Alexah+F.

flat Blog: https://podcast.punxsy.k12.pa.us/users/13fedigan_alexah/ = = = = =About Me != I'm Alexah! I'm a sophomore at Punxsutawney Area High School. Outside of school i enjoy spending time with Family and Friends My favorite sport to watch is Football. My best friends are, Shannon Rosetti, Lakin Raybuck, Brook Grove, Lacy Reed,Holly Waltman, Dalton White. I am a twin. My twin sisters name is Abbi. I'm the oldest by one minute. :) After high school, i would like to attend college at Edinboro University in Erie.  I want to study to be either a criminal investigator or a sonogram technician.

= = =Black Locust= Name:Black Locust Scientific Name: Robinia pseudoacaci Deciduous or Coniferous: Coniferous Leaf Type: compound;pinnately Leaf Arrangement: Alternate Organism that infects tree: Verticillium wilt can infect the black locust. Provides habitat or food for: Black Locust flowers pollinated by hummingbirds and bees. White-tailed Deer also eat the Black Locust's leaves and twigs. Related trees: A tree related to the Black locust is the Honeylocust tree, these two trees share alot of qualities. Commercial Uses: The Black locust's commercial uses are for it's bark, strong wood (timber), and also it's decay resistance. Twig Characteristics: The twig characteristics are modified stipules or leaves. Native to pa:The black Locust tree is also found in northern Georgia and westward as far as Arkansas and Oklahoma, but has been widely spread elsewhere. The picture above is the Black Locust tree/flowers.

=Tree Poem : = Black Who is medium-sized, hard, and extremely durable, Who is brother or sister of the Honey locust tree, Who loves hummingbirds, bees and white-tailed deer, Who feels cold, rough, and pollinated, Who needs sunlight, water, and nutrients Who gives food to animals and shade to human, Who fears verticillium wilt, winter, and insects, Who would like to see more tree planted, more fall and more nutrients Who is deciduous, Who is a resident of Pennsylvania, Locust

=Norway Maple= == Name: Norway Maple Scientific Name: Acer platanoides Deciduous or Coniferous: Deciduous Leaf Type: simple Leaf Arrangement: opposite/subopposite Organism that infects tree:Verticillium wilt Provides habitat or food for: The Norway Maple provides heavy annual seed crop as a source of food for alot of birds and rodents. Related trees: Trees related to the Norway Maple are Black Sugar Maple, Hard Maple and Rock Maple Commercial Uses: hardwood lumber;hardwood floors;furniture;construction, etc. Native to pa: Not Native to Pa. =Classification of Marine Bacteria=
 * Activity 2: **
 * What microbe are you?**



2. View the dichotomous key provided by your teacher. Answer the following: a. How are the steps in the dichotomous key organized? A: In a tree -like format. b. What is the purpose of a dichotomous key? A: The purpose of the dichotomous key is to find which microbes that are most alike and most different. c. What characteristics were used in the steps of the dichotomous key? A: Some of the characteristics that are being used are personal preferences. d. Which bacteria are you most closely related to? A: Elphidium e. Which bacteria are you most different from? A: Anything under the Procaryots

=Biomolecules= __Key to chart:__ --Red: Fats --Orange:Starches --Purple: Simple Sugars --Green: Proteins __ Biomolecule Questions: __ 1.What kinds of biomolecules are in each of the food substances you tested? *The types of biomolecules that are in the foods we tested are Fats, Starches, Simple Sugars, and Proteins. 2.Do certain biomolecules have the same catalase reactions? Explain. *Yes, certain biomolcules have the same reactions for example the simple sugar and fats seemed to be the same when we tested them. 3. What other results did you observe in the class that can be used to make a statement of what you have learned? *Some other results we observed was there was starch in just about everything but liver and there was protein in all of the four things on the chart i made. Catalase Questions: =Light Intensity & Chromatography Lab=
 * 1) Discuss your results from the activity, 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?) *For this activity, our personal results weren't so good but most of the results were accurate with what we got. I surprising thing for me was that the peas and milk had all only a 1 reaction.
 * 2) Show the chart that you created. * ^^^^^^^^ my chart. :)
 * 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. *A question i had about this activity was why did all of the foods on my chart and such little reaction at a cold temp?

