Angellica+S

flat = About Me =



Blog: []

Like most of the kids my age, I think being a ninja would be the most awesome thing ever. Unfortunately, I'm not. SO! To compensate for that I put up a picture of a chibi ninja. Isn't it the cutest thing you've ever seen?! Besides liking ninjas, I love to read and write. When I'm not doing that I'm playing my flute for my local high school marching band. I am not a fan of sports... unless you want to count band, then I love at least one sport. Now that I've said that, you are probably thinking "Band isn't a sport." If you are then you have probably never been in band camp or seen a collision on the field. Okay, now I'm done rambling and I've told you about myself. So, I hope you find something useful on my wiki!

Oh, and I quote I find appropriate! "A theory is something nobody believes, except the person who made it. An experiment is something everybody believes, except the person who made it." ~Albert Einstein

= =

= Eastern White Pine =



**Common Name:** Eastern White Pine

 **Scientific Name:** //Pinus strobus//1

 **Diseases:** Blister Rust, Procerva Root Rot, Canker Diseases, and Needle Cast. 2

**Habitat for** squirrels, chipmunks, mice, porcupines, deer, rabbits, red squirrels, small birds, pocket gophers, snowshoe hares, white tailed deer, and cottontails. Also provides habitat for black bear cubs, bald eagles, and cavity-nesting wildlife. 3


 * Classification: **This tree is related to Scots Pine because it both trees belong to the pine genus. They also have many common uses and have pine needles.

**Commercial use of tree:** used in all areas of woodworking, cabinets, scrollsaw and craftwork, folk art, and table legs. It is made into lumber, flooring, and wall paneling. Most of the lower grade materials go into pulp, paper, and animal bedding. 5

**Twig characteristics:** slender, orange-brown, smooth or slightly hairy 6

Pinus Strobus can be found in eastern North America; excluding Florida, Mississippi, Louisiana, and Northern Newfoundland. 7

= Devil's Club =



**Common Names:** Devil's Club and Cukilanarpak

**Scientific Name:** //Oplopanax horridus// 8

**Diseases:** Devil's club is not prone to any diseases/pests except common worms and bugs.


 * Habitat for **black bears, which enjoy its berries; white-tailed deer, black-tailed deer, and elk; and salmon, which take shelter in its shadows.[|9]


 * <span style="font-family: 'Courier New',Courier,monospace;">Relative of **<span style="font-family: 'Courier New',Courier,monospace;"> no other students tree, at least to the "family" level of classification.


 * <span style="font-family: 'Courier New',Courier,monospace;">Commercial Use: **<span style="font-family: 'Courier New',Courier,monospace;">Many medicines are made from this plant. It is/was cut up, carved, and sold as spiritual charms among Native Americans. 11

<span style="font-family: 'Courier New',Courier,monospace;">**Twig Characteristics:** As the name suggests, Oplopanax //Horridus// is a horror. Its branches, stems, petioles, and even leaves are covered in sharp, brittle yellow thorns.


 * <span style="font-family: 'Courier New',Courier,monospace;">Devil's club is not native to PA. **<span style="font-family: 'Courier New',Courier,monospace;"> It is found in the Northwestern part of the continent.

= Classification of Marine Biology =

<span style="display: block; font-family: 'Courier New',Courier,monospace; text-align: left;">1. The steps in the Dichotomous Key are organized by opposites. Meaning one choice would be "narrow" and the other would be "wide." <span style="display: block; font-family: 'Courier New',Courier,monospace; text-align: left;">2. The purpose of the Key is to classify and identify an organism. <span style="display: block; font-family: 'Courier New',Courier,monospace; text-align: left;">3. Prokaryotes and eukaryotes, baceria and archaea, solitary and colonial cynobacyris, //Prochlorococcus// and //Synechococcus// <span style="display: block; font-family: 'Courier New',Courier,monospace; text-align: left;">4. //Prochlorococcus Marinus// <span style="display: block; font-family: 'Courier New',Courier,monospace; text-align: left;">5. //Lamprocyclas Maritais//

= Biomolecules in Food =

<span style="font-family: 'Courier New',Courier,monospace;">I tested avocados for protein, simple sugars, starches, and lipids. Tests were also conducted to determine the food's catalase reaction. I also analyzed the test results of milk, onions, carrots, egg whites, and bananas.

