This week we worked on our bugs. We finish all of them. The last one was the F3. By the F3 three, the genotypes had about four different colors. When we finished, Mr. Finley picked some of us to read off all of the colors. The colors stood for each person that was in your bugs genes. Once you read off all of the colors, you could then see who is in your bugs' family. This shows how all of the genes are passed down. This could help with genetic variety because you can see how many different people are in your genes.
This week we also worked on our science projects.
Thursday, March 26, 2009
Genetic Variety
Genetic Veriety played a very important role when creating my Reebop family. Without genetic variety, every body would look the same. This is because of genotypes. Genotypes is what gives people their hair color, eye color, and every other trait. For example, when I mated my bug with an other bug, we had to match there genes for the eyes, antenas, legs, wings, and dots. If the genotypes for the antenas were the same, then the antenas would be the same. Most of the time, every part of the two bugs had genetic variety. Then the phenotypes(physical traits) will be different. The two bugs in the picture are the parents of my F1. My F1 is in the picture next to them. Do you see how it looks different from them? That is because of genetic variety. It still has some of their traits.
Friday, March 6, 2009
SSCCIIEENNCCEE
On Monday we had a snow day!!!!
On Tuesday we made a chart of the 7th grade science class traits. Then we used the results to show what traits are dominant and recessive. For example, being able to taste a PTC taster would be a dominant trait. It only takes one dominant alleles to be dominant. For home work we had to answer if you could tell that somebody is heterozygous by a trait. You can't tell because you would have to see the alleles.
On Wednesday we went over our charts and figured out what traits are recessive and what traits aren't.
On Thursday we took our egg and sperm cells that we made for home work. We put traits on them and then put them in a cup. This was to prepare for our lab on Friday. It was to support our predicted punett squares. We would pull out an egg and sperm and match the traits four times. Then we compare the results to our original punett squares.
On Friday, we did the lab that I explained. My groups expected punett squares matched our results. Then we tried one trait again and I did not match.
I think that we did this because we needed to see how traits get passed on from generation to generation.
On Tuesday we made a chart of the 7th grade science class traits. Then we used the results to show what traits are dominant and recessive. For example, being able to taste a PTC taster would be a dominant trait. It only takes one dominant alleles to be dominant. For home work we had to answer if you could tell that somebody is heterozygous by a trait. You can't tell because you would have to see the alleles.
On Wednesday we went over our charts and figured out what traits are recessive and what traits aren't.
On Thursday we took our egg and sperm cells that we made for home work. We put traits on them and then put them in a cup. This was to prepare for our lab on Friday. It was to support our predicted punett squares. We would pull out an egg and sperm and match the traits four times. Then we compare the results to our original punett squares.
On Friday, we did the lab that I explained. My groups expected punett squares matched our results. Then we tried one trait again and I did not match.
I think that we did this because we needed to see how traits get passed on from generation to generation.
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