Carbon Cycle 2/19

https://eo.ucar.edu/kids/green/images/carboncycle_sm.jpg

The Carbon Cycle is the biogeochemical cycle in which carbon is exchanged among the biosphere, pedosphere, geosphere, hydrosphere, and atmosphere of the Earth. There are many abiotic and biotic factors that are apart of the Carbon Cycle. Abiotic means if something is physical rather than biological and is not derived from living organisms. If something is biotic, it means that it is related to or resulting from living things. The abiotic and biotic factors that are included in the Carbon Cycle are the atmosphere, surface ocean, deep ocean, fossil fuels, soil, and plants. Carbon is recycled through Cellular Respiration and Photosynthesis. So how exactly does carbon travel from abiotic and biotic factors? Most often, the carbon will start in the atmosphere as carbon dioxide. The carbon will usually circulate through the atmosphere for a while before going to the next part of the cycle. From here, the carbon dioxide will most likely travel to the plant stage. This happens during a process called Photosynthesis when plants breathe in carbon dioxide for food. Photosynthesis is the process in which plants use sunlight in order to create energy from carbon dioxide and water. The carbon is stored and used by the plant until the plant dies. As the plant decomposes, the carbon travels into the soil. When the carbon stores into the soil, it increases the soil quality. After years of being in the soil for so long, the carbon eventually turns into fossil fuels. At this point, the fossil fuels the carbon molecules are in, are burned in factories. From here, the carbon has two different destinations. The smoke from burning the fossil fuels can cause the carbon to return back to the atmosphere, where organisms can breathe it in. Or, the fossil fuels can find its way into a river/stream that travels to the ocean. Here, the carbon will most likely be consumed by an organism. For either situation, the carbon will commonly end up in an animal. At this stage, the carbon will usually travel through many different species as they consume each other in the energy pyramid. Soon the carbon will find its way back to the atmosphere as the animals perform Cellular Respiration or exhale the carbon. Although carbon generally travels in a cycle, not all carbon travels like this. Carbon can travel in any pattern throughout these biotic and abiotic factors.

S&EP - SP7: Engaging in argument from evidence

I used evidence to defend my explanation. I filled out a worksheet related to the Carbon Cycle, providing a game that my table and I played that helped us understand how carbon travels from abiotic factors and biotic factors, as evidence. I formulated evidence based on solid data when I stated that carbon doesn't always travel in the same pattern. That it can travel through any of the abiotic and biotic factors apart of the Carbon Cycle in any order, using the cycle pattern my table and I's carbon molecules went through as evidence. I examined my own understanding in light of the evidence. I used to think that the carbon molecules always follow the same order and pattern in the Carbon Cycle, but because of the game that I played with my group in class, now I think that the carbon molecules don't always travel in the same pattern/order throughout the Carbon Cycle. I collaborated with my peers in searching for the best explanation. I did some research on how carbon travels throughout abiotic and biotic factors throughout the Carbon Cycle which I discussed with my table group. Together we figured out the different stages a carbon molecule can travel to in the Carbon Cycle. As well as the fact that the carbon doesn't have to go through the Carbon Cycle in the same order.

XCC: Patterns

The pattern that occurs in the Carbon Cycle is the cycle that the carbon molecules go through as they travel from abiotic and biotic factors. The carbon molecules routine through the same seven stages in the cycle. These stages include the atmosphere, animals, surface ocean, deep ocean, fossil fuels, soil, and plants. The carbon molecules usually follow a general course through the Carbon Cycle. This pattern includes the carbon dioxide starting in the atmosphere, used by plants through Photosynthesis, decomposed and stored in soil, turned into fossil fuels, burned and finding its way to the ocean, traveling to the surface and consumed by animals, traveling through different species, then finally returning to the atmosphere as the animals perform Cellular Respiration. However, this doesn't mean that all carbon molecules always follow the same pattern. The carbon can actually travel to and from any stage of the cycle, in any order. This is because all stages or abiotic and biotic factors of the cycle are able to connect with each other in some way. They allow the carbon to directly travel to any stage from any stage of the cycle. This pattern in the Carbon Cycle can answer many questions on how carbon travels to and from different organisms and places. Such as answering the question of how carbon can travel from a plant to an animal. By observing and studying the Carbon Cycle, one can easily tell that this situation happens when the certain species consumes the plant directly or consumes an organism that consumed that particular plant.

