Sydney+W.

flat Blog: https://podcast.punxsy.k12.pa.us/users/13weaver_sydney/ =About Me= My name is Sydney. I go to Punxsutawney Area High School, and am currently a sophomore. My mother (Alicia), sister (Hope), and father (Sean) all live at home with me. I have three pets, including a dog and two cats. Their names are Mocha (black lab), Tracey, and Zoe (both Calicos). I have a large family, including 28 cousins. I enjoy spending all of the time that I can with all of my family. My current passion is volleyball, and watching all of the different kinds of sports. When I play volleyball, I am a "strong side" hitter, and also a middle hitter. Most of my time is devoted to volleyball, either practicing, playing games, or thinking about how I can do better, or improve. I also love to read many books. My favorite kinds are romance novels, and anything about a teenagers life. The Twilight Saga, Gossip Girl, and Dear John are my favorite books. On the weekends I like to relax with some friends, go to the Friday night football games, and hang out with my family. I attend the Rossiter Church of the Resurrection each Sunday. After high school, I would like to attend college and become a dental hygienist, real estate broker, or teacher. If I do decide to become a dental hygienist, I would like to go to New York University. After I graduate, I would like to get married and start a family of my own.

=Quaking Aspen= //Scientific Name:// Populus Tremuloids Michx //Deciduous or Coniferous:// Deciduous //Leaf Type:// Simple; Toothed //Leaf Arrangement:// Alternate //Commercial Use:// Timber; paper; waferboard; pulp; flooring; matchsticks; toys; playgrounds //Provides Habitat For..:// Ruffled Goose; Woodcock; Deer; Moose //Organisms That Infects the Tree:// Hypoxylon Canker; Shoot and Leaf Bright; Rootrot; Forest Tent Catepillar //Provides Food For..:// Deer; Black bear; Elk; Porcupine; Moose; Birds //Where is Quaking Aspen found?:// Found all over the USA //Twig Characteristics:// Slender; Reddish-brown //Tree Relatives:// Big Tooth Aspen; White Poplar; Chinese Aspen; Common, Swedish, Trembling, or Eurasian Aspen; Grey Polar //Other Info:// The Quaking Aspen can reach up to 60' tall.

=Sassafras= //Scientific Name:// Sassafras Albidum //Deciduous or Coniferous:// Deciduous //Leaf Type:// Simple; Lobed //Leaf Arrangement:// Alternate //Commercial Use:// Tea; Thickening Soup; Buckets; Pots; Furniture; Perfume; Soaps; Medicinal Uses; Barrels //Provides Habitat For..: (All animals mentioned in the food question////)// //Organisms That Infects the Tree:// Moderate Chlorosis Cankers; Leaf Spots; Mildew //Provides Food For..:// Deer; Caterpillars; Butterflies; Turkey; Woodpeckers; Woodchucks; Bunnies; Beavers //Where is Sassafras found?:// Eastern USA //Twig Characteristics:// Green; Resistant to breaking; Medium to thick //Tree Relatives:// White Sassafras; Red Sassafras; Silky Sassafras; Chinese Sassafras; Taiwanese Sassafras //Other Info:// Sassafras can be allelopathic to plants/trees. This means that it can release a chemical to stop other trees from growing so it can grow bigger and stronger.

=Tree Poem= Populus Tremuloides (Quaking) Who is tall, green, and loud Who is the sister of Bigtooth Aspen Who loves deer, elk, and bear Who feels the wind and woodpeckers Who needs sunlight, soil, and water Who gives shade, fruit, and oxygen Who fears the cold, Hypoxylon Canker, and Shoot and Leaf Bright Who would like to see more of his brothers, less lumberjacks, and more sunlight Who shares the fruit that she bears Who is changing colors Who is a resident of the United States Michx (Aspen)

=Classification of Marine Microbes=
 * a.** The chart is organized in a "tree chart."
 * b.** The purpose of the dichotomous key is to find which microbes are a like and different.
 * c.** The characteristics used in the steps of the dichotomous key are your own personal preferences.
 * d.** The bacteria we are most related to are the Elphidum.
 * e.** The bacteria we are most different from are anything under the Prokaryotes.

