"Chromosome 4: Fate"
Ridley begins Chapter 4 by expressing his opinions on the way scientists had named genes. Most genes are identified with the diseases that they cause; however Ripley is against this way of naming genes, because our organs are not named for the diseases they cause. Connecting this opinion to chromosomes, Ripley introduces the next chromosome. The 4th chromosome, Ripley explains, contains the gene that "is actually the most famous of all the 'disease' genes because of a very different disease associated with it: Huntington's chorea." The disease is caused when there is a mutation that gene; when the gene's repetition of CAG is altered, Ripley says "there are few worse fates." The chapter continues about the findings and studies done on the disease. Although, neither Nancy Wexler or Alice had taken the test, they have contributed to the findings of this fatal disease. Ripley concludes this chapter as he relates the chances of being diagnosed with such a disease to the curse of Tiresias and states "your fate is in your genes" since little is known about this gene and that fatal consequences follows its diagnosis.
Monday, February 27, 2012
Sunday, February 26, 2012
Genome Chapter Summary (3)
"Chromosome 3: History"
Ripley began with the study of genes and say the that scientists has concluded that their "main purpose... is to sore the recipe for making proteins." He then continues by describing Mendel's life and studies on pea plants, genes, and his relations to Darwin's studies. His mentioned other issues such as "the problem of mutation [that] remained" and going through history we can see that "artificial mutation kick-started modern genetics." The third chromosome discovered from a fungus called Aspergillus by two Spaniards, is introduced my Ripley towards the end of this chapter. He states that it follow's Mendel's "abstract laws" by being "...the epitome of a boring gene, doing a boring chemical job in boring parts of the body, causing a boring disease when broken" since it does not answer most questions that scientists ask, such as ones involving the origin of life and IQ. Therefore, Ripley concludes this chapter with the discovery of the third chromosome.
Ripley began with the study of genes and say the that scientists has concluded that their "main purpose... is to sore the recipe for making proteins." He then continues by describing Mendel's life and studies on pea plants, genes, and his relations to Darwin's studies. His mentioned other issues such as "the problem of mutation [that] remained" and going through history we can see that "artificial mutation kick-started modern genetics." The third chromosome discovered from a fungus called Aspergillus by two Spaniards, is introduced my Ripley towards the end of this chapter. He states that it follow's Mendel's "abstract laws" by being "...the epitome of a boring gene, doing a boring chemical job in boring parts of the body, causing a boring disease when broken" since it does not answer most questions that scientists ask, such as ones involving the origin of life and IQ. Therefore, Ripley concludes this chapter with the discovery of the third chromosome.
Genome Chapter Summary (2)
"Chromosome 2: Species"
"Chromosome 2, the second biggest of the human chromosomes, is in fact formed from the fusion of two medium-sized ape chromosomes, as can be seen from the pattern of black bands on the respective chromosomes. Ridley, in this chapter began with describing the discovery of human chromosomes and the issue of people believing that humans have 24 chromosomes, rather than 23 chromosomes. Ridley goes on a explains that "human beings are an ecological success...yet, the remarkable truth is that we come from a long line of failures." He explains that humans were apes that barely survived possible extinction and he also mentioned the different times of the earth and species that thrived on it, such times included the Mesozoic and Cenozoic with organisms such as insects and dinosaurs. Natural selection and evolution was also mentioned as Ripley continues to describe how humans had experienced this "long line of failures." Ripley concludes by stating that simple changes in chromosomes can lead to major alteration on organisms and that "genes are recipes for both anatomy and behaviour."
Genome Chapter Summary (1)
"Chromosome 1: Life"
"In this way simple truths can be read from the book that is the genome: the unity of all life, the primacy of RNA, the chemistry of the very earliest life on the plant, the fact that large, single-celled creatures were probably the ancestors of bacteria, not vice versa." is stated by Matt Ridley in his chapter of "Life". In this chapter, Ridley compares RNA and DNA. He also mentions the beginnings of life, its history, Ridley and also mentions bacteria. In the start of this chapter he mentions a "word" and later reveals it to be RNA. Similarly, Ridley talks about books and languages and connects those topics to the genomes by comparing it to being a book. Therefore, Ridley introduces the importance of genomes and its relation to life.
"In this way simple truths can be read from the book that is the genome: the unity of all life, the primacy of RNA, the chemistry of the very earliest life on the plant, the fact that large, single-celled creatures were probably the ancestors of bacteria, not vice versa." is stated by Matt Ridley in his chapter of "Life". In this chapter, Ridley compares RNA and DNA. He also mentions the beginnings of life, its history, Ridley and also mentions bacteria. In the start of this chapter he mentions a "word" and later reveals it to be RNA. Similarly, Ridley talks about books and languages and connects those topics to the genomes by comparing it to being a book. Therefore, Ridley introduces the importance of genomes and its relation to life.