Project Blog 2/12

A picture of my character portfolio
(the chart paper it was on was ripped and crumpled from the rain, so I had to remove it)

Summary

       The factor that makes you and your parents act and look alike is genetics. Genetics is the name for the directions for only one trait of a living thing. You might be wondering how genetics is able to affect you, this is because of DNA. DNA is the directions an organism's cells follow that tell the living thing how to grow and what it will do. DNA contains nucleic acids which are four molecules you require to survive; Cytosine, Thymine, Adenine, and Guanine. They are instructions that make all organisms appear and behave a certain way. These nucleic acids make up the layers or "steps of the ladder" of DNA. The two structures that hold them together are composed of phosphate and deoxyribose. To determine the probability of an offspring having a certain genotype, biologists use Punnett Squares. These Punnett Squares are 2 x 2 arrays that are filled with genotype combinations. This diagram is used to predict the outcome of a particular cross breeding experiment. Did you know that scientists can actually control what traits an organism obtains? They can do this by Genetic Modification or Genetic Engineering. This process is the direct manipulation of an organism's genome using biotechnology. It is a set of technologies used to change the genetic makeup of cells, including the transfer of genes within and across species to produce improved organisms. When Genetic Modification is performed or experimented on organisms it is known as GMO, standing for Genetically Modified Organisms. However, organisms can obtain traits by accident as well. Organisms can obtain special abilities by a reaction in their DNA called a mutation. Mutation is the change in nucleic acids. Mutations can be caused by either external factors or internal factors. Mutations happen on accident because they are random and are usually mistakes in one's DNA strand or chromosomes. Did you know that you can inherit certain characteristics from generations before you without it affecting your DNA at all? This happens by Epigenetics. Epigenetics is the study of changes in organisms caused by modification of gene expression rather than alteration of the genetic code itself. It is simply the change of an organism's phenotype, yet not it's genotype which in turn effects how cells read the genes. Chemicals that are attached to the DNA turn genes on or off, telling which proteins to produce and in what quantities. These switches are called Epigenetic Tags.

Backward-Looking

       To produce the character portfolio of a superhero that I designed myself, I had to go through many different steps. Throughout these steps, I learned many different topics that relate to genetics. The first step was to actually create the superhero based off of an animal that has "superpowers". The animal I chose was the Beluga Whale because of it's ability to perform echolocation. Echolocation is the ability to create sound waves to locate objects by reflected sound. At this time I drew my character and created the concept behind my superhero, including his powers, costume, strengths, and weaknesses. Next I wrote Beluga Boy's origin story, how he obtained these powers. I chose for Beluga Boy to get special abilities by the process of Genetic Modification or Genetic Engineering. For this story, I had to research the exact process of how a scientist produces GMOs. After thoroughly understanding the process and writing about it in my story, I had to write another story about how Beluga Boy met his mate (Poison Ivy). I then realized that Beluga Boy and Poison Ivy had a child together. So I had to determine what traits the baby would obtain from both of her parents. I did this by filling out punnet squares for each trait. In this unit, I learned the meaning of a dominant and recessive genotype, as well as how to use punnet squares. After I knew what traits the offspring would have, I drew what the offspring would look like as a baby. Next, I learned about Epigenetics. I learned how the choices Beluga Boy's daughter made, effects her. I flipped a coin to determine the choices the daughter of Beluga Boy made in her life, then I drew what she would look like at this point and how she was effected. Lastly, I created the Beluga Boy's villain. This villain is known as Dr. Evil and has many enhanced qualities.  I decided to change his Muscular System, Skeletal System, Respiratory System, and Nervous System. This effects my villain by making him a genius, have super strength, have the ability to breathe underwater, and be above average in size. Afterwards, I created a story of how Beluga Boy and Dr. Evil became enemies.

