J+Burkett

flat Blog: https://podcast.punxsy.k12.pa.us/users/13burkett_jaelene/ =About Me= I'm Jaelene and I am a sophomore this year. I go to Punxsutawney Area High School. Before attending the high school, I went to Saints Cosmas and Damian School. Last year I was a very good student and had excellent grades. I hope to keep it that way this year, even with more challenging classes for me. I am very driven to get good grades and I like to study history. Out of all the types of history, my favorite is American History II. I only have one sibling, Jordan, who graduated from Jeff Tech two years ago. Also in my household, I have two dogs, Jester and Coco Belle. My birthday is December 4 and I will be 16 this year. I am currently reading the House of Night Series by P.C. Cast and Kristen Cast. I have read almost all the Sookie Stackhouse novels also. I am a Twilight Saga fan too. = = =Flowering Crab Apple=

 Kingdom: Plantae Class: Magnoliopsida  Order: Rosales  Family: Rosaceae  Genus: Malus
 * Information to find: **
 * 1) Name: Flowering Crab Apple
 * 2) Scientific name: Malus Hopa
 * 3) Organism that infects tree: Japanese Beetles. Diseases--Apple Scab, Fire Blight, Cedar-Apple Rust, and Powdery Mildew.
 * 4) Provides Food for: Malus trees provide food for the larvae of Caterpillars, Moths, and Butterflies
 * 5) Justify classification of tree to related trees: My tree is related to other Malus trees.

6.Commercial use of tree: Mainly used for Landscaping.  7.Twig characteristics: They are light brown/gray. New twigs are dark brown with a red.  8.Where tree is found in the world (native to pa?) Northern Hemisphere, in Europe, North America, and Asia.  9.Draw or find a picture of a drawing of the leaf to show to the class. 7. The tree is Deciduous and the leaf margin is serrated. It is a Simple leaf

Pictures by Me

Malus Who is Brown, Green, and Small Who is related to Malus pumila and Malus baccata Who loves Sunshine, Water, and Soil Who feels Cold in the winter, warm in the summer, and hurt when cut into Who needs Carbon dioxide, Nutrients, and Sunshine Who gives Oxygen, shade, and shelter Who fears Japanese Beetles, Who would like to see an end to the diseases that plague the Malus genus. Who shares fruit for animals and people Who is used for landscaping Who is a resident of North America, Asia, and Europe Hopa

=Fir= Photo by hspauldi
 * Information to find: **
 * 1) Name: Eastern Hemlock
 * 2) Scientific name: //Tsuga canadensis//
 * 3) Organism that infects tree: Hemlock woolly adelgid
 * 4) Provides habitat or food for....: American goldfinch, boreal chickadee, pine siskin and red-winged and white-winged crossbills.
 * 5) Justify classification of tree to related trees - create classification scheme as a class, identify related species:
 * 6) Commercial use of tree: Used to create pallets, boxes, crate, and substandard paper.
 * 7) Twig characteristics
 * 8) Where tree is found in the world (native to pa?): Pennsylvania, Minnesota, Canada.
 * 9) Draw or find a picture of a drawing of the leaf to show to the class.
 * 10) Coniferous, Compound Leaf Type, and Opposite

=Classification of Marine Bacteria=

// Halobacterium salinariumus! // You salty dog! You are // Halobacterium salinariumus //! Like you, this microbe is bit messy. Its cell contents aren’t neatly organized, in much the same way that your socks never manage to find their way into a drawer! Just as you prefer the salty ocean to a freshwater lake, // H. salinariumus // is a halophile (an organism that thrives in super salty environments). In fact, this microbe can be found in the Dead Sea, which is 5 to 10 times saltier than the ocean!

1. View the dichotomous key provided by your teacher. Answer the following: a. How are the steps in the dichotomous key organized? ---By different types of microbes. There is a branch for different types of bacteria and another one for Archaea. b. What is the purpose of a dichotomous key? --You look at an object or organism and compare its traits to the key. c. What characteristics were used in the steps of the dichotomous key? Type of Microbe, Amount of Cells, Environment, and Location or depth on earth or in the ocean. d. Which bacteria are you most closely related to?Methanococcus e. Which bacteria are you most different from? Akashiwo

=Biomolecules=

**Graphs of Foods**
This is the average of biomolecules in the apple. There were seven people who did the tests.

The average of biomolecules in Carrots. Eleven people did the tests on this. Most people had that sugar was absent but i disagree.

This graph shows the conclusion of what type of biomolecules were in this.

