Kasey+Diane+M

flat = = Blog: https://podcast.punxsy.k12.pa.us/users/14martz_kasey/ == =About Me =  I'm Kasey Martz (a.k.a Mertzie) I am also a Freshmen at PAHS. I love the outdoors and love to see the leaves change color in the fall. I live in the country and have two very good parents, I also have a brother his name is Shawn Martz. I have two cats and one dog, the one cat is named Shadow,the other cat is named Fluffy, the dogs name is Skip. Im Taekwondo and now a red black belt soon to be a black belt. I have attended Taekowndo now for 4 or 5 years. When I grow up I want to be a Registered Nurse, or an Anesthesiologist. Well that's pretty much it about me.



=Staghorn Sumac =

Other information- It haves dense clusters of small red dupes at the terminal end of the branches.
= = = = Rhus  Who is tropical, green, and red  Who is brother or sister of the Rhus acocksii, and the Rhus baurii  Who loves gardens, lawns, and edges of forests  Who feels beautiful in fall, short, and alive  Who needs subtropical temperatures, dry soil and water  Who gives shelter, food and shade  Who fears bad drained sites, flooding, and and way to much water  Who would like to see animals eat the berries  Who shares the sun  Who is strong  Who is a resident of North America, and Appalachian mountains. <span style="font-family: 'Comic Sans MS',cursive;"> Typina = = =<span style="font-family: 'Comic Sans MS',cursive;"> = =<span style="font-family: 'Comic Sans MS',cursive;">Sweet Birch =

<span style="font-family: 'Comic Sans MS',cursive;">Other information- Sweet birch bark is non-peeling.
=<span style="font-family: 'Comic Sans MS',cursive;">Marine Bacteria =

<span style="font-family: 'Comic Sans MS',cursive;"> a. The steps in the dichotomous key is organized by going from one question to the next till you get to the answer. <span style="font-family: 'Comic Sans MS',cursive;"> b. The purpose of a dichotomous key is to take and organism and make notes about its featured and the dichotomous dey helps identify what species it is. <span style="font-family: 'Comic Sans MS',cursive;"> c. Everyday personalities shape what microbe we are. <span style="font-family: 'Comic Sans MS',cursive;"> d. The bacteria that I'm closely related to is the pelagibacter. <span style="font-family: 'Comic Sans MS',cursive;"> e. The bacteria that I'm most different from is the heterotroph. =<span style="font-family: 'Comic Sans MS',cursive;">Biomolecules in food =

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<span style="font-family: 'Comic Sans MS',cursive;">My conclusion
<span style="font-family: 'Comic Sans MS',cursive;"> In my conclusion I tested the apple and the potato. What I learned about this is that potato's and apples are very similar in many ways. Such as the presence of simple sugars, they are most likely to be the same just a little. All though in the presence of the starch there is more starch in the potato than the apple. And the presence of fat is mostly the same in both the apple and the potato. And the presence of proteins in both the apple and the potato are kind of the same except one person says it is present in the apple. Well that was what I found as of my conclusion.

<span style="font-family: 'Comic Sans MS',cursive;"> 1.What kinds of biomolecules are in each of the food substances you tested? <span style="font-family: 'Comic Sans MS',cursive;">-What is being tested is proteins, simple sugars, fats, and starches. <span style="font-family: 'Comic Sans MS',cursive;"> 2.Do certain biomolecules have the same catalase reactions? Explain. <span style="font-family: 'Comic Sans MS',cursive;">-Yes they do, because certain substances will react to the same foods. Such as pouring the peroxide in the foods, and it bubbles. <span style="font-family: 'Comic Sans MS',cursive;"> 3. What other results did you observe in the class that can be used to make a statement of what you have learned? <span style="font-family: 'Comic Sans MS',cursive;">-Well I learned that not all substances have the same reactions. Such as the different types of fats proteins, simple sugars, and starches. They all have different reactions, to different types of foods.

=Catalase Lab=

<span style="font-family: 'Comic Sans MS',cursive;">1. What food I did was the potato. I found that the potato had really no reactions to any of the peroxides, such as the room temperature one, the cold peroxide, and lastly the warm peroxide. What I learned was why peroxide bubbles in some foods, this is because it is composed of four polypeptide chains of amino acids, which are then strung together to create four porphyrin groups, which helps it out and is why it bubbles. What I found surprising is that in a lot of foods didn’t really react to the peroxide. Some connections between temperature and enzyme activity is the increase of temperature can cause the enzymes to operate at a quicker pace. While low temperatures can make the enzymes move more slower. Also the with the presence of catalase is that the temperature and enzymes affect the catalase reaction. Like I said before.