1. Light intensity: Several measures of light are commonly known as //intensity// 2. Wavelength and energy: The amount of energy is inversely related to the wavelength of the light 3.Pigment colors: material that changes the color of reflected or transmitted light. 4. 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. **Answer:** These two things are very important for photosynthesis to occur if the light doesn’t exist then there is no way can happen. We observed that without light no ATP is made. 5. A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well). **Answer:** You need at least a bit of light intensity and wavelength to make ATP. The pictures posted above shows how that works. If there is too much light or wavelength no ATP will be made at all.



In the chromatography lab I learned that not all plants have to same type or color chlorophyll. I learned this by looking at all the different lab tables’ plants and lab results. The other groups’ colors went from yellow to dark green and all sorts of colors. Ours went from a dark brownish green to a bright yellow. That is a little bit of what I learned in this chromatography lab.

=Yeast Respiration Lab=

== Alexah: 10% Sydney: 7% Alysha: 5% Liz: 3% · The 10% solution was the clearest with the most of the solution lying on the bottom of it. · The 7% solution wasn’t as clear as the 10% solution · The 5% solution was barely visible. · The 3% solution was completely foggy. 10%~5 inches 7%~3 ¾ inches 5%~5 ½ inches 3%~3 inches 1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class. **-- The more yeast the more the bread will rise.** 2. What was the dependent and independent variables in the experiment? Explain. -- **The dependent variable is the changed amount of sugar. And the independent variables are water, temperature, mount of yeast and amount of flour.** 3. According to the experimental data, what kinds of environment do yeast prefer? How did the sugar concentration change the result? Explain.
 * Sugar Solutions: **
 * --Dependent Variable was the ** changed amount of sugar in the solutions.
 * --Independent Variable was the ** Water, temp, yeast, and amount of flour.
 * --Circumferences of balloons: **
 * Analysis: **
 * -- The more sugar in the solution the more the bread will rise. **
 * --Yeast prefers a warm moist environment. The sugar concentration affects the results because The 7% rose the least and the 5% rose the most. **

4. How did the amount of rising change with the different types of sugar solutions used?
 * --The more sugar in the solution the more the bread rose. **

5. What kind of respiration did the yeast carry out in the experiment? Explain. -- **The yeast carried out anaerobic respiration. We know this because when glycolysis started, it changed the only two pyruvates into ethanol and carbon dioxide fermentation.**



=DNA Replication Project=
 * All done on Cacoo.com. :)

=Class traits lab=

The two traits I chose were pinkie, and thumb. In the pinkie trait, the pinkie is either straight or bent. In this lab, the bent pinkie is dominant meaning it is expressing the same characteristic that would be found in the offspring. The numbers portray that it is dominate as well 17 to 24. In the thumb trait it is either straight or curved, the straight thumb came out dominant. The numbers also say the same with the total of 17 out of 24 as well. Overall, our results and the results of others are very similar. Both of these are Y-linked inherited traits. Two of the traits not from the site are no color blindness and right handed. There is a total of 18 people in my class and for the no colorblindness trait there were 18 people that were not color blind, and for the rolling of the tongue, everyone could roll there tongue but one person. Therefore colorblindness a recessive trait and being able to roll your tongue is a dominant trait. The genotype for the tongue rolling is 12 girls and 5 boys. And the phenotype is 17 tongue rollers. The possible genotypes for the parents will most likely be all tongue rollers except for the one girl that could not roll her tongue, one of her parents probably could not roll theirs, they probably did not receive the alleles from their parent/ parents.

other data from: http://www.ciese.org/curriculum/genproj_f2/data/2009-10/0910traitsdata.htm