Chelsea+E.

flat = = Blog: https://podcast.punxsy.k12.pa.us/users/13engeholm_chelsea/ = = =About Me:=

Hi, it's Chels and I'm the one with the flower in my hair. This is my lab group, they are hilarious, and i love them. Some people call me Hulk, so feel free to do so. Ask Jordan London for an explanation on the nickname What keeps me going in life, is sports. I adore playing softball, and volleyball. Those are my dominant sports, although I'm always up for a new challenge. For instance, I was a former basketball player and this year I'm taking up a new sport- Wrestling. Some say I'm crazy for taking that as an interest, but the way i see it, they are afraid to climb a challenge. Even though I'm clueless about what to do, I am willing to learn and work hard to become successful. I may not go far, but it will be a learning experience! History and Science are the subjects that interests me. English and Math are yucky, they don't agree with me. What's after high school? College. Pitt, Penn State, Slippery Rock, Clarion, Gannon, are all in my interest. I'm hoping to get a scholarship, in softball. Doesn't everyone ask you what you want to be when you grow up? Yes. When you were a little kid you wanted to be a superhero, is that true now? Probably not. I want to be either a Professional softball player, a gym teacher, a health teacher, or an athletic trainer. If you didn't get the clue- something active. Sometime, after my education is settled comes family. A husband, twins, and pets. That's my dream! Family, Friends, & Memories complete me. I hope this information fulfilled your expectations, Thanks!

=Honey Locust=

-Its pulp can be fermented and used as energy alcohol and also for extraction of sugar. -The seeds can be dried, roasted and ground and used as a substitute for coffee. -The seeds, raw or cooked can also be used in food as they taste like peas. -The unripe pods can be eaten after cooking. -The pods of the honey locust tree are also eaten by wild forest animals like rabbits, deer, squirrels, and birds too. //**Related trees**-// Black locust //**Commercial use of tree**-// furniture, cabinets, landscaping, crates. //**Twig characteristics**-// slender, smooth, somewhat shiny, gray, whitish, or even purplish; pith star-shaped in cross-section; leaf scars alternate but crowded near tip of twig. //**Where tree is found in the world (native to pa?)**-// Found naturally on rich, moist bottom lands in southwestern Pennsylvania//.//
 * //Scientific Name//**- Gleditsia triacanthos
 * //Organism that infect the tree//**- The most common fungi that attacks the honeylocust is the canker fungus, Nectria cinnabarina. This fungus attacks the tree by entering through pruning wounds, stubs of dead branches and accidental wounds to the tree, such as lawn mover injury.
 * //Provides habitat or food//**- //Habitat//; Moist woods; bottom lands; stream banks; drier, upland sites.
 * //Food//**
 * //Related species//**-podgall midge larvae, leafhopper


 * Resources-**

=//Hickory //= //**Scientific Name**//- Carya Ovata //**Organism that infect the tree**//- fungus, disease, beetles, and aphids //**Provides habitat for habitat**// -birds, squirrels, and bugs //**Food-**// sweet nuts, butternuts //**Related trees-**// Shellbark Hickory, Black Hickory, Sand Hickory //**Related species-**// 16 species, //**Commercial use of tree-**// hockey sticks, tennis rackets, bows, skies, and even fishing rods. //**Where tree is found in the world (native to pa?)-**// Eastern Pennsylvania

= = =Classification of Marine Bacteria=
 * Resources-**

__**Activity 2:**__ What microbe are you? 2a. How are the steps in the dichotomous key organized? //The two categories are organized in an a or b, you choose one to get a different question that leads up to the result// b. What is the purpose of the dichotomous key? //It helps you determine what group you are in// c. What characteristics were used in the steps of the dichotomous key? //Prokaryotes and Eukaryotes.// d.Which bacteria are you most closely related to? //Elphidium// e.Which bacteria are you most different from? //Any one of the Prokaryotes//