Inward-Looking

       I feel proud of this piece of work because I feel that the character portfolio shows just how much hard work I put into it. It displays all of the work I've done throughout the different units of genetics. The part of this project I particularly liked was designing my super villain. This is because, I got to change my villain based off of his body systems. Although I was only limited to change just four different systems, I had fun figuring out how changing each part of his systems would change him. I decided to change his Nervous System by changing parts of his brain, his Muscular System by making all of the skeletal muscle on his body become two times larger, his Respiratory System by having gills grow on his lungs, and his Skeletal System by having all of the bones in his framework grow two times larger. These changes effected my villain by making him a genius, have super strength, be able to breathe underwater, and be gigantic in size. I didn't dislike any parts of this project. The activities in this project made learning genetics interesting, as it kept me engaged throughout all of the different units. I was always excited to create stories around my superhero, making it come to life. I enjoy how my superhero portrays the abilities of an actual animal. As well as I enjoyed how this project allowed me to build a complete plot for my superhero.

Outward-Looking

       If I had the chance of giving my project a grade, I would give my character portfolio an A. I worked very hard on this piece of work and think that it deserves to get the full credit grade. I completed all of the different parts of this project, putting my very best work into every activity. I made sure that my drawings were neat and never out of place. As well as I ensured that it was easy to understand which character I drew. For the stories I wrote for my superhero, I always made my ideas clear. I made sure that I was never off topic, wrote run on sentences, or had bad grammar. I also made sure that my stories were interesting and engaged the reader with a climax. For the actual worksheets, I ensured that I understood all of the science behind the activities. This helped me know that I was doing the worksheets correctly and getting the science correct. In addition after finishing all the parts of the project, I double checked my work by going back on my work and checking everything. Checking that I wasn't missing any work or missing any necessary details in any activity.

Forward-Looking

       As I looked at the finished product, I didn't see anything major that I would redo or improve. All of the work was completed to the best of my ability. The drawings were neat and proportional, the stories were clear and engaging, and the work sheets were completed correctly. Overall, all of the work was organised and in great condition. However, there is only one minor thing in the character portfolio that bothers me. This is the actual chart paper that I presented all of my work on. Although all of the work was present and visible, the background that the work was on was unorganized. It didn't have clear titles for each topic. This makes it hard for any audience to understand how the work was organised, where everything was, and what each unit was about. This is however just a minor mistake in the display of my character portfolio that can easily be fixed. 

Epigenetics 2/4

http://worldwithoutgenocide.org/wp-content/uploads/2016/08/Epigenetics-Info.jpg

Epigenetics is the study of changes in organisms caused by modification of gene expression rather than alteration of the genetic code itself. It is simply the change of an organism's phenotype, yet not it's genotype which in turn effects how cells read the genes. But what is a phenotype and genotype? If you didn't already know, a phenotype is a visible trait of an individual or a set of observable characteristics of an individual. In addition, a genotype is the pair of alleles or each form of a gene or the genetic constitution of an individual organism. Epigenetic change is a regular and natural occurrence. However it can also be influenced by several factors including age, the environment/lifestyle, and disease state. So how can traits be passed down from generations if it doesn't effect an organism's DNA? The reason why is because when the offspring inherits the DNA, the way the code is read and used is what makes the organism obtain the same characteristics as their parents. How does this happen? Well in every cell biological machinery constantly translates DNA into the proteins needed to carry out vital processes. Chemicals that are attached to the DNA turn genes on or off, telling which proteins to produce and in what quantities. These switches are called Epigenetic Tags are responsible for why a kidney cell looks and acts different then a skin or nerve cell. Even though all three cells have identical DNA. 

S&EP - SP7: Engaging in argument from evidence

I used evidence to defend my explanation. I took some notes on Epigenetics providing the video we watched in class as evidence. I formulated evidence based on solid data when I stated that Epigenetics change the organism's phenotype, yet not it's genotype using the video that was provided to me in class, a website that I personally researched as evidence, and the fact that the physical DNA strand isn't effected by Epigenetics, just how the DNA is read and used. I examined my own understanding in light of the evidence. I used to think that the reason why experiences of previous generations effected new generations or offspring was because it physically changed the DNA strand that was inherited, but because of the video that my classmates and I watched in class and a website that I researched now I think that it doesn't affect the genotype or DNA strand. Instead the chemicals attached to the DNA called Epigenetic Tags turn the genes on the DNA strand on or off, telling them which proteins to produce and in what quantities. I collaborated with my peers in searching for the best explanation. I did some research on Epigenetics and how it works which I discussed with my table group. Together we figured out how we would determine what our superhero's child would look like and act like.

