Vocabulary:

Cell division: the splitting of a parent cell into two daughter cells
Parent cell: the original cell before it divides
Daughter cells: the two cells that result from cell division
Mitosis: the duplication and splitting apart of chromosomes during cellular division
Phase: a step or a stage in a process
Interphase: the step before mitosis begins, during which a cell prepares to divide
Prophase: the first step of mitosis, during which the genetic material condenses into
chromosomes. Each chromosome consists of two identical strands
Centrioles: very small structures, found in animal cells, that produce the spindle fibers
Spindle: a structure made up of tiny tubes that attach to the duplicated chromosomes and
pull them apart in anaphase of mitosis
Metaphase: the step of mitosis, where the chromosomes line up across the center of the cell
Anaphase: the step of mitosis, during which the strands of the chromosomes are pulled
apart by spindle fibers and move toward opposite ends of the cell
Telophase: the step of mitosis when the single strands of chromosomes gather at opposite
ends of the cell and no longer are visible as separate chromosomes
Tumor: an abnormal growth of tissue.
Binary fission: the simplest form of asexual reproduction, in which the parent cell divides in
two. Each cell has the same genetic material. Binary fission is used by protozoa, bacteria,
and some algae.
Asexual reproduction: one parent cell divides into two cells, and each of the new cells has the
same genetic material as the parent.
Budding: a method of asexual reproduction in which an outgrowth forms on the parent and
eventually breaks off and lives independently.
Fragmentation: an asexual reproductive process in which an organism breaks into pieces, and
each piece grows into a new individual.
Vegetative reproduction: a asexual reproductive process in plants in which new cells separate
from the parent and form new organisms.
Spore formation: an asexual reproductive process in which an organism forms a special cell
called a spore.
Cloning: a type of asexual reproduction in which a group of genetically identical cells are
produced by the division of a single cell.
Sexual Reproduction: one trait from each pair comes from the female parent, and new trait
from each pair comes from the male parent.
Sex Cells: in many organisms, the sex cells are egg cells and sperm cells. Both the egg and
sperm are single cells. In humans, the egg is the largest single cell in the body, and the sperm
is the smallest.
Sperm: the male sex cell; the reproductive cell that carries the males genetic information to
the females egg; also called the male gamete.
egg: the female sex cell; the reproductive cell that contains the females genetic information;
also called the female gamete.
zygote: a fertilized egg.
meiosis: cell division that produces sex cells with one half the number of chromosomes found
in each body cell.
sex chromosomes: the chromosomes that determine the sex of an individual. In humans,
these chromosomes are known as X and Y.
down syndrome: a genetic disorder that results when chromosome number 21 fails to
separate during meiosis.
DNA: The genetic material in a cell that stores and transmits genetic information from one
generation to the next.
nucleus: the control center of the cell. It contains DNA.
cell wall: a rigid, protective covering in plant cells.
white blood cells: blood cells that protect the body against diseases.
nuclein: the name Friedrich Miescher gave to the material in cells that we now call DNA.
transmission electron microscope: a microscope that uses electrons instead of light to
produce images of very small objects.
double helix: a twisted ladder structure.
bases: chemical structures that make up the rungs of a DNA ladder.
genome: the complete set of genes of an organism.
gene mapping: finding the location of every gene on a chromosome.
genetic engineering: changing the genes of organisms.
genetic engineers: scientists who change the genes of organisms.
genetically modified: used to describe food or organisms that have been genetically
engineered by inserting a gene from another organism.
donor organism: an organism that supplies a gene for another organism.
larvae (singular: larva): the first stage of an insect after it leaves the egg.

4.1: Understand the question

Observe: Video of chromosomes during cell division

Movement of chromosomes:
Conference:
Why do you think the chromosomes move from their position at the start of the video to
their position at the end of the video?
I think the chromosomes move from their position at the start of the video to their position
at the end of the video because when they split in half and are at opposite sides the cell is
separating in two so some chromosomes go with one cell and rest with the other cell.
How would you describe the movement? What kind of patterns did you see? What evidence
do you have to reach that conclusion?
I would describe the movement as coming closer together and lining up then splitting apart
moving from the middle to the opposite sides. My evidence is the video showing the behavior
of chromosomes.
You know that cells reproduce for three reasons: to make new cells that can replace dying
cells, to make new cells so an organism can grow and mature, and to make new organisms.
Which parts of those processes did you just observe? What other cell processes do you
need to know about to understand how these three things happen?

