Round Up: Investigating the Impact of Poison on Cellular Respiration

These past few weeks, my AP Bio class and I have been focusing on the cycles of life specifically the cycles of aerobic respiration. Now, trying to understand glycolysis, the citric acid cycle, and the electron transport chain can be pretty confusing and complicated because so many things are all happening at once. You know, it is crazy to think that our body can give us thousands of ATP molecules in a couple of seconds to help our bodies function!!! Anyway, we all worked on an activity on Cogentedu.com called Investigative Case: Cellular Respiration. I enjoyed this activity because it not only gave me a clearer understanding of all of the three major cycles but it also gave us me situation where I had to use my knowledge of the cycles and apply it to daily life.

The activity set up a scene where a man from the C.I.A. was poisoned, I was a toxicologist, and it was my duty to save this man’s life. The man was poisoned and experienced symptoms of dizziness and shortness of breath. To save him, I had to determine the specific cycle in cellular respiration that was being affected and then from there identify the specific poison that affected the person. The activity had us look at three pieces of data to help us determine the impact of the poison which are as follows: creation of pyruvate molecules. creation of NADH, and the amount of 1M proton concentration. The activity gave us control data of the amount of each category that was present in a functioning human body cell; the activity also gave us the changes in amounts of each category present in one of the poisoned man’s body’s cells. According to the data given, the man did not have a significant change in the production of pyruvate molecules, the amount of NADH molecules increased, and the amount of 1M proton concentration decreased. As a result, I believed that cyanide was the poison that affected him because cyanide impacts the electron transport chain by not allowing hydrogen molecules to bond to oxygen, become water, and then exit the electron transport chain. Since the data revealed that the amount of pyruvate molecules stayed relatively the same, I reasoned that cyanide does not impact glycolysis. However, the data also revealed that the amount of NADH produced had increased which makes sense because glycolysis continued to run and create more pyruvate molecules which the citric acid cycle took and made more NADH. And since the electron transport chain is inhibited by cyanide, the NADH electron carriers could not move on and donate electrons to the electron transport chain since the electron transport chain was already backed up with electrons. Lastly, the data revealed that 1M proton concentration decreased which makes sense since electrons are not passed down because if electrons are not passed down, then energy is not released which is used to pump protons from the matrix to the intermembrane space of the mitochondria and create a functioning proton gradient.

I was pretty happy to find out that my hypothesis was accurate because I felt like it meant that I went about the right away in understanding the information presented. I really enjoyed this activity and we are going to do another one hopefully on the process of photosynthesis so I am looking forward to that. :)

Photo of Cellular Respiration Process >> Found on Free Images from Bing; Original address:http://bioap.wikispaces.com/file/view/16.JPG/121958045/16.JPG

Image of CIA logo >> Found on Free Images from Bing; Original address:http://pre00.deviantart.net/c04d/th/pre/f/2009/051/7/6/cia_grey_logo_by_krumbi.jpg

Our Year Together 2014 - 2015

Being a teacher is a calling and not for the faint of heart. There are endless hours of preparing lessons, setting up labs, writing assessments, correcting papers, attending meetings and professional development, tutoring students, calming fears, cheering on, encouraging creativity and collaboration, and learning. As the end of the year approaches, I feel the exhaustion and the pride that comes from a successful year.

I have been honored to work with 15 amazing, intelligent, patient, enthusiastic, young women scientists in my AP Biology class. I can't adequately express in words all that I have learned from each of them, so of course I made a video.

Each year my students impact my heart and soul and this year is no exception. As you prepare to journey into next year I wish you Good Effort! Think of me in the Fall when I will be here welcoming a new group of students with new opportunities for growth, friendships, challenges and successes.  I can't wait to hear of your adventures...you know how to find me...Twitter, G+, LinkedIn, Email.

Thank you, Team AP Bio 2014-2015 for an incredible year! 

Round-Up: AP Biology Exam

Last week, Team AP Bio arrived to school at around 8 AM to take the AP Biology Exam. There was a mixture of emotions in the class: some of us were scared and nervous, some of us felt confident, and some of us were eager to get this test out of the way. Regardless of of how we felt, our class had done a lot of preparation for this test through doing different labs, projects, and assignments in our class.

Ms. Montgomery came into the room and passed out our tests. After a long series of instructions that involved bubbling and breaking plastic seals, we were ready to begin. The clock started ticking.

