Garrett+Z.

flat = = Blog: https://podcast.punxsy.k12.pa.us/users/13zimmerman_garrett/

= = =About Me= Hello there fellow class mates I would like to tell you about myself. I am 6'0 tall i am athletic and i love to play sports. My favorite sport is football. I have played football since i was 8 and it is one of the greatest sports ever. I also play baseball and basketball. I am also a big hunter in the winter and spring I have hunted since i was 6 and have enjoyed it till this day.I am the kid in the choke hold. Thank you for reading this, and get to know me better:)

=Bigtooth Aspen=

1. Bigtooth Aspen 2. Populus Grandidentata Salicaceae 3.Fungi and root decay are organisms that infect the Bigtooth Aspen. 4. Provides food for Yellow bellied Sapsucker, Beaver, Raccoons, Wild turkey, etc. 5. Its classification is Manoliophyta. They have seeds with a shell-like clothing. 6.People use Bigtooth Aspen wood to make pulp(paper), boxes, and crates. 7. The twigs are brown with a wooly coat. The buds are often dull. 8. Eastern North America

Resources: http://www.fcps.edu/islandcreekes/ecology/magnoliophyta.htm#magnoliopsida http://www.fcps.edu/islandcreekes/ecology/bigtooth_aspen.htm



=Sweet Birch=

1. Sweet Birch 2. Betula Ienta 3. Several fungi's attack living sweet birch trees. 4. Grouse feed on the buds and seeds and deer and rabbits observe the twigs. 5. Its classification is Monoliophta. They have seeds with a shell-like clothing. 6. The sap is boiled and made into maple syrup. 7. When scraped has a strong scented of oil wintergreen. 8. North America

Resources: http://www.wildwnc.org/education/trees/sweet-birch-betula-lenta-betulaceae-birch-family http://www.cookforest.com/articles/trees/sweet-birch_large.cfm

=Classification of Marine Bacteria=



Activity 2: a. The two key steps in the dichotomous is the (Prokaryotes and Eukaryotes). b. The purpose of the dichotomous key is to brake off the parts of branches. c. Amount of water, what it eats breathes, and its gases. d. I am close to the elphidium. e. anything in prokaryote section

=Biomolecule's Food Results= Questions: 1. I tested for peas in the experiment. When i tested with the simple sugar it did not react with the peas. When i test for starch it did react in my experiment. When i had tested for fats it had also reacted with my experiment. The last experiment i used was proteins and it had not reacted with my experiments. 2. For my catalase lab there was no reaction with peas with any of the peroxide that i used whether it was Cold, Warm, or room tempature. But everything else with peas would have a reaction. 3. I have observed of some of the other results in class and i can make a hypothesis with out doing the other foods. I can use all this information by saying that i dont know what is in the foods we eat.

=Catalase Food Results=

Hypothesis: I Do think that there will be a hypothesis with Cold, and room temperature peroxide. But i do not think that there will be a reaction with warm peroxide.

Analysis: I have found out that peas have no enzymes. I have figured that out because there was no reaction with the tests. I had figured out that the higher reactions with the peas were with Cold, and War peroxide. = = =Light intensity= The relationship in light intensity to photosynthesis is the higher light intensity the more ATP's are made, and the amount of ATP's % are higher. The relationship between wavelength and the process of photosynthesis are higher, and the wavelength of ATP's % is higher. =Chromatography Lab Conclusion= In our lab we took one leaf and grounded it up and put it in acetone with the same leaf, then with dotted paper we crushed the leaf and acetone. After we had cut a piece of paper that is 12 cm long and 1 cm wide we placed it in a tube with ethanol for the ethanol to rise up the paper. When the paper was wet there were colors rising on the piece of paper. We had to draw a line for the solvent front, pigment front, and the Rf value. On our paper we had 3 pigments, 1 solvent, and 3 Rf values. Our first Rf value is 1, .66 and our second Rf was 0.33.
 * || Wavelength || Light intensity || Time || ATP || % of ATP ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Jordan || 400 (30 sec) || 40 || 30 || 1 || 13% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Brett || 400 || 200 || 30 || 4 || 65% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Aly || 400 || 100 || 30 || 2 || 32.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Garrett || 400 || 140 || 30 || 2 || 45.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Jordan || 500 (30sec) || 40 || 30 || 1 || 1.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Brett || 500 || 200 || 30 || 1 || 7.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Aly || 500 || 100 || 30 || 1 || 3.8% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Garrett || 500 || 140 || 30 || 1 || 5.3% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Jordan || 600 (30sec) || 40 || 30 || 1 || 4% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Brett || 600 || 200 || 30 || 2 || 20% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Aly || 600 ||  || 30 || 1 || 2.5% ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Garrett || 600 || 140 || 30 || 1 || 3.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Jordan || 700 (30sec) || 40 || 30 || 1 || 1% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Brett || 700 || 200 || 30 || 2 || 5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Aly || 700 || 100 || 30 || 1 || 2.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Garrett || 700 || 140 || 30 || 1 || 3.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Jordan || 750 (30sec) || 40 || 30 || 1 || .6% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Brett || 750 || 200 || 30 || 1 || 3% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Aly || 750 || 100 || 30 || 1 || 1.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Garrett || 750 || 140 || 30 || 1 || 2.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Jordan || 750 (30sec) || 40 || 30 || 1 || .6% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Brett || 750 || 200 || 30 || 1 || 3% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Aly || 750 || 100 || 30 || 1 || 1.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Garrett || 750 || 140 || 30 || 1 || 2.5% ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Chromatography Lab Essay**

