Alyson+D.

flat = = Blog: https://podcast.punxsy.k12.pa.us/users/13dickey_alyson/ = = =About Me= I'm not aloud to say my real name, so here is my nickname; Aly. Cheer leading used to be my life, but now i play soccer. I love the girls and the game. I also participate in track; I triple jump, high jump, and on occasion I pole vault. My favorite subject is English, a lot of people say it's because my dad is an English teacher, but that's not why. I always wanted to be an English teacher when i got older, but now i want to be a nurse. Thanks for reading this, i hope all your questions are answered:)

http://www.google.com/imgres?imgurl=http://www.youcanlearnseries.com/Landscape/Images/LandscapeImages/FloweringCrabAppleLarge.jpg&imgrefurl=http://www.youcanlearnseries.com/Landscape/Design/LandscapeDesign-FullSunPerennials.aspx&h=416&w=507&sz=209&tbnid=_0J3EoDQWzdStM:&tbnh=107&tbnw=131&prev=/images%3Fq%3Dflowering%2Bcrab%2Bapple&zoom=1&q=flowering+crab+apple&usg=__Rd2Ky0J43BGdZyIHgMt4IC2EfcU=&sa=X&ei=3bmWTNakH4Gdlgf5xJ2nCg&ved=0CCIQ9QEwAg__//

=Flowering Crab Apple= //**Scientific name:** Malus (means the apples)// //**Organisms that infect this tree:** apple scab and fireblight// //**Provides habitat or food for:** flowers and fruit// //**Classification:** __Kingdom:__ Plante// //__Class:__ Magnoliopsida// //__Order:__ Rosales// //__Family:__ Rosaceae// //**Commercial use of tree:** fruit and flowers// //**Twig characteristics:** they have buds on the end of them; rough// //**Where the Malus can be found:** North America//
 * Name:** Flowering Crab Apple

//__http://www.mrchristmastree.com/b_treetypes_Colorado_Blue_Spruce.htm__//

=Colorado Blue Spruce= //**Scientific name:** Picea Pungens// //**Organisms that infect this tree:** needle blight disease and canker disease// //**Provides habitat or food for:** birds can live in it// //**Classification:** __Kingdom__: Plante// //__Division:__ Coniferophyta// //__Class:__ Pinopsida// //__Order:__ Pinales// //__Family:__ Pinaceae- Pine family// //__Genus:__ Picea- Spruce// //**Commercial use of tree:** Christmas tree// //**Twig characteristics:** looks smooth with needles// //**Where the can be found:** can be found more often in the northern part of the United States//
 * Name:** Colorado Blue Spruce

=Classification of Marine Bacteria= //Lucky you! You are// Elphidium crispum! //This swirly-shelled microbe is a type of foraminifera, or “foram” for short.// E. crispum //shares your sense of organization and tidiness. Its cell contents are packaged in organelles. For example, its DNA is neatly contained within a nucleus. Like you,// E. crispum //also stays up late; this microbe actively preys day and night.// //Just as you are thoughtful about what you wear, forams construct beautiful shells of calcium carbonate (chalk). The roundabout style of shell that forams make is much like your curly hair. These shells provide fossils that are valued by geologists for estimating the age of rocks and finding oil deposits!// //__**Activity 2:**__// a. How are the in the dichotomous key organized? //You choose a. or b. in number one and it leads to different steps to tell you what organism you are.// b. What is the purpose of the dichotomous key? //To tell you what group you belong to.// c. What characteristics were used in the steps of the dichotomous key? //Prokaryotes and Eukaryotes.// d. Which bacteria are you most closely related to? //Lymprocylas// e. Which bacteria are you most different from? //I'm most different from all the procaryotes because the first questions determines which group you belong to.//

=//Biomolecule Food Results//=

=Catalase Food Results=

Test for lipids, proteins, and carbs(simple of starch)

Onion- Benedict(simple sugars)- positive (changed to a yellowish color) Iodine(starch)- not present(color stayed the same) Biuret(proteins)- not present(still a blue color) Sudan IV(fats)- present(deep red color at interface)

What kinds of biomolecules are in each of the food substances you tested?
 * Biomolecule Food Questions: **

Do certain biomolecules have the same catalase reactions? Explain.

What other results did you observe in the class that can be used to make a statement of what you have learned?

Onion- Catalase avtivity One dropper of room temperature- scale of 1-5; 1 One dropper of cold- scale of 1-5; 1 One dropp er of warm- scale of 1-5;

When the onion had the Benedict in it, it changed to a yellowish color, so that means that simple sugar was present in the onion. When iodine was added to the onion it stayed the same color, so there was no starch present. When biuret was added to the onion it was still just a blue color, so there were no proteins present. When the Sudan IV was added to the onion it turned a deep red color at the interface, so there were fats present. // 2. Show the chart that you created. //
 * Catalase Food Results **
 * On your individual wiki page: **
 * 1) // Discuss your results from the activit // // y, discuss your analysis of the activity from the spreadsheet (what did you learn, what was surprising, what connections can you make between temperature and enzyme activity and the presence of catalase in certain foods?) //

// 3. Develop a question about the catalase activity. Create a quality question about enzymes or enzyme action, etc. Either research to find the answer or use available materials to experiment to find the answer. If you research, list your sources. If you experiment, outline your experiment and explain your results. // If one boiled the enzymes, what would the result be on the catalase?