=Biomolecules Lab=
 * Hypothesis**: I predict that there will be no carbs, a lot of protein and very little fat in milk. For peas, i believe there will be no carbs, a tiny bit of protein, and no fats.
 * Results:**
 * Food: || Benedict's test || Iodine Test || Biuret Test || Sudan V Test ||
 * Milk || no || yes || yes || no ||
 * Peas || no || yes || yes || yes ||
 * Conclusion:** With my results, I can see that what we're putting into our mouths to eat isn't always what we think it is. My hypothesis for milk was not all correct. I predicted that there would be no carbs in milk, but there were some starches. In peas, my hypothesis was wrong in some ways. There were starches in peas, and I predicted there would not be. I also predicted that there would be no fats, but when I tested it, I found out that there are some fats and oils in peas.

1. I tested peas and milk for the lab. When I did Benedict’s test for peas, there was no color change to yellow/orange/red. I then concluded that there were no simple sugars because there was no color change. When I did the same test for milk, the results were the same. As for the Iodine test to test for starch, both milk and peas came out to have some starch in them because the color changed from an orange/brown to a black/blue. When I did Biuret’s test to check for proteins, both milk and peas had protein. I know this because there was a color change from blue to mauve. When I tested for fats and oils with the Sudan IV test, only peas had fats and oils. Milk did not show any color change from a light-red/pink to a deep red where as with peas, as soon as the substance hit the ground up peas it changed to dark red.
 * Questions:**

2. For the catalase lab, milk and peas both had no reaction to all of the hydrogen peroxides (cold, room temperature, and warm). I can conclude from this information that fats and oils do not have anything to do with catalase’s because they would have had a different reaction from one another because peas have fats and oils, while milk does not. Everything else with peas and milk is the same, so they would ultimately have the same reaction.

3. Some other results I observed in the class that can be used are that most of the foods that I hypothesized to have little to know fats or oils, did have them. I can use this information to conclude that we don’t always know what is in the foods that we are eating.

=Catalase Lab = **Hypothesis:** I think that there will be a reaction in the cold, and room temperature hydrogen peroxide. I however, do not think that there will be a reaction in the warm hydrogen peroxide.


 * Results:**
 * || Warm H. P. || Room Temp. H. P. || Cold H. P. ||
 * Milk || no || no || no ||
 * Peas || no || no || no ||

My analysis of my data shows that there are no enzymes in either peas nor milk. I know this because there was no reaction for any of the tests. For everyone else's data, when I analyzed it, I found out that the higher the reaction were most affiliated with the cold and room temperature hydrogen peroxide.
 * Analysis:**

**Conclusion:** My conclusion is that there were no catalase enzymes in the milk and peas, but there were in many other foods. **Question:** I don't understand what a catalase enzyme is. **Answer:** A catalase is an enzyme that helps turn H2O into H2 and O2. http://www.biology-online.org

=Biomolecule Webquest = A. 1. Heat affects the rate of reaction by speeding it up. 2. Surface area affects the rate of reaction by making it harder for they hydrochloric acid to slow down because they can’t move as much. 3. Concentration affects the rate of reaction by making it higher.

