Generation Gummy Bear : An Experimental Lab

C: The article was first published in 1994 and revised on April 24, 2007. This indicates that the information in the article has previous and recent knowledge which suggests that it is current enough for the project.

As an eager fifth-grader in 2005, I quickly set my heart and sights on exploring genetics after a weeklong summer camp, “Designer Genes”, which ending in my running home with a small plastic tube of strawberry DNA I had proudly extracted, gushing to my family about everything I learned from transcription to translation. While new discoveries have drastically developed the field since, my interest and enthusiasm have yet to dwindle. As such, I elected to take advanced courses in biology/genetics and, beginning early as a rising senior in high school and ending only recently

Campbell, Neil A., Jane B. Reese, Martha R. Taylor, Eric J. Simon. Biology 105 Taken From; Biology: Concepts & Connections (Fifth Edition) Benjamin Cumming, San Francisco, CA, 2013.

The foundation of genetics lies with the principles that Gregor Mendel outlined after his experiments with pea plants where he discovered the relationship between physical characteristics, or phenotype, and genetic traits, or genotype. This experiment aimed to reproduce Mendel’s results with the Brassica rapa plant, noted for it’s fast generation time, and anthocyanin, a purple pigment that can be visually tracked through subsequent generations. It is important for experiments resulting in scientific discovery to be replicable and peer reviewed. Since Mendelian genetics are the foundation of scientific education, including answering questions about

SUFFOLK COUNTY COMMUNITY COLLEGE MICHAEL J. GRANT CAMPUS, BRENTWOOD NY BIO 150—MODERN BIOLOGY I INSTRUCTOR: DR. JAMES F. REMSEN, JR. ADDENDUM TO COURSE OUTLINE Instructor email: remsenj@sunysuffolk.edu Phone: (631) 851-6824 Office: Sagtikos 110 Office Hours Spring 2013: M Tu Th 11:00 A.M.-12:15 P.M. W 6:00-7:15 P.M. (Virtual) This addendum addresses how I run my classroom and what I expect of students above and beyond what is presented in the syllabus. I also offer tips for success in the course, and advice to help you determine if this course will meet your career goals once you complete it. Please take this information in the spirit in which it is offered: to foster a better learning environment, and to help you avoid outcomes that are

Reference: Belk, Colleen and Borden-Maier, Virginia. 2010. Biology: Science for Life. 4th Edition. Pearson. San Francisco, California., 195, 205,

Aryan Dastaghir, Lai Nam Chan, Nate Maisel, Rejvan Pourasad, Wendy Walker. LQB181 School of Biomedical Sciences, Faculty of Health, QUT.

You’ve seen them when you visit your favorite dispensary. Through the corner of your eye you get a glimpse of the assortment of delicious looking edibles now so readily available in the marketplace. The truth is, you no longer have to admire from afar; you can begin making your very own edibles at home. Let’s start with the basics: Gummie Bears.

Just a few gummy bears at a time pose no real health concerns. While small amounts are deemed safe; large amounts of consumption leads to tooth decay. Remember to brush!

With nearly 300,000 breast augmentations performed in 2014, this procedure is the most popular cosmetic surgery procedure performed in the Nation.

The “Baby Face” activity was an activity that required a coin toss to determine what appearance a baby face was going to have. This activity helped us learn about the genetics, traits and characteristics that go ‘behind the scenes’ to determine the appearance of an organism. A characteristic is a feature that has a different form in a population, like hair color or eye color. A trait however, is the different forms of a characteristic, like brown hair and blue eyes. In the activity, a coin toss determined what the baby face appearance would look like in the end, and also in the activity, the coin toss determined the genotype of the baby which affects the phenotype. Genotype, is the combination of genes, while a phenotype is the actual physical

I, hereby certify that except where I have indicated, this is my own work, based on my personal study and/or research. I have acknowledged all materials and sources used in the preparation of this whether they be books, articles, reports, lecture notes, or

Freeman, S., Black, M., Taylor, E., Monroe, J., Allison, L., Podgorski, G.,… Quillin, K. (2013, January 18) Biological Science 5th edition. Chapter 7 pages

This paper will discuss how phenotypes are driven by DNA inheritance in offspring by the genes known as alleles. Each parent provides an allele although on allele is hidden in one parent and can be passed on to his or her offspring. The information presented in the monohybrid cross that shows where one parent has the hidden allele of a gene that carries the trait of orange eyes that disappears and reemerges later in the genetic make-up of an offspring. The inheritance in the offspring is driven by the DNA of that individuals parents and the genetic traits one is born with are decided by the dominant and recessive genes of his or her parents (www.nature.com, 2014).

I give permission for the team of BIO 141 instructors to use a post that I may write as part of this assignment for an example for future students or for presentation