XCC: Cause and Effect

The cause and effect relationship that occurs in Epigenetics is between the Epigenetic Tags and how the DNA is read and used. As you may know, Epigenetics doesn't physically effect the genotype of an organism but the phenotype. Epigenetic Tags just effect how the DNA is read and used by switching or turning the genes on and off on the DNA, which tell them which proteins to produce and how many. More specifically, the Epigenetic Tags determine and control what characteristics the offspring obtain and how these genes are read. In other words, the traits or characteristics that the next generations obtain depend on which genes the Epigenetic Tags switch on or off. A real example that displays how this relationship works is how a kidney cell looks and acts different then a skin or nerve cell. Even though all three cells have identical DNA. I can use this relationship to answer questions about what characteristics a certain organism may have based off of what genes in their inherited DNA is turned off or on. In addition, this relationship can help me "take over the world" by helping me in future education of Genetics. Especially if I choose to specialize in a career that deals with Epigenetics specifically when I grow up. This relationship gives me certain knowledge about the topic of Epigenetics, such as how Epigenetics works and how the Epigenetic Tags control what traits and characteristics the offspring will inherit.

Mutations 1/29

https://i.ytimg.com/vi/RGfvhw0v6AQ/maxresdefault.jp

Have you ever wondered how superheroes got their powers? Maybe you've heard some theories, yet never really understood the concept of it all. Well then you're in luck because I'm going to explain one way superheroes usually get their powers. Organisms can obtain special abilities by a reaction in their DNA called a mutation. Mutation is the change in nucleic acids. Mutations can be caused by either external factors or internal factors. For example, some external factors that can cause mutation are chemicals and radiation. When these factors are in contact with your body, they can effect your body by possibly creating a mutation. One example of an internal factor that can cause a mutation is DNA replication. DNA replication is the process in which a double-stranded DNA molecule is copied to produce two identical DNA molecules. A common mistake people make is thinking that mutations happen on purpose, but something most don't know is that mutations are random. Meaning they can't be controlled and can happen at anytime. There are three different types of mutations; helpful, harmful, and neutral. However, mutations that are helpful are incredibly rare and don't happen as often as the rest. In addition there are gene mutations and chromosomes mutations. The three different gene mutations are substitution, insertion, and deletion. Substitution happens when a base is substituted with other bases in DNA that don't match with each other. Insertion happens when an additional base is added to the DNA strand. Lastly, deletion happens when a base in DNA is simply removed from the DNA strand. The four different chromosome bases are duplication, deletions, inversion, and translocation. Duplication happens when extra copies of genes are produced. Deletions happen when there are missing parts in the chromosome and inversion happens when the parts are reversed. Finally, translocation happens when the chromosomes are put in the wrong location and are not where they are supposed to be.

S&EP - SP7: Engaging in argument from evidence

I used evidence to defend my explanation. I wrote down some notes in my binder providing the video we had watched in class as evidence. I formulated evidence based on solid data when I stated that helpful mutations are very rare and occur less often than the other types of mutation. Using the fact that there is a ten percent chance that mutation can occur and that less than a third of this ten percent will be a helpful or beneficial mutation as evidence. I examined my own understanding in light of the evidence. I used to think that you can make a mutation happen to an organism on purpose, but because of the video that was provided to us in class now I think that mutations are random and can happen to anytime. I collaborated with my peers in searching for the best explanation. I did some research on mutations and how they occur which I discussed with my table group. Together we figured out that if we were going to make our superhero obtain powers by a mutation it would have to be unintentional. As well as we discussed how we would also have to choose from one of the different mutation situations to explain how our superhero got special abilities.

XCC: Cause and Effect

The cause and effect relationship that occurs in mutation is between the order or format of the DNA or chromosome and what form of mutation will happen to the organism. More specifically, the formation in which the DNA bases are in the DNA strand or location of chromosome parts, control the form of mutation the organism might obtain. Basically, the particular form that happens to the organism depends on the location of the DNA bases or chromosome parts in the body. One example of this cause and effect relationship is if a DNA base is substituted with other bases in DNA that don't match with each other, this means that the organism will most likely have a substitution gene mutation. Such as, if the base A matched with C instead of T. Or if the base G matched with T instead of C. Another example of this cause and effect relationship is if a base in DNA is simply removed/missing from the DNA strand or if there are missing parts in the chromosome, this means that the deletion gene mutation or deletions chromosome mutation will most likely happen to the organism. I suppose that this theory could possibly be tested by purposely changing a particular formation in an organism's DNA strand or chromosome to see if it will result in the desired gene or chromosome mutation.