=Chromagraphy Lab Results= Alyson Dickey and Chelsea Engeholm

The first pigment is between dark green and light. It is right in between and if I could compare the color to an animal it would be a turtle. Solvent front equals 7 cm Pigment color 1/2 cm. Rf= 0.07"

The second pigment is a lighter green/ yellowish. The solvent front is 7 cm, and the pigment color is 3 1/2 cm. Rf= 1/2"

Third pigment color- None.

=**Chromatography Lab Conclusion**= In our lab we saw ground up one leaf and put acetone in with the leaf, we then dotted the paper with the ground up leaf and acetone. After that, we put the paper in a tube with ethanol in it and waited for the ethanol to rise, so all the paper was wet. As the ethanol was rising it was pulling pigment colors from the leaf dot at the bottom of the paper. Once the ethanol is at the top of the paper, you take the paper out and figure out the pigment color and then find the Rf level. On our paper we had two pigment colors, so we had two Rf levels. Our first Rf level was 0.07” and our second Rf level was ½”.

Explain the following: Cholorophyll reflects green light. so when red or blue light is abandant the rate of photosynthesis is more http://in.answers.yahoo.com/question/index?qid=20071209145655AA6pZHb **The longer the paper stayed in the ethanol, the more colors we would have on your paper strip with the pigment on it.**
 * 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.
 * A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well).

Background Information Light Intensity

We should specify a standard source in order to define the light intensity in a clearer way. A standard source is any body which radiates energy, although not all the energy is considered lighting energy (the one we perceive through the sense of sight) but part of that lighting energy is converted into heat and non visible radiations. [] Wavelength and energy: The amount of energy is inversely related to the wavelength of the light: the shorter the wavelength, the greater the energy of each photon of the light. [] Pigment colors A **pigment** is a material that changes the color of reflected or transmitted light as the result of wavelength-selective absorption. []

=Light Intensity= Wavelength chart:

=Yeast Respiration Lab=

my graph

after ten minutes of balloon and materials being put together there was some foam on top and barely any inflation

after a day of being out for one day there was no foam, yeast at the bottom, and just a little bit more inflation than the day before

My balloon had a circumference of 14 cm Radius of Volume of I think the yeast needs to be in a warm habitat in order to give off CO2 and grow larger. Yeast is active or alive in warm water, therefore when it is in a warm environment it is growing or expanding.
 * State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class.**

The dependent variable would be how much the dough rose, which was affected by the independent variables such as the sugar solution, the amount of yeast, and the temperature of the water.
 * What was the dependent and independent variables in the experiment? Explain.]**

Yeast prefers a warm environment and low sugar concentrations because when there was a higher concentration of the sugar solution, the balloon rose fast. Compared to when there was a lower concentration, the balloon took longer to rise, but stayed up longer too.
 * According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain.**

If the yeast didn’t have much sugar with it, it didn’t rise very fast. When the yeast had a lot of sugar, it rose faster. Yeast feeds off of sugar, so it made the bread rise faster.
 * How did the amount of rising change with the different types of sugar solutions used?**

It carried out anaerobic respiration because there was no oxygen present during respiration.
 * What kind of respiration did the yeast carry out in the experiment? Explain.**

=DNA Replication Project=



How is DNA produced? By a process called DNA replication. This process starts with one strand of DNA, then there is step two which is when the DNA starts to “unzip” or break apart. In the next step the single DNA strands start to wind around to form two new full strands of DNA. In the forth step the DNA becomes two full strands of DNA. This happens during interphase.

= Class Traits Lab: = Alyson Dickey Academic Biology Periods 2 & 3 Mountain Brook Junior High Dimples: there are 21 students total and out of those 21 people only 1 person had dimples, which seems unusual because having dimples is a dominant trait. Mid-Digit Hair: there are 21 students total and out of those 21 students only 2 people have mid-digit hair and that’s unusual also because having mid-digit hair is dominant. The data seems odd because the dominant trait occurs less than the recessive trait. Compared to our class who has 14 out of 24 students who have dimples, this seems more accurate to me because having dimples is a dominant trait. 10 out of 24 people in our class have mid-digit hair, which is still odd because it is dominant and it seems that more people should have it. There are 8 out of 11 girls and 12 out of 13 boys that have a short second finger. All together there are 20 out of 24 students that have a short second finger, which seems correct because having a short second finger is the dominant trait. There are 8 out of 11 girls and 9 out of 13 kids in my class that have a long palmer muscle, that is 17 out of 24 students that have a long palmer muscle. 17 out of 24 seems weird because we having a third palmer muscle is recessive. Both of my parents are farsighted which is recessive, and I’m farsighted so my parents genotype is rr and rr and my genotype would also be rr because my parents are 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. **