The first portion of our AP exam was the multiple choice section. This section had 63 multiple choice questions, and we had 1 hour and 30 minutes to complete this portion. That's less than a question a minute, I thought. Personally for me, this portion of the test covered a variety of topics, but still much less variety than I had imagined. I felt that we had learned so much material in class, but we were only tested on a small portion of what we learned. I found the multiple choice questions to be more analytical than simple fact-based questions. It required us to think biology in a bigger picture, which I believe is the essence of biology. Most students in Team AP Bio felt that the multiple choice portion was pretty manageable and not too difficult.
Here is what Amanda Reshke, a member of Team AP Bio had to say about the mutiple choice portion:

"I had enough time to finish the multiple choice and look over my answers briefly. I feel like I did pretty well on this section."

The second portion of the AP exam was the essay section. This section had a total of 8 essays and 1 hour and 30 minutes to complete it. Before we began writing the essays, we were required to read over all the essay questions and take notes for 10 minutes. This section felt rushed and I didn't feel like I had enough time to answer all the essay questions. I used up the first 10 minutes almost solely  on the first essay prompt, which was about mice their sleeping patterns in relation to the light and dark. Each essay question had four or five parts and covered a diverse range of topics, ranging from the nervous system to cladograms. In the end, I was able to finish most portions, but I did not have enough time to answer the last question on the immune system. My classmates also agreed that there were too many questions to answer on the essay portion of the test and that there was just not enough time for 8 essays.

A cladogram

As a whole, our class felt alright about the AP Exam. When asked about how she felt about the exam, Here are Bharathi Chinnakotla's thoughts on the exam as a whole:

"Overall I think the AP Exam went pretty well. I felt more confident about the multiple choice section but the essay portion wasn't horrible." 

I personally am confident that everyone in our class did pretty well on the AP Exam because our class worked very hard this year and learned  many different things using a variety of ways. We often surprise ourselves with how much information we actually know! At the end of the day, your AP Exam score is only a number and does not define how smart or capable you are. I hope that Team AP Biology got the scores we wanted, and I'm proud of how far our class has come!

Works Cited: 

"Evolution: Synapomorphies & Cladogram." Online Homework Help SchoolWorkHelper. N.p., n.d. Web. 21 May 2015.

Thompson, Bryan. "The Main Street Journal." : AP Exam Tips. N.p., 6 Apr. 2011. Web. 21 May 2015.

Round Up Post- CSI NDB and Review

Over the past two weeks in AP Biology, we had exciting investigations and a lot of time to review. We have been preparing for the AP Test by going over all the amazing things we have learned this year. It's crazy to think about all the things we have learned and all the days we have spent with each other. My AP Bio class has become like a family. I don't know if I would be able to go through all the material learned during the year without them. It's sad to see them going off to college, but I know they will have the time of their lives.

The first thing we did at the beginning of the week was the CSI Fetal Pig Investigations. There were 3 groups and they were each given a system. They formed a presentation with stations with clues to get their fellow students to guess their system. It was so fun to put the pieces together and form a hypothesis about what their system was. Not only was this project exciting to do, It was a great way to review things like cell signaling, cell structures and functions, etc. Bharathi Chinnakotla said, "It was a great experience because I have never done a project like this and used my critical thinking skills”. Simran Lubana said "This project tied mystery and bio together in a way that I didn't think was possible." These two quotes really show how amazing and fulfilling this project was for my classmates. It was something we had never done before and it allowed us to get creative and have fun. It was by far my favorite project/presentation of the year.

Picture taken by @TechBioBek 's (Rebecca Girard) twitter

Picture taken by @TechBioBek 's (Rebecca Girard) twitter

The second thing we did during these two weeks in AP Bio was reviewing for the AP Test. We played an exciting game called speed buckets. We were given a sheet with practice AP questions and had two chances to get all of them right. If we did, we got to shoot the paper into a bucket to get extra credit. This game requires you to calm yourself down and focus on the questions. Since there is a time limit, it can make students freak out and cause them to get questions wrong. This game was a great way to teach ourselves to not stress out and breathe! We all have the knowledge in our brains, we just have to breathe and calm ourselves down. Bharathi Chinnakotla said, “I really enjoyed playing a game called speed buckets because I was not only reviewing the concepts, but also having a great time with my friends." This game was a fun review and allowed us to gain new ways to calm ourselves down and do great. :)

Some things we have all used a lot over the last two weeks

We also spent time going over the practice AP test we took a while ago. We had a chance to look over our answers and the short response section. We got to ask our teacher questions we had and go over the concepts we thought we needed a refresher on. This was a great time to receive help before the AP Test. I found this time very helpful. Simran Lubana said, "Procrastination is not something that works in your favor when you're trying to cram 53 chapters a week before the test." What Simran said was completely right. Using this time in class to go over questions will definitely help you. It would be extremely hard to do it all of your own since there is so much material to go over. Overall, these weeks have definitely helped me and my classmates to feel prepared for the AP test. (I know we are all going to do great!)

