Happy Tuesday! Our blog assignment for today is to go into detail to explain a recent project we have completed in Science. We introduced evolution by explaining the concept of natural selection. The project we did that taught us about natural selection was based on actual historical scientific research.

We were given a link to a website that had information pertaining to a study done by English scientists in the nineteenth century or 1800s. This was during the Industrial Revolution in England, when coal and oil productions were at a major high and unfortunately the air was full of pollution. We learned that this caused a subspecies of moth, the peppered moth, to be discolored. The process of natural selection that had been proposed by Darwin decades before was at action as it always is.

Chemicals in all of the pollution coming from the factories everywhere caused the moths' DNA to mutate. This turned their usually flaky wings a deep and dark color. The advantage helped them camouflage in darker environments such as forests that had also been polluted by chemicals. Since it helped them escape and hide from prey, the moths with this dominant mutation lived longer and could breed more. Therefore it was responsible for the growth of the species at the time. However, just because the mutated allele was dominant, it didn't mean all of the moths had it. Many moths turned out light or peppered, but they perished more quickly. In this way the situation was kind of like "survival of the fittest".

We also played a game on our devices on the webpage that allowed us to see what it would be like to have been a bird in a forest full of moths at the time. In a light forest, we could see the dark moths better and the lighter ones survived better, even though the figures changed. In the dark forest, the dark moths camouflaged and it was much easier to see and catch the light moths.

All in all, this lesson explains how environmental factors can alter populations and trigger the process of natural selection pretty well.

Happy Tuesday! Our blog assignment for today is to explain how limited resources can affect the process of evolution in any given setting. The truth is, this process is not triggered immediately by a small amount of resources and food, but instead it occurs by an evolutionary process called natural selection, or "survival of the fittest". 

If natural selection, which was first discovered in the 1800s by Charles Darwin, is to be believed, organisms that are most easily adaptable to their environments will last longer and face a lower risk of extinction. This relates to the limited resources concept because in a habitat where resources such as food, water, and shelter are scarce, organisms that can move, change, camouflage, or otherwise alter themselves to further fit in with their environments are bound to last longer and thrive. Whoever wins the "competition" for the natural resource can survive and prosper in their habitats for much longer than whoever loses can. Therefore, the environment itself can change them and they can evolve to fit into their environment even more than they did before until they are either completely ideal or evolve to match the climate's evolution. An organism's natural climate can be pretty hard on it. Organisms can also adapt and evolve to avoid other predators, who are really just fellow competitors in the competition for resources. Of course, natural selection can occur on a smaller scale -- in a "tough" environment, certain young will last longer and others may die. This happens to humans, too, though it's not always a result of the environment around us.

This fits in with our Science curriculum because we have just started a unit on evolution. All organisms evolve -- even people. At this moment bacteria are rapidly changing their forms and even larger animals and humans are changing. All evolution began when the first life forms sprouted up in the ocean billions of years ago. The evolutionary tree used the principle I explained above to fit into newer environments. Over time many sea organisms changed into land animals such as mammals and marsupials, some became small and grew wings (insects), some stayed aquatic, and some, like reptiles and amphibians, adapted themselves to both. Then came dinosaurs and eventually birds were born. Life forms, animals and plants alike, are still changing right now. How cool is that? This just shows that learning about the world around us and how it changes can be extremely interesting.

Our Science Solutions blog assignment for today was to reflect on a project we did a few weeks ago. The objective of the project was to further our understanding of genetics and DNA by creating a family of paper pets and flipping a coin to see the probability of inheritance. 

We all had to work with our partners and create our own families. The first thing we did was find out what the parents' traits would be. There were alleles and traits for body color (blue and yellow), eye shape (round and square), tooth shape (square and pointed), nose shape (triangle and round), and sex. Obviously, since one of the parents was male and the other was female, we didn't have to determine the gender for them.

As I stated above, we flipped a coin to find out what the genotype for a trait would be. For example, in mine and my partner's display, the father was blue while the mother was yellow. Heads stood for the first gene in the father's instructions ("B") and tails for the second "b"). This was the same for the mother. Since she was yellow, which was a recessive trait, she was homozygous and both of her alleles were "bb". However, since my partner and I had one yellow child, the father was heterozygous and carried the gene for a yellow body even if it was not encoded in his phenotype.

We flipped several coins; a few per each trait. Eventually, all of our children came out, each one different from the next. We got to pick names for our parents and then our children. We wrote down all of our information on one worksheet and used colored paper, pencils, scissors, and tape to represent the full family on a different one. Overall, what we learned here was that probability plays a big part in determining the genes of an offspring. The next thing that we learned which tied into this concept was Punnet squares. However, you should probably know that Mrs. Poole informed us that the way we were being taught about genetic probability was very much watered down from the real thing and human inheritance is much more complicated than a few paper pets. 

Hello! Our Science Solution blog assignment for today was to explain what a Punnet square is and how it is used as well as find an example of a Punnet square that we have created and explain its purpose.

