Monday Class!!

Primary and Secondary Response













HIV Virus












In class:

At the beginning of class, we turned in UP page 32, UP pages 37-42, and your postcard. Then we went over Primary and Secondary response which had to do with the picture that was on Yvette's post and also shown above. The main difference between the two is that Secondary response uses memory B-cells and it allows it to produce more quickly.

Then we completed the immune system tree map by taking notes on Acquired Immunity. There are two types of Acquired Immunity which are active, and passive. Active immunity is when your body makes the antibodies. An example of this would be a vaccine or a exposure to the disease. Passive immunity is when your antibodies are obtained passively. An example of this would be by breast milk or a injection of antibodies. Active immunity has longer lasting memory cells when passive immunity is more temporary.

Afterwards, we took notes Immune system disorders such as Allergies, Autoimmune Diseases, Immunodeficiency Disease, and the HIV virus.

Allergies are overreactions of the immune system that produces mast cells to produce histamines. The histamines are chemicals which increase the blood flow and your fluid production such as tears and mucus. They also signal inflammation.

Autoimmune Diseases is when your immune system mistakenly attacks its own cells. Some examples of this is type one diabetes,Rheumatoid Arthritis, and Multiple Sclerosis.

The Immunodeficiency Disease is caused by the HIV virus. One of the most commonly known Immunodeficiency Diseases is AIDS. The HIV virus and the AIDS virus is transmitted through blood or body fluids. HIV is detected with the presence of HIV antibodies and it causes the helper T-cells to be unable to activate the B-cells and T-cells which result in the inability to fight off the disease. The HIV virus is very sneaky and it uses RNA to produce DNA which is commonly known as a retrovirus. This virus is so problematic because it invades defenses of the immune system and destroys your helper T-cells. Your helper T-cells tell the other cells what to do and without them, your cells wouldn't know what to do. In class we watched a animation on the production of the HIV virus and Mrs. Stein put the video on moodle.

Mrs. Stein asked the class for questions they had on the test. For question 5 on the objective sheet, you don't need to know any of the diseases that we didn't talk about and be familiar with the pathogens for the diseases we did talk about. She will be having a review session tomorrow morning and everyone is welcome!

At the end of the class, we watched a movie on bird flu which was spread from bird to bird by their poop. This is not a major problem in humans today but may develop as a serious problem in the future.

Homework:

STUDY FOR THE TEST TOMORROW!!!! (Optional study session tomorrow morning with Mrs. Stein!)

READ SECTION 35.4

P.S. I HOPE YOU FEEL BETTER MRS.STEIN!! (She lost her voice and wasn't feeling so well :( )

The next scribe is Bridget!!

It's FRIDAY!

In Class:

- Looked over Michael Dillon's AMAZING scribe post and the Star/Wish.

Went over:
- DOD #7; talked about Lyme disease.

- UP 22-25 and Up 28-31.
- Immune System tree map. (Specific Diseases)

- Took notes about Hummoral Immunity, Antibodies, and Immunological Memory.

D.O.D #7; Lyme Disease

Agent of Disease:
bacteria
Facts:
- Vector of Lyme Disease are ticks.
- Bacteria is from the bite.
-If bit by a tick, it is likely to have a rash forming on the side of the bite.

Notes:

Hummoral Immunity

B-Lymphocytes (B-cells) also known as white body cells: recognize antigens which are present on pathogens.
B-cells produce plasma cells and memory B-cells.
Plasma cells release antibodies.
Memory B-cells remember the antigen so antibodies will be produced rapidly next time.


Antigens: markers on a cell's surface that indicate what the cell is about.

Antibodies:
-antibodies bind to antigens
-antibodies mark antigens for destruction by the macrophages
- very specific
- person's body can produce 10 billion antibodies.


Immunological Memory:


2nd exposure is a lot higher and faster because memory B-cells remembered how the antibodies looked in the 1st exposure.

Cell-mediated Immunity

- T-cells attack body cells that are cancerous or infected with viruses.
- Helper t-cells signal(stimulate) killer t-cells and memory b-cells.
- Killer t-cells (cytotoxic) kill infected cells or foreign tissue.

HINT! :

If you're having trouble with this material or do not understand something, go on MOODLE. There, you will find a couple of videos that Mrs. Stein has posted up in order to help you out and give you a better idea of the material we are learning.

HOMEWORK:

1. Postcard due Monday.
2. UP pg 32 due Monday.
3. UP pg. 37-42 due Monday.
4. Read 35.4 by Tuesday.
5. Homework Pass available before Wednesday.
   

STUDY FOR TUESDAY'S TEST!

(look over notes, diagrams, labs, and textbook pages)

next scribe is Tara

Terrible Tuesday.

