Co-evolution

In the activity we did about co-evolution each table was a different species of a bird. We were given either a fork, spoon, or knife which represented our beak. Then, we all gathered around on the floor and had to collect "food" for our species. The different foods were red beans, white beans, split peas, and macaroni. These represented different varieties of beans of the same species. After we collected our beans we went back to our tables and counted how many each group got. The first time nobody did very well, but as we went on more groups found ways to pick up the beans easier. Some people were using their legs or other people to get beans. Some people were working together. However, some species of the bird didn't do very well. By the end the knives barely stayed alive. The spoons did very well and the forks did pretty well. The spoons were the best adapted because of their beak shape. The beans also adapted. At the end of the activity there was a majority of split peas left (361). They were best adapted because of their shape. There are 5 red beans left at the end. They weren't adapted as well because of their shape and color. They were easy to see and pick up. The birds and beans evolved together as we went along with the activity, which is why it demonstrates co-evolution. This activity demonstrated natural selection because over time the knives dwindled but the forks and spoons got more "birds". Over time certain species of bird grew larger in number. I really enjoyed this activity. It got pretty competitive at times, but that is what happens in nature. The activity really helped me to understand this concept and what was happening. I love hands on activities and I would definitely use this in the future. 

   







This picture was the first time I collected beans. I didn't do very well, but over time I got a lot better at picking them up.













This photo was taken towards the end and is of all of the beans my group collected. We did very well.

Adaptation

In the activity we did about adaptation last week we had to create a unique environment and then another group had to design all of the organisms and vice versa. We needed 3 producers, 2 primary consumers, and 1 secondary consumer. In my groups environment, we had purple sugar water, mountains, and a warm temperature. The group that made our organisms made blue cacti with pink flowers, a type of sponge in the water and blue underwater trees. They also made a bug that ate the flowers from the trees and a fish that ate the bugs. There was also a very colorful bird that ate the plants and fish. I would say that they made the animals very well adapted to our environment. They worked with our terrain and water to make plants and animals that fit into it. The photo below is the environment that the other group created for mine. 

We also created organisms for another groups environment. The environment that they created had chocolate milk for the water and sugar lakes and rivers. They also created a rock, mountainous terrain. Their atmosphere had helium in the air so everyone sounded like munchkins. Their temperature was a little bit warmer than our earth now. We decided that since their water was chocolate, all the plants would have to be chocolate related and in turn the animals would be too because they are eating and drinking chocolate. The producers we created were a chocolate chip trees, a type of grass that has chocolate inside and a chocolate rose. The primary consumers were a "chubby bunny" and a chocolate trout or "chrout". Our secondary consumer was a cocoa bear. I thought our animals and plants we created were very well adapted to the other groups environment. At first it was kind of hard because they were based around chocolate but we ended up having a great time! Below is a photo of the environment we created for the other group.

Meiosis

To model meiosis we used yarn just like for the mitosis activity. I have always been confused by meiosis and mitosis. Now I understand more about how they are related, but different also. Once meiosis occurs, then mitosis can happen. Meiosis is just for making the sperm or egg. I thought it was really interesting that the steps of meiosis have the same name as the ones of mitosis, except they have a 1 or 2 after them. (For example, Prophase 1) Another thing I found interesting is that when meiosis is complete you either end up with 4 sperm or 1 egg and 3 polar bodies. I never realized that happened. I thought you would get 4 eggs too if you got 4 sperm. Below are some pictures of the stages of meiosis modeled with yarn. 

Prophase 1

Metaphase 1

Anaphase 1

Telophase 1

Metaphase 2

Telophase 2

Making a Baby

Discuss the activity we did. Explain how it worked. What did you learn about genetics and offspring? Reflect on how "real" you think this is or is not. Was it fun? Would you use a similar activity in a classroom? Could it be adapted some way to be appropriate for younger (upper elementary) kids? 

Last week in class we "made a baby" with another person. It was really interesting. We had a list of traits that we had to say if we either had them or didn't. If the trait was homozygous or heterozygous for allele 1, we had to roll a coin to determine if it was homo or heterozygous. Below is the first page of traits that we used.

Once we each figured out our genotypes, we flipped a coin to see if our baby got the homo or heterozygous allele for each trait. We filled in a sheet that is shown below. Using the allele from Mom and Dad, we figured out the genotype and then what the phenotype would be for our baby.

