Brandon+C

=flat Blog: https://podcast.punxsy.k12.pa.us/users/14cressley_brandon/= = = =About Me= My name is Brandon and I go to high school at PAHS. I play sports and love to hunt. The sports I play are football and baseball. Hunting I do pretty much year around whether its archery and small game season in the fall or spring turkey. When I am not hunting or playing sports I am usually practicing shooting my bow or just being outside. My favorite sports teams are the St. Louis Cardinals, the Pittsburgh Steelers, and THE Ohio State Buckeyes. I have two dogs, a golden retriever and a beagle puppy. I live with my mom and dad and I have a sister in 11th grade. I spend most of my free time with my cousin Corban. School is not my favorite thing but I try my hardest to get good grades. After graduation I plan on attending college but I am not sure what I want to do yet. That's pretty much about me.

[|Image by: Erik Thureson]

= Live Oak = Name: Live OakScientific Name: Quercus virginianaOrganism that infects tree: fungusProvides habitat or food for... (don't guess, research): Provides habitat for gall wasps. It is a food source for mallards, sapsuckers, wild turkey, black bear, squirrels, and white-tail deer. Justify classification of tree to related trees - how is your tree related to other trees in its class? What does it have in common, etc: Hybridizes with the dwarf live oak, the swamp white oak, the durand oak, the overcup oak, the bur oak, and the post oak. Commercial use of tree: During the time when ships were built out of wood, live oak was used because of its hardness and strength. Twig characteristics: The twig is a grayish color that is thin Where tree is found in the world (native to pa?): The live oak is native to the Southeastern United States. Deciduous or Coniferous? Deciduous Leaf Type: Simple Leaf Arrangement: Alternate Draw or find a picture of a drawing of the leaf to show to the class.

 Live Oak Poem: Quercus Who is hard and tough Who is brother or sister of the swamp white oak Who loves gall wasps, mallards, and sapsuckers Who feels tough, strong, and big Who needs rich, sandy, and moist soils Who gives food, shelter, and shade Who fears fungus, saws, and starvation Who would like to see his cousin post oak Who shares acorns Who is strong Who is a resident of Florida virginiana

Picture by Me Sources: =Pine Group of Three= Name: Pine Group of Three (Pitch Pine)  scientific name: <span style="font-family: Arial,Helvetica,sans-serif;">Pinus rigida Mill. <span style="font-family: Impact,Charcoal,sans-serif;">Organism that infects tree: <span style="font-family: Arial,Helvetica,sans-serif;">Tip moths, pitch pine looper, the sawflies, the southern pine beetle, pine web worm, and the pine needleminer <span style="font-family: Impact,Charcoal,sans-serif;">Provides habitat or food for... (don't guess, research): nuthatches ,songbirds, mice, rabbits, deer, and chipmunks feed on their seeds. <span style="font-family: Impact,Charcoal,sans-serif;">Justify classification of tree to related trees - how is your tree related to other trees in its class? What does it have in common, etc.:<span style="font-family: Impact,Charcoal,sans-serif;">Commercial use of tree: Pine lumber is used a lot in construction, railroad ties, pulpwood, and fuel<span style="font-family: Impact,Charcoal,sans-serif;">Twig characteristics: <span style="font-family: Arial,Helvetica,sans-serif;">stout, brittle, rough, and golden brown <span style="font-family: Impact,Charcoal,sans-serif;">Where tree is found in the world (native to pa?): <span style="font-family: Arial,Helvetica,sans-serif;">Very common in Pa except in Northwestern parts <span style="font-family: Impact,Charcoal,sans-serif;">Leaf Type: evergreen needles in clusters of three <span style="font-family: Impact,Charcoal,sans-serif;">Leaf Arrangement: <span style="font-family: Arial,Helvetica,sans-serif;">evergreen needles in clusters of three <span style="font-family: Impact,Charcoal,sans-serif;">Deciduous or Coniferous: Coniferous <span style="font-family: Impact,Charcoal,sans-serif;"> Draw or find a picture of a drawing of the leaf to show to the class.
 * 1) http://www.sfrc.ufl.edu/4h/live_oak/liveoak.htm
 * 2) http://www.sms.si.edu/irlspec/quercu_virginic.htm

<span style="font-family: Impact,Charcoal,sans-serif;">

Robert H. Mohlenbrock @ USDA-NRCS PLANTS Database / USDA NRCS. 1995.

