Promo Bac 2013: 100% de réussite ! / Class of 2013: 100% Success ! Since 2011, the Parc des Loges high school is proud to offer a new major in science called "STL". High school students learn current methods and techniques used in laboratories, and study biotechnologies, chemistry, biochemistry and the science of living systems. This website is both in French and in English. Hopefully, younger students who wish to apply will be able to get a better idea of what "STL" is about. La section STL du lycée du Parc des Loges a été lancée à la rentrée 2012. L'équipe pédagogique met tout en oeuvre pour que cet enseignement soit pratique et allié à la langue anglaise, pour préparer les élèves à leur future vie professionnelle. Vous trouverez sur ce site toutes les informations concernant la série, les matières étudiées (biotechnologie, biochimie...), les épreuves du bac, ainsi que l'orientation en post-bac. Infos pratiques sur le site de l'académie: lien ici et lien ici.

Lien ici.
"Qu'est-ce qu'une mauvaise herbe? Une plante dont on n'a pas encore trouvé les vertus" / “What is a weed? A plant whose virtues have not yet been discovered.” R.W EMERSON, philosophe américain /American philosopher. Cette citation doit encourager nos élèves dans leurs ambitions et leur curiosité intellectuelle, et les professeurs dans leur enseignement dans le cadre d'une éducation humaniste.

Friday, October 19, 2012

Microbiology: Louis Pasteur

Louis Pasteur
 Louis Pasteur, 1866-1895

The INSTITUT PASTEUR in Paris.
Louis Pasteur  (December 27, 1822 – September 28, 1895) was a French chemist and microbiologist who was one of the most important founders of medical microbiology. He is remembered for his remarkable breakthroughs in the causes and preventions of diseases. His discoveries reduced mortality from puerperal fever, and he created the first vaccines for rabies and anthrax. His experiments supported the germ theory of disease. He was best known to the general public for inventing a method to treat milk and wine in order to prevent it from causing sickness, a process that came to be called pasteurization. He is regarded as one of the three main founders of microbiology, together with Ferdinand Cohn and Robert Koch.

Pasteur also made many discoveries in the field of chemistry, most notably the molecular basis for the asymmetry of certain crystals. His body lies beneath the Institute Pasteur in Paris in a spectacular vault covered in depictions of his accomplishments in Byzantine mosaics.
Pasteurized milk cartons

a quotation by Pasteur



The Germ theory: A link to the science museum page
 ---------------------------------------------------
Videos:
 

Louis Pasteur The life of Louis Pasteur (2-minute Cartoon):







The life of Louis Pasteur, 40-minute documentary:





Documentaire en français, 3 minutes:




Thursday, October 18, 2012

Isolation of DNA from Onions

This procedure is designed to extract DNA from onion in sufficient quantity to be seen.

Cours d'enseignement pratique Anglais/Bio déjà réalisé en 2011. Proposé aux 1ères cette année: 1 séance d'étude et de traduction du protocole, et 1 séance de manipulation. 


In this project, you'll learn how to isolate DNA from onion cells, separating it from other cellular components in a manner that still preserves its structure and sequence

In the end, you'll have enough DNA to see with the unaided eye*, and you'll be able to see its strand-like* structure. 

* unaided eye: without a microscope (à l'oeil nu).
*strand-like: a strand = a thread (un fil) / a structure that is like a thread /a strand.
A strand-like structure is like this.
 

Etude des vidéos en classe: Compréhension Orale.

Videos:

ISOLATION OF DNA FROM ONION

DNA STRUCTURE

Etude du protocole en classe: Compréhension écrite.