Questions
//__What kinds of biomolecules are in each of the food substances you tested?__// We only tested two substances: peas and onion The onion showed that fat was present in it. All the other tests were negative. Peas tested positive for fat/oil and starch. All other tests were negative.

//__Do certain biomolecules have the same catalase reactions? Explain.__// Yes, some of the foods we tested have similar reactions to the hydrogen peroxide. Potatoes, carrots, bananas, and egg yolks all have a level of 1 reaction. Carrots have starch and I believe sugar. Bananas also have these. Potatoes have starch and fat. Egg yolks have protein and fats. The reaction to the hydrogen peroxide depends on what molecules are in it.

//__What other results did you observe in the class that can be used to make a statement of what you have learned?__// Things with a lot of catalase have a higher rate of reaction to all of the hydrogen peroxide. The temperature doesn't really play a roll in this testing. If the food has a lot of catalase, it will react more. When the temperature of the hydrogen peroxide is warmer, it does tend to make things more reactive.

=Catalase Lab= I tested the onion and Heather tested the peas. The onion showed very little reaction to all of the hydrogen peroxides. It became more active when I put the warm hydrogen peroxide in the test tube with it. Things seemed to show more effect with the warm hydrogen peroxide rather than the room temperature and cold hydrogen peroxide. If a food has more catalase in it than other and it is heated up, the reaction will be greater than ones without a lot of catalase.
 * //__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?)__//

This is the averages of each food. I graphed what happened when placed in a test tube and put in room temperature hydrogen peroxide.
 * //__Show the chart that you created.__//

Averages of each food that was in the previous chart, but these were put in warm hydrogen peroxide.

Each food that was in the previous two charts are in this one. I obtained the averages and graphed them.

Why is it that in a warm environment the hydrogen is broken down more than in the cold one? When the environment is warm, it makes the molecules kinetic energy increase. The hydrogen peroxide increases and then the catalase kicks in to decrease it. This turns the hydrogen peroxide into air and water. If enzymes get too hot, the catalase will no longer work. Our bodies produce hydrogen peroxide and it is very toxic, so the catalase must get rid of it in order for us to survive. [] []
 * //__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.__//

=Chromatography Lab= This lab was to show the different pigments in plants. I had plant b for this lab. For this activity, my results did not turn out similar to the other group. I only had one pigment, whereas they had three. My Rf value was .58, the solvent front was 3.4 cm, and the pigment front was 2 cm. The length from the pigment front to the solvent front was 1.4 cm. The Rf is found by taking the pigment front divided by the solvent front. Their data had higher numbers. The pigments from the other groups were dark green, light green, and yellow. Their solvent front was 7 cm. The first pigment had a Rf value of .14 and a pigment front of 1 cm. The second pigment front was .7 cm and had a Rf value of .1. The last pigment had a Rf value of .071 and a pigment front of .5 cm. With this information, I can conclude that all leaves do not have the same chlorophyll, wavelength, or light intensity.

=Light Intensity Activity= If a plant didn't have that much ATP from the wavelength and light intensity, photosynthesis wouldn't occur. When we put the the arrow on the on the last number, ATP wasn't created. No matter what level of wavelength it is on, no ATP is created.

I learned that in order for Photosynthesis to happen, the light intensity has to be very high and the wave length low. This makes a lot of ATP and makes photosynthesis occur. The wavelength is lower and darker and will absorb more light. Plants with green pigments reflect green and Each color needs different amounts of energy.

=Yeast Respiration Lab= The bread after being baked.

This is when the yeast and other products were put in the tube.

This is a picture of the tube after ten minutes. The yeast expanded and was giving off CO2.

This is the tube after 20 minutes. The yeast expanded even more and is now beginning to make the balloon rise.

The balloon has even more CO2 in it after 32 minutes.

After sitting overnight in the classroom, my balloon deflated along with my lab partner's balloons. The somewhat transparent liquid is the water and sugar solution. The substance on the bottom is the yeast

The measurements were:
The circumference of the balloon was 5.5 inches The diameter was 1.75 inches The radius was .8753 inches The volume was 5.61809 Cubic inches

My conclusion is that yeast needs very warm environments in order to expand and give off CO2. Yeast is alive in a sense and when warm water is added to it, yeast becomes active again. Also, the 10% sugar solution was used up quickly by the yeast unlike the lower percentages. The lower percentages were able to keep the balloon suspended longer.
 * State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class.**