<span style="font-family: 'Courier New',Courier,monospace;">My results are as follows in the graphs below.

<span style="font-family: 'Courier New',Courier,monospace;">Presence of substances in food.



<span style="font-family: 'Courier New',Courier,monospace;">Catalase reactions (1 being weakest reaction through 5 being the strongest)

<span style="font-family: 'Courier New',Courier,monospace;">Questions

<span style="font-family: 'Courier New',Courier,monospace;">What kinds of biomolecules are in each of the food substances you tested? <span style="font-family: 'Courier New',Courier,monospace;">Avocado- contain fat and simple sugars <span style="font-family: 'Courier New',Courier,monospace;">Egg whites- contain protein and fat <span style="font-family: 'Courier New',Courier,monospace;">Milk- contain protein, fat, and starch <span style="font-family: 'Courier New',Courier,monospace;">Carrots- contain starch <span style="font-family: 'Courier New',Courier,monospace;">Onion- contain fat <span style="font-family: 'Courier New',Courier,monospace;">Banana- contain simple sugar, starch, and fat

<span style="font-family: 'Courier New',Courier,monospace;">Do certain biomolecules have the same catalase reactions? <span style="font-family: 'Courier New',Courier,monospace;">I believe that certain biomolecules have similar, but not the same reaction. If all biomolecules reacted exactly the same, the tests would not be able to show differing results.

<span style="font-family: 'Courier New',Courier,monospace;">What other results did you observe in the class that can be used to make a statement of what you have learned? <span style="font-family: 'Courier New',Courier,monospace;">Other results that could be used to make a statement are the various reactions to different temperatures of hydrogen peroxide.

=Catalase=

<span style="font-family: 'Courier New',Courier,monospace;">Catalase reactions (1 being weakest reaction through 5 being the strongest). Please note that, due to inexperience making graphs, all bars that represent a number ending in ".5" should be considered the number above and below. Example: 1.5= levels 1 through 2



<span style="font-family: 'Courier New',Courier,monospace;">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?)


 * <span style="font-family: 'Courier New',Courier,monospace;">From analyzing the spreadsheet I learned that not all foods react to catalase of the same temperature. For example, an avocado had a level 4 reaction to cold hydrogen peroxide while the egg white had a level 1 or two reaction. The avocado had the strongest reactions to all of the tested foods graphed above. I didn't find much of this surprising because I wasn't sure what to expect when I started the lab. I can make the connection between temperature and enzyme activity and the presence of catalse in certain foods will be different for all. Enzymes are catalysts for reactions. They basically make them happen. So, knowing that I can say that certain foods have different enzymes that react to different temperatures of hydrogen peroxide.

<span style="font-family: 'Courier New',Courier,monospace;"> 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.

<span style="font-family: 'Courier New',Courier,monospace;">[|1] [|2]
 * <span style="font-family: 'Courier New',Courier,monospace;">Why do all living things need enzymes?
 * <span style="font-family: 'Courier New',Courier,monospace;">Enzymes are used for all chemical reactions in living things. Because of this we would die very early on in our lives. We need the chemical reactions to make all the parts of our body function correctly. They are used to digest food, create RNA and DNA, and other similar jobs.

=Chromotography Lab Report=

<span style="font-family: 'Courier New',Courier,monospace;">My conclusion is that all plants do not have as the same type of chlorophyll, or contain different amounts of one type. I believe this because the different leaves used in the lab show different results. As evidence I supply pigment two of plant A and pigment two of plant H. Plant A not only has a different pigment front, but also a completely different colored pigment.

=Light Intensity Activity=



<span style="font-family: 'Courier New',Courier,monospace;">Wavelength and light intensity are important for photosynthesis because their levels determine the amount of ATP being made. Through this simulation I learned that a medium level light intensity and a long wavelength is ideal for the making of energy in a chloroplast. Different pigment colors need certain wavelengths to make energy so that is how the two are related to photosynthesis.