BOW 3: How Nephron Works
Nephrons, or kidneys are part of the human body and some other organisms. They function as a regulator of water's and soluble material's concentration in the body, a filter of blood, and the excretion simulator if wastes through urine. In addition, nephrons also regulate blood pressure, control the production of red blood cells, and regulate calcium levels in the body. Therefore, nephrons are important in keeping the body clean and stable through its function as a regulator of concentrations and its function as a filter of wastes.
Counter Currents
In relations of counter currents, the loop of henle(counter current mutliplier), and the bowman capsule is involved. Kidneys are similar to the counter current exchange system in their ability to maintain a certain concentration of solute in order to produce urine.
Hydrostatic Skeletons
Kidneys are similar to hydrostatic skeletons, because of their ability to excrete wastes. kidneys excrete urine, where waste is taken from the organism's blood. In terms of hydrostatic skeletons, wastes is also excreted in a similar way. Such example is seen in worms, they are invertebrates that have hydrostatic skeletons which allow them to excrete wastes.
Sources:http://science.howstuffworks.com/environmental/life/human-biology/kidney.htm
google images
BOW 2: Starfish
Starfish may be described in terms of their symmetry, germ cell layers, coelom, circulatory system, reproduction, feeding, excretion, and nervous system. Echinodermatas have a five-rayed symmetry where they are presents as radial or bilateral. As for layers, they have over two layers including several organs and tissues. In terms of body cavity, they are coeloms. They do no have gills, instead they have an open circulatory system. For reproduction, it is usually through gonochoristic sexual reproduction. They feed through a mouth that is located in the center of their backs and is broken done inside. Echinodermatas do not have excretory organs; however, they have a circum-oesophageal ring as their nervous system. Below are image examples of the living classes of Crinoidea, Ophiocistioidea, Astroidea, Echiinoidea, and Holothuoidea.
Crinoidea
Sources: http://www.earthlife.net/inverts/echinodermata.html
google images
BOW 1: Double Fertilization
Photo Credit: Lynette Brownfield and David Twell, University of Leicester.
In order to reproduce, angiosperms, or flowering plants require double fertilization to reproduce. Therefore, they require two sperm cells instead of one to continue their process of reproduction, such as seed production. Animals and other plants do not go through double fertilization, because they do not require two sperm cells. Two such sperm cells are required, because they are needed to produce an embryo and an endosperm. An embryo created as one sperm cell attaches to an egg cell. An endosperm is created in the same way; however the sperm cell is attached to an egg cell in the ovary of the flower. In addition, a gene, FBL17 is also introduced to break and protein, in order to begin cell division. Therefore, double fertilization is important for angiosperm's reproduction and seed production. The picture above and below represent double fertilization.
Sources: http://bcs.whfreeman.com/thelifewire/content/chp39/3902001.html http://www.science20.com/news_releases/fbl17_discovery_gene_behind_%E2%80%98plant_sex_mystery%E2%80%99
Sunday, February 12, 2012
Extra Credit Blog
What topics really confused you?
Topics that has confused me most would be the Cell Chapters, because we spent the least time on those chapters due to the class's prior knowledge of cells. However, our textbook discussed new concepts and specific ideas in depth where biology honors did not.
What topics do you feel very clear on?
The topics I feel very clear on includes ecology, ecosystems, and animal behavior; because, I had extra time in the summer to read over the chapters and the pill bug lab/ class discussions helped reinforce my reading.
What lab/ activity was your favorite? Why?
The pill bug lab and the pond water activity were my favorites, because I like taking care of pets. With the lab, I was able to reinforce my understanding of the textbook and care for organisms.
What lab/activity was your least favorite? Why?
The cell respiration lab and bean growth lab were my least favorite, because they required a great amount of time. My mistakes and miscalculations led to dire consequences and the lost my own and my group members' time.
If you could change something about the class to make it better, for instance the type of homework (not the amount) what would it be and why?
I believe that our class needs a clearer list of assignments along with their due dates( such as online quizzes, blogs, etc.) provided, since I often find my classmates and myself confused over what is assigned and when each assignment is due.
Topics that has confused me most would be the Cell Chapters, because we spent the least time on those chapters due to the class's prior knowledge of cells. However, our textbook discussed new concepts and specific ideas in depth where biology honors did not.
What topics do you feel very clear on?
The topics I feel very clear on includes ecology, ecosystems, and animal behavior; because, I had extra time in the summer to read over the chapters and the pill bug lab/ class discussions helped reinforce my reading.
What lab/ activity was your favorite? Why?
The pill bug lab and the pond water activity were my favorites, because I like taking care of pets. With the lab, I was able to reinforce my understanding of the textbook and care for organisms.
What lab/activity was your least favorite? Why?
The cell respiration lab and bean growth lab were my least favorite, because they required a great amount of time. My mistakes and miscalculations led to dire consequences and the lost my own and my group members' time.
If you could change something about the class to make it better, for instance the type of homework (not the amount) what would it be and why?
I believe that our class needs a clearer list of assignments along with their due dates( such as online quizzes, blogs, etc.) provided, since I often find my classmates and myself confused over what is assigned and when each assignment is due.
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