Open House / Journée Portes Ouvertes 2014

La série STL a eu beaucoup de succès lors de la journée portes ouvertes du lycée du parc des loges à Evry ce samedi 8 février 2014, avec des profs de BTK (biotechnologie) mobilisées, des élèves très actifs (accueil des parents et élèves venus nous rendre visite, animations de manips), et une prof d'anglais pour insister sur l'importance de l'anglais et son accessibilité à toutes et tous (ETLV).

L'anglais: Langue Internationale de la Science

100% de réussite au bac 2013 en STL, très fiers de nos terminales qui nous manqueront...

En cette rentrée 2013, élèves de Terminale liront et étudieront brièvement cet article en cours d'anglais, pour débattre ensemble de la place de l'anglais dans leur formation.

"La science a-t-elle besoin d'une langue internationale? "

de Scott L. Montgomery

Bac STL 2013 à Evry: 100% de réussite!

CONGRATULATIONS TO YOU, CLASS OF 2013 ! You made it and we are very proud of you.

 Nous êtes 100% à avoir obtenu le baccalauréat. Sans parler des mentions, jusqu'à mention TB. Nous sommes très fiers de vous.

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:

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.

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.

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)

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. 

Cloning

HOW DO YOU MAKE CLONES?

 _______________________________________________________________________________

A) DEF 1 : « Cloning is the process of making a clone. Cloning can refer to the technique of producing _________________________________of an organism by replacing the nucleus of an unfertilized ovum with the nucleus of a body cell from the organism.
The first adult mammal cloned was Dolly the Sheep in 1997. »
(Source : http://www.medterms.com)
B) DEF 2 : « A cell, group of cells, or organism that is ______________________and ____________________a single common ancestor, such as a bacterial colony whose members arose from ___________________________ »
(Source : http://www.thefreedictionary.com)
C) ORIGIN : The term clone is derived from the _____________________word κλών (klōn, “twig”), referring to the process whereby a new plant can______________________ a twig. »
(Source : Wikipedia)

D) FIELD : Biotechnology (sometimes shortened to "biotech") is a new and sometimes controversial branch of biology that studies the manipulation_____________________, including genetic modification and synthetic biology.

1-Ancient Greek

2-descended from

3- a genetically identical copy

4- of living matter

5- genetically identical to

6- a single original cell.

7- be created from

Reading the article:

 “Cloned dogs in training to sniff for drugs”

The world’s first purpose-cloned dogs have started training for their future careers. South 
Korea’s customs service ordered clones of its very best sniffer dog last year. It hopes the cloned canines will become experts at finding explosives and drugs at its airports. The cloning will reduce the costs involved in the months of training normal dogs. Only thirty per cent of dogs selected for training actually make the grade and become a sniffer dog. The seven cloned puppies, all named Toppy (short for Tomorrow’s Puppy), were born in October and November 2007. Cells were taken from their Labrador retriever father, called Chase, to clone them. Project manager Lim Jae-Yong believes the clones will be easier to train than ordinary dogs, because of their genes from expert sniffer Chase.

The $300,000 project was carried out by Lee Byung-Chun, who cloned the world’s first dog from a three-year-old Afghan hound. Each Toppy cost $60,000, which is half the cost of training a normal sniffer dog. All seven Toppies have been in training since they were born. They have successfully passed their first round of sniffer-dog tests, although one had to drop out with a bad leg. The dogs train together and all come running when their name is called. Their trainers only know who’s who via a microchip in each puppy’s ear. Lead trainer Kim Nak-seung said: "The differences [between them] are so small that I really can't tell the puppies apart." The Toppies should complete their training by early 2009 and start work sniffing baggage in the nation’s airports soon after.

Asking questions : You had to guess the topic...

(exemple de structures de phrases interrogatives) Is it (+Noun/Ajective)_____________ ? Is it about (+Nouns)_______________? What is (+Noun/Adjective)_________? Does it (+Verb) __________________ ? What does it (Verb)_______________ ?

