Honors Biology II Virus Projects

     In the fall semester, Mrs. Bastone's Honors Biology II course concentrates on human anatomy and physiology, examining all of the systems of the human body. One of the class' projects was to prepare and present information on diseases that lead to the malfunctioning of these systems and the organs that compose the systems. This year the class concentrated on a study of viral diseases. 

     Each student completed a poster/paper that described the cause and effect of a viral disease. They also examined the structure and life cycle of each virus, as one of the major tenets of biology is the interconnectedness of structure and function. 

     In all sciences, the building of models is often used to clarify the ways in which natural systems work. In some cases the models can be mathematical, such as the Hardy Weinberg population genetics equation, in other cases the model might be computer generated, like those used to predict the weather. Mrs. Bastone's students produced 3D physical representations of the different viruses to better understand the relationship between structure and function. 

Dengue Fever Virus

M. Campbell's work on the dengue fever virus

C. Cory's presentation on the dengue fever virus

 Rabies Virus

M. Lewis' representation of the rabies virus

N. McManus' work on the rabies virus

 Adenovirus

N. Kister focused on the adenovirus which causes the upper respiratory infections better known as the common cold

G. Neff looked at the adenovirus which causes "pink eye" or conjunctivitis an inflammation of the protective mucous membrane of the human eye.

Chicken Pox Virus

J. Flangos prepared his poster on the chicken pox virus, which in older people, who have had the infection can in later life cause the disease of nerve endings, known as shingles

Emma H's representation of the chicken pox virus

West Nile Virus

M. Donovan prepared her poster on the West Nile Virus

J. Carroll's paper and model of the West Nile Virus

Hepatitis B Virus

F. Gallo's Hepatitis B poster and model

N. Meluso chose to represent his model of the hepatitis B virus in cross section

Herpes Virus

E. Hanrahan's poster and model of the herpes simplex virus

M. Kapsis' poster and model for the herpes virus

Human Papilloma Virus

Human Papilloma Virus (HPV) was researched by G. Vetromile

Small Pox Virus

T. Pennoyer studied the small pox virus

Enterobacteria Phage T4 Virus

The model to the left is O. Estes' HIV virus and the model to the right is C. Kantzoglou's model of the "classic" example of a bacteriophage, the enterobacteria phage T4

Hendra Virus

O. Jones's model represented the hendra virus

Rotavirus

The rotavirus was represented in this model by J. Dutton

Ms. Davies presents at San Diego

Justine Davies presented her research at the Partners in Science Conference in San Diego this weekend, sponsored by the M J Murdock Charitable Trust. Her research on pancreatic cancer has contributed to a paper published this fall in the Journal of Cancer Research. Click here to read the paper. Ms. Davies conducts research as a part of the Columbia University Summer Research Program for science teachers. She is currently mentoring two Bronxville students in research, and hopes to mentor an additional two students next year. Information on the program can be found at http://scienceteacherprogram.org/ . Science teachers interested in research opportunities are encouraged to apply. 

Environmental Science Blackworm Lab Results

The following are some examples lab reports written by the members of the Environmental Science class.

Adrian Alexandra 11100420 Alex Adrian Blackworm Report Form-1 by Charles Ippolito

Bardin Nicholas 100994 Blackworm Report Form by Charles Ippolito

Hagen Christopher 11100356 Blackworm Report Form 2 2 (2) by Charles Ippolito

McGonigle Claire 200696 Blackworm Report Form-2 by Charles Ippolito

Rotchford David 200133 Enviormental Science Lab 1-15-13 Blackworm Report Form FINAL by Charles Ippolito

AP Biology Meiosis, Fertilization and Reproduction Lab Activity

This exercise simulates the segregation of alleles and their homologous chromosomes in the meiotic production of monoploid gametes and the return to the diploid state when the homologous chromosomes from a male and a female are recombined in the process of fertilization.  Over the Winter Holidays the students interviewed their families in an attempt to determine their genotypes for a number of different human traits.

CHROMOSOME PAIR	CHARACTERISTIC
1	Tongue Rolling
1	Face Shape
1	Skin Pigmentation
2	Mid Digital Hair
2	Chin Type
2	Skin Pigmentation
3	Chin Shape
3	Hair Color
4	Skin Pigmentation
4	Red Hair Color
5	Hair Color
5	Cleft Chin
6	Bent Little Finger
7	Hair Texture
8	Hair Line
9	Eyebrow Thickness
9	Forehead Freckles
10	Hair Color
10	Eyebrow Placement
11	Eye Color
11	Eye Placement
12	Eye Color
12	Eye Size
13	Eye Shape
14	Nose Shape
15	Eye Lash Size
16	Dimples
17	Mouth Width
18	Hair Color
18	Lip Thickness
19	Nose Size
20	PTC Tasting
21	Cheek Freckles
22	Ear Lobe
Sex Pair (Y chromosome)	Hairy Pinna
Sex Pair (X chromosome)	Red Green Colorblindness

 

This exercise allows the student to examine the following genetic concepts:
dominant and recessive alleles;
sex linkage; 
gene linkage; 
independent assortment of alleles as it occurs during meiosis and gametogenesis; 
polygenic inheritance; 
how one gene can influence the affect of another gene (epistasis); 
genotype and phenotype; 
recognize that this variation of genes results in the production of offspring with unique phenotypes.
 
The students achieve this by putting their alleles on paper representations of their chromosomes. Each half of the chromosome representation is one member of a homologous pair. When the chromosome is folded and dropped only one allele found on one member the pair is passed to the child via the gamete.

By combining their chromosomes with the chromosomes of a classmate the new individual that would be formed receives the two alleles need to express a trait.   By completing this exercise twice the students see how their traits might combine in the production of an offspring. As the students complete this exercise they should come to appreciate the richness of variation that occurs as a result of the recombination of alleles during fertilization.

Student chromosomes

Samantha and Erica are preparing to rejoin their homologous chromosomes.

Each student in a pair drops their chromosomes to form a gamete and then the bring the chromosomes from each pile together matching homologous pairs as they would reform after fertilization of an egg by a sperm. They then tabulate the alleles to determine the traits of the new individual.

Cyrus and Malika are lining u heir homologous pairs.

Nastaran and Gina do the same. As the class does not have equal numbers of boys and girls some pairs had to be formed with two students of the same gender. In their to trials they alternate using male/female homologous pairs.

Andrew and Argentina are lining up their chromosomes.