Matt+B

= = = = flat Blog:https://podcast.punxsy.k12.pa.us/users/14burke_matthew/

= = = About Me = __//** Its time to tell you a little bit about myself. I like to ride bmx bikes. I hang out with my friends down at the skate park a lot in the summer time. **//__ __//** I am in to sports. Wrestling and track are the sports right now. I am gonna play soccer in the fall this coming year. **//__ __//** Drums are a big part of my life. I like pounding on something. I play drums almost every day. **//__ __//** Hockey is one of my favorite things to watch on TV. The Pens are my favorite team. **//__ __//** I like challenges. **//__ __//** There is a little bit about myself. **//__

= Hawthorn = // Crataegus // Who is small and has thorns on the twigs Who is brother or sister of Rosaceae Who loves water, insects, and moths Who feels protective, safe, and thorny Who needs food, water, and nutrients Who gives protection, shade, and beauty Who fears saws, humans, and animals Who would like to see sunlight Who shares its environment Who is thorny and protective Who is a resident of PA and Britain // mollis //
 * Hawthorn
 * Deciduous
 * Simple/Alternate leaves.
 * The berries are good for high blood pressure.
 * Provides habitat and food for inch worms.
 * Moths affect the tree.
 * The Hawthorn is a British tree so it is not native to Pennsylvania.
 * Other information is that there are large thorns that stick out from the tree between 1-2 inches.
 * Information from http://www.gardenguides.com/462-hawthorne-tree.html


 * [[image:Hawthorn.jpg width="208" height="156" caption="Hawthorn Tree"]]
 * [[image:0928100939.jpg width="334" height="251"]]

= American Larch =
 * American Larch
 * //Larix larcina// is the scientific name
 * The Larch is attacked by many insects because of its thin bark. The most destructive to this tree is the Larch Sawfly.
 * The Larch is one of the smaller deciduous trees, so it can't withstand everything that the larger trees can.
 * Since the wood is thin, people use it to make snow shoes because it can bend easily. The wood was also used for creating knees for some wooden boats. It is also used for posts, poles, etc.
 * The twigs of the American Larch are a bluish color when the tree is young, eventually this turns to a brown color. The buds are round and dark red.
 * The tree is found in colder areas of the world. It is found mostly on the outskirts of the Tundra.
 * Information from http://www.dcnr.state.pa.us/forestry/commontr/larch.htm
 * Information from http://en.wikipedia.org/wiki/Larix_laricina#Distribution_and_Ecology
 * Information from http://en.wikipedia.org/wiki/Larix_laricina#Distribution_and_Ecology

= Classification of Marine Bacteria = I am //Ruegeria pomeroyi//
 * 1) The key is organized into two main groups (Prokaryotes and Eukaryotes). It then gradually breaks down into smaller groups.
 * 2) The key's purpose is to break down the two major groups (Prokaryotes and Eukaryotes) to make it more organized. It shows all the smaller groups that break off of the two main groups.
 * 3) The characteristics are of the Prokaryotes and Eukaryotes being broken down. They are all the characteristics of the two major groups.
 * 4) I am most related to //Pelagibacter//.
 * 5) I am most different from //Akashiwo//.[[image:Screen_shot_2010-09-22_at_9.20.11_AM.png caption="This is what i'm most different from."]]

= Biomolecules in Foods = ==

Questions: 1. Every food had fat and protein. The apple had everything but starch. The egg white didn't have sugars or starch. The avocado has everything but starch. The peas have everything but simple sugars. 2. Yes certain biomolecules have the same reaction because if would affect them the same way. If it is the same biomolecule, it would have the same reaction. 3. Some other results were the fact that many foods had different results. I know that they may differ. I observed how many of the foods were common and how many were different.

= Catalase Activity =

Questions: 1. I noticed that most are different. It seems that the warmer the substance, the more reaction we see. This doesn't really surprise me. I think we should have tested more than once to know this for sure but we got through it. We can also conclude that different foods react differently. 2. Why do enzymes move slower in warmer temperatures? 3. This is due to the forces being disrupted. This affects the kinetic shape of that enzyme. This only happens when the temperature is too hot. In a moderate to warm temperature, the enzymes move quickly. 4. http://wiki.answers.com/Q/How_does_high_temperature_affect_enzymes http://wiki.answers.com/Q/How_might_temperature_affect_an_enzyme%27s_activity http://en.wikipedia.org/wiki/Enzyme http://www.elmhurst.edu/~chm/vchembook/570enzymes.html

= Chromatography =

Lab Report: My group had plant b. Our first RF value was .14, our second was .1, and our third was .071. I looked at another b and it was different. The first RF value was .58 and they didn’t have any other Pigments. My group’s first pigment was dark green, our second was light green, and our third was yellow. The other b was only light green. I also looked at two c plants. They were exactly the same. Pigment 1 was dark green, had a pigment from of 1.5, a solvent front of 4.5 and had an Rf value of .33. Pigment 2 was light green, had a pigment front of 2.5, solvent front of 4.5 and an Rf value of .556. The third pigment was orange, the pigment front was 3.25, the solvent front was 4.5 and the Rf was .744. This proves that the leaves were the in fact the same. These statements also prove that not all the leaves have the same pigments. Leaf b and c didn’t have the same colors. B had yellow and C had orange. The numbers were different also. You could easily tell the difference between leaves if you ran this experiment.

