Marcus+J.

Blog: https://podcast.punxsy.k12.pa.us/users/13jasso_marcus/

=About me= Hey I'm Marcus. I am a sophomore in Punxsy High school. I enjoy playing guitar, listening to music, and playing video games. When I'm out I'm usually at the movies, Walmart, Sheetz, or a friend's house. When I grow up I want to be an adult.

=1st Tree= Common Name ||= Deciduous or Coniferous ||= Leaf Type ||= Leaf Arrangement ||= Commercial Use ||= Provides Habitat For.... ||= Organism(s) That Infect Tree? ||= Provides Food For... ||= Native To PA? ||= Other Info || http://en.wikipedia.org/wiki/Staghorn_sumac
 * = Tree
 * < Staghorn Sumac ||< Deciduous ||< Compound ||< Opposite ||< Beverages, minor construction, taps for maple syrup ||< Insects, caterpillars, birds, ||< Fungus, bacteria ||< Insects, caterpillars ||< No, Southwest Canada and Northeast U.S. ||<  ||

by Luigi FDV =2nd Tree= = =

http://en.wikipedia.org/wiki/Eastern_hemlock
 * = Tree Common Name ||= Deciduous or Coniferous ||= Leaf Type ||= Leaf arrangement ||= Commercial use ||= provides habitat for... ||= organisms that infect tree? ||= provides food for.. ||= Native to PA? ||= Other info ||
 * Eastern Hemlock || Coniferous || Compound || Opposite || Lumber, railway ties, packaging crates || Insects, birds, caterpillars, spiders || Insects, fungus, bacteria || Insects, caterpillars || No, From northern Minnesota and through Quebec and Nova Scotia ||  ||

by Brian (aka treehugger_007 )

=Classification of Marine Bacteria= = = //Rhodoferax ferrireducens!//

1. Similar to you, this microbe is a bit disorganized. Its cell contents aren’t neatly organized, in much the same way that your socks never manage to find their way into a drawer! //R. ferrireducens// takes your ability to hold your breath one step further — it actually lives without oxygen! You also both share a taste for “eating out” — this microbe feeds on organic material in marine sediments. What’s amazing is that when //R. ferrireducens// breaks down these organic molecules, energy is released that can be harnessed to make electricity to heat our homes and power our light bulbs! So, this powerful little organism could potentially create an environmentally friendly form of electricity.
 * Photo credit:** Derek Lovley, University of Massachusetts.[[image:file:///Users/13jasso_marcus/Library/Caches/TemporaryItems/moz-screenshot.png]][[image:file:///Users/13jasso_marcus/Library/Caches/TemporaryItems/moz-screenshot-1.png]]

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2. a. The Dichotomous Key is organized by finding what facts are most like the subject you are using. b. To help classify microbes neatly, down to great detail. c. Cell organization, preferences of water depth, differences between autotrophic and beterotrophic bacteria, and tolerances to substances. d. Desulfovibrio e. Halobacterium = = =Chromatography Lab=

Plant b – Pigment 1: -Color: Dark green -Pigment font – 1 cm -Rf value is 0.14 Pigment 2: -Color: Light green -Pigment font - .7 cm -Rf value - .1 Pigment 3: -Color: Yellow -Pigment font - .5 -Rf value - .071 Plant f – Pigment 1: -Color: Dark green -Pigment font - .5 cm -Rf value -.125 Pigment 2: -Color: Light green -Pigment font - .5 cm -Rf value - .35 Pigment 3: -Color: Yellow -Pigment font – 2 cm Rf value - .5 Plant h – Pigment 1: -Color: Orange -Pigment font: .5 cm -Rf Value: - .5 Pigment 2: -Color: Yellow -Pigment font: .5 cm -Rf value: - .5 Pigment 3: -Color: Green -Pigment font: 1.5 cm -Rf value: .75

From the information that we received from the lab results, I concluded that different leaves have different pigment colors in them. Although many are very similar like in plant b and plant f, they had the same pigment colors, but different fonts and Rf values. But in plant h it started out orange instead of green and had less amounts of green at the end. The difference in the pigment colors shows that plants have different kinds of chlorophylls.

