Coin Sex Lab Relate and Review

In this lab, my partner and I flipped coins marked with specific alleles, different variations of a gene, on each side in order to see how probability is used to predict what an offspring genes would be. Coins serve as a model for genetics concepts for they have a 50% percent probability chance, which means they can represent alleles, and the coins together can represent the make up of the genetic material of the zygote, or fertilized egg. The first part of our lab, Sex of offspring, asked the question, "Can you predict whether you will have a boy or a girl?" We flipped two coins, which were either marked X or Y on both sides, simultaneously 10 times in order to get the genotype (XY, XX), thus also the phenotype (female or male). With the monohybrid cross, which is when homozygous dominant are cross with homozygous recessive, there is a 50% probability for having either a male offspring or female offspring. The ratio we got instead was 7:3 (male to female). Though our ratio was off, due to either determining the phenotype of a genotype incorrectly or not flipping the coins the right way, predicting the possibility of having a male or female child is possible, though the prediction might not be for sure. The second part of our lab, Autosomal Dominance, which is when the dominant allele is not sex-linked, asked the question, "If bipolar disorder does not run in your family, but you marry someone who has bipolar disorder, what is the probability that your children will have it? (Assuming spouse is heterozygous for the trait)" With the punnet square, we concluded that there is a 50% probability of the offspring having bipolar disorder. We used two coins, one labeled "b" on both sides and the other labeled "B" on one side and "b" on the other side. We then proceeded to flip the two coins simultaneously 10 times. Our ratio, though again off, was 8:2 (Bipolar individuals to nonbipolar individuals).Our actual result could've differed to our expected result due to errors in determining the phenotype of a genotype. We also found that our result was improbable. The third part of our lab, X-Linked recessive, asked the question, "Why do males have colorblindness more often than females? What is the probability of having a colorblind child if the mom is a carrier and the dad has normal color vision?" Before my partner and I actually started the procedure we decided to find out what X-linked inheritance was, we found that it was when an organism inherits the gene responsible for a trait from the x chromosome. Using the punnet square, we then moved on to find the probability which was 25%. Using two coins, one marked X^B on one side and X^b on the other side and one marked X^B on one side and Y on the other side, we found the genotypes and phenotypes by flipping the two coins simultaneously. The genotypic ratio we ended up with was 4:2:1:3. We also concluded that males have colorblindness more often than females because they control the x chromosome. Our actual result could've differed to our expected result due to errors in determining the phenotype of a genotype. In our dihybrid cross, where double homozygous dominant is crossed with double homozygous recessive, simulation, our expected result were 9 individuals with brown hair and brown eyes, an example of homozygous, 3 individuals with brown hair and blue eyes, an example of heterozygous, 3 individuals with blond hair and brown eyes, and 1 individual with blond hair and blue eyes; A phenotypic ratio of 9:3:3:1. Our actual results were 12 individuals with brown hair and brown eyes, 1 individual with brown hair and blue eyes, 2 individuals with blond hair and brown eyes, and 1 individual with blond hair and blue eyes. Instead of a 9:3:3:1 ratio, my partner and I got a 12:1:2:1 ratio. Our actual result could've differed to our expected result due to errors in determining the phenotype of a genotype or flipping the coins incorrectly. With these results, and the phenotypic ratio that my partner and I concluded to, I can attribute that the phenotypic ratio 9:3:3:1 does not apply to every case, though it is a good foundation to follow. Another important note to mention is how the Law of Independent Assortment was applied here. The Law of Independent Assortment states that gene pairs separate randomly or independently from each other during meiosis, the process of making gametes in testes or ovaries, in this case, the gene pairs were separated randomly/independently from each other in order to form the phenotypes (ex: BE, bE, Be, be). The limit of using probability to predict offspring's traits is that it is not a certainty and only predicts what the offspring's traits could possibly be, not what it will be for sure. Probability is just the number that an event can occur over the total number of possible outcomes while certainty is something that will actually really happen. Also, when the recombination of genes happen, something, in which the Punnet Square didn't predict, could occur. One way this relates to my life is it lets me understand how I got specific traits, like having my mom's dominant wavy hair trait and not my dad's recessive straight hair trait. It also lets me understand how there are cases in which people have green eyes while their parents have brown eyes because the green eye trait skipped a generation since it was recessive.