We are currently learning about genetics and the research of Mendel and Punnet. Punnet's findings came a bit later, but they are still important and useful. If you didn't already know, a Punnet square is a type of chart used to find all of the probable genetic outcomes in a trait via the givers of the trait. I know, that sounds really confusing. But Punnet squares can also be used in areas besides science. 

Originally, Punnet squares were used when the process of genetic inheritance was barely being discovered. When 19th-century scientists finally realized that genetic outcomes were based on probability, someone named Punnet created a diagram that is one square composed of four smaller squares (like a window). On top of the chart above each square he wrote down an abbreviation for each trait (usually we use capital and lowercase letters to differentiate between dominant and recessive traits now, but I'm not sure what he used then) given by one parent and another two on the left side to represent the traits given by the other parents. Then Punnet paired up the abbreviative letters on each side and inserted them into a box to make the organism's genotype. From this he came out with the phenotype, or physical appearance of an organism. If the genotype was made up of two capital letters ("TT") or a cross "tT or Tt", the organism would inherit the dominant trait. Only if both letters involved were recessive ("tt") would the offspring inherit the recessive trait. From this he would write the phenotypic outcome and use probability to find out the chances of inheritance. Results of a Punnet square can also be used to find the phenotypes of offspring in a different generation.

We mostly use Punnet squares in Science class when we're explaining the chances of an organism inheriting a particular trait -- such as on our "Bikini Bottom Genetics" paper, when we had to find out whether or not certain offspring would come out looking like its parents or not. 

Happy Tuesday! Today is the first day of this week since we had a 3-day weekend in honor of Martin Luther King, Jr. day. Our Science Solutions blog assignment for today is to explain in detail how we made our DNA jewelry ornaments last quarter during our genetics unit.

The first thing we did when making the ornament was collect our beads. We needed specific numbers of each kind of bead. At first, none of us had any idea why we needed this specific number of beads, but we learned later that in order for there to be twelve bases, there needed to be even numbers of the colors that represented each base and an even number of sugars and phosphates for the side. Then Mrs. Poole cut a wire to a certain length and we awaited further instruction.

It was very important to us that we straighten this wire out so that there were no problematic kinks in it and all of the beads could slide on as easily as possible. We first slid our first pattern of beads on to make the first "rung" in our ladder and then added bases. The pattern for bases was yellow, white, yellow.

The next part was tricky, but it was essential in completing the project. We had to tie our string together in a specific manner to align our beads and make sure not to create any kinks in the process. I wasn't completely successful here -- my wire got thin and stringy and I had to use a recycled, old, half-finished ornament that was started by a student from a previous year to complete mine on time.

We continued making rows of base pairs on our ornaments. This part was the most customizable; we could put any base on one side, and while the other had to match (guanine/cytosine; adenine/thymine) the first, we could put them in any order or make a pattern if we wanted to. We continued this as well as using the yellow-white-yellow format to make what looked like a ladder.

The ending was a bit tricky. We had to go up to the front and Mrs. Poole had to check our creations to make sure there were twelve rows, no kinks, and that the base patterns matched. Here we were scored, but the project (which took more than 2 days to finish) wasn't completely done. We had to take one side of our wire and run it down the opposing side of sugar/phosphates. Then we curved the prick of wire at the top into a circle and it was done. I got help and instructions from my friends, but at the end I felt accomplished and proud of my own work. I used the ornament on my Christmas tree, but it could also be used as a piece of jewelry like an earring or a necklace, if you wanted.

Happy Tuesday! Our first Science Solutions blog assignment of the third quarter is to reflect on something that we struggled with but eventually learned in science class in the past semester. We are also to make claims and evidence that support the thesis that we really do know this concept.

I knew the second I heard the blog assignment what I was going to write about. My lowest test grade in the whole year was in Science, and it greatly jeopardized my grade for that quarter. The test was on the structure of cells. I thought I had done my best to study the night before, but I guess I was mistaken, because I barely got a "C+" on that test. It made my grade go from an "A+" to a "B". I think the area where I got confused on the test was the diagrams -- the artwork shown on the test was different from the one in the book. Mrs. Poole had informed us that we could use the internet to research different diagrams of various types of cells, but for some reason I ignored the advice.

From then I worked hard to get my grade up and quickly memorized everything in the book that had to do with cell structure. I made sure afterwards to be extra-careful about whether or not my labeling was correct. The problems I had on that test proved to me that you should always check your work, even in Science. I also use the internet as a resource much more often. My advice to anyone who has had or is having the same problem that I had is to always go the extra mile and take whatever advantageous opportunities are given to you, since they can and will help in the long run. Don't be lazy about your schoolwork and scan over a paragraph thinking you've studied it. The standards and unfamiliar terms that are given to you in the text book definitely help to further your understandings, and so do science websites and resources. Moral of the story -- study, but do more than that, too!

Our Science Solutions blog assignment for today was to read an article that Mr. Kimbley provided a link to, read some of the rebuttal articles, form an opinion, and give evidence for our argument.