This is what my parter and my baby would look like. 

I think that this activity was a great way to show genetics. Although you don't flip a coin with your parter to decide traits, it showed the random aspect. You don't know what traits your baby will get from you. Sure, it wasn't "real" but it gave me a greater understanding of how genetics work. I never really understood how you could get a trait that neither one of your parents have, and this activity helped me to see that. I would definitely use this activity in the future. Our class got really into it and had a great time. 

This activity could be modified for upper elementary students by making the number of traits shorter. I could do the first few with them so that they understand it too. 

Mitosis

This week in class we modeled the process of mitosis by using yarn and string. I would definitely use this in my classroom someday because it was really hands on and I could really see what was happening in each step. 

 First, the cell is in interphase. It is just doing cell things and not dividing. The DNA is represented by the little pieces of yarn.

Next, the cell begins replication. They create another DNA strand that is identical to the first.

Then, the cell enters prophase. In this stage, spindle fibers (the strings) connect to the centrioles to the chromosome. 

Here, the cell is in metaphase. The chromosomes all line up across the middle of the cell. 

Now the cell is in anaphase. The spindle fibers are shortening and pulling the identical chromosomes apart.









Finally, the cell goes through telophase. The DNA starts to turn back into chromatin, two nuclear membranes form, and the spindle fibers disappear.





Then the cell is in cytokinesis. The cell separates into two cells.











References:
http://prezi.com/qimmclxt061p/?utm_campaign=share&utm_medium=copy&rc=ex0share

Progeria

Progeria is an extremely rare disease of childhood that is characterized by extremely premature aging. It affects 1 in 4 million newborns. When a child is born it looks normal until about a year. Their growth rate slows down, and they are shorter and weigh less than other kids their age, but still have the same intelligence. Other symptoms include baldness, aged looking skin, pinched nose, small face, stiffness of joints, hip dislocation, and severe progressive heart disease. The most severe type is Hutchinson-Gilford progeria syndrome. There is no treatment or cure, but the children can get heart surgery to slow down heart complications. The average age of death is 13, and is usually caused by heart attack or stroke.

Researchers have found that Hutchinson-Gilford progeria is caused by a tiny mutation in a single gene called lamin A (LMNA). Parents and other siblings are usually never affected by the disease. They found that the mutation happens in the sperm prior to conception. In almost all cases this arises from the substation of one base pair among 25,000 DNA base pairs that make up the LMNA gene. The LMNA gene codes for lamin A and lamin C which are known to stabilize the inner membrane of the cell's nucleus. The progeria gene causes the LMNA to produce an abnormal form of the lamin A protein. This destabilizes the cell's nuclear membrane and is harmful to tissues that are usually subjected to instances physical force (cardiovascular and musculoskeletal). This is why they are so small and have heart issues. Also, the LMNA gene is also responsible for at least 6 other genetic disorders, including muscular dystrophy. 

"Progeria" by See SourceMinor edit by Mikael Häggström - The Cell Nucleus and Aging: Tantalizing Clues and Hopeful Promises. Scaffidi P, Gordon L, Misteli T. PLoS Biology Vol. 3/11/2005, e395 http://dx.doi.org/10.1371/journal.pbio.0030395. Licensed under CC BY 2.5 via Wikimedia Commons - https://commons.wikimedia.org/wiki/File:Progeria.png#/media/File:Progeria.png

Resources:
http://www.genome.gov/11007255

DNA Discovery

In this activity we made DNA strands out of candies and toothpicks. Each candy represented something that makes a DNA strand. Red jolly ranchers and orange gummy bears went together and green jolly ranchers and red gummy bears went together. Once we built up the DNA strand, we broke the toothpicks in half and then replicated the strands. This whole process is shown in the photos below.

From this activity I learned that there can be up to 3000 proteins in a gene. As for the structure of DNA: A=T and C=G. Those are the only patterns that the bases can be in, so a T couldn't be with a C or an A couldn't be with a G. The DNA strand is in a double helix shape. When the DNA replicates, it is done in a semi-conservative way. This means that half of the DNA is kept the same during replication.

In the 1950's, Watson and Crick were studying the structure of DNA. They used data from Franklin and Wilkins. Franklin took the original picture of the DNA structure and then Wilkins showed Watson and Crick the picture.