Lauren+G.

flat Blog: https://podcast.punxsy.k12.pa.us/users/14giavedoni_lauren/ = = =About Me.= I'm Lauren. Up there ^^^ is me. I'm an athlete and sports keep me alive. I love basketball and golf, but i also run track. Math is the best subject and i love algebra. My worst subject would be history, because it's really boring. I'm a super big nerd and always have a book in my hands. Penn State is the best college football team. My house is fully decked out in blue and and white, we even have a Yorkie named Nittany. When I grow up, I want to be an architect and move down to Virginia or South Carolina. I love warm weather and I hate being cold. Lastly, my friends mean the world to me. I wouldn't be alive without them. That's a little bit about me, hope you enjoyed. (:

=Butternut (White Walnut)= http://en.wikipedia.org/wiki/Juglans_cinerea https://fp.auburn.edu/sfws/samuelson/dendrology/juglandaceae_pg/butternut_wht_walnut.htm http://www.zoo-m.com/flickr-storm/ by ValerieZinger
 * Tree Common Name || Deciduous or Coniferous || Leaf Type || Leaf Arrangement || Commercial Use || Provides Habitat || Organism that Infects Tree || Provides Food For || Native To PA || Other Info ||
 * Butternut || Deciduous || Compound || Alternate || Baking and making candies, also used for lumber || Chipmunks, Squirrels, and Birds. || Fungus || People and Animals || Yes || Scientific name-__Juglans cinerea__ ||

__Juglans__ Who is soft and short-lived? Who is brother or sister of __Juglans nigra__? Who loves slopes, sun, being alone? Who feels weak, hot, and young? Who needs sun, well-drained soil, and hills? Who gives food, color dye, and furniture? Who fears shade, butternut cankers, and bunch disease? Who would like to see the sun? Who shares its wood? Who is fragile? Who is a resident of Canada and the United States? __cinerea__

=Norway Maple= http://en.wikipedia.org/wiki/Acer_platanoides Common Trees of Pennsylvania book. http://www.zoo-m.com/flickr-storm/ by BACKYard Woods Explorer
 * Tree Common Name || Deciduous or Coniferous || Leaf Type || Leaf Arrangement || Commercial Use || Provides Habitat || Organism that Infects Tree || Provides Food For || Native To PA || Other Info ||
 * Norway Maple || Deciduous || Simple || Opposite || Furniture and Turney || Squirrels, Chipmunks, Birds. || Asian Long-Horned Beetle || People and Animals || Yes ||  ||

=Classification of Marine Bacteria= 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? By opposites. b. What is the purpose of a dichotomous key? To classify an organism. c. What characteristics were used in the steps of the dichotomous key? d. Which bacteria are you most closely related to? Gram negative e. Which bacteria are you most different from? Coccolithophore or Emiliania hialeyi (Any Prokaryotes are different from me.)

=Biomolecules in Foods Activity Results.= I reviewed the results of the following foods; bananas, Cannelini beans, carrots, ground beef, and milk. I chose these so I could see what each different kind of food had in them.


 * __Chart.__**

Questions: What kinds of biomolecules are in each of the food substances you tested? Almost all foods I tested either have proteins or fats. No foods have all the same biomolecules, or even all of them don't have one biomolecule all in common.

Do certain biomolecules have the same catalase reactions? Explain. In my results, there was no correlation between different biomolecules and their catalase reactions. I don't know if I averaged my data wrong, if some experiments went the wrong way, or if there actually isn't a correlation between the two.

What other results did you observe in the class that can be used to make a statement of what you have learned? The other results I found were that each different food group has a different combination of biomolecules. Examples would be that the meats, beans, and dairy products all have protein but fruits and vegetables do not. Also, carrots and potatoes have starch where the fruits don't. So, by this statement, I have learned different food groups have different biomolecules.

=**Catalase Lab Results.**=

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?) My results were that dairy products and beans didn't have a catalase reaction, while fruits, starches, and meats do. I didn't expect beans to not have a catalase reaction because they have protein like meats, but maybe it wasn't the protein that caused the reaction. The connection I can make between temperature and enzyme activity is that when there is a higher temperature there is more enzyme activity and also the presence of catalase is more dominant.


 * 2.**

3. 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. My question is- What is catalase and what is its significance?

Catalase is a very potent catalyst. Catalase can either change a powerful oxidizing agent, like hydrogen peroxide, to water and molecular oxygen or use it to oxidize Phenols, Formic Acid, Formaldehyde, and some alcohols. http://www.catalase.com/cataext.htm

=Chromatography Lab.= Each leaf have different chlorophyll, depending what kind of leaf it is. Some leaves may share a couple of the same pigments, but usually every leaf is different. Leaves have different color pigments in them because each pigment absorbs a different amount of sunlight. The leaf my group worked on was leaf a. The solvent front was 4.5cm. Each pigment front was 1.5cm, so each RF factor was .33cm. The colors were light green, lime green, and yellow. Leaf g had a solvent front of 8cm. The first pigment was green and .2cm for the pigment front. The RF factor was .025cm. The second pigment of plant g was yellow green with a pigment front of 2cm and a RF factor of .25cm. The third pigment front was 4.5cm and .56 RF factor. The color was yellow. These two leaves had the third pigment, yellow, in common. On last example is plant d. The solvent front is 8cm. This plant contained a first pigment of brown, pigment front .5cm, RF-.0625cm. The second color is light green with an RF factor of .13cm and pigment front of 1cm. The third pigment front was 1cm and RF factor of .14cm. The last color was light pink. These results show that leaves have different kinds of chlorophyll and pigments. The different pigments showed that each leaf absorbs a different amount of sunlight to go through photosynthesis.