In conclusion, I know we are all going to do fantastic. We have the knowledge in our heads and we have done so much over the course of a year. We have grown closer because of the love of Biology. We all are going to do great on the AP Test and be proud of all we have accomplished over the year. I love my AP Bio class. #APBIO3FOREVER

Check out the students I quoted in this post:

Simran's Blog

Bharathi's Blog

Pictures taken by me and Rebecca Girard (@TechBioBek)

Heart-Love-Sky-Hands. Digital image. Islamicity. N.p., n.d. Web.

Round up- Fetal Pig Dissection

   

 The past two weeks have been packed with fun and educational activities. We are 14 away from the AP test and learning our last bit of information!

Dissection.. many people cringe at the thought, but I get excited! We were lucky enough to be able to dissect fetal pigs in class! At the beginning we were put into groups and had jobs: cutting, reading or writing. I chose cutting and was super excited to get to explore the different systems of the pig. I have dissected a few times before so I was prepared for everything. The smell does not bother me, but looking at the little pigs face does make me a little sad. Once we started cutting I got over it and quickly got so into the dissection.

We went through the body systems looking at the organs and structures involved. It is one thing to read about something in a book but a totally other thing to actually touch something and see it. For example feeling the difference in the small intestine and large intestine can tell you so much about function. This was a great way to review for not only the AP test, but also our upcoming practical on the body systems.

My favorite part was looking at the heart. The heart is so interesting to me and being able to hold it in my hands was so cool and fascinating. Looking at the heart I was able to differentiate some of the different parts.

Holding the real pig heart I was able to feel the thickness of the aorta and the thinness of the atrium. We cut into the atrium slightly to see that it actually is a thin layer. Seeing characteristics like these help me understand more about heart and each of its structures and functions. To me the heart really was my favorite part and learning about the circulatory system. This system is one of my favorites to learn about.

Overall, the fetal pig dissection was a successful activity to learn more about the body systems. I loved dissection the pig and it was a great way to have fun while learning!!

“Heart Diagram.” Wikimedia. N.p., n.d. Web. 28 Apr. 2015.

Pictures taken by me and other lab members

How Life Begins on Earth - The Ancient Folktales

"Our whole universe was in a hot dense state,
Then nearly fourteen billion years ago expansion started. Wait..."

If you are a "The Big Bang Theory" fan, you will probably be very familiar with the lines above. If you are not, it is totally okay, because today we are not going to talk about the episodes of  "The Big Bang Theory" , we are going to talk about the real Big Bang Theory and reveal some interesting stories about how life begins on earth.

In truth, people in today's society will accept the big bang theory. At the very beginning, the early atmosphere was toxic, and a constant asteroid bombardment churned the landscape into a worldwide ocean of molten rock. As soon as the environment settled down to be relatively habitable, life appeared.

 

However, because of the lack of technically advanced tools, ancient people were unable to discover the scientific aspect of the formation of primate life, therefore, they created many myths of the formation of the universe.

In the Korean folktale, for instance, heaven and earth were stuck together but not bonded each other. Then a gap opened between the heaven and earth so that heavy subjects sunk, forming the earth. On another side, light subjects floated up, forming the sky. A blue drop of from the sky fell and caused a collision which made all creations of the universe except the Moon, the stars, and the Sun. 

Far from Asian countries, Egyptians had their own mythology too. They believed that at first, the world was a dark and milky place. One day, the God Atum cried and these tears gave birth to men and women. Later, Shu and Tefnut (Atum) had Nut (the sky) and Geb (the earth), who were lovers separated by Atum, but before they were separated, Nut and Geb gave birth to the main five Egyptian gods, and together made the earth a favorable place for human to live.

See! How interesting these myths are. What is your opinion of these myths? Do you know any myth created by other cultures? Please comment below!

Citation:

Citation of picture 1：

Wikipedia. Web. <http://en.wikipedia.org/wiki/The_Big_Bang_Theory>.