Genetic Modification 1/15

http://www.zerohedge.com/sites/default/files/images/user5/imageroot/gmo%20tomato.jpg

Have you ever heard of the superheroes Spider man or Dead pool? Maybe you've heard about their origin stories (how they became who they are, how they obtained those certain powers and abilities) before and don't quite understand the process. Or maybe you haven't heard of their stories at all and wonder if they just woke up one morning with special powers that resemble a certain organism. If you fit into any of these categories, then read on because I'm going to explain how these superheroes and many others usually came to be, while hopefully fixing your confusion. The most common way a superhero can acquire unique abilities is by a process called Genetic Modification or otherwise known as Genetic Engineering. This process is the direct manipulation of an organism's genome using biotechnology. It is a set of technologies used to change the genetic makeup of cells, including the transfer of genes within and across species to produce improved organisms. When Genetic Modification is performed or experimented on organisms it is known as GMO, standing for Genetically Modified Organisms. So how is Genetic Modification specifically? The process starts by choosing the certain organism that you want to take the abilities from and extracting those specific genes from the organism's DNA. Next a small piece of circular DNA called plasmid is extracted from a bacterial cell. This short piece of DNA is capable of replicating on its own when inside a bacterial cell. After a small section of the circular plasmid is cut out by restriction enzymes, otherwise known as molecular scissors. Then the gene DNA of interest is inserted into the gap of the plasmid. The ends of the two sequences are stitched together by a DNA ligase. The bacterial cell is put in large fermentation vessels to allow growth and duplication. This cell should divide rapidly. The process is basically done, the bacterial cells just need to be inserted in the human. However, this doesn't mean that only superheroes are used as GMOs, many other organisms such as plants, fruits, vegetables, animals, and humans with certain diseases are also commonly Genetically modified.

S&EP - SP7: Engage in argument from evidence

I used evidence to defend my explanation. I took notes on how scientists specifically perform Genetic Modification on organisms providing the several sources I researched as evidence. I formulated evidence based on solid data when I stated that the bacterial cell were put into the fermentation vessels to allow growth and duplication using the fact that bacterial cells divide rapidly inside the fermentation vessels as evidence. I examined my own understanding in light of the evidence. I used to think that the DNA of interest from the certain organism could be inserted into the gap of the plasmid and then the plasmid is inserted in the bacterial cell as is, but because of researching a little bit deeper throughout websites now I think that the ends of the two sequences of the DNA and plasmid have to be stitched together by a DNA ligase first, before it is inserted into the bacterial cell. I collaborated with my peers in searching for the best explanation. I did some research on this process of genetically modifying organisms which I discussed with other students who were researching the same process. Together we figured out that Genetic Modification is a complicated process that has to be performed carefully.

XCC: Cause and Effect

The cause and effect relationship in Genetic Modification is between what the steps the scientist does in the process and the end result of the organism's abilities. What happens to the organism after the experiment depends on how the scientist genetically modifies the DNA of the organism. The scientist basically controls what will happen to the organism in the end. More specifically, if the scientist modifies the DNA so that the organism has certain abilities, it effects the organism by allowing it to obtain those special abilities. For example, if the scientist added in genes that portray the power of flying into the gap of the plasmid before inserting it inside the bacterial cell, as a result this would effect the organism after the process is done by allowing it to have the power of flying. However, if the scientist makes a mistake or messes up anywhere in the process, it can greatly effect the organism by probably causing a negative reaction in its DNA. This might lead to a malfunction in the organism. This information that I contain in my knowledge about the specific relationship in Genetic Modification can help me "take over the world" by allowing me to have certain details n my knowledge about the effects of genetic modification. Which can help me especially in the future if I choose to become a scientist that specializes in GMO. Particularly in the genetic modification in food, resources, and humans with certain diseases.