=Light Intensity=


 * Wave Length ||


 * # of ATP || Light intensity || Time ||
 * 400 || 2 || 40 lux || 1 minute ||
 * 425 || 2 || 40 lux || 1 minute ||
 * 450 || 1 || 40 lux || 1 minute ||
 * 475 || 1 || 40 lux || 1 minute ||
 * 500 || 1 || 40 lux || 1 minute ||
 * 525 || 1 || 40 lux || 1 minute ||
 * 550 || 1 || 40 lux || 1 minute ||
 * 575 || 1 || 40 lux || 1 minute ||
 * 600 || 1 || 40 lux || 1 minute ||
 * 625 || 1 || 40 lux || 1 minute ||
 * 650 || 2 || 40 lux || 1 minute ||
 * 675 || 1 || 40 lux || 1 minute ||
 * 700 || 1 || 40 lux || 1 minute ||
 * 725 || 1 || 40 lux || 1 minute ||
 * 750 || 1 || 40 lux || 1 minute ||

Light intensity is important for photosynthesis because different plants need different amounts of sunlight. For example the light intensity that had 650 wavelength created 2 ATP’s. This means that that plant does well in lower sunlight, since 40 lux light intensity is not much light at all. The amount of ATP a plant can make depends on its living conditions. If a plant is in a tropical area then it receives an abundance of sunlight, so it adapts and does well there, creating and efficient amount of ATP.

=Yeast Respiration Lab=

Analysis: 1. Part 1: When yeast is mixed with other ingredients and warm water, it rises. Part 2: When I mixed the yeast with warm water and the sugar solution, it created bubbles and ethanol which made the balloon inflate. The sugar solution affects this by there being different amounts of oxygen in it. If there is more oxygen, then 2. The dependent variable is the amount of respiration the yeast does. The independent variables are the percent of sugar in the sugar solution, temperature of the water, and the amount of oxygen. 3. The environment that yeast refer is warm with a high concentration of oxygen. The sugarchanged it by there being less or more oxygen available. 4. The amount of rising changed with the different types of sugar solutions used by there being less oxygen available the higher the sugar solution. In order for yeast to undergo fermentation, there must be a lack of oxygen. 5. The yeast carried fermentation, which is anaerobic respiration. Anaerobic respiration occurs when there is a lack of oxygen in an environment.


 * || Sugar solution 3% || Sugar solution 5% || Sugar solution 7% || Sugar solution 10% ||
 * Circumference || 12.7 cm || 10.5 cm || 14 cm || 9 cm ||
 * Radius || 2 cm squared || 1.6 cm squared || 2.2 cm squared || 1.4 cm squared ||
 * Volume || 65.3 cm cubed || 35 cm cubed || 86.9 cm cubed || 22.4 cm cubed ||

Yeast 7%

Yeast 7% after 20 minutes

Yeast 7% after 50 minutes

Yeast 7% after 24 hours

=DNA Replication=



=Class Traits Lab= A trait that is commonly dominant is the hitch hiker’s thumb. In our class traits lab, it showed that 13/24 people had it. In the online table, 17/24 people had it. The numbers show that having a hitch hiker’s thumb is a dominant gene. Also, having free ear lobes is a dominant gene when comparing the results of the class traits lab and the online table. 15/24 people had them in class, and 15/24 had them in the online table. When looking at dimples in the class traits lab, 14/24 students had them. It is a dominant gene in boys however because 9/13 had them, whereas only 5/11 girls had them. So dimples is a dominant gene in boys, but not in girls. Another example is freckles. 6/11 girls had freckles, and only 1/13 boys had them. This means that in girls, freckles is a dominant gene, and in boys freckles is a recessive gene. Neither one of my parents have freckles, and freckles is a recessive gene. This means that their genotype must be either FF or Fa. An example would be if my mom has FF, and my dad has Fa. He may have a recessive allele but the dominant allele took over reproduction. I received FF from my parents.