Stephanie+S.

flat = = Blog: https://podcast.punxsy.k12.pa.us/users/14smith_stephanie/ == =About Me:= I'm Stephanie, my best friend is Searra ^^  I run, I wrestle, and I play softball. I am an athlete, my life revolves around sports. I love to watch football, and I wish I played. I love spending time with my friends and working out. I'm really self concious about my weight.

=//Butternut //= //http://www.zoo-m.com/flickr-storm/// cdanna2003

Slow growing, buds twigs and fruit are sticky. || [] [] = = =//Cucumber Magnolia//= //http://www.zoo-m.com/flickr-storm/// Edgley Cesa http://en.wikipedia.org/wiki/Cucumber_Magnolia
 * Tree Common Name || Deciduous or Coniferous || Leaf Type || Leaf Arrangement || Commercial Use || Provides Habitat || Organism that Infects Tree || Provides Food For || Native To PA || Other Info ||
 * Butternut, or White Walnut || Deciduous || Compound || Alternate || Used for lumber, baking, and making candies || Squirrels, chipmunks, and birds || Fungus || People and Animals || Yes || Scientific name-Juglans cinerea,
 * Tree Common Name || Deciduous or Coniferous || Leaf Type || Leaf Arrangement || Commercial Use || Provides Habitat || Organism that Infects Tree || Provides Food For || Native To PA || Other Info ||
 * Cucumber Magnolia, Cucumbertree, or Blue Magnolia || Deciduous || Simple || Alternate || Fruit is used for perfumed items, like cinnamon, cardamom, ginger, and cilantro, and medicine for allergies and asthmatic reactions || Birds, squirrels and mice || Fungus || Songbirds, squirrels and mice || Yes || Scientific name-magnolia acuminata ||

=Marine Biology= 1. Wow! you are Methanococcus jannischii! Similar to you, this microbe is a bit messy. Its cell contents aren't neatly organized, in much the same way that your socks never manage to find their way into a drawer! Like you, this microbe likes to lay low and is found on the "bottom buck" of the ocean, near the sea floor. In fact, the individual in the image was sampled from a hydrothermal vent at a depth of 2,600 m (8,500 ft)! = = =Biomolecules Lab= In the picture above, it shows the presence and absence of simple sugar, starch, fat and protein of five different foods including milk, banana, avocado, apple, and onion. In this picture, it is similar to the one above. But, in this graph, it only shows the presence and absence of simple sugars, starch, fat, and protein for egg yolks.

__**What kinds of biomolecules are in each of the food substances you tested?**__ In the foods I tested, everything a presence of fat in it, and the majority had simple sugar, starch, and protein.

__**Do certain biomolecules have the same catalase reactions? Explain.**__ Yes, because of the possible presence of sugars, starch, fat and protein in different foods they may react the same way to a specific substance.

__**What other results did you observe in the class that can be used to make a statement of what you have learned?**__ One thing I learned was that there are many ways you can mess up and observation. In looking at the other submissions for egg yolk, someone messed up. Even something simple can mess you up and if you test your results more than once, you may come out with different results.

=Catalase Lab:= In the picture it shows four different results of the test. Most of them have very little reaction for everything except for Egg Yolk #3. I'm not sure why they put a 3 because when I tested it, I got a 1 and so did all the others.

__**Why does an item bubble when you put hydrogen peroxide in it?**__ Because your blood and cells have an enzyme called catalase, it causes Hydrogen Peroxide to foam. When the catalase comes in contact with hydrogen peroxide, it turns the hydrogen peroxide (H2O2) into water (H2O) and oxygen gas (O2). The bubbles you see in the foam are pure oxygen bubbles being created by the catalase. Try putting a little hydrogen peroxide on a cut potato and it will do the same thing for the same reason -- catalase in the damaged potato cells reacts with the hydrogen peroxide. Hydrogen peroxide does not foam in the bottle or on your skin because there is no catalase to help the reaction to occur. Hydrogen peroxide is stable at room temperature.

http://science.howstuffworks.com/innovation/question115.htm

=Light Intensity Lab:= Wavelength and light intensity are both important parts of photosynthesis. Light intensity is important because photosynthesis requires light and it is the amount of light that the plant aborbs. Wavelength is also an important part of photosynthesis. It measures the colors the the plant absorbs. LIGHT INTENSITY- 80 wavelength changes per minute =Chromatography Lab Summary:= I think that pretty much all leaves have the same kind of chlorophyll in them due to the similarities in the results. Almost all of the results were identical. The colors showed up very similar consisting of the greens and yellows. I don’t think that all the plants had the same Rf values though. Some of the plants had three and some had two pigment colors. I don’t think any of them had one.
 * wavelength || 400 || 425 || 450 || 475 || 500 || 525 || 550 || 575 || 600 || 625 || 650 || 675 || 700 || 725 || 750 ||
 * ATP || 3 || 4 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 3 || 4 || 2 || 1 || 1 || 1 ||
 * % || 26 || 40 || 6 || 3 || 3 || 4 || 6 || 4.8 || 8 || 23.2 || 34 || 11 || 2 || 1.6 || 1.2 ||

