To clone the Turkish Angola cats, Kong’s team used skin cells of the mother cat. They modified its genes to make them fluorescent by using a virus, which was transplanted into the ova. The ova were then implanted into the womb of the donor cat.

Do you know how cloning works? It’s a kewl thing to find out to learn more GED science. Here’s an article you can study that tells a lot about it: http://exchanges.state.gov/forum/journal/cloning.htm I guess what the scientists do, they take a cell. Then they take an egg cell from a girl animal… TMI, right? Anyway, the center part of a cell is the nucleus, and that’s where all the information is, that tells an animal how to grow. So, they take the center part of one cell and put it in the egg cell. Then, they put it back in the mom, and it just grows from there… Total science fiction, right? Or is it real GED science?

If I was reading this for the GED test, I’d be trying to figure out what’s special about how these scientists cloned the cat. I guess these people that made these cats used skin cells… then they used a virus to change its genes. That’s the part that’s different. Putting it in the ova, that’s the egg cell, like I said before. So the big thing they did is use a virus to change the genes of a cell… Now THAT’S GED science fiction. A virus is like a little ball of genes… but I didn’t know you could use it to change the genes in a cell. What if you could get a virus, and then, it would change all your genes… and maybe you’d become a giant lizard guy! How does that work anyway?

Now it’s time to do some GED critical thinking… I guess figuring out ways to change genes can help with genetic diseases, huh? I guess that’s what they mean about how their work will help out with fighting diseases. Still, do you think they’re gonna start marketing them glow-in-the-dark cats? And could they have figured out how to use viruses to change genes in some other way? And is it a good idea to start changin’ genes around anyway? I mean, lizard men are kewl, but maybe I’d rather just see em in the movies…. or on the GED test….

To find out more about the GED test and GED test preparation, visit The GED Academy at passGED.com.

http://www.koreatimes.co.kr/www/news/biz/2007/12/123_15447.html

Seriously, though, folks. They say they want to help make genetic research… but get real. How do glow-in-the-dark cats help cure diseases? They probably just want to make a lot of money selling special cats to millionaires. What do you think? Here’s what they say…

The red cloned cat research is expected to be utilized in dealing with certain genetic diseases in animals and humans. It will also help reproduce rare animals, such as tigers and wildcats, which are on the verge of extinction, the team said.

How do they figure that? Think about it… and I’ll think about it too. Next time, I’ll let you know what I figure out… cuz I’m so smart!

We all know it’s kewl… but how come scientists care that this dinosaur’s a mummy? I guess the answer’s gotta be in this paragraph:

The fossilized remains, discovered in 1999, included not just bones, but fossilized soft tissues like skin, tendons and ligaments. Most importantly, it was the first-ever find of a dinosaur where the skin “envelope” had not collapsed onto the skeleton. This has allowed scientists to calculate muscle volume and mass for the first time. The fact that the skin is mostly intact allows for the exciting possibility that some of its original chemistry is still present.

Did you make anything out of all this science mumbo-jumbo? I know what “not just bones” means! There’s all sorts of icky dinosaur bits sticking to it… like skin and stuff. “Tendons,” “ligaments,” those are other gooey stuff inside your body, right? Can’t see that stuff if all you got is bones.

And it says the skin didn’t collapse, so they can see how much muscle those dinosaurs had… like how big around they were. More stuff you can’t see just from bones.

What about that part about “original chemistry”? What’s that? I bet it means dino DNA…. yeah, Jurassic Park time, dudes! They can get that mummy dino’s DNA and then make a whole army of mummy dinosaurs… hey, maybe being a scientist would be pretty kewl…

Well, maybe it’s not exactly like that. But look at this article:

Dinosaur Mummy Found with Fossilized Skin and Soft Tissues

Doesn’t that make you think of giant T-rexes wrapped in bandages rampaging around New York? Kewl.

