Jamie+B.

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

=About Me= Hi my name is Jamie, I go to Punxsutawney Area School district. I am 16 years old, and i love playing sports. My moms name is Shawnee and my dad is Tom, i have an older brother named Tommy. He goes to Shippensburgh University and plays baseball. I have two animals a cat and a dog, the dogs name is Maggie and we just call my cat kitty. In my spare time i like hang out with family and friends and and watch sports. When I grow up i want to go to college and perhaps play a sport such as baseball. =Pin Oak=


 * 1) ** Name: ** Pin Oak, Deciduous
 * 2) ** Scientific Name: ** Quercus Palustris
 * 3) **Leaf arrangement:** Alternate
 * 4) **Leaf type:** Simple
 * 5) ** Organism that infects tree: ** Oak leaf blister
 * 6) ** Provides habitat or food for... (don't guess, research): ** Squirrel, and chipmunks
 * 7) ** Justify classification of tree to related trees - create classification scheme as a class, identify related species: ** Black Oak, Red Oak, Chestnut Oak, White Oak, and Scarlet Oak.
 * 8) ** Commercial use of tree: ** Median Strip Plantings in the Highway, and Buffer Strips in a parking lot
 * 9) ** Twig characteristics: ** Brown, Green, and Thin
 * 10) ** Where tree is found in the world (native to pa?): ** Eastern North Americ, Yes
 * 11) ** Draw or find a picture of a drawing of the leaf to show to the class. **

=Tree Poem:= Line 1: Pin Line 2: Who is big, tall, and wide Line 3: Who is brother or sister of Black, Red, and Chestnut Oak Line 4: Who loves birds, squirrels, and chipmunks Line 5: Who feels tall, broad, and durable Line 6: Who needs sunlight, rain, and nutrients Line 7: Who gives shade, food to animals, and oxygen Line 8: Who fears insect, leaf blisters, and no water Line 9: Who would like to see more sunlight, nutrients, and trees planted Line 10: Who shares sunlight Line 11: Who is Deciduous Line 12: Who is a resident of P.A. Line 13: Oak

=Redbud=


 * 1) ** Name: ** Redbub, Deciduous
 * 2) ** Scientific Name: ** Cercis Canadensis
 * 3) **Leaf arrangement:** Alternate
 * 4) **Leaf type:** Pinnately Compound
 * 5) **Organism that infects tree:** Bark boring beetles, Japanese weevils, and Wood borers
 * 6) ** Provides habitat or food for... (don't guess, research): ** Hummingbird, and bees
 * 7) ** Justify classification of tree to related trees - create classification scheme as a class, identify related species: ** Royal White, and the Oklahoma Hybrid
 * 8) ** Commercial use of tree: ** Used for flower, for example for a date, very colorful.
 * 9) ** Twig characteristics: **Slender, smooth light brown to gray-brown, with numerous small lenticels.
 * 10) ** Where tree is found in the world (native to pa?): ** It ranges from Oklahoma south through central Texas to northeastern Mexico.
 * 11) ** Draw or find a picture of a drawing of the leaf to show to the class **

Go to the following page and complete the quiz: []
 * Activity 2: **
 * What microbe are you?**

1. When finished take a screen shot, or copy and paste the information about the microbe most like you. 2. View the dichotomous key provided by your teacher. Answer the following: a. How are the steps in the dichotomous key organized? **In a tree chart format.** b. What is the purpose of a dichotomous key? **To find which microbe are alike and different.** c. What characteristics were used in the steps of the dichotomous key? **Personal preferences.** d. Which bacteria are you most closely related to? **Lamprocylas.** e. Which bacteria are you most different from? **Obligate Photo Auto Troph.**

//Lamprocyclas maritalis!//
How charming! You are //Lamprocyclas maritalis!// This attractive microbe is a type of radiolarian that constructs beautiful, complex shells of silica (glass). Like you, //L. maritalis// also stays up late; this microbe actively preys day and night. //L. maritalis// also shares your sense of organization and tidiness. Its cell contents are packaged in organelles; for example, its DNA is neatly contained within a nucleus. Like your straight hair, this microbe has straight extensions from its shell that help protect it from predators.