Project Board Pg.170:

How can knowledge of genetics help feed the world?

What do I think I What do I need to What am I What is my What does it mean

know? investigate? learning? evidence? for the question?

We think we know We need to

more about the investigate more
 behavior of of how the
chromosomes chromosomes
when a cell is know what to do
dividing into two. when a cell is
dividing and more
of the detailed
process of what
is happening in full
clarity when its
dividing.

Telescope packet:
Cell division steps:

Interphase
 Metaphase

Telophase

cytokinesis

Cell Division Procedure with Group

Materials:
4 pipe cleaners 2 red 2 green
2 pieces of string 60 cm long
4 paper clips
A pair of scissors
1. Using both 60 cm strings make a big circle

2. In the circle put 1 red and 1 green pipe cleaners that are interlocking and jumbled up

3. After that separate the interlocking pipe cleaners and still leave them in the middle
 4. Align the two pipe cleaners making a straight line

5. Duplicate the chromosomes by adding the other 2 pipe cleaners

6. Have the chromosomes go to opposite sides ( 1 red and 1 green on one side)

7. When they are on opposite sides make the circle close in towards the middle
8. After that make each string one cell to have two cells and have the chromosomes on
that side inside

Revised Procedure
Materials:
4 pipe cleaners 2 red 2 green
2 pieces of string 60 cm long

1. Using both 60 cm strings make a big circle this will represent the cell
2. In the circle put 1 red and 1 green pipe cleaner that are interlocking and jumbled up
randomly this represents the chromosomes in the cell. This stage is called the
interphase in cell division

3. After that separate the interlocking pipe cleaners and still leave them in the middle
with the same shape. This stage is called the Prophase

4. Change the shape of the pipe cleaners and align the two pipe cleaners making a
straight line. This stage is called the prometaphase

5. Duplicate the chromosomes by adding the other 2 pipe cleaners

6. Have the chromosomes go to opposite sides ( 1 red and 1 green on one side). This
stage is called the metaphase

7. When they are on opposite sides make the circle close in towards the middle. This is
the anaphase when the chromosomes are on opposite sides already and its also the
telophase when the cell starts to duplicate and make two
 8. After that make each string one cell to have two cells and have one red and one
green chromosome inside each of them. This finale stage is called cytokinesis

Cell division stop motion

https://goo.gl/photos/JRpe5yiXxKa3FQkC9
https://goo.gl/photos/6XjNHdHwsEU9LasZ9 -Revised
https://goo.gl/lH6ehi -second revision
Reflect pg.182
1. Review the steps of mitosis you drew and the descriptions you wrote in the previous
section after viewing the video, the animation, and the slides. Think about how the steps you
recorded match the way scientists define the phases. Revise your drawing and descriptions
based on what you now know about mitosis.

2. During interphase, the genetic material in the parent cell duplicates. Why is this step
important to the process?
It is important that the genetic material in the parent cell duplicates because when duplicating
to make a new cell you don't wanna have missing dna in one cell so it duplicates and one set
stays in the parent cell the other set goes into the new daughter cell.

Reflect pg.188
1. Rice is a multi-celled organism, and rice does not reproduce asexually. In what situations
would you expect that the cells of a rice plant would divide?
I think that
2. You read about asexual reproduction to understand how to produce a better rice plant.
Why might it be important that you know how genetic material is transferred to new cells
through asexual reproduction? Use what you have read to justify your answer.
It might be important to know how genetic material is transferred to new cells through
asexual reproduction because

Starter 1/23/17:
How have you been a scientist?
Ive been a scientist because some of the things of being a scientist would include:
Ask questions and define problems
Develop and use models
Plan and carry out investigations
Analyze and interpret data
Using math and computational thinking
Construct explanations and design solutions
Engage in argument from evidence
Obtain, evaluate, and communicate information
Pre-lab questions strawberry DNA extraction:
What do you think the DNA will look like?
I think the Dna will look like
Where is DNA found?
Dna is found