Picture 2:

Explosion. KeyWordPictures, 1 Jan. 2009. Web.http://www.keywordpictures.com/keyword/bigbang%20explosion

For further reading, please click key words below:

Korean Myth

Egyptian Myth

Round-up: Darwin, Evolution and More!

This past unit has been a busy one for the AP Bio Team, as we covered chapters on Darwin, evolutionary theories, and even some math that goes along with the evolution of populations. We started off by covering the various theories of evolution and Darwin’s contributions that claimed organisms change and adapt, like the finches he researched. We watched various clips that discussed the Galapagos Islands and Darwin’s observations on the islands. There were also a couple of in-class discussions about these theories and Darwin’s journey around the world. These class discussions brought up a lot of good points about the way evolution was viewed has changed a lot over time and that Darwin’s journey was a pivotal change for how we view evolution. After various classes of watching videos and discussion, we moved on to the evolution of populations and the Hardy Weinberg equation.

Darwin's finches

We first discussed the ideas that populations have variations of alleles, or different versions of a gene, the frequency of these alleles can be determined and that allele frequencies change due to various factors such as natural selection, genetic drift and gene flow. Allele frequencies can be calculated using the Hardy Weinberg equation:
p² + 2pq + q² = 1
Initially this equation doesn’t look too inviting, however it is quite simple. “p²” stands for the frequency of homozygous dominant alleles in the population, “2pq” is the frequency of heterozygous alleles and you can probably guess that “q²” stands for the frequency of homozygous recessive alleles. This equation can be used to predict and describe what alleles and their frequency are in the population. 

Along with learning about the Hardy Weinberg equation, we discussed the five conditions that must be met for a population to stay the same and have no alterations in frequencies. These five conditions are:
Large population, random mating, no mutations, no movement, no natural selection

As you can probably assume, these conditions are not met in real life, however, it just shows the environment needed to have no changes in population. Also, as a class, we conducted a lab that involved the class “randomly mating,” using cards with “A” and “a” as different alleles, for five "generations," or rounds of mating, under various conditions. We counted how many people had each type of allele at the end and then calculated the before and after allele frequencies to practice using the Hardy Weinberg equation. It was a very fun and interactive lab that was enjoyed by everyone. 

After reviewing Hardy Weinberg, we then moved on to a virtual lab that looked at the evolution of Stickleback fishes. Each student went through the lab online, looking at how scientists identify differences in a Stickleback population by looking at the pelvic spines of living fish from various lakes and various fossils of Stickleback fish. These spines are present in some Stickleback populations, while other populations have very few individuals with a spine. This lab showed how the presence of the Stickleback spine in certain areas decreased over time due to their environment. Which means this lab demonstrated how an organism can adapt and change, or evolve, over time to suit the environment better. The Stickleback lab also introduced the idea of Chi-Square analysis, which is a statistical test done to determine the likelihood that the data is accurate and reliable. This statistical analysis is difficult to explain, but very useful in labs and experiments once understood.

Stickleback fish with and without pelvic spines 

Overall, this unit was very interesting, as it looked at the broader picture of life and evolution. The various in class activities and labs we did helped our understanding and I’m looking forward to see what we’re learning next! Thanks for reading!

Works Cited:
Gould, John. Darwin's Finches. Digital image. Wikimedia. Wikimedia, 27 Feb. 2012. Web. 15 Feb. 2015. <http://commons.wikimedia.org/wiki/File:Darwin%27s_finches_by_Gould.jpg>.

Shapiro. Convergent Pelvic Loss. Digital image. Shapiro Laboratory. University of Utah, n.d. Web. 15 Feb. 2015. <http://biologylabs.utah.edu/shapiro/Shapiro_Lab/Research.html>.

Gene Expression and Biotechnology Round-up!

After returning from a relaxing winter break, the AP Bio Team has jumped right back into the swing of things. We started a new unit, continuing our studies on gene regulation and focusing on DNA tools and biotechnology. Last week we completed multiple virtual labs and online explorations covering topics such as stem cells, cancer genetics and bacterial identification. It was really interesting to learn about the different types of stem cells and how they can lead to potential treatments to cure diseases like leukemia. At the same time, we uncovered many ethical questions regarding stem cell research. Many people do not feel comfortable with destroying a human embryo, and scientists have struggled with questions such as "When does a human life truly begin?" or "Can the destruction of one human embryo be justified if it saves a countless number of other patients?". It will be interesting to see where stem cell research goes in the future.