The yeast was the dependent variable because it expanded differently and for different time periods. Each person in a group had a different percentage. I had 10% sugar solution. It made the balloon fill up with CO2 faster but it was deflated by the next day. The sugar percentage and flour were the independent variables. Each person had a different solution and each person didn't have accurate measuring.
 * What was the dependent and independent variables in the experiment? Explain.**

It prefers warm environments and lower sugar concentrations. When there was a higher concentration of sugar, the balloon rose faster. When there was a lower concentration, the balloon rose slower but stayed up longer. The sugar acts as energy or ATP and in order for it to rise, it had to release the energy at different times.
 * According to the experimental data, what kind of environment does yeast prefer? How did the sugar concentration change the result? Explain.**

We had 10%, 5%, and 3% sugar solutions. For our group, they all seemed to rise the same. I think our measuring was off because compared to other groups our information isn't the same. The 3% and 5% rose a little higher than the 10% sugar solution.
 * How did the amount of rising change with the different types of sugar solutions used?**

The yeast carried out anaerobic respiration. The yeast went through glycolysis, which doesn't need oxygen unlike aerobic respiration. The yeast gave off CO2.
 * What kind of respiration did the yeast carry out in the experiment? Explain.**

=Respiration Venn Diagram=



=DNA Replication Model Project= These are the steps of DNA replication. The DNA has to unravel itself before it can do anything. This is done by the enzyme Helicase. The nitrogen bases split apart. Strand I gets a new strand II on it to connect the bases. Strand II gets a new strand I for the same purpose. When the bases are bonded together, by primase and polymerase, another enzyme to make the strand whole again. Ligase puts okazaki fragments on the lagging strand(strand II). Two double helices are created now so the new cell can be useful after cell division.

=Class Traits= Traits set people apart from on another. You get your traits from your parents and they got their traits from your grandparents. Certain things may be passed through the family because of dominant and recessive genes. A trait that is dominant and most people have in both 1st and 3rd period biology is having unattached ear lobes. There are forty-two people when you combine the classes. Thirty students have free earlobes. This is a percentage of 71. Out of 24 girls, 15 have unattached ear lobes and this is 61.5%. The boys have 15 people with this trait. There is a sum of eighteen male students. The percentage of boys with free ear lobes is 83%. Another trait that is dominant is hitchhikers thumb. Out of 42 people, 16 students have it. This is 38% of the total amount. 33% of the girls have it and 44% of the boys have the trait. The data that I am comparing the classes’ traits to is Thailand. There are a total of 61 people in the Thailand data. There are two classes of 20 and one of 21 students. Thailand’s data shows that 33 people that have unattached ear lobes. That is 54% of the people. The other 46%, or 28 human beings, have attached ear lobes. The hitchhiker’s thumb trait only has 21 people that carry this trait. The percentage of people with this trait, 34%, is quite small. Overall, both traits seem dominant. The hitchhiker’s thumb seems to be lower within periods one and two. The overseas data has somewhat higher statistics though. Two traits that are not on the list of traits from the website are a short second finger and freckles. I will be comparing the numbers of each against the fact that they are dominant genes. The results for short second finger are 31/42. Approximately 74% of the people have the trait; this includes both boys and girls. 66% of the girls have it and 83% of the boys possess the short second finger trait. For the girls, eight people are lacking it. The boys have three people without a short second finger. When you look at our data, you can see that freckles are not highly popular. 23% of the total have freckles. Including both genders, there are 10 people who have the gene. Nine girls have the trait of freckles and 1 boy has freckles. The girl’s percentage is 21 and the boy’s is 2 percent. Fifteen girls do not have this, along with 17 boys. This makes 32 out of 42 people who lack this gene. The information for the short second finger shows that it is a popular thing. This shows how dominant it truly is. The freckles gene, though, has low numbers. Not many people have it and it seems like it is recessive. Even though a trait is dominant, it does not mean that the trait that will be passed on to a child.

In my family, almost everyone from my grandparents, both sides, to me have a long second toe. My paternal grandfather, though, does not have this trait. My dad has the long second toe because my paternal grandma has homozygous alleles. My uncle has the trait also. By making a Punnett square, you can see that my grandma must have the homozygous alleles. My mother’s mom was either homozygous or heterozygous and the same with my grandfather. If my grandmother was dominant homozygous and my grandfather heterozygous, there is a 50% my mom is homozygous of heterozygous. She must be heterozygous because my brother does not have the trait. Therefore, when her recessive allele is paired with my dad’s recessive allele, you get a recessive trait. From the rest of the possibilities, I can either be dominant homozygous or heterozygous. I do not know because I have not had children yet. When I do, I can look at the genes my husband may have and compare them to the two capabilities I can have.