Verbs : To be about / to deal with / to refer to/ to save the world/ to help humans / to improve our lives/ to trigger a debate (...) Nouns : Humans/Animals/Mammals/Plants Science Fiction/ a controversial issue / a heating debate / a crazy experiment / slavery (...) Adjectives : controversial / scandalous / shocking/ helpful / ethical / expensive / avant-garde / new (...)

__________________________________________________

Final Homework:

STUDENT CLONING SURVEY

Write five GOOD questions about cloning in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.

	STUDENT 1 _____________	STUDENT 2 _____________	STUDENT 3 _____________
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.

• Now return to your original partner and share and talk about what you found out. Change partners often.
• Make mini-presentations to other groups on your findings.

Version:1.0 StartHTML:0000000167 EndHTML:0000001952 StartFragment:0000000533 EndFragment:0000001936

HOMEWORK

Choose one of these:

1. INTERNET: Search the Internet and find out about South Korea’s Toppies. Share what you discover with your partner(s) in the next lesson.

2. CLONING: Make a poster about the pros and cons of cloning. Show your work to your classmates in the next lesson. Did you all have similar things?

3. CLONED: Write a FAKE magazine article about two people - one is the clone of the other. Include imaginary interviews with them. Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).

4. DIARY / JOURNAL: You have a clone. Your clone is 13 years old. Write your diary entry for one day you spent with him/her. Include the conversations you had and the advice you gave him/her. Read your entry to your classmates in the next lesson.

The Mitosis: Steps/Stages of cell division

Interphase	(VIDEO: allez en bas de page: Scroll down) a step : a stage : une étape    The cell is engaged in metabolic activity. It is preparing for mitosis (the next four phases that lead up to and include nuclear division). Chromosomes cannot be clearly identified the nucleus, although a dark spot called the nucleolus may be visible. The cell may contain a pair of centrioles (or microtubule organizing centers in plants).
Prophase	Chromatin in the nucleus begins to condense and becomes visible in the light microscope as chromosomes. The nucleolus disappears. Centrioles begin moving to opposite ends of the cell and fibers extend from the centromeres.
Prometaphase	The nuclear membrane dissolves: It's the beginning of prometaphase. Proteins attach to the centromeres: It creates the kinetochores. Microtubules attach to the kinetochores and the chromosomes begin moving.
Metaphase	Spindle fibers align the chromosomes along the middle of the cell nucleus. This line is referred to as the metaphase plate. This organization helps to ensure that in the next phase, when the chromosomes are separated, each new nucleus will receive one copy of each chromosome.
Anaphase	The paired chromosomes separate at the kinetochores and move to opposite sides of the cell. Motion results from a combination of kinetochore movement along the spindle microtubules and through the physical interaction of polar microtubules.
Telophase	Chromatids arrive at opposite poles of cell, and new membranes form around the daughter nuclei. The chromosomes disperse and are no longer visible under the light microscope. The spindle fibers disperse, and cytokinesis (= The partitioning of the cell) may also begin during this stage.
Cytokinesis	In animal cells, cytokinesis results when a fiber ring (composed of a protein called actin around the center of the cell) contracts. That contraction pinches the cell into two daughter cells, each with one nucleus.  ANIMATION :

WORKSHEET: MITOSIS ANIMATION #1

Mitosis is like a dance!

I. Introduction: a step = a stage ( = a phase)

There are ______ steps which are called “______________________________________________

____________________________________________________________________________.”

II. The steps explained:

1. First, the key is a C_____________ in which there's a C_____________ composed of a C___________________ and a C__________________ !

Make a sketch here:

1. Then, there is a phase called “_________________” because the cell prepares.
   During this phase, the membrane around the N___________ , called “ N____________ M_______________”.
   The membrane ______________ _____.
   The C______________ become more compact ( = more C_____________ ) and
   the C________________ move to opposite ends ( = poles).

Make a sketch here:

2. Next, there's a new phase which is a M_____________ phase called “_______________ because the C____________ line up or meet in the M____________ of the C___________. The C______________ still are at the opposite ends and the S__________ F____________ attach (or link) the C____________ to the P__________/opposite E_______.

Make a sketch here:

3. After that, there's a phase called “________________” because the different elements are A______________. Now the F___________ become shorter and as a consequence, the C________________ go to the P_______________.