This dinosaur thing isn’t really an Egyptian-type mummy, it just got mummified like on accident. It’s kinda kewl that a 16-year-old discovered it (wish I’d done that!), but what’s science-kewl about it? I mean, why do scientists care? Isn’t it just another dinosaur they found? What’s the big deal that it’s got skin and tissue?

See if you can figure it out… and I’ll do the same thing, and I’ll let you know what I figured out in my next post.

http://www.sciencedaily.com/releases/2007/11/071119103540.htm

Here’s the first paragraph:

The earliest known use of cacao––the source of our modern day chocolate––has been pushed back more than 500 years, to somewhere between 1400 and 1100 B.C.E., thanks to new chemical analyses of residues extracted from pottery excavated at an archaeological site at Puerto Escondido in Honduras. The new evidence also indicates that, long before the flavor of the cacao seed (or bean) became popular, it was the sweet pulp of the chocolate fruit, used in making a fermented (5% alcohol) beverage, which first drew attention to the plant in the Americas.

Yeah, it’s all about chocolate, but isn’t that just the kind of thing that would be on the GED? That’s right, I said it! Chocolate covered GED! So I thought I’d make up a practice question… like this one…

The “new evidence” mentioned in the second sentence is…

1) A recipe for chocolate liquor

2) Chemical analyses of stuff from old pots

3) Sweet pulp of chocolate fruit (mmm….chocolate fruit…)

4) None of the above

What do you think? I’ll clue you in next time…now, I gotta get me some CHOCOLATE!!!1!!1!!!!111!

So, today’s GED Science problem has to do with creepy clones! Ok, so maybe not clones, but families that look alike.

Which of the following would provide the best evidence of a blood relation?

1.) The two people look alike.

2.) Matching fingerprints

3.) Similar interests

4.) Legal documentation stating a blood relation

5.) DNA analysis

If we were thinkin’ about that clone family, then I think all of these would match! They all liked pizza and dressed the same! But wait, wait, we’ve got to figure out the best answer here. You always gotta look out for that word “best” or “most” so you don’t find an answer that kinda fits, then forget to read the rest. So, let’s check ‘em all out!

Number one looks like it might fool you. At first, I thought it was right, I mean, families look alike, right? Then I thought of this dude, Randy, I grew up with who totally coulda been my long lost twin brother! Hm… I wonder if he was? So that’s no good for an answer. Matching fingerprints sounds right too, right? But think about it. Fingerprints is used to detect criminals… and to get into secret secure government buildings… where they do alien autopsies! If families had the same fingerprints, that wouldn’t work. So number two’s out. Number three… similar interests… no way dude!!! Like, my dad’s interests is nothin’ like mine. It’s my friends that are into all the same stuff I am. Legal documents and DNA are both good answers, but sometimes documents can be wrong! Like if a dudette lied and said that Joe Somebody was Betty Somebody’s father, when her dad was actually Bob Anybody! Get it? DNA tests are solid! I’d go with answer 5. The “best evidence” is somethin’ pretty good to know, and something the GED wants you to think about… so you can tell for sure what’s going on. You know, make good decisions about what’s true. Legal documents might be pretty good evidence, but DNA evidence is totally proof. Can’t fake your DNA, right? Unless you’re part of a secret government lab faking alien DNA… but that’s another story…

Do you think any of these answers could help me figure out if that crazy family really was a quad of clones? Good luck with your GED studyin’!

For more information about the GED test and GED test preparation, visit the GED Academy at http://www.passGED.com.

Here’s how it works… the kids ate a little bit of peanuts every day, and their bodies sort of got used to dealing with them. They built up a tolerance for peanuts. Man, I wish I’d done that when I was little! But be careful, this article says that it’s just a study for now… and no one should do it without a doctor. You don’t want to set off your peanut allergies. No kidding! The article’s called “Children Can Complete Treatment For Peanut Allergies And Achieve Long-term Tolerance, Studies Suggest”

Here’s a GED Practice question from the article… First, read this paragraph from the article:

Duke and Arkansas Children’s Hospital began enrolling patients in studies five years ago to determine if incremental doses of peanut protein could change how the body’s immune system responds to its presence. The doses start as small as 1/1000 of a peanut. Eight to 10 months later, the children are ingesting the equivalent of up to 15 peanuts per day. The children stay on that daily therapy for several years and are monitored closely.