Sources: http://na.fs.fed.us/pubs/silvics_manual/Volume_1/pinus/rigida.htm Common trees book: Bureau of Forestry Department of Conservation and Natural Resources Harrisburg, Pennsylvania

=Classification of Marine Bacteria=

A. The tree is organized and Eukaryotes. It is then broken down from that, and broken down from that. B. The purpose of a dichotomous key is to classify organism in an organized way. C. The characteristics used were the characteristics of prokaryotes and eukaryotes broken down into different groups. D. I am closely related to the Akashiwo. E. I am most different from the Prokaryotes.

=Biomolecules in Food Lab=



What kinds of biomolecules are in each of the food substances you tested? I tested for simple sugars, starch, fat, and proteins. Not all of those were present in each food though. Do certain biomolecules have the same catalase reactions? Explain. Yes because some of the same things may be present in both and may react the same to the different things. What other results did you observe in the class that can be used to make a statement of what you have learned? Some of the other results I observed in the class is the results can change sometimes. Each food reacts different to each thing.

=Catalase 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?) I learned that more reaction happened in the warm and cold hydrogen peroxide compared to the room temperature hydrogen peroxide. The thing that surprised me was the amount of reaction that the avocado had. When the enzyme is heated it changes shape and does not let the molecule go into the enzyme which causes it to bounce around created a greater reaction.
 * 2) Show the chart that you created.
 * 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.
 * 4) What causes the enzyme to change shape when heated? The bonds between the hydrogen are broken easily by heat causing the enzyme to change shape.

=Chromotography= I think that all leaves have some of the same color pigments, but just in different order and some have no pigments in common. In my group we had plant A, its first pigment was dark green and it had an rf value of .23. The second pigment was light green and it had an rf value of .46. The third pigment was yellow and had an rf value of .92. Plants C, A, F, and E all had there first pigment dark green, but each had different Rf values. Other plants started out with an orange pigment.

=Light Intensity Activity=

1. Wavelength and light activity are important in photosynthesis because depending on that is how many ATP are made. ATP is the main energy source for the plant. A certain amount of light intensity and a certain wavelength produce a certain amount of ATP. 2. Through this stimulation I learned that to make ATP you need light intensity and wavelength. Also if you get the right light intensity and the right wavelength you can pump out a lot more ATP. The higher the light intensity usually means the more ATP are gonna be made. I also learned that certain pigments mean a different light intensity. On the color spectrum red has a greater wavelength, but violet has more light intensity. This affects the plants making of ATP.
 * Wavelength || Light Intensity || Number of ATP || Percent of ATP ||
 * 500 || 0 || 0 || 0 ||
 * 500 || 40 || 1 || 1.5 ||
 * 500 || 80 || 1 || 3 ||
 * 500 || 120 || 1 || 4.5 ||
 * 500 || 160 || 1 || 6 ||
 * 500 || 200 || 1 || 7.5 ||
 * 700 || 0 || 0 || 0 ||
 * 700 || 40 || 1 || 1 ||
 * 700 || 80 || 1 || 2 ||
 * 700 || 120 || 1 || 3 ||
 * 700 || 160 || 1 || 4 ||
 * 700 || 200 || 1 || 5 ||

=Yeast Respiration Lab=






 * Sugar Solution % || Amount of Time || Inflation Of Balloon || Amount of Bubbles ||
 * 5% || Beginning || None || None ||
 * 5% || After 10 minutes || None || Some ||
 * 5% || 20 Minutes || None || Filled with bubbles from the top of the solution to the balloon ||
 * 5% || 24 Hours || 12 and ½ cm || Same as after 20 minutes ||

1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class. During the first experiment I found out that without the sugar in the bread it tasted nasty. For my bread I had the 5% sugar solution, it had no flavor and was hard. During the second experiment I found out that when yeast ferments it gives off gases. So the process of fermentation produces carbon dioxide.