The article was from a website about urban legends called snopes.com. The topic matter was seasonal: Santa Claus. It provided factual evidence as to why Santa was a myth with facts about physics and motions. It was pretty funny, especially the end. Some of the response articles agreed with the writer and gave more evidence why Santa wasn't real, but some of them tried to counter it with facts. I wasn't sure which were true, but I would probably go with the original article. It was funny and educational learning what people thought about a children's Christmas myth and how they would always defend their argument.

I thought the first article, while humorous, was accurate. If "Santa" were real, he would have to travel at literally sound speed to hit every Christmas-celebrating house in the world. Not to mention, he'd be a little bit too wide to squeeze down certain chimneys. The article said at the end that he would be dead by now, but that's not true. Santa, even if he's not real, is supposed to be timeless and immortal, like a spirit. I guess "Santa Claus" is real in that sense; he's supposed to embody, not exist. Plus, he uses magic, not physics. Reindeer also can't fly, but they probably could (and refrain from catching fire while they were at it) with magic. The article left me wondering how technology-powered "Santa trackers" actually form their evidence. However, Christianity is not practiced and Christmas is not celebrated everywhere in the world. 

If this so-called "Christmas magic" were really involved, Mr. Claus could definitely make his trip in enough time. Many Christmas songs about him describe him as being omniscient, knowing when you're asleep and when you're awake and what kind of behavior you're exhibiting. However, my mom and Santa Claus appear to have some really similar handwriting and similar tastes in gift-giving. Santa Claus is supposed to be a mystery, which is why our parents tell us to go to bed early on Christmas Eve and not go out into the living room.

That doesn't mean we should all sacrifice Christmas traditions and magic for science. Santa and Christmas propaganda are supposed to be in good cheer and spirit and be based on tradition, not fact. The Santa Claus your parents tell you about, though, exists as an incentive for children not to misbehave during the rest of the year as well as a symbol of the holiday market. Holiday spirit should have nothing to do with science, but the snopes.com article combined them in a funny way. I guess Santa is real if you believe he is.

Our Science Solutions blog assignment for today was to describe how DNA replicates in as much detail as possible. We recently had a test on this. 

As I've explained before on this blog, this process occurs in interphase, the first stage of mitosis, or cell duplication. Interphase is not really a "phase", actually. It's the state that cells are in when they are not dividing. All cells go through mitosis at some time in their lifespan (cell cycle). DNA is stored in the nucleus, so naturally, this process occurs there.

I explained in my last Science Solutions blog entry that DNA consists of sugar and phosphate on its side. It is shaped like a ladder and the rungs are made of base pairs. To replicate, the DNA must first split down the middle, in the chain links that connect the matching bases. These base pairs turn to face opposite directions. Their corresponding code links are immediately replicated by the proteins in the phosphate of DNA. These new copies, when not attached to another side, are called nucleotides. 

Once these new DNA strands are composed, they don't just stay in the same place. The nuclear membrane splits apart as the chromosomes, or genetic material, in the DNA expand and push outward. The linking up and spreading apart of chromosomes to centromeres begin and so does prophase, the first stage of mitosis. 

I got most of this information from the days in Science class when we built detachable Kinect models of DNA strands and duplicate nucleotides. I think having hands-on examples of this new material definitely helped us become more well-versed and understanding of DNA and cellular processes. In the coming days we will be building a different model of DNA -- a fragile glass double-helix that we can afford thanks to donations from students who are as interested in learning as I am. 

Today's Science Solutions blog assignment is to write about the double-helix structure of DNA. We are currently working on a long unit about heredity, DNA, and cells. 

Our Science Solutions blog assignment for today was to read a linked article about mitosis and explain the process and its phases. This is a pretty interesting science concept, so I'm glad to explain it.

Mitosis is scientific language for the process by which cells divide. You may not realize it, but your cells are constantly dividing. This process happens in four phases. The phase that cells are most often said to be in, interphase, is actually the term for the time at which cells are not dividing.

Cell division starts in prophase, which literally means "before phase". In prophase, identical copies of a cell's DNA are produced in the nucleus. This gives the cell basic instructions for what the daughter, or new, cell will look like. Daughter cells share DNA and are exactly identical to their parent cell. 

Next, in metaphase ("middle phase"), some activity begins to occur. Chromosomes, little patterns for genes found in DNA, attach themselves to flexible fibers called spindle fibers. They line up at the center of the cell so that they are organized before the cell's stretching and reproducing actually begins.

The detachment begins in the next phase, anaphase, when the spindle fibers that have the DNA on them pull apart from the center to opposite poles of the cell. The cell, if looked at under a microscope, will probably appear stretched, but not separate from its daughter. 

The final stage, telophase ("telo-" means "far away"), is when the spindle fibers and DNA strands physically stretch the cell so wide that it creates a daughter cell.

Finally, a process that is not actually a stage called cytokinesis occurs. In cytokinesis, the identical cells are completely separate and new cell memberanes, walls, and cytoplasms begin to form and take shape. Mitosis is complete and the cells are separate from each other.