Unit 4 Reflection

Unit 4 was about the Cell Cycle (reasons for it and its' steps), types of reproduction (benefits and costs), chromosomes (oddities, all other traits, and homologous chromosomes), sex cells, haploids and diploids, gametes, the steps of Meiosis, Crossing Over, genes, traits, Gregor Mendel and his works, the punnet square, types of inheritance, genetic exceptions and complications, and different type of crosses. In Unit 4, my strength were probably types of reproduction and punnet squares. I found it very easy to understand and memorize the types of reproduction, Sexual and Asexual reproduction, and their benefits and costs. Punnet squares and types of reproduction were probably my strengths because I've gone through them before and had understand them already. My weaknesses were probably everything else. I found it very hard to memorize and be able to separate terms from each other. I also found it very hard to remember all the steps of Meiosis. There was so much information given all at once and it was hard to consume it all. I don't think it's that I don't understand because I feel like I do, but I just think that there was so much new information all at once and it was just hard to remember each specific term and not mess up a term for another term. I definitely learned a lot of new material. Everything was new for me except for the types of reproduction and the punnet square. For skills, I don't think I learned anything new but next time I'm definitely going to study sooner. I made a mistake this time and procrastinated on studying, so I ended up with really short time to go over everything. The info-graphic really made a lot more of the material more clear and it helped me understand them more. It helped me understand the difference between Mitosis and Meiosis more and it also helped me understand Genetic Inheritance more. I definitely do believe that I'm a better student today than yesterday because now I know so much more material about us human beings, and I understand the importance of time more and how I should not procrastinate on studying. Though this unit was interesting, I don't have any questions and would like to move on and learn about a different part of humans. Now that we know the physical part of us I think it would be cool to learn about the mental part of us (how our brains work, why we feel certain emotions, etc.) From the VARK Questionnaire, my preferred learning styles are Reading/Writing and Visual. I scored a 12 on Reading/Writing and a 11 on Visual. On Aural and Kinesthetic, I got an 8. The results didn't surprise me, I was expecting something very similar. In order to play with my studying strengths as I prepare for the upcoming test, I will definitely write out more Relate and Reviews for concepts I'm not comfortable with. I'll also draw out representations of them if possible.

Genetics Infographic: "Bachelors of Science in Genetics"

Photosynthesis Virtual Labs

Photosynthesis Virtual Labs.

Lab 1: Glencoe Photosynthesis Lab

http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS12/LS12.html

Analysis Questions

1. Make a hypothesis about which color in the visible spectrum causes the most plant growth and which color in the visible spectrum causes the least plant growth?

If the color in the visible spectrum is red or blue, then the plant will grow the most.

If the color in the visible spectrum is  green or yellow, then the plant will grow the least.

2. How did you test your hypothesis? Which variables did you control in your experiment and which variable did you change in order to compare your growth results?

I tested my hypothesis by planting the same seed in different lights for 30 days. The variable I controlled in my experiment is the type of plant and the variable I changed in order to compare my growth results are the different color of lights that I changed.

Results:

Filter Color	Spinach Avg. Height (cm)	Raddish Avg. Height (cm)	Lettuce Avg. Height (cm)
Red		13
Orange		8
Green		2
Blue		14
Violet		11

3. Analyze the results of your experiment. Did your data support your hypothesis? Explain. If you conducted tests with more than one type of seed, explain any differences or similarities you found among types of seeds.

Yes, my data did support my hypothesis because I predicted that the red and blue light would stimulate the most growth in plants and in the end the plants that grew the most was under the red and blue light. The average for the red light is 13 cm and the average for the blue light is 14 cm.