Method

YOU WILL NEED:
• 10ml washing-up liquid (the watery type is the best)
• 3g table salt
• 100ml water
• 1 medium-sized onion
• chopping board
• vegetable knife
• 2 jam jars
• 500ml bowl of ice
• blender
• coffee filter (pores of normal filter paper are too small to allow the DNA through)
• 10ml methylated spirits (kept in freezer overnight and in ice until used)
• hair dryer
• funnel
• paper clip/ thin piece of wire


The Procedure:

1: Mix the salt, washing-up liquid and water in one of the jars and stir well to dissolve the salt.
The washing-up liquid breaks down cell membranes, releasing DNA from each nucleus.
2: Peel and chop the onion up finely on the chopping board and add it to the salty washing-up
liquid solution.
3: Place the jar in a large container of boiled water that has been set aside to cool for about 30
minutes. Leave the jar in the water for 15 minutes.
4: Cool the mixture by standing the jar in the bowl of ice for a few minutes.
5: Blend or grind the mixture for no more than 5 seconds. The blender helps to break open the
onion cells but if done for too long it will damage the DNA.
6: Filter the blended mixture through a coffee filter, into another jar using the funnel. This
separates the cell wall material from the DNA and proteins, which are now in solution.
7: Very carefully, holding the jar at a slant, trickle an equal amount of ice-cold methylated spirits
slowly down the side of the jar into the surface of the onion extract, to form a layer on top of the
extract. Leave the jar for a few minutes without disturbing it.
8: The DNA separates from the solution and floats up into the methylated spirits as a film of
threads.
9: Gently scoop out the DNA with a wire - this is easier if you first bend the end of the wire into a
loop.
10: Carefully dry, but do not cook, the DNA with a hair dryer.



Adapted from Rasmussen, A. and Matheson, R. (1990). Sourcebook of Biotechnology Activities,






Expérience en classe: Expression orale.



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

TRAD:
Isolement de l'ADN à partir d'oignonsMéthodeVOUS AUREZ BESOIN DE:• 10ml de liquide vaisselle (assez liquide de préférence)• 3 gr le sel de table• 100ml d'eau• 1 oignon moyen• 1 planche à découper
Couteau à légumes • 2 pots de confiture• un bol 500ml de glace• Le mélangeur• filtre à café (les trous d'un filtre normal sont le trop petits pour permettre à l'ADN de passer à travers)• 10ml d'alccol méthylé (conservé au congélateur pendant la nuit et dans la glace jusqu'à utilisation) • 1 Sèche-cheveux• 1 entonnoir• 1 trombone / mince morceau de fil de fer

1: Mélanger le sel, liquide vaisselle et d'eau dans l'un des bocaux et bien remuer pour dissoudre le sel.Le liquide vaisselle fait se dissoudre les membranes des cellules, libérant l'ADN de chaque noyau.

2: Pelez et hachez finement l'oignon sur la planche à découper et ajouter le au liquide vaisselle salé.

3: Placez le pot dans un grand récipient d'eau bouillante qui a été mis de côté à refroidir pendant environ 30minutes. Laissez le pot dans l'eau pendant 15 minutes.

4: Refroidir le mélange en se tenant debout le bocal dans le bol de glace pendant quelques minutes.

5: Mélanger ou broyer le mélange 5 secondes pas plus. Le mélangeur permet de casser les cellules d'oignon mais si c'est fait trop longtemps il va endommager l'ADN.

6: Filtrer le mélange à travers un filtre à café, dans un autre pot à l'aide de l'entonnoir.
Ceci sépare les matières des paroies cellulaires de l'ADN et les protéines, qui sont maintenant en train de se dissoudre.

7: Très attentivement, en tenant le pot en position oblique, faites couler une quantité égale glacée d'alcool à brûlerlentement le long du côté du pot dans la surface de l'extrait d'oignon, pour former une couche sur le dessus duextrait. Laissez le pot pendant quelques minutes sans la y toucher.

8: L'ADN se sépare de la solution et des flotteurs jusqu'à dans l'alcool à brûler comme un fil.

9: Extractez délicatement l'ADN avec un fil de fer - c'est plus facile si vous commencez par plier l'extrémité du fil dans uneboucle.