Make a sketch here:

4. Finally, the last phase called “________________” starts, which means T__________ because the division takes place. The separation is a process and is also called “C__________________S”. The cell gets bigger before it can split in two!

Make a sketch here:

Racism: Inborn or Acquired?

Tout savoir sur le cerveau! Clique ici (en français)

NEUROSCIENCE/// By Jeffrey Kluger Thursday, Oct. 09, 2008

The human brain is surely the most sophisticated data-processing machine in the world, except when it's not. (...) Like all other animals, our species emerged in a world where there was critical value in distinguishing between members of your own tribe--who nurture you and protect you--and members of other tribes, who see you as a competitor for food and mates. Your very survival can turn on making this distinction quickly. (...)

L'amygdale ou complexe amygdalien est un noyau pair situé dans la région antéro-interne du lobe temporal au sein de l'uncus, en avant de l'hippocampe et sous le cortex péri-amygdalien. Elle fait partie du système limbique et est impliquée dans la reconnaissance et l'évaluation de la valence émotionnelle des stimuli sensoriels, dans l'apprentissage associatif et dans les réponses comportementales et végétatives associées en particulier dans la peur et l'anxiété . L'amygdale fonctionnerait comme un système d'alerte et serait également impliquée dans la détection du plaisir.

Tout savoir sur cette petite partie du cerveau que l'on appelle l'amygdale, clique ici.

In the 1990s, psychologist and social scientist Mahzarin Banaji of Harvard University co-created what's known as the implicit-association test (IAT), a way of exploring the instant connections the brain draws between races and traits. (...) The IAT asks people to pair pictures of white or black faces with positive words like joy, love, peace and happy or negative ones like agony, evil, hurt and failure.

Speed is everything, since the survey tests automatic associations.

When respondents are told to link the desirable traits to whites and the undesirable ones to blacks, their fingers fairly fly on the keys. When the task is switched, with whites being labeled failures and blacks called glorious, fingers slow considerably, a sure sign that the brain is struggling.

When Banaji, along with cognitive neuroscientist Liz Phelps of New York University, conducted brain scans of subjects using functional magnetic resonance imaging, they uncovered the reasons for the results. White subjects respond with greater activation of the amygdala--a region that processes alarm--when shown images of black faces than when shown images of white faces. "One of the amygdala's critical functions is fear-conditioning," says Phelps. "You attend to things that are scary because that's essential for survival."

Later studies have shown similar results when black subjects look at white faces.

-o-o-o-

Phelps conducted other studies in which the images included such friendly faces as Will Smith's and Harrison Ford's and found that this helped control the amygdala too. "The more you think about people as individuals," she says, "the more the brain calms down." (...)

Animal brains operate mostly in the present and past; they know what's happening now, and they recall things that occurred before. When animals encounter an unwelcome outsider, simply driving away the interloper is thus sufficient, since they don't give much thought to whether the intrusion will happen again. Humans, however, operate with awareness of the future, which means we seek to extinguish not only a current threat but also future ones--and that can mean trying to eradicate the entire group that poses the perceived danger.Worse, as our ability to develop weapons has progressed, our ability to carry out our murderous plans advanced along with it. 

 

The bad news is that wisdom, the human faculty that trumps all this, can be very slow to arrive. The good news is that with enough time, both individuals and the species as a whole do acquire it.

Adapted from: http://www.time.com/time/magazine/article/0,9171,1848769,00.html

Le cerveau humain est le résultat d'un longue évolution! Et elle n'est pas terminée, il nous reste à évoluer!

Cartoon Project

My e-mail:

help_me_teacher @ yahoo.fr

 Ressources for students:

Strip Generator (BD)

http://stripgenerator.com


La Cartoonerie (BD)

http://www.lacartoonerie.com

Go Animate (animation)
http://goanimate.com

Exemple d'animation enfantine sur un sujet de biologie!!!

