Describe Structure of DNA and Specific Monomers
Activity 1.2.1: What is DNA?
In this activity, we started out by drawing the structure of the different nucleotides, phosphate, and a deoxyribose. We classified the grouping of adenine and thymine as well as cytosine and guanine. Then, we used a 3-D model to build a DNA helix nucleotide by nucleotide. This experiences helped us realize why DNA is a helix shape. I had known that DNA had a helical shape, but did not know how it built up to become a helix.
In this activity, we started out by drawing the structure of the different nucleotides, phosphate, and a deoxyribose. We classified the grouping of adenine and thymine as well as cytosine and guanine. Then, we used a 3-D model to build a DNA helix nucleotide by nucleotide. This experiences helped us realize why DNA is a helix shape. I had known that DNA had a helical shape, but did not know how it built up to become a helix.
Compare and Contrast Type 1 and Type 2 Diabetes
In order to compare and contrast Type 1 and 2 Diabetes, I created a venn diagram for both types. To list distinctive characteristics of each and similarities between the two types, a venn diagram is the most efficient way of displaying the data . I made sure to include the biology and treatments of each as well as differing symptoms. In the middle column, there are similarities in symptoms and causes. In the beginning of the year, I honestly did not know the difference. Now, I can identify which diabetes a person has based on the treatments, causes, symptoms, glucose tolerance test results, or insulin tolerance test results.
Demonstrate Role of Insulin in Glucose Transfer
Activity 2.1.2
My lab partner and I created a 3-D moveable model that illustrated the process of blood sugar regulation based on our research and investigation. After building and testing a prototype, we presented our final solution to the class. The model was labeled clearly with visual representations of glucose transport proteins, cell membrane, glucose, blood, cell, insulin, and insulin receptors. This innovative 3-D model was the best way to demonstrate the complex process of insulin transferring glucose from the blood to inside the cell. I did not completely understand the role of Glut-4 proteins or insulin receptors in blood sugar regulation before I completed this assignment.
My lab partner and I created a 3-D moveable model that illustrated the process of blood sugar regulation based on our research and investigation. After building and testing a prototype, we presented our final solution to the class. The model was labeled clearly with visual representations of glucose transport proteins, cell membrane, glucose, blood, cell, insulin, and insulin receptors. This innovative 3-D model was the best way to demonstrate the complex process of insulin transferring glucose from the blood to inside the cell. I did not completely understand the role of Glut-4 proteins or insulin receptors in blood sugar regulation before I completed this assignment.
Diagram Blood Glucose and Hormones Feedback Relationship
Activity 2.1.3: Feedback
The perfect way of diagramming the feedback relationship of blood glucose and the hormones insulin and glucagon was using Inspiration software to create a "mind map." Using arrows and text bubbles, I illustrated the sequence of steps in this negative feedback response. Negative feedback, as opposed to positive feedback, means that the system takes action to restore the system to its original condition. The hormones insulin and glucagon are vital components that either remove it from the blood or store it in the liver. After precisely organizing the steps, I learned exactly where Type 1 and 2 Diabetes interrupt the negative feedback response.
The perfect way of diagramming the feedback relationship of blood glucose and the hormones insulin and glucagon was using Inspiration software to create a "mind map." Using arrows and text bubbles, I illustrated the sequence of steps in this negative feedback response. Negative feedback, as opposed to positive feedback, means that the system takes action to restore the system to its original condition. The hormones insulin and glucagon are vital components that either remove it from the blood or store it in the liver. After precisely organizing the steps, I learned exactly where Type 1 and 2 Diabetes interrupt the negative feedback response.
Demonstrate Process of Dehydration Synthesis and Hydrolysis
Activity 2.2.3: The Biochemistry of Food
To demonstrate the process of dehydration synthesis and hydrolysis, I completed a lab activity on different biological molecules. This lab included sketching the structure of the biological molecules' 3-D models. As a class, we physically demonstrated the process of hydrolysis and dehydration synthesis. Breaking and assembling the bonds with our own hands made these two chemical processes very clear to me. Hydrolysis is the process of breaking apart a polymer and adding a water molecule. Dehydration synthesis is the combination of macromolecules in which water is given off.