10: Séchez soigneusement (mais ne faites pas cuire) l'ADN avec un sèche-cheveux.

Wednesday, April 4, 2012

The Claim: Identical Twins Have Identical DNA

SOURCE: http://www.nytimes.com/2008/03/11/health/11real.html

By ANAHAD O’CONNOR / March 11, 2008 / THE NEW YORK TIMES


It is a basic tenet of human biology, taught in grade schools everywhere: Identical twins come from the same fertilized egg and, thus, share identical genetic profiles.

But according to new research, though identical twins share very similar genes, identical they are not. The discovery opens a new understanding of why two people who hail from the same embryo can differ in phenotype, as biologists refer to a person’s physical manifestation.

The new findings appear in the March issue of The American Journal of Human Genetics, in a study conducted by scientists at the University of Alabama at Birmingham and universities in Sweden and the Netherlands. The scientists examined the genes of 10 pairs of monozygotic, or identical, twins, including 9 pairs in which one twin showed signs of dementia or Parkinson’s disease and the other did not.

It has long been known that identical twins develop differences that result from environment. And in recent years, it has also been shown that some of their differences can spring from unique changes in what are known as epigenetic factors, the chemical markers that attach to genes and affect how they are expressed — in some cases by slowing or shutting the genes off, and in others by increasing their output.

These epigenetic changes — which accumulate over a lifetime and can arise from things like diet and tobacco smoke — have been implicated in the development of cancer and behavioral traits like fearfulness and confidence, among other things. Epigenetic markers vary widely from one person to another, but identical twins were still considered genetically identical because epigenetics influence only the expression of a gene and not the underlying sequence of the gene itself.

“When we started this study, people were expecting that only epigenetics would differ greatly between twins,” said Jan Dumanski, a professor of genetics at the University of Alabama at Birmingham and an author of the study. “But what we found are changes on the genetic level, the DNA sequence itself.”

The specific changes that Dr. Dumanski and his colleagues identified are known as copy number variations, in which a gene exists in multiple copies, or a set of coding letters in DNA is missing. Not known, however, is whether these changes in identical twins occur at the embryonic level, as the twins age or both.

“Copy number variations were discovered only a few years ago, but they are immensely important,” said Dr. Carl Bruder, another author of the study at the university. Certain copy variations have been shown in humans to confer protection against diseases like AIDS, while others are believed to contribute to autism, lupus and other conditions. By studying pairs of identical twins in which one sibling has a disease and the other does not, scientists should be able to identify more easily the genes involved in disease.

John Witte, a professor of genetic epidemiology at the University of California, San Francisco, said the findings were part of a growing focus on genetic changes after the parents’ template had been laid. This and other research, Dr. Witte said, shows “you’ve got a little bit more genetic variation than previously thought.”

In the meantime, a lot of biology textbooks may need updating.

Dr. Dumanski pointed out, for example, that as his study was going to press, the following statement could be found on the Web site of the National Human Genome Research Institute, the group that financed the government project to decode the human genome: “Most of any one person’s DNA, some 99.9 percent, is exactly the same as any other person’s DNA. (Identical twins are the exception, with 100 percent similarity).”

That, we now know, no longer appears to be the case.

Monday, April 2, 2012

Epigenetics






Epigenetics

On the left : The cover of TIME magazine

« The new science of epigenetics reveals how the choices you make can change your genes – and those of your kids »
January 2012







Great Article on Epigenetics :
http://umr218.curie.fr/en/research-unit/chromosomes-and-epigenetics/chromosomes-and-epigenetics-001245
Armelle Corpet & Geneviève Almouzni. Science et Avenir. Dec 2006-Jan 2007
“If we compare the DNA sequence to notes in the score of a symphony, epigenetics refers to the nuances, the alterations, or the rhythm that allows the conductor to understand how the score should be read. Each cell interprets its genetic score in its own way, and therefore the cells play different symphonies.”