In Class:

1. Handed in UP 15-18 (Bacteria labs)
2. Star/ wish/ attendance
3. D.O.D- Tuberculosis
4. Discussed antibiotic resistance
5. Began UP 22-25

Homework:

1. UP 22-25
2. Immune system tree map (35.2 and first page of 35.3)- Tomorrow
3. Postcard- 11/8
4. Test- 11/9

HOME WORK PASS BY NEXT WEDNESDAY!
Notes:
Antibiotic Resistance*Reasons for this can be mutation, conjugation, or NATURAL SELECTION
*The more antibiotics you use, the less effective they will be

Disease of the Day:
Tuberculosis-Causes bad lung infection
-Spreads through the air (Airborne)
-Affects lungs the most, then spreads throughout the body
THE NEXT SCRIBE WOULD BE MICHEAL D. BUT SINCE HE'S NOT GOING TO BE AT SCHOOL TOMORROW THEN...IT WILL BE JOSE A. JOSE CAN YOU MAKE MICHEAL THE NEXT SCRIBE AFTER YOU? K THANKS. :)

Mashni Monday's

REASON FOR TITLE: well they both started with "m" so what the hay, why not.

IN CLASS TODAY: We finished our lab with bacterium and how they grow and antibiotics effect on growth of brothculture of peppercorn bacteria (what a gross name for a bacteria). Anyway, everyone got there plates back after being in an incubator for 24 hours. We wrote down our results and counted the bacteria colonies we found in the dish of various bacteria we collected around the school.

Picture above

My groups results were:

Section 1: Cafeteria 22 bacterial colonies

Section 2: Railing 30 bacterial colonies

Section 3: Toilet No bacterial colonies P.S section 3 and 4might have been switched

Section 4: Control 106 bacterial colonies (maybe even more but there were so many!)

In our next lab, we looked at the effects of antibiotics and how they prevent the growth of bacteria. In our petri dish, we spread the broth culture of peppercorn bacteria, and placed 4 paper disks in sections on the dish. 3 paper disc contain an antibiotic and one without for a control. Each petri dish was placed in an incubator for 24 hours, and we got our disk back to

record the ZONE OF INHIBITION (DunDunDUNNNN) [it sounds evil...]

PICTURE:

Our next step is to measure the ZONE OF INHIBITION. The ZONE OF INHIBITION is the space around the antibiotic that has no bacteria, due to the antibiotic killing it. the bigger the space, the more effective the antibiotic is. Different antibiotics react differently to different bacterium. My groups results were:

Section 1: NB 30 22 mm

Section 2: Penicillin 7 mm

Section 3: C 30 33 mm

Section 4: control 0 mm

In the data collected, it was obvious that the control didn't do anything because it didn't have any bacteria on it. if i had to choose on an antibiotic to kill the broth culture i would choose C 30 because it had the largest ZONE OF INHIBITION so it is more effective.

ALSO: I had a few questions about antibiotics and i was told to wait until tomorrow(today) to ask them.

Numero uno: Are antibiotics alive? if not, then what are they made of?

Numero dos: Are they similar to how virus' work, except they attack bacteria?

Numero tres: How are they put into a capsule? and who invented/found antibiotics?

HOMEWORK:

read 35.2 and first page of 35.3 and do a tree map of the immune system (ON MOODLE)

NOTE: THIS IS THE HARDEST READING OF THE YEAR. MRS. STEIN SUGGEST GOING TO THE TLC FOR HELP.

post cards are due 11/8

OUR NEXT TEST IS IN A WEEK FROM TOMORROW! AND WHEN YOU READ THIS IT WILL BE A WEEK FROM TODAY! [[11/9]]

THE NEXT SCRIBE WILL BE.....

{drum roll please...}

ARIANA NUFIO!!!!!!

have fun, this took me a while.

Cholera and John Snow

Since I am such a John Snow fan...i found these videos that i thought you might exjoy.  Watch them and email me the answers to the following 2 questions..
1.  Who was often spared from cholera outbreaks and WHY?
2.  What was the name of the other 'protagonist' in Stephen Johnson's book Ghost Map?

TUESDAY!!!!!!!!!!!!!!!!

Today in class we got our UP pgs. 6-9 stamped and we went over some of the

questions that we had to do for homework. We also picked up four new pictures up

front for notes that we toke later in class. Then we did "Star and a wish" and maddy

was the "Teacher" while Mrs. S finished checking in homework. We toke notes from

a power point about viruses (Lytic cycle and Lysogenic Cycle). When we finished

taking notes we watched 15 minutes of a video about viruses. It was very interesting!

The Homework for tonight is....

1. read section 20.2 in the text book and domkplete "In pictures and words" from our reading packet

2. Postcard (due: 11/8)

and THERE IS A QUIZ ON THURSDAY ON SECTIONS 35.1,

20.1, and 20.2!!!!!!!!!!

Happy Monday!!

When we walked into class, we turned in our cancer papers. then we talke about the small pox video we saw yesterday (see Mrs. Steins blog post).

Then we took notes on viruses...

Notes:
"What is a virus?"

