Sydeny+P.

= = toc

Blog: https://podcast.punxsy.k12.pa.us/users/14phillips_sydney/

=About Me:= Hey my name is Sydney, I am a freshman. Outside of school i like to hangout with friends, listen to music, text, watch TV and play various sports. Some of those are basketball, softball and volleyball. My most favorite sports are softball and volleyball, I've been playing softball for 4 in a half years now and volleyball for 3 years. I also love being outside and enjoying the warm weather. On weekends I am either playing in tournaments or going to the races to watch my parents race cars. Also this summer i went to Outer Banks, NC with my friend for vacation. =Red Maple=

http://www.fcps.edu/islandcreekes/ecology/red_maple.htm
 * Tree Common Name || Deciduous or Coniferous || Leaf Type || Leaf Arrangement || Commercial Use || Provides Habitat for…. || Organism(s) that infects trees? || Provides Food for... || Native to PA || Other info? ||
 * Red Maple || Deciduous || Simple || Opposite || Paper furniture, crates, flooring and railroad tires || Deer, squirrels, and Birds || Honey Mushrooms, and Mossy Maple Polypore || Squirrels, mice, deer, rabbits, insects. || Yes || Typically reaches a height of 50’. ||

=Catalpa= [] [|http://www-pub.naz.edu:9000/~treewalk/catalpa/catalpa.htm] []
 * 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? ||
 * Catalpa || Deciduous || Simple || Opposite || Crates, || Birds, caterpillars ||  || Birds, caterpillars || Yes ||   ||

=Classification Marine Bacteria= By:BioKore

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.

Activity 2:


 * 1. Lamprocyclas maritalis**

2. a. Simple b. To explain Prokaryotes and Eukaryotes. c. Physical. d.Elphidium crispum. e.Synechococcus.

=Biomolecles lab:=

1. The kinds of biomolecules are in each of the food substances that I tested were Apple, Cannelini bean, Avocado, Egg yolk, Liver, and Milk. In apple I found that it was present of simple sugars, but nothing else. Cannelini bean was present to starch, fat, and protein. Avocado was present to simple sugars, and fat. Egg yolk was only present with fat, and protein. Liver was present to simple sugars, fat, and protein. Finally, milk was present to starch, fat, and protein.

2. The biomolecules that I found that had some same reactions were cannelini bean, avocado, egg yolk, liver, and milk. I found that these five all had the presence of fat. Just because though they say that they are present, it doesn't mean that they really are.

3. What I have learned is that all different foods have different reactions, and that some reactions are the same from others.

=Catalase lab:=

2.

1. After looking at the results, I found that everything pretty much stayed the same and not much was changed. To me, I feel that this did not think that the temperature changes the enzyme activity.

3. What is the main goal of a enzyme? An enzyme's goal is to produce in cells that have specific functions. They also help breakdown or add compounds. Too, they help rearrange molecules when necessary to, and they help speed up chemical reactions.

Source: http://answers.ask.com/Health/Diseases/how_enzymes_work

=Chromatography Lab:=

5.

I found that in this lab not all leaves had the same kind of chlorophyll or other pigments. My partners and I found that we had an Rf of pigment 3. In other groups we found that many other had varies of different pigments like, yellows, oranges, and greens. Also we found that not all the leaves had the same kind of chlorophyll. We concluded that all the leaves have different chlorophyll pigments inside the leaves.

=Light Intensity Lab:=

(Nm) || % || Number of ATP ||
 * Light intensity in lux || Wavelength
 * 40 || 400 || 13% || 2 ||
 * 40 || 425 || 20% || 2 ||
 * 40 || 450 || 3% || 1 ||
 * 40 || 475 || 1.5% || 1 ||
 * 40 || 500 || 1.5% || 1 ||
 * 40 || 525 || 2% || 1 ||
 * 40 || 550 || 3% || 1 ||
 * 40 || 575 || 2.4% || 1 ||
 * 40 || 600 || 4% || 1 ||
 * 40 || 625 || 11.6% || 2 ||
 * 40 || 650 || 17% || 2 ||
 * 40 || 675 || 5.5% || 1 ||
 * 40 || 700 || 1% || 1 ||
 * 40 || 725 || .8% || 1 ||
 * 40 || 750 || .6% || 1 ||

1. Wavelength and light intensity is important for photosynthesis because without both of the wavelength and the light intensity you would not have your ATP or the percent maximal of ATP.

2. My data table shows from my simulation what I did. Through the simulation I found that with a larger light intensity with a medium wavelength, you get a bigger number of ATP.