Questions:
1. It is important that you understand the steps in the extraction procedure and why
each step was necessary. Each step in the procedure aided in isolating the DNA
from other cellular materials. Math the procedure with its function
Procedure Function
A. Filter strawberry through cheesecloth C.To precipitate DNA from solution
B. Mush strawberry with salty/soapy solution A.Separate components of the cell
C. Initial smashing and grinding of strawberry D. Break open cells
D. Addition of ethanol to filter extract B. Break up proteins and dissolve
cell membres
2. The DNA looked like clearish snot and sticky. The DNA of what I saw didnt look like
the ladder structure.
3. I think that when we added ethanol the strawberry slurry mix it was dissolving and
breaking open cells so the DNA would come out.
4. It is the same thing with snot because at first we really didnt see much DNA on the
stick and was a small amount but the more we found the bigger it got.
5. It is important because first we can see what the DNA look like and observe. Second
to identify in the organism why it has some traits or genetic disorders.
6. I think there is DNA in our food because without DNA plants wouldnt get traits from
the parents and not know what to do.

Starter 1/27/17:
What do you think the most important criteria are for the stop motion videos?
I think the most important criteria for the videos would be if all the stages of mitosis are
labeled correctly. Another important criteria would be if they have the correct stages of
mitosis and how they displayed them (duplication, lining up, etc).

Grading Jackson group mitosis stop motion:

 Criteria Points I gave Collective score out of 20

Placement is accurate 4 16

Stages are labeled 4.5 17.2

Accurate info 4.8 16.8

Reasonable time/length 4 17

craftsmanship 3.5 16.5

Total: 83.5

Notes what we need to work on for stop motion

Use paper clips
Labels come from the top not side
Stage signs to stay for longer period of time
More frames for detail
Stabilize camera
Keep the moving in signs
Dont have the books in the frames

Grading Wilson group mitosis stop motion

Criteria Points I gave Collective score out of 20

Placement 3 15

Time 5 14

Accuracy 4 11

Craftsmanship 4 13

Labels 4 18.5

Total:71.5

Explanation
Claim:
 Evidence/justification:

Conclusion:

Reflect Pg.198
1. How do the processes of meiosis and fertilization help explain the differences in traits
among individuals?
The process of mitosis and fertilization help explain difference in traits among individuals
because when a sperm fertilizes an egg in the sperm there is DNA? Information of some of
the traits of the male in the individual. The egg also has genetic information and when both
cross they mix the information and the offspring will have some traits from the male and
some from the woman.
2. A normal rice cell has 12 pairs of chromosomes. How many chromosomes do you think
each of the sex cells contains? How many chromosomes do you think the zygote of a rice
plant will contain?
I think there is 24 chromosomes in each sex cell. I think there is 12 in a zygote of a rice
plant.
3. A zygote is a single cell that grows into an individual organism. What type of cell division will
a zygote undergo as it grows and develops? Why is it important that the cell uses that type
of reproduction? Support your ideas with evidence.
The type of cell division in a zygote would be meiosis. It is important that the cell uses that
type of reproduction because meiosis is when a cell divides/multiplies so if one cell wants to
grow into an individual organism it needs more cells.
4. How will your knowledge of the process of sexual reproduction help you develop a new
rice plant?
The knowledge of the process of sexual reproduction will help us develop a new rice plant
because now we know more deeply how when an offspring is made it uses mitosis and
when creating more cells to help with a small cut in a animal it uses meiosis.

Update the Project Board Pg.198

How can knowledge of genetics help feed the world?

What do I think I What do I need What am I What is my evidence? What does it

know? to investigate? learning? mean for the
question?

We are learning We need to

more on how investigate more
the type of on how
reproduction
and cell
reproduction
affect variation
among
individuals.