The main purpose of the bacterial identification lab was to familiarize us with the science and techniques used to identify different types of bacteria using their DNA sequence. The four basic steps involved in this process are:

1. Prepare a sample from a patient and isolate whole bacterial DNA

2. Make many copies of the desired piece of DNA

3. Sequence the DNA

4. Analyze the sequence and identify the bacteria

The lab showed us how the PCR (polymerase chain reaction) machines allow many copies of DNA to be made, and how gel electrophoresis is a method used to separate molecules based on difference of size or charge. We were able to identify the bacteria by determining whether the sequence we found had a significant degree of similarity to another known sequence on the BLAST database. 

Later in the week we conducted our own mini-lab using gel electrophoresis to identify whether or not each patient was normal, had sickle cell disease or was a carrier of sickle cell disease. The first sample was of normal hemoglobin, the second sample was sickled hemoglobin and the third sample was a carrier of sickle cell. Those three samples represented the control of the experiment. The fourth and fifth samples were patients with unknown hemoglobin. The wells are placed on the negative end of the gel electrophoresis box. Because the sickle cell hemoglobin is slightly more positive compared to normal hemoglobin, the sickle cell hemoglobin will travel slower across the gel. The carrier hemoglobin shows two bands instead of one. After the gel ran, the results showed that patient 1 was normal and patient 2 was a carrier. 

In another mini lab, we conducted a microarray analysis to a newly diagnosed breast cancer patient to determine her gene expression profile. We then proceeded to decide on her course of treatment. In order to perform the microarray analysis we had to collect healthy and cancerous tissue samples from the patient. That way we were able to look at what genes are turned on and off in the healthy cells compared to the cancerous cells. Based on the results we were able to match the patient with the cancer treatment that would be most effective. 

Next, we learned about epigenetics, the study of heritable traits that are not caused by changes in the DNA sequence. We watched the documentary "Ghost in Your Genes", which discussed how different experiences could affect gene expression. Scientists following the mapping of the human genome scientists discovered chemical markers on DNA that effectively turn genes on or off, dramatically influencing growth and development. The markers vary widely from person to person and are influenced not just by the environment but by experiences. Most remarkably the markers can be inherited generation after generation. A study was done on identical twins where researchers collected cells from twins ages 3 to 74. It revealed epigenetic tags that showed younger twins having extremely similar epigenomes, but the older twins had very different epigenomes. This supports the idea that experiences are linked to one's epigenome. A different study was done with rats, specifically looking at the behavior of the mothers. The research showed that the care the rats receive as babies can affect long term health conditions. A chemical mark somehow captures the memory of a nurturing mother. Stress levels of the neglected rats soared. This shows how personality traits could potentially be linked to one's epigenome. In the last study conducted in the documentary, information was gathered from a Swedish village that showed how a famine might affect people a century later, even if they haven't personally experienced it. According to the research, if the grandfather had experienced a surplus of food in early childhood, the chances of his grandson having diabetes would be four times greater. This study focused on the environment molding one's epigenome. These discoveries have changed the face of inheritance it can lead us to believe that the decisions we make today can have a big impact on the lives of our children and grandchildren. 

Ghost in Your Genes

Continuing to study gene expression, the AP Bio Team acted out the functions of the lac operon!

The last major activity of these past 2 weeks was a really cool lab where we were able to make bacteria glow! The process of introducing foreign DNA into a host is called transformation. Biofluorescence is the ability of an organism to produce proteins that make the organism glow. The gene that codes for this Green Fluorescent Protein (GFP), known as the gfp gene, can be isolated from a source (an organism such as a jellyfish) and used to transform another organism. The bacterium E. coli is ideal for transformation because this bacterial cell is small and reproduces quickly. Arabinose is a sugar that bacteria break down for nutrients. The arabinose operon contains a promoter and three genes that code for three enzymes that digest arabinose. In the modified operon, these genes have been replaced by the gfp gene, so that when arabinose is present, the pathway to produce GFP will be triggered and the transformed bacteria will fluoresce.

Thanks so much for reading! It has been a crazy 2 weeks packed full of information. I can't wait to see what comes next!