=Biomolecules= 1= Present 0= Absent Questions: In my food substances apple, ground beef, and carrots. Apple was present for simple sugars, and absent for starch, fat, and proteins. For ground beef it was absent with simple sugars and starch. It was also present for fat and protein. For my last food substance, carrots it was absent with simple sugars, fat, and protein. Carrots were also present with starch. Yes, certain biomolecules will have the same catalase reactions because they are similar things and composed. All of the classes put together their Final Catalase and Final Biomolecues lab results, and I saw that most of the food substances were similar or the same. Some
 * What kinds of biomolecules are in each of the food substances you tested?**
 * Do certain biomolecules have the same catalase reactions? Explain.**
 * What other results did you observe in the class that can be used to make a statement of what you have learned?**

=Catalase=



My results with carrots was that there weren’t many reaction to anything. I was wasn’t really expecting there to be any reactions of anything. I have noticed that there were some foods that had the same results, but most things that had one high reaction, had mostly high reactions. Also, ones that had low reactions mainly had all low numbers. I have also noticed that the temperature of the peroxide and the level of reaction had a positive connection. - How is enzymes found in nearly all living organisms that are exposed to oxygen, where it functions to catalyze the decomposition of hydrogen peroxide to water and oxygen? - Catalase has one of the highest turnover numbers of all enzymes, one molecule of catalase can convert 40 million molecules of hydrogen peroxide to water and oxygen each second. - []
 * 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?) **
 * 1) ** Show the chart that you created. ** ABOVE
 * 2) ** 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. **

=Biomolecules Webquest= A. [|http://www.glencoe.com/sec/science/cgi-bin/splitwindow.cgi?top=http://www.glencoe.com/sec/science/top2.html&link=http://www.educationusingpowerpoint.org.uk/Animations/rates of reaction.html] ** Molecules moves faster ** ** They all separate, and have more area to move in. ** ** They slow down and the red molecules produce more red molecules. **
 * 1) Explain how heat affects the rate of reaction.
 * 1) Explain how surface area affects the rate of reaction.
 * 1) Explain how concentration affects the rate of reaction.

B. Go to the following site: [] ** Proteins ** ** The shape ** ** Makes the enzyme less effective, possibly even useless. ** ** Without the enzyme the reaction cant make the reaction because the molecules need to find the right bond with enzymes. ** ** Lowers the activation energy. ** ** Enzymes are used for only one particular reaction. ** ** So they can do the job they are meant to do. ** ** It’s a catalase, which helps the reaction. ** ** It destroys it. ** ** Yes, it changes the structure forever. **
 * 1) What types of molecules make up enzymes?
 * 1) What determines the function of an enzyme?
 * 1) What is denaturing?
 * 1) Describe how a reaction takes place without an enzyme and then with an enzyme.
 * 1) Explain how you think an enzyme might speed up a reaction.
 * 1) Explain why you think enzymes are so particular about reactions.
 * 1) How is the shape of an enzyme important?
 * 1) Explain how you know an enzyme is reusable.
 * 1) How does heating an enzyme affect its function?
 * 1) Does heating an enzyme always have the same effect when the catalyst needs to act on a substance? Explain.

C. Go to: [] [] ** Hydrolysis is the reaction of breaking down large molecules and water is added. The condensation reaction is the reaction of building up large molecules and water is taken from the chemical reaction. ** ** The molecules that under go this process in our labs were proteins and carbohydrates. **
 * 1) Explain the difference between hydrolysis and condensation (dehydration).
 * 1) Which molecules from our labs undergo these reactions?

D. [] ** Amino acids. ** ** The process that creates proteins is polypeptides, which is a chain of amino acids that then create proteins. ** ** A ribosome catalyzes the reaction between amino acids and bond them through condensation which cause them to form peptide bonds, but lose a water molecule. **
 * 1) What are proteins made of?
 * 1) What chemical process creates the proteins?
 * 1) Describe how proteins are made in detail. Sketch a picture.

E. [] -Describe step by step how your body breaks down carbohydrates. Make sure to specify the function of each organ during the steps. ** 1. **** Enzymes in the mouth and small intestines break down the carbs to make glucose **
 * 1) ** The stomach secretes acids and starts digestion **
 * 2) ** Carbohydrate digestion continues until the environment is too acidic **
 * 3) ** Carbs are broken down to glucose **

F. [] ** Fats and lipids don’t dissolve in water, they tend together into large masses. Enzymes job is to break down fats. **** The same thing happens in salad dressing, when the oil and the vinegar are allowed to separate. This separation of lipid and water reduces the effectiveness of fat-digesting enzymes, which are known as lipase. Without extra assistance the lipases would not have access to most of the fat molecules, and fats would pass through the digestive tract without being digested. fat uses bio. **
 * 1) How is fat digested? How is this different from carbohydrates? Be sure to discuss the organs, substances, and enzyme responsible.