So, based on this study, what might a scientist hypothesize would be an effective treatment for an allergy to milk?

1) a regular daily dose of 1/1000 oz. of milk

2) a daily dose of milk, beginning at a very small quantity and slowly increasing

3) a daily dose of milk, beginning at the maximum tolerable quantity and slowly decreasing

4) a daily dose of 10 oz. of milk for 8 to 10 months

5) a small dose of milk administered at random intervals

So, what’d'ya think? Read more to find the answer…

The answer’s #2. Why? Cuz you’re applying what the scientists did for the peanut allergy to a milk allergy, that’s why! Dudes! Think about it. The peanut scientist guys started out givin’ kids really tiny amounts of peanut, like 1/1000 of a peanut… that’s, like, so small, you couldn’t even see it… like itty, bitty, tiny peanut crumbs on the head of a pin… Then, by 8 or 10 months later, they’re eattin’ like, 15 peanuts a day. The amount starts out tiny, and it gets bigger! That’s what answer 2 is sayin’, except about milk: a daily dose, startin’ small and gettin’ big. There ya’ go!

Good luck with that GED studyin’!

For more information about the GED test and GED test preparation, visit The GED Academy at http://www.passGED.com.

Well, I jus’ read about how our brains are like, totally active when we’re daydreaming. So I guess I’m all solvin’ problems without knowin’ it… just not the one’s I’m s’posed to be thinkin’ bout. Here’s the link to read all ’bout it… Daydream Brainy-Science

So, here’s a practice question on that article… an’ don’t daydream till after you’re done answerin’ it!

Read this excerpt from the article:

The quantity and quality of brain activity [while daydreaming] suggests that people struggling to solve complicated problems might be better off switching to a simpler task and letting their mind wander.

“When you daydream, you may not be achieving your immediate goal – say reading a book or paying attention in class – but your mind may be taking that time to address more important questions in your life, such as advancing your career or personal relationships,” says Christoff.

Based on this passage, brain activity when you’re daydreaming:

1) is limited and slow but more focused on important activities.

2) is highly active but probably leads to no results.

3) is focused on simple, everyday tasks.

4) is high and centered on complex problem-solving.

5) is likely to make you pay better attention in class.

Dudes! Get the answer? Come on, if you can’t solve it, sit and daydream for a bit!!! It answer 4. See, the beginning of the quote says “quantity and quality” of brain activity. That means there’s a LOT of brain activity, plus it’s good quality for problem solving. That nixes answers 1 and 2, they’re no good. Answer 3′s no good, too, cuz what you AREN’T doin’ when daydreaming is focusing on boring, simple stuff like your classwork. And, same goes for answer 5. So, answer 4′s right… a “high” amount of brain activity (that means LOTS!), that helps you solve complicated problems. Never knew I was doin’ so much kewl stuff while daydreamin’.

Okay, dudes, totally get goin’ on your science GED. Let me know what’s stumpin’ you!!!

Here’s the deal. Think about it. What makes people, you know, people? Like, how different are we from chimps, or other animals? Well, it’s one of the things that scientists study. They look at how animals act an’ how animals think, and see how different humans are from animals.

An’ what the chimp’s actions show–is that he plans things in advance. That’s somethin’ a lot of people have thought animals couldn’t do… think far enough in advance to make plans for what they’d do.

Here’s the story:

http://www.sciencedaily.com/releases/2009/03/090309121931.htm

So, how ’bout a GED practice question?