DNA Animation

Source: http://www.dnalc.org/resources/3d/07-how-dna-is-packaged-basic.html

Each chromosome consists of one continuous thread-like molecule of DNA coiled tightly around proteins

STUDIED WITH ME AND THE BIOLOGY TEACHER: 

Transcript: In this animation we'll see the remarkable way our DNA is tightly packed up so that six feet of this long molecule fits into the microscopic nucleus of every cell. The process starts when DNA is wrapped around special protein molecules called histones. The combined loop of DNA and protein is called a nucleosome. Next the nucleosomes are packaged into a thread, which is sometimes described as "beads on a string". The end result is a fiber known as chromatin. Now the chromatin fiber is coiled into a structure called a "solenoid". This fiber is then looped and coiled yet again, leading finally to the familiar shapes known as chromosomes, which can be seen in the nucleus of dividing cells. Chromosomes are not always present. They form around the time cells divide when the two copies of the cell's DNA need to be separated. At other times, as we can see now after the cell has divided, our DNA is less highly organized. It is still wrapped up around the histones, but not coiled into chromosomes.

Human Beings...Living Together

We are not all of one mind*...and that is good. Because we are different, with varying views of the world, we add to our capability for growth, development, the very success of our species. Were we the same, with fewer new ideas and less imagining of possibilities, we would stagnate. Success for human beings is both to survive and to improve. (*mind: esprit, varying: variant, add to: ajouter, growth: croissance, le fait de grandir, le développement, a species: une espèce, fewer: moins de, stagnate: ne pas progresser, both: les deux, improve: améliorer )

They are all the same...
No matter their language, religion, customs, race (ethnicity), or environment, all human beings have the exact same feelings. Happiness/sadness; hope/despair; trust/wariness; pride/shame: these feelings are common to all of them. The causes for these feelings may differ, but the feelings themselves are identical.

Just as the senses process information the same way for all humans and the body carries out the same physical processes, the brain initiates their thoughts and emotions the same way. 

Human beings, then, all have the same basic parts, processes, and emotions. Variations do occur (for example, a human born with six fingers on one hand; another may be extremely smart; another may have no compassion), but more than anything else, these variations confirm the fundamental characteristics common to all humans. 

...Yet they are all different. 

Because each individual is different, each has a different view of the world, a different perspective. They each live in the same world, using the same basic senses with the same basic feelings. This can help them to mutual understanding. But seeing it is same world in different ways can lead to mutual misunderstanding/disagreement.

It is important to note our similarities, but perhaps more important to note our differences. These are what we most often kill each other over. 
== this is why we kill each other. 

From birth, every human gathers a great variety of information about the world. And this information will be different from that gathered by every other human because two individuals can see, hear, smell, taste, touch the same thing and yet describe it differently. 

Article on Lab Saftey

Introduction

Safe Laboratory Practices


Participation in a biology laboratory is a required part of most biology courses. When working in a lab, it is important for your own safety and for the safety of others that you understand the basic rules and guidelines that are standard for biology laboratory work. Collectively the general rules for work in a laboratory are known as safe laboratory practices. These rules are designed to keep you, your classmates, and your instructors safe when in the lab.
Students in the laboratory

Safety Categories


Work in any laboratory can expose you to dangers. The major types of dangers you would encounter in a biology laboratory are physical hazards, chemical hazards and biological hazards.


Physical hazards are dangers caused by objects or materials present in the lab, such as obstacles that may cause a person to trip or fall, glassware that may break and cause injury, or loose hair and clothing that may become entangled or catch fire during experimental procedures.
Chemical hazards are dangers posed by chemicals such as acids, bases, flammable liquids, and so forth.
Biological hazards are dangers posed by exposure to human or animal tissue, bodily fluids, and disease-causing organisms such as bacteria, protists, and viruses.


How can I reduce my risks?


All of these types of hazards can cause accidents or injury during the laboratory. However, following proper safe laboratory practices can reduce or eliminate the risks posed by physical, chemical and biological dangers.


To ensure that you, your classmates and your instructors remain safe when working in the laboratory, you must adhere to three basic guidelines: Proper behavior, proper clothing, and proper precautions.

https://www.msu.edu/~nixonjos/teaching/bio/safety/safety02.html

Safety Rules

Lab safety rules: We studied that video in class.

1ière 14 - 2011-2012