Roundup: Genetics and Review

Finals are next week (it’s crazy how fast the semester has gone!) and the AP Bio team has been working hard at finishing up our genetics unit and beginning review. We jumped right in after a relaxing Thanksgiving break with a class discussion about Cracking the Code of Life, a PBS documentary we watched about the progress we have made in genetic research. The movie talked a lot about the human genome project, which was an effort to map the entire human genome using new technology. Instead of talking only about the science of genetics, we got more into ethics and our opinions about DNA technology. We came up with some discussion questions to guide our talk, they were:

·     1) Is it possible/ethical that the U.S. would ever have a DNA database of citizens available to doctors or researchers?

·     2) Is it smart to genetically test people- should the president be tested? Do we want to and should we know if others or we have a disorder?

·     3) If parents could choose a child’s DNA, what would be the social consequences?

Each of us wrote blog posts about our thoughts on the film – here’s what Bharathi had to say on the prospect of parents choosing their child’s DNA:

"There has been a lot of controversy on this subject. I believe that parents should not be able to choose their baby’s DNA because it will make everyone perfect. The world is based on imperfections and imperfections are what create diversity and uniqueness in our lives." 

Abi shared her thoughts on the ethics of DNA technology, speaking about the medical records in Iceland, which were public to researchers:

“…There is an ethical issue with as to whether the family history from everyone was appropriate to release to the public. Personally, I think that if the DNA can help scientists figure out how genetic illnesses work, looking at an entire population’s DNA is acceptable.”

Finally, Shauna shared her opinion on whether she would like to know about possible genetic disorders:

"If there was a chance I could have a gene such as a cancer gene, I would want to know in order to do what I could to prevent it. I think it is better to know and be prepared than for it to just happen.” 

Whether we want to know all of this new genetic information or not, advancement in DNA technology is happening! This became clear later in the week, when we split up into groups and researched emerging DNA technology in fields such as medicine, pharmaceuticals, forensics, the environment, and agriculture. The presentations were very interesting – I had no idea of the breadth of subjects that DNA could be applied to, and I had no idea of the number of technological advancements that have been made recently. The information in our genome has the power to cure diseases, congeal copper, catch criminals, and even yummier cucumbers! One of the most interesting tidbits I learned was during the agriculture presentation, when Simran shared that researchers at UC Davis have found a way to genetically engineer and “domesticate” wild cucumbers. When each of 9 genes in the cucumber is turned off, the bitter taste characteristic of wild cucumbers disappears.

This past week, we focused on our genetics symposium, where individuals and small groups delved into various genetic disorders. We learned about the internal, external, psychological and biochemical characteristics of everything from Celiac disease (which affects about 1 in 100 people) to Progeria (which affects 1 in 3-5 million). Since genetics encompasses so many other topics that we have studied, our genetics symposium ended being a great review of things like cell signaling, cell structure, and meiosis/mitosis.  Both Amanda’s Voicethread (on Angelman’s Syndrome) and Rebecca’s Voicethread (on Hemophilia) are posted on their blogs, so check them out!

Thanks for reading and wish us luck on our final!

Picture from:

Gruepig. Pickling Cucumbers. Digital image. Wikimedia Commons. MediaWiki, 12 Nov. 2005. Web. 12 Dec. 2014.

2 Week Biology Sum-Up!

Over the past two weeks, AP Biology has been action-packed. We have managed to squeeze in three chapters (give or take), an extra credit assignment. and an educational, outdoor fieldtrip!

The three chapters covered genetics, DNA replication, and protein synthesis. Genetics was more of a review of Mendel’s laws and punnett squares. I feel that genetics is the most interesting portion of biology because genetics and genes is what make our society diverse. DNA replication is interesting because in learning DNA replication my class and I could “connect the dots” about how DNA replication is the precursor for mitosis. In going in depth into DNA replication, I was able to grasp a better understanding of both concepts. Lastly, protein synthesis is where RNA is produced and used in order to code for specific proteins. This is important because through cell signaling, our bodies can produce the necessary proteins to keep the functionality of our bodies.

The extra credit assignment was to extract DNA from a strawberry using hose hold ingredients. I worked in a group of three with Bharathi Chinnakotla and Jennifer Parascandolo. The experiment is shown on all three of our blogs. Their links are: https://bharathisbioblog.wordpress.com/2014/11/26/strawberry-dna-extraction/ and https://biologybloggerr.wordpress.com/2014/12/01/strawberry-dna-extraction. This experiment really opened my eyes on how easy it is to extract DNA from a strawberry and that aspect really interested me. As Jennifer stated, "Me and my partners screamed of happiness because we thought we were not going to be able to do the project." The joy we felt lifting the DNA up was that of no other. We felt smart and capable of doing such an intricate experiment. Bharathi states that the experiment could have been improved if we "placed the DNA under a microscope."