=Biomolecule & Catalase Lab=

-Onion: Simple sugars and fats were the biomolecules found in the onion. -Carrots: -Ground Beef: -Peas: Almost all foods i tested either have proteins or fats. The other results I found were that each different food group has a different combination of biomolecules.
 * What kinds of biomolecules are in each of the food substances you tested?**
 * Do certain biomolecules have the same catalase reactions? Explain.**
 * -** Yes, this is true that most everything have the same catalase reactions. Many different food have different biomolecules such as fats, simple sugars, sugars, protiens and startches. The foods that we tested are not the only ones that this can be found in.
 * What other results did you observe in the class that can be used to make a statement of what you have learned?**



Catalase Questions: Catalase is a common enzyme found in nearly all living organisms that are exposed to oxygen. Catalase is one of the most potent catalysts known. The reactions it catalyses are crucial to life. http://www.catalase.com/cataext.htm
 * 1) **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:** My results were that peas and carrots did not have a Catalase reaction, although meats and an onion do. I realize that the between temperature and the enzyme activity that the higher the temperature the more activity and more catalase is shown.
 * 2) **My question:** What is catalase?



=Chromagraphy Lab Results= Plant e

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= ½ The third pigment: none. = = =**Chromatography Lab Conclusion**= In our lab we grounded up one leaf and put acetone in with the same leaf, we then dotted the paper with the smooshed 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 was at the top of the paper, you take the paper out and think of what the pigment color would be and then find the Rf level. On our paper we had two pigment colors, therefore; we had two Rf levels. Our first Rf level was 0.07” and our second Rf level was ½”.



http://in.answers.yahoo.com/question/index?qid=20071209145655AA6pZHb 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. []
 * 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.
 * cholorophyll reflects green light. so when red or blue light is abandant the rate of photosynthesis is more
 * A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well).
 * I have learned that the longer we kept the paper in the more the colors would rise and also the colors would get lighter.

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.

Read more: []

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 Activity =

400 || Light Intensity || Time (sec): 30 || ATP || Percent of maximal ATP: || 500 || Light Intensity || Time (sec): 30 || ATP || Percent of maximal ATP: || 600 || Light Intensity || Time (sec): 30 || ATP || Percent of maximal ATP: || 700 || Light Intensity || Time (sec): 30 || ATP || Percent of maximal ATP: || 750 || Light Intensity || Time (sec): 30 || ATP || Percent of maximal ATP: ||
 * || Wavelength:
 * Jordan ||  || 40 ||   || 1 || 13 % ||
 * Aly ||  || 100 ||   || 2 || 32.5% ||
 * Garrett ||  || 140 ||   || 2 || 45.5% ||
 * Brett ||  || 200 ||   || 4 || 65% ||
 * || Wavelength:
 * Jordan ||  || 40 ||   || 1 || 1.5% ||
 * Aly ||  || 100 ||   || 1 || 3.8% ||
 * Garrett ||  || 140 ||   || 1 || 5.3% ||
 * Brett ||  || 200 ||   || 1 || 7.5% ||
 * || Wavelength:
 * Jordan ||  || 40 ||   || 1 || 4% ||
 * Aly ||  || 100 ||   || 1 || 10% ||
 * Garrett ||  || 140 ||   || 1 || 14% ||
 * Brett ||  || 200 ||   || 2 || 20% ||
 * || Wavelength:
 * Jordan ||  || 40 ||   || 1 || 1% ||
 * Aly ||  || 100 ||   || 1 || 2.5% ||
 * Garrett ||  || 140 ||   || 1 || 3.5% ||
 * Brett ||  || 200 ||   || 1 || 5% ||
 * || Wavelength:
 * Jordan ||  || 40 ||   || 1 || .6% ||
 * Aly ||  || 100 ||   || 1 || 1.5% ||
 * Garrett ||  || 140 ||   || 1 || 2.5% ||
 * Brett ||  || 200 ||   || 1 || 3% ||

My sugar solution was 7%. ten minutes:
 * Yeast Respiration Lab:**

After ten minutes into the experiment, the balloon was a little infated and there were some foam at the top.

Twenty minutes: I forgot to get a picture. But I can imagine that after twenty minutes there was more foam then before.