= Yeast Respiration lab: = 1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class.
 * What I found from my results was that between 3%, 5%, 7%, 10% was that the lowest amount of sugar solution was dryer than the highest sugar solution. In conclusion I would say that with more sugar solution the higher inflammation the balloon had.**

2. What was the dependent and independent variables in the experiment? Explain.


 * The dependent variable of the experiment was the circumference of the balloon once it was inflated. The independent varieable was the percentage of the sugar solution, but the amount of inflation depended on the amount of sugar solution was in the tube.**

3. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain.
 * Yeast prefers to live in a warm, wet environment. The sugar concentration changes the results because it changes the growth of the yeast and the nutrients that it gets.**

4. How did the amount of rising change with the different types of sugar solutions used?
 * With the higher sugar solution used, the greater amount the bread rose.**

5. What kind of respiration did the yeast carry out in the experiment? Explain.

=

 * The type of respiration that yeast carries out in the experiment is fermentation because fermentation requires sugar and yeast to produce ethanol. This is what makes carbon dioxide. Then the carbon dioxide is let out into the air and cause things to expand, for example like the balloon.**======

Picture of 5% sugar solution after 24hours. With my balloon though, it got a hole in it over night so the inflation of the balloon did not happen much at all. But, looking at other people's balloons that also had 5% sugar solution they also did not have as much inflation on their balloon along with not as much bubbles in the tube.

Averages of other groups circumferences:

=DNA Replication Model Project:=

Step 1.

Step 2.

Step 3.

Step 4.

Step 1:You have a full stand of DNA that is together still. Step 2: Is when the DNA begins to unwind or "unzip." Step 3: Is when the DNA begins to break off and start to form two new strands of DNA. Step 4: Is when you have the two new strands of DNA.

We would not have DNA if it wasn't for the steps of DNA replication.The DNA starts off as one piece. Then certain enzymes start to break apart or "unzip" the DNA. After that, the DNA then starts to wind itself around to form two new strands of DNA. Finally, the two new strands connect together as one to from two strands of DNA. Interphase is the stage of mitosis where DNA replication occurs.

=Medaka Lab:=

This is stage 19 going on twenty-nine hours. ^

This is stage 24 going on fifty-two hours. ^

media type="file" key="Motic USB Sydney Camera.mov" width="300" height="300" Video of the the beginning stages of having a heart beat. ^

media type="file" key="SYD CLOSE Motic USB Camera.mov" width="300" height="300" Closer up video of the beginning stages of having a heart beat.^

media type="file" key="Motic USB Camera.mov" width="300" height="300" Continuing the process of the blood flow and heart beat. ^ ^Stage thirty of the Medaka egg. Above shows the video of the orange/red blood flow and its heart beat.

Stage thirty-one. ^

media type="file" key="lsdkjfs.mov" width="300" height="300" Video of the blood flow and heart beat. ^



media type="file" key="Motic USB Camera.mov" width="300" height="300" =Analysis for Class Traits:=

Both ear lobed and white forelocks are both dominant traits. What I found from our class traits to the websites class traits were that our class traits had a total of 15/24 and from the website their total was also 15/24 for having a free lobed ear. For a white forelock there were a total of 0/24 that did not have this. From the website though, there were 10/24 people who did have a white forelock. What I found from about from a (dominant) free ear lobed was that if both parents are dominant that there is most likely a 90% chance that you will also inherit this trait. When you have both a dominant and recessive ear lobed trait you have a 50% chance of getting either free lobed or attached, and then if you have both a recessive ear lobed, you have a slim chance for inheriting a free lobed ear. Also what I found from a white forelock was that there is no recessive trait for it. What I would like to know is though, why? Well it is because when a female is heterozygous, don’t carry the white forelock trait, though it might affect their daughter along with their son even though they did not have this trait says this [|website]. From our class traits the total number of boys that were not right handed were 1/13 and the total number of girls that were not left handed were 2/11. The total of the class not having this was 3/ 24. Also from our class traits lab both girls and boys had 4/11 that didn’t have a long second toe. The total of the class not having this trait was 8/24. Both right handed and having a second long toe are both dominant. What I found from being right handed was that about only 1-10 babies will be left handed, and that is because being left handed is recessive and you have only about a 10% chance of getting this trait says an [|article] about being right handed. Did you know that your second big toe is also called a hallux? It is. The one trait that I am going to specifically talk about now is right-handedness. Looking at both of my parents they both were RR and that met for me that the dominant allele of the big R was passed down to me. But, if one of my parent’s alleles were Rr I would have a 50% of being either right handed or left handed or in other words talking about the law of segregation. The genotype would be RR and the phenotype would be right-handedness. My independent assortment was the outcome of what I got from my punit square.