The outdoor field trip encompassed within this two week period, was at the bay front park in Palo Alto. This field trip, although educational, was very fun as well. My class and I collected data on many aspects of the soil found at the bay front that could be used in order to better the environment there and improve the lives of the species.

Works cited

All pictures taken by Jennifer

Parascandolo and myself.

Saving the Bay

On Wednesday November 19, 2014, the AP Bio Rockstars made their first trip to the Palo Alto Baylands to work with Save the Bay. Students collected soil data and calculated biodiversity using Simpson's Biodiversity Index. The data collected will be shared with Save the Bay and added to the data collected by classes and groups around the bay. 

Here's more about the experience!

Created with Padlet

Meiosis in Motion Roundup

In my AP Biology class, we learned about cell signaling, mitosis, and meiosis in the previous unit. We had a project on each so that we could understand the material better. For cell signaling, we had a project where we made a digital presentation on the effects of Ebola on the signaling pathway. For mitosis, the class split in half, and one group made a three dimensional diagram of mitosis in a plant cell and the other made a three dimensional diagram in an animal cell. For meiosis, we individually made a moving presentation of the process in an animal cell. This project was by far the most challenging but the most beneficial.

We were allowed to work individually or with a partner, and the goal was to create a project to watch a cell divide. After completing the project, each student embedded the video into a blog post, including a summary of meiosis and their thoughts on the project.

Summary of Meiosis

In case you do not know what meiosis is, Bharathi Chinnakotla gives a precise summary in her blog post! She says,

"Meiosis is a type of cell division that is crucial for sexual reproduction because it creates variation and genetic diversity. In this type of cell division, one diploid cell undergoes two divisions to create four haploid cells. The two divisions that take place in meiosis are meiosis 1 and meiosis 2."

 This is Allie Coon's summarizes Meiosis I:

"In prophase I, homologous chromosomes (a pair of two sets of sister chromatids that carry different versions of the same genetic information) pair up and exchange genetic information by “crossing-over.” This is a very important step in meiosis, as this step allows for increased genetic diversity of the offspring. The rest of meiosis continues very much like mitosis does: the rest of prophase I sees the dissolution of the nuclear envelope and the formation of spindle fibers, while metaphase I includes pairs homologous chromosomes lining up along the metaphase plate. During anaphase I, these homologous chromosomes are pulled apart from one another, and two distinct cells are formed through telophase and cytokinesis."

Shauna O'Donoghue explains Meiosis II:

"In meiosis II, prophase II is the first step. In both cells the spindle forms and the chromosomes, made of two chromatids, move towards the center. In metaphase II the spindle fibers are lengthening and the chromosomes are in the middle at the metaphase plate. Next in anaphase II the spindle fibers begin to shorten and the chromatids move towards opposite poles in both cells. Lastly in telophase and cytokinesis II the two cells form haploid daughter cells leaving a total of four cells."

Amazing Project Videos

After summarizing Meiosis, each AP Bio Rockstar embedded her project into the post.

Here's Amanda Reshke and Simone Condé's project:

Here's Simran Lubana's video:

Comments and Thoughts

After posting the video, we made comments and shared our opinions on the project.

Rebecca Zheng commented: 

"For this project, the most challenging part was using Play Dough to create the phases of meiosis. The dough was often crmbly and difficult to mold, so some of the shapes we desired to create did not turn out as neat as we had hoped. However, because this project was incredibly hands-on, I think I was able to get a much better understanding of each phase of meiosis. Doing a project like this immerses me into a project far more than reading text from a book can. Overall, though this project was difficult, the challenge helped me understand and remember the process of meiosis much better."   

Elina Vanuska included a short reflection: 

"This project was very challenging because it required complete knowledge of what is occurring during meiosis and the skill and creativity to make a stop motion. The visual aspect of the project allows people to understand the topic easier, however this stop-motion was very difficult to create in the very short amount of time Nicole and I had to create it. However, with that being said, it was a good way to cover meiosis in a visual manner where we can actually see what is happening and I now have a better understanding of meiosis."

There are so many more amazing projects that I did not include in this blog post, so feel free to check out all the posts made by AP Bio Rockstars and see their masterpieces!