4. What conclusions can you draw about which color in the visible spectrum causes the most plant growth?

I can come to the conclusion that the color blue in the visible spectrum causes the most plant growth.

5. Given that white light contains all colors of the spectrum, what growth results would you expect under white light?

The growth result I would expect under the white light is a normal rate, one that’s not the highest or lowest.

Site 2: Photolab

http://www.kscience.co.uk/animations/photolab.swf

This simulation allows you to manipulate many variables. You already observed how light colors will affect the growth of a plant, in this simulation you can directly measure the rate of photosynthesis by counting the number of bubbles of oxygen that are released.

There are 3 other potential variables you could test with this simulation: amount of carbon dioxide, light intensity, and temperature.

Choose one variable and design and experiment that would test how this factor affects the rate of photosynthesis. Remember, that when designing an experiment, you need to keep all variables constant except the one you are testing. Collect data and write a lab report of your findings that includes:

• Question
• Hypothesis
• Experimental parameters (in other words, what is the dependent variable, independent variable, and control?)
• Data table
• Conclusion (Just 1st and 3rd paragraphs since there's no way to make errors in a virtual lab)

*Type this document on a word processor or in Google Docs and submit via Canvas.

Question: Under the intensity of 25 of the blue light, which degree of temperature causes the plant to release the most bubbles?

Hypothesis: If the degree of temperature is 40 under the intensity of 25 of the blue light, then the plant will release the most bubbles.

Experimental parameter: The dependent variable is the number of bubbles that were released, the independent variable is the degree of temperature, and the control is the plant.

Data table:

	Blue light: Intensity of 25	Blue light: Intensity of 25	Blue light: Intensity of 25	Blue light: Intensity of 25
Temperature (degrees)	# of bubbles in 15 seconds	# of bubbles in 30 seconds	# of bubbles in  45 seconds	# of bubbles in 60 seconds
10	3	5	8	11
25	4	11	17	25
40	7	13	19	26

Conclusion:

In this lab, I asked the question “Under the intensity of 25 of the blue light, which degree of temperature causes the plant to release the most bubbles?” I found that if the degree of temperature is 40 under the intensity of 25 of the blue light, then the plant will release the most bubbles. When the water in the container was 10 degrees, the plant gave off 11 bubbles in a minute. When it was 25 degrees, the plant gave off 25 bubbles in a minute. And when it was 40 degrees, the plant gave off 26 bubbles in a minute. My evidence supports my hypothesis because the plant gave off the most bubbles, which are 26 bubbles, when the degree was the highest, which is 40 degrees.

This lab was done to demonstrate how different variables can affect plant growth. It also gives more information about photosynthesis. From this lab, I learned that the warmer the water that the plant is in, the better the plant grows. This helps me understand the concept of photosynthesis more. Based on my experience from this lab, whenever I want to grow a healthy plant I will know to make sure that I grow it in warm water.  

Unit 3 Reflection

Unit 3 was about cell structure and it's function, photosynthesis, and cellular respiration. The themes and essential understandings of this unit was how life is cellular, eukaryotic cell structures, cell boundaries, the diversity of cellular life, energy and life, the overview of photosynthesis, the reactions of photosynthesis, chemical pathways, and the Krebs Cycle and Electron Transport.

When it came to all the cell related topics and cellular respiration, it was fairly easy for me. It got a bit harder for me when the topic of photosynthesis came in.

I believe I'm a better student now because from this unit I've learned more about cell structure and their function, photosynthesis, and cellular respiration. I'm also better at taking notes and knowing what's important and what's not from the textbook now.

I think I would like to learn more about cells now. I don't have any unanswered questions about cells or the other topics but I would like to learn more about cells. It's interesting learning about what makes us living human beings.

Since the test is coming up, I'm definitely studying by going through my vodcast notes and textbook notes. I'm also planning on taking, if not all then most, of the CFU's for the vodcast notes. And for the diagrams, I'm planning on drawing them again and again until they're stuck in my mind. I've seen the Studying and Learning Page, and I think I'll try out the flashcard method; I've never used flashcards before so I'm interested in how this will turn out.