Here’s a quote from the article:

“I think that wild chimpanzees might be even better at planning as they probably rely on it for their daily survival,” Osvath said. “The environment in a zoo is far less complex than in a forest. Zoo chimps never have to encounter the dangers in the forest or live through periods of scarce food. Planning would prove its value in ‘real life’ much more than in a zoo.”

Now, answer this GED question ’bout it:

Osvath’s idea that chimpanzees in the wild use planning even more than zoo chimpanzees is:

A) A hypothesis that he might want to test in the future.

B) A scientific theory based on the evidence in his study.

C) The variable in his study of the chimpanzee’s behavior.

D) New data that he can use to test his conclusions.

So, how’d you answer? See, I’m testin’ to see what you know about science and science terms. Tha answer’s A… a hypothesis is somethin’ that you think is true and can make an experiment to test. Cuz he didn’t study chimps in the wild, his idea’s not a scientific theory based on his evidence. He has a reason why he thinks it’s true, but it’s based on what he knows about chimps’ life in the jungle, Dude, not about the evidence he’s collected. To make a scientific theory, he’d have to do a lot of testing. Answer C isn’t true… a variable is something that a scientist changes in an experiment to see what different results he gets. That’s not right at all. Answer D isn’t true, cuz the idea isn’t evidence or data… data comes from testing, and this idea hasn’t been tested.

See y’all soon! Good luck with the GED, an’ read your science news!

For more information about the GED test and GED test preparation, visit the GED Academy at http://www.passGED.com.

Seriously, Darwin’s a famous old dude. And, you should know about him if you’re gonna have a good science background for the GED. So who is he? Charles Darwin wrote a book called The Origin of Species. What’s it about? Evolution! You can actually totally read the whole book online, dudes: http://www.literature.org/authors/darwin-charles/the-origin-of-species/

Now, this book basically says that animals evolve over time… that they change. Totally new species get made! How’s it work?

1) Genetic variation…. Like, there’s short dogs and tall dogs, black dogs and white dogs. There’s blue-eyed people and brown-eyed people. There’s gray moths and brown moths. So there’s lots of different types of dogs and people and moths… and everything else!

2) Natural selection.. When something helps an animal or plant to survive and make babies… well, that is inherited by the babies. So more and more animals or plants have that trait. So, if being a black moth helps you hide from birds, and more light colored moths get eatten, there’ll be more black moths. Eventually, all the moths might be black… Maybe down the road in the next valley, there’s light colored trees, so the light moths survive. Now there’s light moths and black moths in two different places… if they keep getting different from each other… they’ll be two species.

Okay, that’s totally short and sweet, but there’s a lot to know! So, here’s some great evolution resources…

http://evolution.berkeley.edu/

http://www.pbs.org/wgbh/evolution/

And, learn some more ’bout Darwin:

http://www.sciencenews.org/view/feature/id/39754/title/Darwin_Special__Darwin_turns_200

How ’bout a GED evolution question?

On two sides of a river, scientists find two kinds of grasshoppers. The grasshoppers north of the river, where the ground is covered in green moss, are green, and the grasshoppers south of the river, where the ground is bare, are brown. What is the most likely explanation of the two types of grasshoppers?

1) Two different types of grasshoppers were brought to the area down the river.

2) Green grasshopers go north while brown grasshoppers go south.

3) Green grasshoppers are more likely to survive on the green moss, and brown grasshoppers are more likely to survive on the bare ground.

4) Green and brown grasshoppers got separated by the river many years ago.

What’s your answer? Well, if you got what I was sayin’ about natural selection, you gotta answer 3! It’s jus’ like I was sayin’ ’bout moths on different color trees. If a grasshopper is green, maybe it’s harder for a bird to see against green moss, so it survives better. That means more green grasshoppers! Same with brown grasshoppers on bare ground. So, now you know another good topic for the GED. And you got a reason to go party!

For more information about the GED test and GED test preparation, visit the GED Academy at http://www.passGED.com.