<span style="font-family: Arial,Helvetica,sans-serif;">B. <span style="font-family: Arial,Helvetica,sans-serif;">1. Proteins <span style="font-family: Arial,Helvetica,sans-serif;">2. The shape of an enzyme <span style="font-family: Arial,Helvetica,sans-serif;">3. when high temperature or extreme pH values may affect the shape of an enzyme molecule. <span style="font-family: Arial,Helvetica,sans-serif;">4. without an enzyme, the molecules bounce off each other because they cannot meet at the right angle to bond together. With one, the molecules can fit against the enzymes and bond together making a bigger molecule. <span style="font-family: Arial,Helvetica,sans-serif;">5. I think an enzyme helps speed up reaction beside instead of the molecules colliding into each other until they bond, they can easily fit into the enzyme, bond, and leave. <span style="font-family: Arial,Helvetica,sans-serif;">6. Enzymes are particular about reactions because certain molecules must be bonded to work correctly and perform their tasks. If the wrong molecules bonded, they could then cause harm. <span style="font-family: Arial,Helvetica,sans-serif;">7. The shape of an enzyme is important because it distinguishes the function of that specific enzyme. <span style="font-family: Arial,Helvetica,sans-serif;">8. An enzyme is reusable because as two molecules, bond they move along the enzyme as other molecules attach to form a polymer. <span style="font-family: Arial,Helvetica,sans-serif;">9. Heating an enzyme affects the reactions because the heat destroys the shape of the enzyme causing it to mold into a shape that molecules can’t attach to. <span style="font-family: Arial,Helvetica,sans-serif;">10. yes, it will have the same affect because molecules cannot fit into the enzyme anymore. They will not bond unless there is another enzyme that has the same shape.

<span style="font-family: Arial,Helvetica,sans-serif;">C. <span style="font-family: Arial,Helvetica,sans-serif;">1. Dehydration is when smaller molecules form a larger one. During this process a water molecule must be made. Hydrolysis is when you take a larger molecule and break it down into smaller ones, while a water molecule is taken away. <span style="font-family: Arial,Helvetica,sans-serif;">2. From our tabs, molecules such as proteins and carbs go through these processes.

<span style="font-family: Arial,Helvetica,sans-serif;">D. <span style="font-family: Arial,Helvetica,sans-serif;">1. Proteins are made up of amino acids. <span style="font-family: Arial,Helvetica,sans-serif;">2. Condensation is the chemical process in which a protein is formed. <span style="font-family: Arial,Helvetica,sans-serif;">3. Proteins are made from 20 different amino acids, which combine in many different ways. <span style="font-family: Arial,Helvetica,sans-serif;">PICTURE

<span style="font-family: Arial,Helvetica,sans-serif;">E. <span style="font-family: Arial,Helvetica,sans-serif;">1. First, enzymes in the mouth break down the substances in the food we eat. Then, the food enters the stomach, where acid juices enter and carbohydrate digestion begins. Next, the food enters the small intestine where it is to be broken down into glucose, and absorbed into the bloodstream.

<span style="font-family: Arial,Helvetica,sans-serif;">F. <span style="font-family: Arial,Helvetica,sans-serif;">1. Fat is digested by bile that is stored and released from the liver. Emulsification is what breaks down the fat. This process happens in the digestive tract. This is different from carbs because fat is hard to digest. Fats are harder because they do not dissolve in water. They can also form together.

<span style="font-family: Arial,Helvetica,sans-serif;">G. <span style="font-family: Arial,Helvetica,sans-serif;">1. A heart attack occurs when a section of a heart muscle cannot pump blood through because it is either blocked completely or partially. It can be caused by plaque that builds up over time.

<span style="font-family: Arial,Helvetica,sans-serif;">H. <span style="font-family: Arial,Helvetica,sans-serif;">1. Primary structure is the structure of a simple jagged horizontal line with small vertical lines throughout the line. <span style="font-family: Arial,Helvetica,sans-serif;">2. Secondary structure is like the primary structure, except the line is curved. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">3. Tertiary structure is a 3D structure. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">4. Quarternary structure has non-covalent bonds. <span style="font-family: Arial,Helvetica,sans-serif;">

=Chromatography Lab=



====In conclusion from the chromatography lab, I see that not all types of plants have the same kind of chlorophyll. The results for all of the different plants were different in their Rf factors. For example the Rf factor of “plant A” was .33 in it’s first pigment, while the Rf factor of the first pigment in “plant E” was .07. This is just an example from one of the sets of data.====

=<span style="font-family: Arial,Helvetica,sans-serif;">Light Intensity Activity = <span style="font-family: Arial,Helvetica,sans-serif;">



<span style="font-family: Arial,Helvetica,sans-serif;">

is the number of photons (packets of energy) falling on a certain area, within some time interval. The “brightness” of the light.
 * Light Intensity:**


 * 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.
 * Pigment Colors:** A pigment is a material that changes the color of reflected or transmitted light as the result of wavelength-selective absorption. This physical process differs from fluorescence, phosphorescence, and other forms of luminescence, in which a material emits light.