Egg Cell Macromolecules Lab Analysis

The question of this lab was "Can macromolecules be identified in an egg cell?"

Macromolecules could mostly be identified in egg yolk. In the egg yolk, for the Monosaccharide, Polysaccharide, and Protein test, the macromolecule was present. In the Lipid test, the macromolecule wasn't present, having the quantitative amount of macromolecule of 0 and not changing colors. In the Monosaccharide test, the egg yolk had a quantitative amount of macromolecule of 5, turning slightly purple. In the Polysaccharide test, the egg yolk had a quantitative amount of 4, turning light brown. In the Protein test, the egg yolk had a quantitative amount of 7, turning a bit clear. These evidences support my claim because the quantitative amount and the colors that the egg parts changed to show that the macromolecule was/wasn't present.

Macromolecules can be identified in the egg membrane. In the egg membrane, for the Monosaccharide, Polysaccharide, Protein, and Lipid test, the macromolecule was present. In the Monosaccharide test, the egg membrane had a quantitative amount of macromolecules of 8, turning purple. In the Polysaccharide test, the egg membrane had a quantitative amount of macromolecule of 6, turning brown. In the Protein test, the egg membrane had a quantitative amount of 5, turning light purple. In the Lipid test, the egg membrane had a quantitative amount of 3, turning pinkish. These evidences support my claim because the quantitative amount and the colors that the egg parts changed to show that the macromolecule was/wasn't present.

Macromolecules can be identified in the egg whites. In the egg whites, for the Monosaccharide, Polysaccharide, Protein, and Lipid test, the macromolecules were present. In the Monosaccharide test, the egg white had a quantitative amount of macromolecule of 3, turning blue. In the Polysaccharide test, the egg white had a quantitative amount of macromolecule of 5, turning dark brown. In the Protein test, the egg white had a quantitative amount of 6, turning purple. In the Lipid test, the egg white had a quantitative amount of 5, turning pinkish. These evidences support my claim because the quantitative amount and the colors that the egg parts changed to show that the macromolecule was/wasn't present.

One error that could've occurred in this lab were that some of my group members could've put in less drops then what was required for the egg part. This could've affected the results by not allowing the macromolecules a chance to appear in the egg part. A second error could've been the accuracy of the quantitative amount of macromolecules. Since the quantitative amount of macromolecule was completely based off a person's opinion, it can't be the most accurate. This would affect the results by making them not entirely true or false.

A way to improve the experimental procedure so that errors could be minimized or removed are to always be careful with any solution you might be handling and to constantly interact with your group members throughout the lab.

The purpose of this lab was to see if macromolecules can be identified in an egg cell. In this lab we tested the different egg parts for the certain macromolecule we were looking for. Before this lab, we had already gone through the different type of macromolecules. We also learned beforehand what to use in order to test for its presence and how to know if it's present.

This lab experiment could be applied to other experiments by applying where macromolecules are, how to find them, and how to know when they're there.

Generating Questions Assignment

Out of all the big 20 questions, I'm most interested in the question "What is consciousness?". I'm interested in this question because to me the human brain is something very complex that I would like to figure out. There is no official hypothesis for the question but it is known that it involves different brain regions networked together.

List of 20 Questions:
1) Can we restore humans?
2) Is it possible to make an artificial planet?
3) Will we ever be able to naturally fly?
4) Who are we really?
5) Can we freeze time?
6) Can we pause our emotions?
7) Is there a parallel universe?
8) Can we stop missing someone?
9) Is society getting any better?
10) How exactly would people in the past react to how we live now?
11) How will music be like in 3000?
12) Will humans ever become extinct?
13) Will humans forever be the more powerful creature?
14) Why do students procrastinate so much?
15) Is the 21st generation the laziest generation?
16) Why are humans so dependent?
17)  Is it possible to not feel love in your whole life?
18) Is there magic in this world?
19) How would the world be without music?
20) Why are humans so attracted to sweet things?