on Mt. Sinai.

We'd be ok with giving it a try.

Thanks,

Imke Nickelson 

Sent from my iPhone

On Feb 20, 2020, at 23:33, Jim Mueller <jim@bitesizephysics.com> wrote:

Hi all,

I'm betting by class time most of the roads will be OK to drive on but, please when you get a chance, let me know if you feel you will be able to make it to class.

Thanks!

Jim Mueller

(919) 907-3217

Class tomorrow?

Hi all,

I'm betting by class time most of the roads will be OK to drive on but, please when you get a chance, let me know if you feel you will be able to make it to class.

Thanks!

Jim Mueller

(919) 907-3217

2/14 Biology recording - More evolution

Part 1

Part 2

2/14 Biology update and homework due 2/21

Hi folks,

Today we continued looking at evolution by taking a deeper look into natural selection.  We did a lab where we modeled the change in over time in a gene pool of rabbits.

For homework this week please answer the following questions.  


These are based on today's lab.
1. What did the poker chips represent?  Why did we use two different colors of chips?



2. What was the original gene frequency of the F and the f alleles before selection occurred? 



3. How did the gene frequency of the F and f alleles change by the 10th generation (or at least as far as you got)? 



4. How do you explain that both alleles, F and f, changed in frequency over time in the lab? 



5. How is this simulation an example of evolution by natural selection? 



6. In nature, how is it that lethal alleles, like furlessness, are still passed along through the generations and not completely selected out of the population? 



7.  How did the bag of chips represent the gene pool?



8. If we wanted to represent artificial selection, what could we have done differently for this simulation?



9.  If we wanted to represent genetic drift (random change in the gene pool), what could we have done differently in this simulation?



10.  If the temperature warmed so that the furless bunnies didn't die, what would that have done to the gene pool over time?

From today's quiz, it appears that perhaps a bit more work with non-mendelian genetics may be a good idea. :)   Here you go.  (These are great quiz questions btw.)

11.  What is the difference between non-mendelian genetics and mendelian genetics?

12.  We covered 4 different types of non-mendelian genetic possibilities.  What where they?

13.  Describe what happens in a co-dominance situation.   Give an example.

14.  Describe what happens in a incomplete dominance situation.  Give an example.

15.  Describe what happens in a multiple-allele situation.  Give an example.

16.  If a dad with type AB blood and a mom that has type A blood has a child, what are the possible blood types of the child.  DO THE PUNNETTS. (BTW, there's more that one Punnett here, in fact there are 2 Punnetts.)

17.  If a If a dad with type B blood and a mom that has type O blood has a child, what are the possible blood types of the child.  DO THE PUNNETTS. (BTW, there's more that one Punnett here, in fact there are 2 Punnetts.)

18.  If a dad with type O blood and a mom that has type AB blood has a child, what are the possible blood types of the child.  Only one possibility here…hooray!

2/7 Recording - Evolution

Part 1

Part 2

2/7 Biology class update and homework due 2/14

Hi folks,

Today we finally began our dive into the concept of evolution.  To get the ball rolling, we began by discussing what evidence and questions came up over time to cause naturalists and scientists to question how the diversity of life came to be.

There will be a quiz next week, so be sure to study up on today's material and make sure you can nail those non-mendelian genetic questions.  

Read pages 302-306 and do questions 1-8 on page 307. 

Also, answer the following questions based on today's lecture. (Good chance these are quiz questions so be sure to check your notes on these.)

1.  What are two definitions of evolution?

2.  What are 5 questions/evidence that provide clues for the theory of evolution?  Give a short description of each one.

3.  What are two misconceptions regarding evolution?  

1/31 Recording - Non-Mendelian Genetics

Part 1

Part 2

1/31 Biology Class update and homework due 2/7

Hi folks,

Today we spent some time breaking rules. Mendelian genetics rules that is. We learned about alternatives to Mendel's simple recessive/dominant genetics as we learned about co-dominance, incomplete dominance and multiple alleles.  

For homework this week:

First, take a look at this website https://hobart.k12.in.us/jkousen/Biology/inccodom.htm.

Do the sample questions at the end of each section (there are 5 in all).  Check your answers as well.

Also, make your own quiz. Create questions based on the following concepts and then solve the questions. I'll give you 3 points of extra credit if I end up using your question on an upcoming quiz. Be creative and have fun!

1. Typical Mendelian genetics problem that can be solved using a monohybrid cross.

2. Typical Mendelian genetics problem that can be solved using a dihybrid cross.

3. Incomplete dominance problem that can be solved using a monohybrid cross.

4. Codominance problem that can be solved using a monohybrid cross.

5. A blood type problem problem that can be solved using a monohybrid cross.