Punnet Squares 1/8

https://upload.wikimedia.org/wikipedia/commons/thumb/2/22/Punnett_Square.svg/220px-Punnett_Square.svg.png

Currently in science class, we've been using punnet squares to declare what traits our superhero's baby will have. If you didn't already know a punnet square is a 2 x 2 array, but instead of being filled out with numbers it is filled out with genotype combinations. This diagram is used to predict the outcome of a particular cross breeding experiment. More specifically, it is used by biologists to determine the probability of an offspring having a particular genotype. Punnet squares were named after Reginald C. Punnet, who devised the approach. So how do you set up and fill out a punnet square? To do this, you put the genotype that one parent passed on to the offspring, above the diagram. Lining each letter above each individual box of the array. As well as, you put the genotype that the other parent passed on to the left side of the diagram. The same set up applies accept you put each letter to the left side of each individual box. To fill out a punnet square, you start at the first box and look at the letter to the left of it and the letter above it. Then you write both of these letters in the box. Keep in mind to always put the dominant letter before the recessive letter. After, you will continue this process to fill out all of the four boxes.

S&EP - SP4: Analyzing and interpreting data

I used a diagram to display and analyze data to predict the outcome of a particular cross breeding experiment. I created punnet squares to determine the probability of an offspring having a particular genotype. I recognized patterns in data and see relationships between variables. For example, I observed that if there is only one dominant allele in a genotype combination, the hybrid genotype will always count as the dominant trait. As well as if both the alleles are dominant, the purebred genotype will always count as dominant. For purebred recessive genotype combinations, it will always count as recessive. I revised my initial hypothesis when the data doesn’t support it. My original hypothesis was that my superhero's baby would have echolocation since that trait is dominant, but my new hypothesis is that there is an equal chance that the baby will or will not have echolocation. This is because the dominant genotype is a hybrid combination, meaning that it has one dominant allele and one recessive allele. After filling out the punnet square, the outcome showed a 50% chance.

XCC: Cause and effect

The cause and effect relationship that punnet squares create is between the genotype that each parent passes on and the traits the offspring will have. The certain genotype combinations that the parents pass on help determine the probability of an offspring having a particular genotype. Which helps biologists predict the outcome of a particular cross breeding experiment. For instance, if the dominant genotype is a hybrid and contains one dominant allele and one recessive, this means that the offspring has a 50% chance of having the dominant trait. If the dominant genotype is purebred and contains two dominant alleles, this means that the offspring will definitely have the dominant trait. This information helps me better predict what traits the offspring will have, as well as the percentage of the offspring having a particular trait.

Genetics Vocabulary Test Corrections 12/13

Explanation: I completed the quiz and rushed to submit it right as we needed to move on. However when I looked back up to my computer it didn't load properly. So I reloaded the page and found that the answers were blank and it had erased all of the work I had done. Seeing that I couldn't redo the work because we had moved on to something different, I decided to le
ave it and do a regrade.

*For the first question, the exact definitions that were originally provided weren't there when I went over the quiz results so my definitions will not be the exact same as the original definitions.

1. Match the vocabulary words with the correct definitions

a. Genotype:  A genotype is the pair of alleles or each form of a gene.
b. Phenotype: A phenotype is a visible trait or characteristic of an individual organism.
c. Allele: An allele is each form of a gene.
d. Homozygous: Homozygous is a term that describes having two of the same allele for a trait.
e. Heterozygous: Heterozygous is a term that describes having two different alleles for a trait.
f. Dominant Trait: A dominant trait is when a single copy of its gene is inherited.
g. Recessive Trait: A recessive trait is when a copy of the recessive gene form is inherited from each parent.

2. Mendel concluded that the alleles for tall stems in pea plants are dominant. Thus, in crossing a purebred tall pea plant with a purebred short pea plant should result in

A. All tall plants
B. All short plants
C. All medium height plants
D. Half short and half tall plants

I chose A. because when the alleles for tall stem in pea plants are dominant, it doesn't matter what is in crossing with a purebred tall pea plant because the offspring will always be tall. In this situation, the short purebred effects will not be seen in the heterozygous offspring. In order for the pea plant offspring to be tall, it can either have one tall allele or two tall alleles in its genes because the tall trait is dominant. For the plant to be short, it would require two short alleles because it is recessive. Since the alleles of all of the offspring will be something like Tt, the offspring are guaranteed to be tall.