=Yeast Respiration Lab= <span style="font-family: 'Courier New',Courier,monospace;">Values from left to right: <span style="font-family: 'Courier New',Courier,monospace;"> Circumference:0, 14.3, 14.5, 13.5 <span style="font-family: 'Courier New',Courier,monospace;"> Radius: 0, 2.28, 2.3, 2.15 <span style="font-family: 'Courier New',Courier,monospace;"> Volume: 0, 99.3, 101.93, 83.26

<span style="font-family: 'Courier New',Courier,monospace;"> Lab Conclusions: <span style="font-family: 'Courier New',Courier,monospace;"> 1. Little sugar added to yeast yields little or no measurable carbon dioxide. <span style="font-family: 'Courier New',Courier,monospace;"> 2. Too much sugar can kill or slow down yeast.

<span style="font-family: 'Courier New',Courier,monospace;"> Dependent Variables: <span style="font-family: 'Courier New',Courier,monospace;"> The variable that is measured for change. In this case it was the end volume of the balloon.

<span style="font-family: 'Courier New',Courier,monospace;"> Independent Variables: <span style="font-family: 'Courier New',Courier,monospace;"> The variable that is changed purposely. In this experiment it was the amount of sugar originally added to the yeast.

<span style="font-family: 'Courier New',Courier,monospace;"> Yeast prefers a warm, moist environment. It prefers to have a medium but not high amount of sugar.

<span style="font-family: 'Courier New',Courier,monospace;"> The higher amount of sugar content in the solution, the more rising of yeast.

<span style="font-family: 'Courier New',Courier,monospace;"> The type of respiration that yeast undergoes is anaerobic fermentation. You can tell because oxygen is not required in this form of respiration.

=DNA Replication Model=



<span style="font-family: 'Courier New',Courier,monospace;">Steps of DNA replication:

<span style="font-family: 'Courier New',Courier,monospace; text-indent: -0.25in;">1. DNA Helicase untwists the helix. <span style="font-family: 'Courier New',Courier,monospace; text-indent: -0.25in;">2. DNA “unzips”—nitrogen bases separated by polymerase

<span style="font-family: 'Courier New',Courier,monospace; text-indent: -0.25in;">3. Strand 1 gets new strand 2

<span style="font-family: 'Courier New',Courier,monospace; text-indent: -0.25in;">4. Strand 2 gets new strand 1

<span style="font-family: 'Courier New',Courier,monospace; text-indent: -0.25in;">5. Strands “zip up”—nitrogen bases connected by Ligase

<span style="font-family: 'Courier New',Courier,monospace; text-indent: -0.25in;">6. DNA rewinds into helix

= Class Traits =

<span style="font-family: 'Courier New',Courier,monospace; text-indent: -0.25in;">For this project the first traits I'll be looking at will be earlobes and white forelock. With earlobes, free (or unattached) earlobes are the dominant trait while attached earlobes are recessive. The numbers for this trait agree with this as well, having 15 people in a group of 24 showing free lobes. White forelock's dominant trait is to show the white with not having a white forelock is recessing. However, the numbers show that only 10 people out of 24 have the dominant trait. This means that the recessive trait showed up more often with 14 people in the group. I'm not sure why this happens.

<span style="font-family: 'Courier New',Courier,monospace; text-indent: -0.25in;">The two traits from class that I chose to observe were hitchhiker's thumb and mid-digital hair. In our class, 5/11 of the girls and 5/13 of the boys showed a hitchhiker's thumb. This means that, though hitchhiker's thumb is dominant, more people do not have the right allele to show the trait (since we have 10/24 total people with hitchhiker's thumb). With mid-digital hair, having the trait is dominant. However, the girls did not conform to this, having only 2/11 females with mid-digital hair. The males have 8/13 people with the trait. This means that in our group 10/24 in our class have the trait, making the dominant trait less common.