=Yeast Respiration Lab:=

My Sugar Solution was 3% 10 Minutes: After 10 minutes into our experiment my balloon was inflated a lot and there was little foam at the top. .

After 20 minutes: After 20 minutes into my experiment the balloon deflated a little bit with some foam at the top of the test tube.



After 40 Minutes: After 40 minutes into my experiment the yeast and sugar solution had lowered to the bottom of the test tube and the balloon showed no inflation.

After 1 Day: After one day there was almost no yeast of solution in the tube and the balloon was almost completely deflated.

Analysis: 1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class. **The two clear and concise conclusions were that my yeast and sugar concentration had decreased each day. Also my balloon never increased it just filled up with a little air then within minutes it was almost deflated. Those are two conclusions that I analyze from my experiment.** 2. What was the dependent and independent variables in the experiment? Explain. **The dependent variables was the sugar solutions, and there were different amounts such as 3%, 5%, 7%, and 10%. Each person was given a specific amount of sugar solutions that were to use for there experiment. The independent variables were the amount of yeast and the amount of yeast that didn't change in the experiment. The yeast did not change at all it stayed at 1 gram.** 3. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain. 4. How did the amount of rising change with the different types of sugar solutions used? **In my experiment the rising did not occur with my sugar solution of 3% it would keep decreasing from 10 to 20 to 40 to up to a day decreased. It never increased due to the different types of sugar solutions.** 5. What kind of respiration did the yeast carry out in the experiment? Explain.
 * I think the yeast prefer a warm environment with sugar solution, but if the yeast would happen to not present enough oxygen then it would create other types of wastes such as carbon dioxide**.
 * I think that Anaerobic respiration carried out in the experiment because when you went to place the balloon over the testing tube there was not any oxygen present.**



=DNA Replication=

The first step to DNA replication is when the DNA strand split in half. The double helix unwinds when it comes out of helix. This happens when the breaking of hydrogen bonds hold the helix together. The second step is the unzipping of DNA. This is when two sides separate but still have polymer bonds. Then those bonds will become stripped. Then the two sides of the “backbone” are unzipped and that is what the next step of DNA is. The third step is when one and two strands create new DNA. The first strand gets the new strand to, and the second strand gets the first strand one. This when DNA replication is formed. The final process is combing all of the new strands. The new DNA winds up and winds together to make a new form of the helix. This is caused by the enzyme ligase. Ligase is when the fragments are put together called the Okazaki fragments. This is when DNA strand form together.

= Class Traits =
 * 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. Widows peak is W which is recessive and there are only two girls out of eleven that have widows peak and only 4 out of 13 boys that have it which makes it recessive because not very many people have widows peak. Dimples are dominant and there are 5 out of 11 girls that have dimples, and there are 9 out of 13 boys that have dimples. Which means that there are more than have of girls and boys that have dimples which makes it a dominant trait.
 * 2) 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. The hitch hikers thumb has the symbol H. There are 5 out of 11 girls that have hitch hikers thumb and 5 out of 13 boys that have it. Which would make the trait recessive. If the gene would be located in the middle which would be a unlikely possibility it the parent would have hitch hikers thumb but they may have straight thumbs. If it is out farther it would most likely cross over which would make it have a Hh.
 * 3) 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. There are 10 recessive traits and there are 14 dominant. Hitch hikers is recessive, widows peak is recessive, dimples are dominant, bent little finger is recessive, mid digital hair is recessive, no color blindness is dominant, white forelock is recessive, long second toe is dominant, left arm folds over right is dominant, right thumb o top when interlock is recessive, free ear lobes is recessive, no long palamar muscle is dominant, roll tongue is dominant, brown pigment iris is dominant, no PTC taster is recessive, short second finger is dominant, right handed is dominant, freckles is recessive.
 * 4) 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. In my family my mom and I only have freckles which would make a 50/50 chance because my brother and dad do not have freckles. The genotype would be Ff x ff 50/50. The phenotype would be 50/50.If my dad had freckles and mom and I did it would be FF x ff and it would be a 3:1 ratio. It would be Ff.