Vital Signs 6/11 – Thursday: The Blood Part 1

Vital Signs 6/11 – Thursday: The Blood Part 1

Today, our scientists delved into the study of blood type and the genetics that help determine it. Students first discovered the physical basis behind the ABO blood type group, analyzing different antigens. In the lab, they attempted to determine the blood type of different samples by creating antibody reactions.

The analysts-in-training also learned the basics of Mendelian genetics, discovering how blood type traits are inherited and why some are dominant over others.

Ask your student:

How many total possibilities are there for blood type? (there are 8 including both genes: A+/-, B+/-, AB+/-, and O+/-)

What is one method to predict the blood type of the offspring when you know that of the parents? (use a Punnett square)

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C.S.IMSA 6/11 – Thursday: Drops to DNA Part 1

C.S.IMSA 6/11 – Thursday: Drops to DNA Part 1

Today our CSI technicians began what will be a two day process to extract DNA from a broken vase found at the crime scene. In order to prepare themselves to discover what should be the most convincing piece of evidence, students learned about the extraction process by using their own DNA!

After their training, investigators are ready to process the last piece of evidence tomorrow!

Ask your student:

What was one substance you used in the extraction of your own DNA? (Gatorade, soap,  alcohol)

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BioSleuths 6/11 – Thursday: Grasshopper Dissection – External

BioSleuths 6/11 – Thursday: Grasshopper Dissection – External

Today, our young anatomy investigators set their sights on grasshoppers! Students mainly focused on the grasshopper’s appendages and other features that were easily visible, observing how the structure of each part might enable it to function most efficiently. Our biosleuths even got the chance to identify some correct or incorrect features on famous cartoon insects like Jiminy Cricket!

Students will continue their grasshopper dissections tomorrow by exploring the internal features of the same insects they worked on today.

Ask your student:

What are the three body segments of the grasshopper called? (head, thorax, and abdomen)

Why are the grasshopper’s back legs different from its front legs? (they need to be bigger for jumping)

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