*Non-living-

• require a host to reproduce-"parasites"
• don't use energy
• NOT CELLS!
• don't respond to stimuli

*Particle made of protein, nucleic acid

• protein-capsid
• nucleic acid- DNA or genetic material

*Invade cells, hijack cells

• attach to cells and trick membrane for entrance

------------------------------------------------------

LAB

After the notes, we did a lab on UP pages 6-9. The lab was called, "Who Infected Who?". We had to get into our lab groups and try to figure out who were the carriers of a disease. We got some information of people from a school and had to make a wed of disease transmission. then we got samples of "saliva" from the people that we picked to test for the disease and dropped some disease indicator solution in it. if it turned pink, tha means that they are a carrier of the disease.

Homework

• Finish UP pages 6-9 -due tomorrow
• Read in text book 20.2 with "In picture and in words" -due wednesday
• QUIZ THURSDAY!!!!
• post card -due 11/8 (we got paper for the post card today in class)

Next scribe is Bridget !!

Video Thoughts?

Did anyone have any thoughts about Friday's film?  I have seen that film many times now, and everytime I watch it I always really admire those 'disease warriors' who worked so tirelessly to bring vaccines to remote parts of the world.  I feel that so many people are only concerned with themselves... to travel to places like India and Africa to try and rid the world of such horrible diseases really says something about those volunteers..  They really made a difference in the world... not everyone can say they have done so.  How amazing would it be to be able to rid the world of HIV like they did with smallpox? What were your thoughts?  Reply to my post with a comment as to what your thoughts or reflections were on the movie.

A World Health Publication from 1980

Happy Friday:)

In Class:

when you walked in the class you should have picked up a new stamp sheet. if you did the previous homework (UP pages 4/5) you got a bat stamp.

1st we got a little side tracked (big surprise) and watched a youtube video on cooties..

http://www.youtube.com/watch?v=w6ylxWcwkUM

2nd we talked about the "postcard project" due 11/8

3rd we watched a movie called "Disease Warriors" for the rest of the period

The Postcard:

Grandma Gertrude lives in a very remote area where she doest have any contact to the outer world other than receiving mail. you are very worried about you grandma because there is a deadly disease that she could possibly come into contact with so you decide to send her a postcard. you need to chose a current disease, (options on UP 2) design a 5x7 postcard, write a message including..

- biological info about the disease

- a heading and closure

- dates of breakouts

- body of postcard in the form of a letter

- stamp and fictional address

- drawing or photo related to the disease

*note: you can NOT choose AIDs as your disease*

... for more info read page 2 of your UP

Next we asked questions we had about the cancer paper which is due this monday!

... the biggest question we had was about in text citations, if you need help look under Cell Unit Resources. the link is called MLA Citations

The Cancer Paper: DUE THIS MONDAY

it needs to be turned into turnitin.com by monday morning and you need to bring in a hard copy to class. if you are having trouble uploading it to turnitin.com you have a few options...

-email Mrs. S at dstein<at>glenbrook225<dot>org

- go to the TLC for help

- find her Mon. morning in her office, (not our science room) with your paper on a flash drive

The Homework: - postcard due 11/8

- read section 20.1 and write "6 types of questions" and answer them. be sure to label which type of question you are trying to write so it is clear to Mrs. Stein.

- cancer paper due monday

the next scribe is Melissa

ALMOST FRIDAY

In Class:
We have begun class by receiving a new Unit Packet, a new class Syllabus,a diagram for our notes, and a Student Summary Detail Report. There was also a group of papers that have yet not been picked up from yesterday.
If you had any questions regarding about your Cell Test or anything else with your Detail Report, you should talk with Mrs. Stein after class.

Notes:
We have been given notes from slides about our new unit DISEASE AND IMMUNITY! :D yay :

1) Infectious Disease:

• Disease - Any change that disrupts the body's functions
• Pathogens - Agents which cause infectious disease
• Germ Theory of Disease
• Infectious disease are caused by microorganisms.

2) Pathogens - Agents of Disease

• Bacteria

ghdf

• Viruses

ghdf

• Protists

ghdf

• Worms

ghdf

• Fungi

ghdf

3) Spread of Disease

• Physical contact - direct and indirect
• Sexual Contact and airborne
• Contaminated water or food
• Poor sanitation, raw meat
• Animals like insects & rats which carry disease are vectors
• Rabies, West Nile, Malaria

4) Koch's Postulates (with diagram)

• Robert Koch - German Scientist (Late 1800s)

Game:
After we took these notes we played a game called Zapper. Everyone stands in a circle and everyone received a card with either Zapper (1) and a player (everyone else) for the first game. The zapper (disease) will wink (attack) a player (other cell) and the player will sit down (die). In the second game a vaccination card was thrown in the cards and if the zapper will look at the vaccinated player (vaccinated cell) the cell will not die because they already know how to handle with this disease therefore they live.

Homework:

• Do pages 4 and 5 in the Unit Packet but cross off the first four empty boxes under What That Game Element Represents on Page 4. And cross off number 3 on page 5.
• Remember to do your cancer paper that is due this Monday, October 25. It has to be turned www.turnitin.com and in a hard copy by that day.
• Remember to do extra credit! The next upcoming date will be this Saturday from 9 to 12 at the Glen.

THE NEXT SCRIBE WILL BE: Taylor