To demonstrate the process of dehydration synthesis and hydrolysis, I completed a lab activity on different biological molecules. This lab included sketching the structure of the biological molecules' 3-D models. As a class, we physically demonstrated the process of hydrolysis and dehydration synthesis. Breaking and assembling the bonds with our own hands made these two chemical processes very clear to me. Hydrolysis is the process of breaking apart a polymer and adding a water molecule. Dehydration synthesis is the combination of macromolecules in which water is given off.
Recognize that the sequence of nucleotides in DNA determines the sequence of amino acids in a protein
Activity 3.2.2: The Genetic Code
This artifact first had me complete the Genetic Learning Website activity where I learned more about the transcription and translation processes. Then, I cut out strips of DNA and separated them into codons. After writing out the anti-codons, I identified the amino acids that paired up with the anti-codons. Using these amino acids, I wrote out the protein sentence. The analogy of amino acids as letters and the protein as a sentence worked very well. This helped me more fully understand the processes of transcription and translation. This artifact also demonstrated the effects of base pair mutations on the resulting protein.
This artifact first had me complete the Genetic Learning Website activity where I learned more about the transcription and translation processes. Then, I cut out strips of DNA and separated them into codons. After writing out the anti-codons, I identified the amino acids that paired up with the anti-codons. Using these amino acids, I wrote out the protein sentence. The analogy of amino acids as letters and the protein as a sentence worked very well. This helped me more fully understand the processes of transcription and translation. This artifact also demonstrated the effects of base pair mutations on the resulting protein.
Analyze the effect that base pair mutations have on a simulated protein
Activity 3.2.3
The protein simulation showed me the effects that water and oil have on proteins. By drawing pictures, i know that Alanine is hydrophobic because it clumps in water and is straight in oil. The simulation labeled the different amino acids in the protein chain so I knew how one change could affect the whole homoglobin protein. When I switched glutamic acid to valine, it caused the protein to bend in a certain way. Glutamic acid is negative and hydrophillic, but valine is hydrophobic and neutral. This causes the hemoglobin molecule to bend in order to shield valine from the surrounding water. This simulation was very helpful because I could visually see the effects of one amino acid change.
The protein simulation showed me the effects that water and oil have on proteins. By drawing pictures, i know that Alanine is hydrophobic because it clumps in water and is straight in oil. The simulation labeled the different amino acids in the protein chain so I knew how one change could affect the whole homoglobin protein. When I switched glutamic acid to valine, it caused the protein to bend in a certain way. Glutamic acid is negative and hydrophillic, but valine is hydrophobic and neutral. This causes the hemoglobin molecule to bend in order to shield valine from the surrounding water. This simulation was very helpful because I could visually see the effects of one amino acid change.
Recognize that heart rate is the number of heart contractions per unit of time, usually per minute
Project 4.2.1: Heart Rate
This artifact was instrumental is helping me achieve this objective, because I was able to actually measure a person's heart rate. Besides manually measuring heart rate, I also learned how to measure and record it using Logger Pro and a heart rate monitor. The experimental design part of this artifact had me apply my knowledge of heart rates and try to manipulate it with different experimental factors. I tested the effects of temperature, but there is also exercise, body position, or drugs. This artifact is useful because, I now know that Anna Garcia had a higher than usual heart rate, so her heart was beating faster than it should.
This artifact was instrumental is helping me achieve this objective, because I was able to actually measure a person's heart rate. Besides manually measuring heart rate, I also learned how to measure and record it using Logger Pro and a heart rate monitor. The experimental design part of this artifact had me apply my knowledge of heart rates and try to manipulate it with different experimental factors. I tested the effects of temperature, but there is also exercise, body position, or drugs. This artifact is useful because, I now know that Anna Garcia had a higher than usual heart rate, so her heart was beating faster than it should.