=Light Intensity.= My light intensity was 100.
 * Wavelength || 400 || 425 || 450 || 475 || 500 || 525 || 550 || 575 || 600 || 625 || 650 || 675 || 700 || 725 || 750 ||
 * # ATP || 4 || 5 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 3 || 5 || 2 || 1 || 1 || 1 ||

Explain the following: Light intensity and wavelength are important for photosynthesis. Light intensity is the amount of sun light that a plant can absorb. This is important because each plant needs a different amount of sunlight for photosynthesis to occur. The wavelength is the color being absorbed in a plant. This is important because different plants have different colors of chloroplasts and each kind of plant absorbs a different color. A plant at a light intensity of 100 will make the most ATP at wavelength of 425 or 650.
 * 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.

Through the simulation, I learned that different wavelengths in a specific light intensity will create different amounts of ATP. If you look at the data table at the top, it will explain this statement.
 * A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well).

=Yeast Respiration Lab.=

My sugar solution was 10%. ten minutes. After ten minutes of the balloon and materials being but together, there was some foam at the top and a little inflation.

twenty minutes. After twenty minutes, the observations made was that the bottle was about half full of foam.

forty minutes. After forty minutes of the experiment was through, the balloon was straight up and it was full of foam to the top.

One Day. The balloon has deflated and there was little foam on the top.

Analysis: 1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class. The balloon with the highest amount of sugar in it, inflated the fastest and highest due to the sugar producing the energy. The balloon with the lowest amount of sugar, took longer to inflate because the sugar didn't give the yeast as much energy.

2. What was the dependent and independent variables in the experiment? Explain. The dependent variable was the amount of sugar in water. The different amounts were 3%, 5%, 7%, and 10%. Each person in the group had a different amount. The independent variable was the amount of yeast. The amount of yeast used didn't change; it was always one gram.

3. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain. Yeasts prefer a warm environment with some sugar, but not too much. From research, I learned if the sugar concentration with yeast is too high and not enough oxygen is present, the yeast will create waste products of carbon dioxide and alcohol. The alcohol then kills the yeast.

4. How did the amount of rising change with the different types of sugar solutions used? Yeast uses oxygen to release the energy from sugar in respiration. The more sugar there is, the faster it will grow and it is more active. Sugar is supplying the yeast with energy. Yeasts don't prefer high sugar concentrations, but when oxygen is short, they will use it. Yeasts then create products like carbon dioxide, which is the same thing that comes out of respiration when our bodies use it. The yeast in the bottle had little oxygen because the bottle was capped over with the balloon. The higher sugar concentrations made the balloon rise up more, and the ones with the smaller sugar concentrations didn't rise as much. Also, the balloons with higher sugar concentrations ended up deflating from the waste products of carbon dioxide and alcohol.

5. What kind of respiration did the yeast carry out in the experiment? Explain. The yeast carried out anaerobic respiration because there was not a presence of oxygen once the balloon covered the bottle.



=DNA Replication Project.=

=Class Traits.= 1. Mountain Brook Junior High Mountain Brook, AL Dimples are a dominant trait, which means that more people are expected to have this trait. Only 3 out of 20 kids have dimples, so 17 do not. This trait is not shown the way you would expect it to be. Mid-Digit Hair is also a dominant trait. Out of the twenty kids at Mountain Brook, only 6 have the dominant trait while 14 do not have mid-digit hair. Both of these traits aren’t displayed as you would think. 2. Both of the traits I reviewed weren’t portrayed the expected way. The dominant trait did not have more people than the recessive. In our class, there are 24 kids and 14 of them have dimples. The dominant trait shows through in this example, but in mid-digit hair, only 10 out of 24 have it. Maybe mid-digit hair will become recessive in the future since not as many people have this trait. It would become less seen or received. 3. In our class, we did more traits than the schools online did. We did PTC paper tasting and what hand is dominant. In PTC paper tasting, not tasting the paper is dominant. 3 out of 11 girls didn’t taste it and 5 out of 13 boys didn’t taste it either. That makes 8 out of 24 people have the dominant trait. Again, the dominant trait is not shown in this activity. Another trait we tested was which hand you are. 9 out of 11 girls are right handed, being dominant. Almost every boy is also right handed, 12 out of 13. 21 out of 24 people in my class have the dominant trait of being right handed. This trait is shown the expected way. 4. I have the dominant trait of crossing my left arm over my right. My parents also have the dominant trait, and so does my brother Conner. My brother Braxton has the recessive trait, and puts his right arm over his left. Those are out phenotypes of this trait. This would have to mean that my parent’s have heterozygous alleles, like Aa. The big A meaning left over right and the little a meaning right over left. My parent’s have to have this because that would be the only possible way Braxton would have the recessive trait (aa). My brother Conner and I’s genotypes could either be Aa or AA because we have the dominant trait, but one of our parent’s could have given us a little a. There was a 75% chance of my parent’s offspring to have the dominant trait and a 25% chance of them to have a recessive trait.