=Yeast Respiration Lab:= 1. After our group made our bread, we all traded pieces and tried each others bread. The 3% tastes very bland and the tasted increased each percent. The 10% sugar soluble tasted by far the best. 2. The independent variable is yeast. It stayed 1 gram throughout the whole experiment. The sugar soluble was the dependent variable the changed from 3% to 5% to 7% to 10% the whole way through. 3. The sugar solution affects the yeast's ability to get nutrients and grow because yeast prefers a warm wet environment. 4. The higher the sugar solution the more the bread rose. 5. Yeast went through anaerobic respiration because we didn't let any oxygen in because there was a balloon over it.
 * Amount of Solution || Amount of Time || Balloon inflation || Amount of Bubbles ||
 * 10% || 10 Minutes || None || Large ||
 * 10% || 20 Minutes || Some || Large ||
 * 10% || 1 Day || Completely || Mostly all bubbles ||

Picture after 10 minutes of 10% solution:

Picture after 20 minutes of 10% solution:

Picture after 1 day of 10% solution:

=DNA Replication Project:=

=Class Traits Lab:= ** Traits: dimples and mid-digit hair ** ** Dimples are a dominant trait. In our class, out of 24 students, 16 of us have dimples. This defiantly shows as a dominant trait. But, in the link for the student gallery of human genetics, dimples show less often then not, more people don’t have dimples than do. This is a controversial trait. ** ** Mid-digit hair is a dominant trait. In our class, 10 out of 24 students showed the trait for mid-digital hair, 8 of which were males. In the student gallery of human genetics, this trait mainly portrays as dominant, but there are some cases where there are more people without mid-digital hair that with. ** ** Why is the recessive trait number sometimes higher than the dominant? If it were dominant, you would think it would be larger in numbers. I noticed that in our data and in other school’s data it was much different. If we are all from the same species and all human, why would people from other towns, countries, continents, etc, why do the recessive or dominant traits show up more? In dimples it is a dominant trait. In out data, it portrays as a dominant trait. In G-E-T Middle School, Galesville, Wisconsin, only 6 out of 18 students show the dominant trait for dimples. According to Dr. Barry Starr of Stanford University, the trait for cheek dimples is located on chromosome number 5. The possible reason people from other cultures or towns are the cause of dimples: the attachment of the human skin to muscles. ** ** Traits: freckles and long second toe. ** ** Freckles- out of 11 girls, 6 girls had freckles and 5 did not. Out of 13 boys, 1 of them had freckles and 12 did not. Overall, 7 students out of 24 have freckles, 17 do not. Although this is a dominant trait, it does not show in our data. Because less than 1% of boys showed the dominant trait in our class, are it possible that some traits are gender specific. ** ** Long second toe- out of 11 girls, 7 girls have a long second toe and 4 do not. Out of 13 boys, 7 have a long second toe and 6 do not. All together, 14 out of 24 have a long second toe and 10 do not. This is a dominant trait and it shows in our data in all three categories, girls only, boys only and all together. ** ** Since my mom is left-handed and my dad is right-handed, in order for me to receive the recessive trait of being left-handed my dad had to have given me his “r”. My mom’s genotype is rr, so I definitely got one of my r from her. Me being left-handed my dad’s genotype can be no other than Rr considering he is right handed. Both my brother and sister are right handed so my mom gave them her small r and my dad gave them my R, so my brother and sister’s genotypes are both Rr. **
 * 1)  Focus in on 2 or more of the traits, whether they are dominant or recessive, and whether the numbers portray them as dominant or recessive.
 * 1)  What statements or questions can you make about the data as well as the comparison of data between our classes and elsewhere. Doing additional research here is recommended such as chromosome location, facts about the trait, etc.
 * 1)  You will also look at 2 other traits not used on the site that we looked at in class. **You will need to determine the total of girls that have the trait/don't have and the total of boys that have the trait/don't have. You will also need to determine the total of all who have the trait/don't have the trait. In the end you will need to determine what is dominant and what is recessive (the trait that has the most numbers is not always dominant!).** Doing additional research here is recommended such as chromosome location, facts about the trait, etc.
 * 1)  Discuss your genotype and phenotype with one of the traits and discuss the possible genotypes of your parents/siblings. I am looking that you can identify the possibility of receiving certain alleles from your parents and that you understand the laws of segregation and independent assortment.