Tamera+A.

=Class Traits= These were not on the website. Two of the traits that I will focus on are long second toe and rolling of the tongue. In our class for the girls having the long second toe was 7/11. The guys were 7/13 (having the big second toe). Based on this you would think you would have a better chance of receiving a long second toe, which would mean it was dominant. In the results for the rolling of the tongue, the girls had 9/11 could do it. For the guys that could do it was 10/13. This also shows that this is dominant. The traits are ear lobes and dimples. Ear lobes to be free are dominant. The dimples and if you have them is a dominant trait too. Ear lobes that had free were 15/24. The ones with attached was 9. In these results it shows that the dominant trait is indeed ear lobes to be free. In dimples, the ones with dimples was 6/24 and the ones without was 18/24. These results were from the G-E-T Middle school in Galesville, Wisconsin. Dimples dominant was if you had them dominant. However in the results it showed that the ones without seemed more. It is just the luck of the draw of how the traits show what you have. Though it seems that more people do not have the dominant gene. If you don’t have dimples simply you just have dd (recessive), which means you don’t have dimples. If you do in fact, inherit dimples too, I found out that it may not show up. The example they use is the one where you have a small face, but your dimples never show up on the account of the size of your face. For example, I do not have dimples, so my traits are dd. However, as I said up above, different factors could mean that I have dimples, but they never showed up. So that could mean I have Dd. My mom and dad don’t have dimples either. So their traits would probably be dd (recessive). However, they could have the dimples genes but other factors might have played so that they don’t show.

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Blog: https://podcast.punxsy.k12.pa.us/users/14anthony_tamera/ = = = = = = =About Me= This picture is about me. I'm in cross country currently and enjoying it. I only do cross county and track because I am just not able to do such things as softball and those other sports. I like drawing, reading, and taking pictures in my spare time. One interesting fact about me is that I was not born in Pennsylvania, but in Huntsville, Alabama. I live closer to Brookville than Punxsy. Even though I'm going to Punxsy, my address is Brookville.The line for Brookville and Punxsy is in my driveway. So if I lived where my garage was, I would be going to Brookville.

=DNA Replication Project= How DNA is completed and before replication begins. How DNA replication is done:

Key: A, T, G, C and so are the backbones (red) are represented in the same colors as the picture that has the caption, "How DNA is completed and before replication begins." The other key for the other pictures:

1. First the hydrogen bonds break usually between A and T. So, the two strands of DNA unwind and then split by helicase (enzyme, that is it’s job). To then, the “replication fork” (y-shaped formation) happens. The halves then need an identical half to match it to make new strands of DNA. The replication proteins are together and so the DNA does not have to travel the length of the DNA. Step 1:



2. Single-strand binding proteins cover the DNA to make sure the original strands do not come back together. The enzyme (primase) uses the DNA that is being replicated now to create an RNA primer (starting point of nucleic acid for replication).

3. DNA polymerase helps bring together the two new strands. The bases then match with nucleotides (free-floating) and this creates the hydrogen bonds between the lagging and leading strand.

4. The replication ends the DNA polymerase enzyme reaches the end or edge of the DNA strand. This enzyme makes sure that everything is right and corrects them something is wrong.


 * Other info: The backbones are made of deoxyribose and phosphate.
 * The black paper is for decoration, it does not mean anything.

Resources: [] []

=White Oak=

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Name: White Oak Scientific Name: Cornus florida Organism that infects tree:Ceratyocystis Fagacearum,Taphrina,Botryosphaeria, (Fungus) Provides habitat or food for: Bucculatrix luteella,Bucculatrix ochrisuffusa catepillars Scientific Classification: The oaks leaves have a lobed margin and alternately arranged. Commercial Use: The wood is used for wine and whiskey barrels and in outdoor furniture Twig Characteristics: slender, smooth, kind of shiny, may be gray, white, or even purple Where Tree is Found: Native to from Maine to Florida, and west to Minnesota and Texas

= = = = = = = = = = = = =Flowering Dogwood=

Name: Dogwood Scientific Name: Cornus florida Organism that infects tree: Synanthedon scitula Provides Habitat or Food for:wild turkey, white-tailed deer, and skunk Scientific Classification: Their fruit is a drupe(fruit in where skin covers a shell where there is seed(s) inside. Commerical use: heads of golf clubs, used in landscaping Twig Characteristics:opposite and simple Where Trees is found:Massachusetts to Maine and South from Kansas to Texas

Classification of Marine Bacteria A. It is organized by prokaryotes and eukaryotes. B. To classify and identify and organism. C. The characteristics of the key was prokaryotes and eukaryotes, bacteria and archaea, autotrophic and heterotrophic, solitary and colonial cyanobacteria, procholoroccus and Synechococcus, aerobic and anaerrobic heterotrophic, gram stain, genome size, gas production, range size, themophilic and symbiotic, pH tolerance, preferred salinity, the time when most of the energy is acquired, skelton shape, metobolic flexibility, ability to form red tides, and presence/absence of silica. D. I am closely related to elphidium cripum E. The one I am not closely related to is Lamprocyclas maritalis.
 * Activity 2:**

=Biomolecules in the Food= Chart: shows Biomolecules in Food Results(Presence) There are 6 food items that were tested: onion, potato, carrots, apples, milk, liver