[[image:Screen_shot_2010-12-15_at_7.28.26_PM.png width="523" height="306"]]
<span style="font-family: 'Comic Sans MS',cursive;">3. Are enzymes proteins or lipids? <span style="font-family: 'Comic Sans MS',cursive;">Answer mostly proteins. <span style="font-family: 'Comic Sans MS',cursive;"> []

=<span style="font-family: 'Comic Sans MS',cursive;">Chromatography Lab = <span style="font-family: 'Comic Sans MS',cursive;">In my conclusion I say that leaves don’t all have the same pigments because pigments can absorb certain wavelengths of light while reflecting others. Also the light of that is can be absorbed and can be used by the plant to power chemical reactions, while the reflected wavelengths of light determine the color the pigment will appear to the eye. An example of the different pigment colors would be plant c, and plant e. Plant c has a pigment front of 1.5, and plant e haves a pigment front of 1.1. Also plant c has the color of dark green, while plant e haves a color of light green. Now I believe all plants have different chlorophyll. This is because leaves have different color pigments that absorb different amounts of sunlight. Finally moving onto the Rf values I’ve noticed that mostly pigment 2, and pigment 3 details have basically around the same Rf’s for an example would be Plant d the Rf in pigment 2 is 0.13, and in pigment 3 the Rf is 0.14. Also chromatography means a process used for separating mixtures by virtue of differences in absorbency.

=<span style="font-family: 'Comic Sans MS',cursive;">Light Intensity Activity = <span style="font-family: 'Comic Sans MS',cursive;">//Light intensity-// Is the fundamental feature of the source of radiation. They also obtain by dividing either a power or a luminous flux by a solid angle, a planar area, or a combination of the two. An example would be a candle, it can be defined as lighting intensity in a certain direction of a source which emits monochromatic radiation.

<span style="font-family: 'Comic Sans MS',cursive;">//Wavelength and energy-// the distance between one peak or crest of a wave of light, or other energy, it also determinds the distance between consecutive corresponding points. Also it is a measure of the distance between repetitions of a shape feature such as peaks, valleys, or zero-crossings, not a measure of how far any given particle moves.

<span style="font-family: 'Comic Sans MS',cursive;">//Pigment color-// material that changes the color of reflected or transmitted light as the result of wavelength. Also pigments appear the colors they are because they selectively reflect and absorb certain wavelengths of visible light.

<span style="font-family: 'Comic Sans MS',cursive;">//how wavelength and light intensity is important for photosynthesis. Be certain to completely relate these to the light reaction and what you observed in the simulation.// The wavelength of light being radiated onto a plant affects the rate of photosynthesis, for example green light slows the rate of photosynthesis. As the wavelength of green light is reflected (not absorbed) by the plant. The blue light is the most effective wavelength of light to use as it is the most absorbed wavelength of light. As the light intensity increases the rate of photosynthesis does also. Also the rate of photosynthesis and the amount of oxygen produced by a plant is affected by different factors such as light intensity, temperature, amount of water and the amount of CO2.

<span style="font-family: 'Comic Sans MS',cursive;">//A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well).// What I've learned from this simulation is that the brighter the light intensity and the lower the wavelength for example the light intensity set at 200, and the wavelength set between 400, and 450. This gives the ATP 100%.





=<span style="font-family: 'Comic Sans MS',cursive;">Yeast Respiration Lab = <span style="font-family: 'Comic Sans MS',cursive;">My hypothesis is that the more sugar the more the dough will rise, and also for my hypothesis in the second part is the more sugar solution more the balloon will rise.

<span style="font-family: 'Comic Sans MS',cursive;">Analysis: <span style="font-family: 'Comic Sans MS',cursive;"> Well what I figured from part 1 is that 10% sugar solution was better because it made the dough easier to work with and in part 2 the 10% made the balloon blow up and it also had more bubbles. The independent variable is the sugar solution because it was the thing that someone actively changes and the dependent variable is the yeast because it is the thing that changes as a result. Yeast prefers to have more sugar content, and also it needs water and warmth to stay alive, just like us in a way that we need water and warmth to live. changes the result of the yeast is the more sugar there is, the more active the yeast will be and the faster its growth. It uses fermentation because the process of deriving energy from the oxidation of organic compounds, such as carbohydrates, and using an endogenous electron acceptor which is usually an organic compound.