=

 * 2. ** To make ATP, the wavelengths and light intensity have to be at a precise number. Too much or too little of either will not produce ATP which in tern will not able photosynthesis to occur. The above photos show our data to support this conclusion.=====

=Yeast Respiration Lab=



<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class. If you have too much sugar in the solution, the yeast will not rise. If you have less than the amount needed, the yeast will not rise. Another conclusion is that the 3% sugar solution helped the yeast rise the most. The dependent variable is the changed amount of sugar. The independent variables were the water temperatures, amount of flour, and the amount of yeast. The dependent variable was the sugar solution because it changed. The independent variable doesn’t change, hence the reason it was the amount of flour, yeast, and water temperature. An independent variable is the variable that will affect the results of the dependent variable. Yeast prefers a warm, moist environment. The sugar concentration changes the results. The different concentrations affect the amount that the bread rose. If there was too much sugar, the yeast would produce a lot of carbon dioxide and ake the bread rise. If there wasn’t a lot of sugar, the yeast would not produce a lot of carbon dioxide, therefore not making the bread rise. 10% rose in the middle, 7% rose the least, 5% rose the middle, and 3% rose the most. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">The yeast carried out anaerobic respiration because when glycolysis occurred, it changed the two pyruvate from glycolyis into ethanol and CO2 fermentation.
 * 2. What was the dependent and independent variables in the experiment? Explain.**
 * 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?**
 * 5. What kind of respiration did the yeast carry out in the experiment? Explain**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">

=DNA Replication Project=



=Analysis Of 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.
 * I focused in on the class from the Czech Republic. The first trait I chose was dimples. Having dimples is a dominant trait. The numbers in the school in the Czech do not support that having dimples is dominant. There are 171 children total. 92 out of the 171 do not have dimples. This means that there are 79 without. If this supported the idea that having dimples is dominant, the numbers would be reversed or, there could be a greater gap in between them also. The next trait I chose was the ear lobe. Having free ear lobes is the dominant trait, but the numbers once again show that this is not the case. Out of the 171 there are 111 kids that have attached, and 60 that have free. These numbers do not support the dominant traits.**

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.
 * A question I have is why does the data not always support the dominant trait. Mostly all of our traits supported the idea of the dominant trait, but not all of the information in the Spring ’09 data does.**

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
 * A trait that we looked at in class but is not on the website is the “rolling tongue” gene. Twelve out of the thirteen girls in my class can roll their tongue. Three out of the five boys also can. The data says that rolling your tongue is dominant, which in fact, it is. From this, you can conclude that fifteen out of the eighteen kids in my class have the dominant allele. Their genotype would either be Tt or TT.**
 * Another trait looked at was being right handed. Thirteen out of thirteen girls in my class were right handed, along with four out of the five boys. This means that seventeen out of the eighteen kids in my class are right handed. Their genotype would either be RR or Rr.**

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.
 * I do not have any freckles, nor does anyone else in my family. Since freckles are a dominant trait, everyone in my family would have to have the genotype ff. Our phenotypes are “no freckles”. When i get married and have children, I will be giving them the “f” allele in my sex cells because I cannot give them anything else. It depends on the father of the children if they will have freckles or not. If the father has the genotype Ff there is a 50/50 chance that the children will have freckles. If the father has the genotype of FF, then the children will have freckles because he can only give the dominant allele. If he would have the genotype of ff, like me, then our children would not have freckles.**