G. [] ** When blood flow to a section of heart muscle becomes blocked. **
 * 1) How do heart attacks occur?

H. []

Describe in your own words using any of the images from the above link and draw a picture that describes proteins (do not copy and paste from images)
 * Primary structure **

=Light Intensity Homework= 
 * Secondary structure **
 * Tertiary structure **
 * Quarternary structure **

Research background information about · ** 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.
 * ** Light Intensity ** - Several measures of light are commonly known as intensity
 * ** Pigment Colors ** - A material that changes the color of reflected or transmitted light as the result of wavelength-selective absorption.

Explain the following: =Chromatography Conclusion= In this lab my partner and I had plant D. The first RF we found was 0.0625. The second was 0.13, and our third RF was 0.14. The color of the first pigment was brown, the second was light green, and the third was light pink. As I looked at all the class’s observations and I noticed that nobody else had done plant D. So I will compare plant D to plant C. The first plant C has the first RF of .33, the second is .556, and the third is .744. The first color is green, the second is light green, and the third color is orange. The second plant C has the first RF of 0.025, second is 0.25, and the third RF is .7444. The color for the first pigment is green, second is a yellow green, and the third pigment is yellow. Finally the third plant C first RF is .5, second is .9, and the third RF is none. The color of the first pigment is light green, second color is a yellow green, and there is no third pigment color. As you can see if you gather all the RF values, you could tell the difference of the leaves. I have noticed that you cannot just go by the color of the leaf, you have to test the RF value figure out the leaf.
 * 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. **Without light intensity, photosynthesis wouldn’t be able to happen. Because in our simulation we set the light intensity to zero. Every one set at zero on light intensity made zero ATP. That meant photosynthesis did not occur.**
 * A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well). **You need the same light intensity and wavelength to make any ATP. If either light intensity or wavelength is to much or to little it will not make ATP and disables photosynthesis.**

=Yeast Respiration lab= == Analysis: 1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class. 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 use 5. What kind of respiration did the yeast carry out in the experiment? Explain.
 * At the beginning**
 * 10 Minutes**
 * 20 Minutes**
 * After 20 Minutes**
 * The next day**
 * To much sugar in the solution, the yeast won't rise. Less amount of sugar needed, the yeast will not rise.**
 * The dependent variable is the changed the 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. **
 * 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. **
 * The yeast carried out anaerobic respiration because when glycolysis occurred, it changed the two pyruvate from glycolyis into ethanol and CO2 fermentation.**

=DNA Replication Model Project= In DNA replication the DNA splits and then finds the opposite sugar and connects to it so that means instead of having one strand we now have two. This all happens in the inter phase in mitosis. //**Photo 1-**// The first DNA double helix unwinds and the second DNA splits. //**Photo 2-**// Now you have a left side and a right side of the DNA molecule. The left gets a new right and the right gets a new left.
 * //Photo 3-//** This shows the two sides coming together to form two strands of DNA. A pairs with T and C pairs with G. DNA polymerase allows the new strands to bond with the original strand.

=Class Trait Analysis= //The two traits that I am comparing from the website is free and attached ear lobes, and dimples. From the info off the website, there are 15 people with free ear lobes. There are also 9 people with attached ear lobes, there is a total of 24 people tested. The dominant trait for this test is, free ear lobes. The next trait that I am comparing is dimples, on the website there are 6 people with dimples and 18 without. There are also 24 total people that were tested. The dominating trait for this test is, without dimples. Of what we learned in class is homozygous is having two matching alleles, and having two different alleles is called heterozygous. There are only two possible alleles for each trait, one for your mom and one from your dad. This is called genotype. Two traits from our class I will compare are freckles and no color blindness. From our class 3 out of 13 girls and 0 of 5 boys had freckles. In our class freckles are a recessive traits. In our class 13 out of 13 girls and 5 out of 5 boys have no color blindness. No color blindness is a dominant trait.//

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