One day: After a day, the balloon was straight up and it looks like the foam was at the bottom.

= = Analysis Questions: 1. **State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class.** The balloon with the highest amount of sugar in it which was 10%, inflated the fastest because there was more energy being produced. The balloon with the lowest amount of sugar in it which was 3%, took longer to inflate because the sugar didn't give the yeast as much energy.

2. **What was the dependent and independent variables in the experiment? Explain.** The dependent variable was the amount of sugar in water, and the different amounts were 3%, 5%, 7%, and 10%. Each person in the group was assigned for a different amount. The independent variable was the amount of yeast, and the amount of yeast used didn't change. It always stayed 1 gram.

3. **According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain.** I think yeasts prefers more of a warm environment with some sugar, but not too much. If the sugar concentration with yeast is too high and not enough oxygen is present, then the yeast will create waste products of carbon dioxide and alcohol.

4. **How did the amount of rising change with the different types of sugar solutions used?** When the yeast didn’t have much sugar with it, it didn’t rise very fast. Sugar helps the yeast rise, and the less sugar that is in the yeast the longer it will take to rise.

5. **What kind of respiration did the yeast carry out in the experiment? Explain.** Anaerobic respiration because there was not any oxygen once the balloon covered the bottle.

==



= = =DNA Replication= This is a hand-drawn picture of DNA replication. It shows the steps of replication and the process.

DNA replication begins with a normal double helix strand of DNA. In the beginning process, the DNA is split in half, creating two templates for the new DNA. Next the ribosomes assemble nucleotides, which are used to match up properly on the DNA strands. Adenine can only match up with Thymine, and Guanine can only match up with Cytosine. At the end of the process, all the nucleotides should be matched accurately, otherwise a mutation occurs. If all goes right, you end up with two new copies of the original strand of DNA.

[]

Telomeres- The long ends at the end of the chromosome.

Okazako Fragments- Where the polymerase of DNA can begin to synthesize a section of complementary strand.

DNA Ligase- Sews the Okazaki Fragments together.

Telomerase- An enzyme that increases telomere to the end of DNA strands.

Cancer- Has the ability to divide itself as many times as it wants, may slow down the aging of tissue and they grow into tumors.

Transplanted Cells- These also have to ability to divide themselves as many times as they want, however they die out.

Cloning- The most famous use of cloning was the sheep, Dolly. They copied the nucleus of her telomeres.

Aging- The changes in an organism over time.


 * Analysis: 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.** The 2 traits that have chosen to discuss is white forelock and a short 2nd finger. White forelock is a dominant trait but is uncommon to be shown in humans. Combined out of the 24 kids that are in our class, there is not a single person that has this trait showing. Having a short 2nd finger is dominant; having a long one 2nd finger is recessive. In our class 8 out of 11 of the girls and a short 2nd finger, and 12 out of the 13 boys have a short 2nd finger.
 * View the data that have been [|collected collaboratively] from all over. You will only be able to compare the traits that are found on the linked site. Obviously, we investigated more traits in class.**

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.** I compared the two academic biology classes and I saw that both classes have about the same results within the two traits labs. My two traits that I chose were only off by a small amount percentage wise comparing the two class results.

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.** 2 other traits that I have chosen to compare are no color blindness and mid digital hair. Not having color blindness is the dominant trait, having it is recessive. Having mid digital hair is dominant while not having it is recessive. In our class not having color blindness was obviously the dominant trait because not a single person in the class was colorblind. In our class, mid-digital hair was not dominant in girls because only 2 out 11 had it, for boys 8 out of 13 had this.

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.** The last trait is I am discussing is free ear lobes, this is a dominant trait but no one in my direct family has this. Both of my parents have free ear lobes and I also have attached ear lobes, being neither of my parents are free, my genotype is rr. My parents genotypes are probably rr rr and Rr rr. On my moms side her mother had free earlobes, which is why my moms was Rr, this is why I think my parent’s genotypes are Rr, rr.

=Medaka Fish:= Day 7 Hatched- media type="file" key="Motic USB Camera7.mov"