What is Epigenetics?
(Source : http://epigenome.eu)
Conrad Waddington (1905-1975) is often credited with coining the term epigenetics in 1942 as “the branch of biology which studies the causal interactions between genes and their products, which bring the phenotype into being”.
(…) The field of epigenetics has emerged to bridge the gap between nature and nurture. In the 21st century you will most commonly find epigenetics defined as ‘the study of heritable changes in genome function that occur without a change in DNA sequence‘.

(…) “I would take a picture of a computer and say that the hard disk is like DNA, and then the programmes are like the epigenome. You can access certain information from the hard disk using the programmes on the computer. But there are certain password protected areas and those which are open. I would say we’re trying to understand why there are passwords for certain regions and why other regions are open.“
Jörn Walter (Scientist, Saarland, Germany)

Epigenetics has always been all the weird and wonderful things that can’t be explained by genetics.”
Denise Barlow (Scientist, Vienna, Austria)


Wednesday, March 28, 2012

Presentations

 Les élèves sont aujourd'hui à même de s'exprimer en anglais et ont pris confiance en eux. Le troisième trimestre sera donc dédié aux exposés.

Nota Bene : Nous ne vous demandons pas quelque chose de pointu et de poussé. Les thèmes sont larges, faites une recherche et choisissez un aspect, un détail, et concentrez vous dessus. Vous pouvez également rester dans des termes plus vagues et « initiez » votre public au sujet d'une manière générale. En aucun cas vous pourrez parler de tout et rentrer dans des aspects trop techniques. Nous ne vous en demandons pas autant.
Nous souhaitons simplement éveiller votre curiosité, vous pousser à chercher, à présenter quelque chose d'intéressant pour la classe, quelque chose d'amusant, et de parler anglais.


Bio-PRESENTATIONS in ENGLISH 
 
MARCH:


Documents:
An article and a video of 4 topics. 
Roles: Looking for definitions, Asking questions, Commenting the article, Asking questions on the video.


Topic One: Cloning
Topic Two: One of our ancestors (an homonid discovered in Africa)
Topic Three: The theory of Evolution
Topic Four: Asexual Reproduction


APRIL:


5 teams can choose among this list:


1-COSMETIC QUALITY CONTROLS/ Contrôles qualités en cosmétique.
2- WATER PURIFICATION/TREATMENT SYSTEMS/ L'épuration de l'eau.
3-HUMAN BRAIN/ Le cerveau de l'homme.
4-BOTANY AND PLANT TECHNOLOGY/La botanique (génie génétique et biotechnologie)
5-CREATION OF NEW MOLECULES/THERAPEUTIC DRUGS /L'élaboration de nouvelles molécules (pharmacie et biophysique)
6-FARM ANIMAL BREEDING/GENETICS/La sélection animale (génétique appliquée et agro-alimentaire)
7-QUALITY CONTROL IN MILK or CHEESE MANUFACTURING/Contrôle de qualité du lait/fabrication de fromages ( (bio-industries et agro-alimentaire)
8-IDENTIFICATION OF RARE DISEASES/ Identifications de maladies rares non-identifiables jusque là (microscopes, cellules cancéreuses)
9-FOOD FLAVORING AND SYNTHETIC PIGMENTS/ L'aromatisation et les pigments synthétiques (bio-physique)
10- Your idea ? Un sujet au choix si l'équipe a une idée qui lui tient à cœur.


Roles: Read an article (French or English) and tell the class about it.Comment on a video you found on the Internet.Prepare a game/quizz for the class.Make a list of 5 important words on your subjects, and give it to the class so they ask for the definitions. Give the definitions.Prepare a list of 5 questions on the subjects of other teams ! Ask them questions.Write down a short play script on the subject and set it up in class !Your idea ? 


MAY:

Students can choose what to do.
One team = 5 students maximum/at the most.