2. What was the dependent and independent variables in the experiment? Explain. The independent variable was the amount of yeast used in the experiment, every group used one gram of yeast. The dependent variable was the percent of sugar in the sugar solution. There was 3%, 5%, 7%, and 10%. These affected the outcomes in both experiments. 3. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain. Yeast prefers a warm environment, but not to hot or it will kill the yeast. The sugar concentration changed the results, in the bread the more sugar the better it tasted, the bread also rose more because more carbon dioxide was released. In the balloon experiment it made the yeast more active so it released more carbon dioxide. 4. How did the amount of rising change with the different types of sugar solutions used? The amount of rising changed with different types of sugar solutions because the yeast eats the sugar. When this happens carbon dioxide releases carbon dioxide and makes the bread rise and the balloon fill. 5. What kind of respiration did the yeast carry out in the experiment? Explain. Yeast carried out anaerobic respiration, fermentation to be more specific. It does anaerobic respiration because no oxygen is present, also ethanol and carbon dioxide are released, this causes the bread to rise.

=DNA Replication Project=



In step one the picture shows the DNA strands paired together just after being untwisted from a helix shape, the DNA is untwisted by and enzyme called DNA helicase. In step 2 the DNA "Ladder" begins to "unzip," or break the hydrogen bonds. An enzyme called DNA polymerase helps break the hydrogen bonds.



In step three it shows the DNA unzipping and the new strands forming on to the single strands of DNA. An enzyme called DNA ligase helps in this process, it puts the okazaki fragments together. Okazaki fragments are the little breaks in the new DNA strands that are not completely bonded together yet. In step four it shows the two new strands of DNA.

KEY FOR DRAWINGS.

DNA replication is the process of one pair of DNA strands splitting apart. As the strands split apart they regroup with the base needed to form to new strands of DNA. DNA replication occurs because there is cells dying in your body all the time and new DNA is needed. DNA replication happens in the synthesis or S phase of Mitosis.

=Class Traits Analysis= The first two traits I am going to look at are ear lobes and dimples. Free earlobes are dominant, attached ear lobes are recessive. Having dimples is dominant and no dimples are recessive. In our class out of 24 total students 1 had free earlobes. This does show that free earlobes are dominant. However on this [|website] it was different though, the majority of data collected showed that in this study more students had attached earlobes which is a recessive trait. In our class 14 out of 24 students had dimples, dimples are dominant and the data collected in class showed it dominance. Once again though on [|www.ciese.org] well over half of the data collected portrayed having no dimples as the dominant trait, but it is a dominant trait the numbers just didn’t show it. In our class the dominant traits showed to be dominant but that was a different case in other schools and even in other states and countries. Some things that might have made a difference was if the data collected for [|www.ciese.org] was majority females or males. With females having both x chromosomes they would have different alleles causing different outcomes. For the male, there is and x an y chromosome, so males can have certain traits easier than females. So if in the study on [|www.ciese.org] there was more male or female participants this could have changed the outcome. In our class the amount of girl and boys were about even. Also another thing that could have changed the outcome of the big study done could have been the race of the people that were in the study. In our class study all of the students were Caucasian. In the other study they could have been Hispanic or Black, not all Caucasian. This would have a different effect on showing the dominance on traits too. Two other traits we talked about in class are rolling tongue and freckles. In the class out of a total of 24 students 19 could roll their tongue. Out of those 19, 9 out of 11 girls could roll there tongue and 10 out of 13 boys could. This shows the dominance of rolling tongue. In our class 7 out of 24 people had freckles. 1 out of 13 boys had freckles and 6 out of 11 girls had them. Although freckles are the dominant trait they do not show up as dominant. In my family my mom can roll her tongue and my dad can’t. My mom’s genotype would be either RR or Rr, my dad’s would be rr. My mom’s phenotype is rolling tongue, my dads is no rolling tongue. Both my sister and I can roll our tongues. This is because when my mom and dad’s alleles split all of the genotype would be all Rr, or three Rr and one rr. My sister and I both having rolling tongue is an example of Law of segregation and independent assortment. If my mom is Rr that means that there was a 25% chance in both my sister and I that we could not roll our tongue. This would be because of Law of Segregation. My moms Rr would split into a R and a r. My dad to r’s would have also split and joined my mom’s R and r. The genotype of the offspring would be three Rr and one rr. I just happened to be Rr.