Stop and Think Pg.206

1. Several scientists were described in this section. Imagine how Watson, Crick, and Wilkins
must have felt when they finally were able to build a model of DNA. Describe the feelings
you think these scientists had.
I think that the scientists Watson, Crick, and Wilkins were very proud and accomplished of
their finding because for years other scientists weren't able to see DNA or had any idea of
it because there wasn't the right tools and machinery.
2. Each scientist in this story used the work of others to make new discoveries. Record how
Watson, Crick, and Wilkins used the work of others.
Watson, Crick, and Wilkins used the work of previous scientists to make a model of DNA.
They used x-ray data Rosalind Franklin and others had collected and the discoveries of
molecular structure that Pauling had made.. They used Franklins x-ray data to imagine
possible structures for DNA. Then, using sticks and balls, they built a model of each of the
structures they imagined. They used the stick-and-ball structures to help them better
imagine what the x-ray data was telling them. They built models that matched each of the
small puzzle pieces that had been found through x-rays.
Reflect Pg.210-211
1.What were the goals of the Human Genome Project? Which goal is the most important?
The main goal in the Human Genome Project was to develop a map of all the human DNA.
Another goal of the Human Genome Project was to use the genome map to uncover DNA
variations in individuals.
2. Scientific projects like the Human Genome Project are very expensive. They also require a
lot of people to complete. Describe why you think this project may or may not have been
important.
I think this project was important and worth the money and people to complete because
mapping the human genome has led to knowledge of individual genes and what they do. The
information lead to new ways to diagnose, treat, and prevent genetic diseases and defects.
The information from the map was also used to study human evolution.
3.Select one of these questions. Record your answer and be prepared to support your
answer with evidence.
How can gene mapping help scientists trying to cure diseases?
This information may lead to new ways to diagnose, treat, and prevent genetic diseases and
defects. The information from the map will also be used to study human evolution. People
can now be tested to see if they have the changed form of these genes. They can find out
if they are at higher risk. Using knowledge from the Human Genome Project, some day
scientists may develop a vaccine for breast cancer.
4. How can what you now know about DNA and genes help you develop your
recommendations for developing a new rice plant?
What we know now about DNA and genes can help us develop a new rice plant because it
shows us more specifically how the traits in two of the same species combine to make
what certain combinations of genes.
5. How can knowledge of genes, their functions and their locations, help scientists develop a
new rice plant?
Knowledge of genes, function and location can help scientists develop a new rice plant
because if scientists know their function they can know what happens how the offspring get
their traits from both parents mixed.
6. Describe how a genetic mutation can affect how a cell functions.
The cells wouldnt be able to function well because the mutation could kill of some of the
cells. It can affect how the cell duplicates because a mutated cell can duplicate more
mutated cells and affect the human body or the organism.

Update the Project Board Pg.211

How can knowledge of genetics help feed the world?
 What do I What do I need to What am I What is my evidence? What does it
think I investigate? learning? mean for the
know? question?

We are We need to We are My evidence would be

learning investigate more learning how that in the 4.5 reading
more on on how gene it talks about how
how the
type of mapping people can now be
reproductio can help us tested to see if they
n and cell treat have the changed form
reproductio different of these genes. They
n affect
diseases in can find out if they are
variation
among human at higher risk. Using
individuals. DNA. knowledge from the
Human Genome Project,
some day scientists
may develop a vaccine
for breast cancer

Science Starter 2.7.16

Are GMO foods good or bad? How do you know?
I think that GMO foods are good. This is because you can change the product that you get after
the good is genetically modified. For example, you can change the food to become resistant to
pests and/or different types of weather. This can be positively good for the produce that you are
growing due to the immunity to not die out because of weather or insects. Although, it may be bad,
because of the pesticides and gmo changing the environment, further changing agriculture, and
possibly the food chain.

Why are GMO foods good?

Reduced need for herbicides.
Reduced need of pesticides.
Ability to manipulate foods to increase desirable components such as nutrients.
Bigger yields to create more efficient use of land, less uses of herbicides and other
pesticides.
Foods with a longer shelf life for easier shipping.

Certain children rely on GMO foods for their vitamin a, which grows inside of the plant.
GMO crops are cheaper to buy.
/GMO fields increases yield of growth.
Reduced greenhouse emissions as GMOs require less tillage or plowing, thus less use
of fossil fuels.
 Foods with better texture, flavor and nutritional value.
Finally, GMO foods can create an essential sustainable way to feed the world.

Science Starter 2.8.17

I think that my research solidified my thinking because of all the different points that it
provided me with. (See above)

Do the pros outweigh the cons?

What disadvantages are there to GMO foods?
How do GMO foods affect the environment?
How do GMO foods affect your health?

Science Starter 2.10.17

I think that GMO foods are safe for humans, because there are no birth defects or health
effects. Nevertheless, gmo foods are what people rely on, like vitamin a deficiencies.
Although, gmos will harm the environment greatly.