<span style="font-family: 'Comic Sans MS',cursive;">Observations: 5% sugar solutions <span style="font-family: 'Comic Sans MS',cursive;">10 minutes later: balloon not inflated, there was bubbles at the top of the beaker, but they were gone in the matter of the 10 minutes. <span style="font-family: 'Comic Sans MS',cursive;">20 minutes later: Still no difference but a little difference in the balloon it inflated a little but not to much. <span style="font-family: 'Comic Sans MS',cursive;">Next day: balloon inflated than yesterday, and there is little bubbles at the top of the beaker. Also there is solution at the bottom of the beaker. <span style="font-family: 'Comic Sans MS',cursive;">Tionna: 7% <span style="font-family: 'Comic Sans MS',cursive;">Cassi: 10% <span style="font-family: 'Comic Sans MS',cursive;">Me: 5%

<span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;">Started out.

<span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;">Ten Minutes later

<span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;">Next day

=<span style="font-family: 'Comic Sans MS',cursive;">Respiration venn diagram = =<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿ =

=<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">DNA replication model project =

<span style="font-family: 'Comic Sans MS',cursive;">Step Two:
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<span style="font-family: 'Comic Sans MS',cursive;">Step Four:
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<span style="font-family: 'Comic Sans MS',cursive;">Step Five:
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<span style="font-family: 'Comic Sans MS',cursive;">Key


<span style="font-family: 'Comic Sans MS',cursive;">DNA replication takes place weaker when hydrogen bonds join complementary bonds together and become broken. The two different sides of the DNA ladder start to unravel. Then the original strands stay intact with a set of nucleotides. Polymerases make the nucleotides into the DNA strand. Then you have a new strand of DNA. This occurs on the interphase stage of mitosis.

=<span style="font-family: 'Comic Sans MS',cursive;">Class Traits Analysis = = = <span style="font-family: 'Comic Sans MS',cursive; text-indent: 0.5in;">I am comparing free and attached ear lobes, and I am also comparing whether the pinky is bent or it is straight. From the information that I got off the web site, there are 15 people that have free ear lobes, and then there are 9 people that have attached ear lobes, this is a total of 24 people all together. The **dominant** trait for this is, free ear lobes. Next for the pinky, there are a total of 24 people, and 17 out of 24 people have a bent pinky, but the other half of the people have a straight pinky, which is 7 people. So to be **dominating**, you have to have a bent pinky. From the information that we already know, which there are 2 possible alleles for each trait. So that would have to mean that you would have to get 1 from your mom and 1 from your dad, this is called your genotype. If you have two matching alleles, it is called homozygous, if you have 2 different alleles it means it is heterozygous. In the heterozygous individuals’ the allele is expressed by the individuals’ appearance, this is the dominant allele. Then the allele that is not expressed (//which means its not visible//) is the recessive allele. For example, lets say that (P) represents dominant and (p) represents recessive for the bent and straight pinky. To have a bent pinky finger, (//which is a **dormant** trait//), your mother would have had to given you either a (P), and your father would have had to given you a (P), or vise versa. Or your mother could have given you a (P) and your father would have had to given you a (p), again vise versa. But if you would have a straight finger both of your parents would have had to given you both a (p). This would be the same for the ear lobes as well, or any other trait. So now I will be talking about our class traits that we did in class. There are 13 girls, and there are 5 boys in the total class (//although there were some people missing we didn’t count them//, //so actually its not everyone.//), anyways I will be doing the dimples, and the hitch hikers thumb. For the dimples there were only 9 girls out of 13 that had dimples, and there were 1 out of 5 boys that had dimples. For the hitch hikers thumb there were 3 girls out of a total of 13 that had hitch hikers thumb, and there were 3 boys out of a total of 5, that had hitch hikers thumb. There are 18 total kids (//that were there at the time//). Anyways, if you count it all up, there are a total of 10 kids out of 18 that have dimples (//which is a **dominant** trait//). Then you have the hitch hikers thumb (//which is a **recessive** trait, if you have a straight thumb, it is **dominant**//), there were 6 out of 18 kids in my class that had hitch hikers thumb. Now I will be talking about my family traits, I will be using the long second toe. I do not have a long second toe, either does my father, and my brother, but my mother has a long second toe. Also the long second toe is **dominant** over second toe shorter than big toe. So I would represent long second toe as (S) and short second toe (s). So my mother would have had to have a (Ss) it depends on if my grandmother and grandfather if they had a long second toe. This means that my father has (ss), and my brother and I have both (ss). Even though my mother has a (Ss), she would have passed down one of her little (s) and my father would have had to pass down a little (s). So this is where independent assortment which is the random assortment of chromosomes, would come in because like I said my parents just ended up giving my brother and I (ss). But my mother could have give both my brother and I a (S), but like I said it is all in the matter of independent assortment, and the law of segregation. So that would have to give my brother and I a short second toe.