Key: Each bar goes to a certain number. That number represents what they were tested for(simple sugars, starch, fat, and protein). The red color= the biomolecule is present. The blue color=the biomolecule is absent. 1=presence of simple, 2=presence of starch, 3=presence of fat, 4=presence of protein

Catalase Results The results of this was 1-5(which means one is weak reaction and 5 is the strongest). The tested food items were onion, potato, carrots, apples, milk, and liver. 1. Onion= 2. Potato 3.Carrots 4.Apples 5. Milk 6. Liver orange=2 orange=1 orange=1 orange=1 orange=1 orange-5 green=1 green=1 green=1 green=1 green=1 green=4 blue=1 blue=1 blue= 1 blue= 1 blue=1 blue=5



Key for Catalase Results: orange color= warm hydrogen peroxide, green color= room temperature hydrogen peroxide, blue color= cold hydrogen peroxide



Questions: 1.What kinds of biomolecules are in each of the food substances you tested? onion has fat., the potato has starch and fat, the carrots have starch and fat, the apples have simple sugars and fat, the milk has fat and protein, the liver has simple sugars, fat, and protein. 2.Do certain biomolecules have the same catalase reactions? Explain. Yes, the apples, potatoes, carrots, and milk all had the same catalase reactions. They all had a low reaction to the hydrogen peroxide. The hydrogen peroxide reacted with the catalase, which made it bubble up (because the oxygen and water molecules reacted). No, and they do not have the same catalase reactions because the liver that was tested had 4-5 reaction to the hydrogen peroxide and it was at a different tempature they had for each of them. Catalase removes peroxide from the thing, that is why it is used in the textile and food industries. 3.What other results did you observe in the class that can be used to make a statement of what you have learned? I used the results of other foods for my charts, for my information. I learned from the biomolecule assessment that all the food items have the presence of fat in them.
 * 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?) My results were the apples, potatoes, carrots, onions, and milk had about the same reaction(a low reaction), but the liver had a very high reaction to the peroxide.
 * 2) Show the chart that you created.

=Lab Report of Chromatography= My group tested plant c. Yes, there is more than one type of chlorophyll. These are chlorophyll a, b, and c. However, a and b are both found in plants. [|http://www.odec.ca/projects/2003/thoga3n/public_html/plantpig.html - Chlorophyll] Look on website for more information. In plant c, our results were the pigments were dark green, light green, and orange. Some plants, like plant d, had different pigment colors such as pink and brown. [] This website says how there are three main pigment classes that give the leaf its color. They are porphyrin, carotenoid, and flavonoid. For porphyrin the color is green, carotenoid is yellow, orange, and red, flavonoid is yellow, red, blue, purple, and magenta. So, this means that the pigments can be different pigments, but have the same color. An rf value helps you try to determine an unknown substance. Rf values are not likely to be the same.

=Light Intensity Activity=



Wavelength and light intensity determines the amount of energy (ATP) being made. I observed in the chart that I made, in one of the tests we did, we had light intensity at 0. The ATP in the time (40 sec.) did not make any ATP. We also tested wavelength, it obviously is important because it did make ATP. The wavelength, “factors into how plant pigments absorb and process light energy.” Light intensity “increases the rate of photosynthesis.” Info for this à http://www.ehow.com/about_5589507_effect-light-intensity-photosynthesis.html

What I learned from the simulation is as the light intensity was increased at 60, 80, 120, 200, the amount of ATP was the same (1). However, the percentage of ATP was increased as the light intensity was increased (in the time of 40 seconds). On the wavelength we set it at 425, 475, 500, and 700 for 40 seconds too. The ATP in 425 wavelength was 4. But, as you increased the wavelength the result of the ATP dropped to 1 as did the % maximal ATP from 50- 2.5. These (wavelength and light intensity) both play an important role for photosynthesis. If it was not for these, ATP couldn’t be made, therefore, photosynthesis could not occur.

=Yeast Respiration Lab= Results: 3%- no circumference, radius, or volume 5%- Circumference- 14.3cm, radius: 2.28cm, volume: 183.90cm3 7%- Circumference-- 14.5cm, Radius- 2.3cm, volume: 101.93cm3 10%-Circumference--13.5cm, Radius- 2.15cm, volume: 83.26cm3

1. Conclusions: The first conclusion I had was that the more sugar in with the yeast, the more the bread would rise. However, our results did not show that. The 10% was lower in the measurements of the balloon. A factor that could and more likely did affect it was when the 10% sugar solution was made, there was warm water added to it, instead of it settling into a room temperature. Another conclusion is the lowest amount of sugar solution is the balloon, than wouldn't be big at all, because of the low amount of sugar. 2. The dependent variable is the yeast. The independent variable is the was the sugar solution. The independent variable is the sugar solution because it stands alone and it doesn't change from the other variables (it was measured out). The dependent variable is the yeast because it depends on other factors. 3. The yeast's preferred environment is definitely warm and sugary. There didn't seem to be much of a change in the sugar solution. The sugar solution reacted to the yeast though and on the team page, there are pictures up of them. Looking at eh 10% tube, there was bubbles that showed that indeed it had a reaction. 4. The rising resulted in that the 10% seemed to have more, because of the sugar solution. The other bread did not seem to be as high as the other bread. 5. The type of respiration the bread carries out is the alcohol fermentation where you take ethanol and combine it with carbon dioxide.