GMOs May Feed the World Using Fewer Pesticides article:

3 things I learned 2 things I found interesting 1 question I still have

Between 1996 and 2011, Bt corn
reduced insecticide use in corn
production by 45% worldwide (110
million pounds, or roughly the
equivalent of 20,000 Olympic
swimming pools).
Unlike Bt corn, you cant find any
fields planted today with Bt
potatoes. Soon after the breed
hit the market, protesters began
to single out McDonalds
restaurants, which collectively are
the biggest buyer of potatoes
worldwide.
In the decade after Monsanto
pulled their GM potatoes from the
market, dozens of long-term
animal feeding studies concluded
Organic farmers still spray their If studies have been
crops, just with different done to see if GMOs
chemicals, such as sulfur and affect anything
copper. negatively and there
isnt results of harm
how come people are
against GMOs if theyre
trying to solve our
problems and are?
Secondly, techniques to tweak
genomes have become
remarkably precise. Specific
genes can be switched off
without lodging foreign material
into a plants genome. Scientists
dont necessarily have to mix
disparate organisms with one
another, either. In cisgenic
engineering, organisms are
engineered by transferring genes
that various GM crops were as between individuals that could
safe as traditional varieties. breed naturally.

Science Starter 2.13.17

How do you know when a source/person is credible?
I know that a source/person is credible, when it has facts, and sources that show where the
facts came from. If the ending url is a .gov, .edu, .co.u, are all credible.
Rubric rating submitted on: 2/21/2017, 9:03:04 AM by bldunkin@aurorak12.org
5 4 3 2

Organization All vocabulary is Vocabulary is at Vocabulary is Vocabulary is not

Your score: 5 completed at the the beginning of the missing, incomplete, present in the
beginning of the document but a or not at the document.
document. few terms may be beginning of the Content is not in
Content is in missing. document. chronological order
chronological order. Content is in Content is not in and/or many parts
Headings with page chronological order, chronological order are missing.
numbers are but some parts are and/or some parts There are no
included to indicate missing or are are missing. headings indicating
new sections. incomplete. Headings are used sections of the LS.
Font and spacing Headings with page inconsistently to Font and spacing
do not distract numbers are used indicate sections of distract from
from assessment. inconsistently to the LS. assessment and
Updated thinking is indicate sections of Font and spacing indicate lack of
indicated with the LS. distract from focus.
different colored Font and spacing assessment. New learning is not
text when do not distract New learning is not indicated in the
applicable. from assessment, consistently assignment.
Tables, pictures, but may not be indicated in the Tables, pictures,
and diagrams are used to clearly assignment. and diagrams are
sized and placed organize content. Tables, pictures, not sized and
logically -visible and New learning is not and diagrams are placed logically.
not oversized. consistently not consistently
indicated in the sized and placed
assignment. logically.
Tables, pictures,
and diagrams are
appropriately sized
and placed logically.

Content All original Most original Questions are not Many questions
Your score: 5 questions are questions are included or are not are not included or
included. included and are answered are not answered
ALL questions are answered completely using completely using
 answered completely using complete sentences complete sentences
completely using complete sentences and evidence for and evidence for
complete sentences and evidence for support. support.
and evidence for support. Diagrams or There are
support. Diagrams or pictures are insufficient
Diagrams or pictures are missing, missing diagrams or picture.
pictures are included when labels, or are not Most data from
included when necessary, but may neat. investigations,
necessary. be missing labels or Some data from demos, and/or
Data from are not neat. investigations, simulations is
investigations/demo Most data from demos, and/or missing or may not
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included and demos, and/or included, but may way.
organized in a logical simulations is not organized in a Graphs of data
way. included, but may logical way. are missing or may
Graphs of data not organized in a Graphs of data not be interpreted
are included and/or logical way. are included but correctly.
interpreted Graphs of data may not be Screenshots and
correctly. are included and/or interpreted other potential
Diagrams are neat interpreted correctly. evidence of
and labeled. correctly. Screenshots and completion of
Screenshots and Screenshots and other potential activities are not
other potential other potential evidence of provided.
evidence of evidence of completion of Vocabulary is not
completion of completion of activities are not used in answers.
activities are activities are provided. Project Board
included when usually included Vocabulary is contributions are
applicable. when applicable. rarely used in incomplete or
Vocabulary is used Vocabulary is used answers. missing.
correctly. correctly most of Project Board
Project Board the time. contributions are
contributions are Project Board incomplete.
thorough and contributions are
complete. complete.

Comments:
Keep up the great work! I appreciate your attention to detail!