= Light Activity = Light intensity-the quantity of light that affects how the plant grows. Wavelength-the distance between two points in the same phase Pigment colors-the colors pulled away when mixed with certain chemicals
 * Wavelength || Light Intensity || Amount of ATP || % of ATP ||
 * 450 || 0 || 0 || 0 ||
 * 450 || 20 || 1 || 1.5 ||
 * 450 || 40 || 1 || 3 ||
 * 450 || 60 || 1 || 4.5 ||
 * 450 || 80 || 1 || 6 ||
 * 450 || 100 || 1 || 7.5 ||
 * 450 || 120 || 1 || 9 ||
 * 450 || 140 || 1 || 10.5 ||
 * 450 || 160 || 1 || 12 ||
 * 450 || 180 || 1 || 13.5 ||
 * 450 || 200 || 1 || 15 ||
 * 650 || 0 || 0 || 0 ||
 * 650 || 20 || 1 || 8.5 ||
 * 650 || 40 || 1 || 17 ||
 * 650 || 60 || 2 || 25.5 ||
 * 650 || 80 || 2 || 34 ||
 * 650 || 100 || 2 || 42.5 ||
 * 650 || 120 || 3 || 51 ||
 * 650 || 140 || 3 || 59.5 ||
 * 650 || 160 || 3 || 68 ||
 * 650 || 180 || 4 || 76.5 ||
 * 650 || 200 || 4 || 85 ||

Wavelength and light intensity are important in photosynthesis because they determine what colors are most effective in plants. They determine what amount of light effects what color of that plant. I learned in this experiment how the changes of light intensity and wavelength effect photosynthesis. I learned how those two things make a major part in making ATP.

=Yeast Respiration Lab=











1. 1st, after tasting all the breads, I found out that the more sugar solution you put in, the better the bread tastes. Brandon Cressley had 5% and his bread tasted pretty dry and dull. Jon Voss had 7% and his bread was still dry but it had a little more taste to it. Tyler Young had 10% and his bread wasn't so dry. It also had the most taste to it. For the other experiment, the more solution you had, the bigger the balloon got. 2. The independent variable was the amount of yeast. The amount of yeast didn't change throughout the experiment. It stayed 1 gram the whole time. The dependent variable was the amount of sugar solution. This changed for each little glass. There was 3%, 5%, 7%, and 10%. 3. Yeast prefer to live in a warm environment. The sugar solution affects this because it affects the growing of the yeast and how the yeast will turn out when made into bread. 4. It seems that the more sugar solution used, the more the yeast rose when set. 3% was flatter than 5%, 5% was flatter than 7%, 7% was flatter than 10%. 5. Yeast went through anaerobic respiration because we cut off the oxygen when we made it. It grew without the presence of oxygen.
 * Amount of Solution || Amount of Time || Balloon Inflation || Amount of Bubbles ||
 * 3% || Beginning || None || Little ||
 * 3% || After 10 Mins || None || Greater ||
 * 3% || After 20 Mins || None || A Great Amount ||
 * 3% || After 1 day || Very Little || The most bubbles ||

=DNA Replication Model=

Normally DNA is twisted but it was hard to do that in scratch.

Step 1: Step one you have a full strand of DNA. Step 2: Step two is when the DNA is starting to be "unzipped". Step 3: Step three is when the "unzipped" DNA starts to branch off and form 2 new DNA. Step 4: Step four is when you now have two new strands of DNA.

DNA replication is how DNA is reproduced. The DNA starts off as one. Certain enzymes then start to break apart or "unzip" the DNA. Okazaki fragments are formed. They are the two separate breakings in step 2 when the new strands are not completely formed. After that, the DNA starts to wind around and form two new strands of DNA. After that, the two new strands connect and form two full strands of DNA. This occurs in S phase of mitosis which is part of the interphase.

=Class Traits= 1. I am focusing on the traits long second toe, and being right handed. Both are dominant. Having the long second toe and being right handed are dominant traits. 7 out of the 11 girls and 7 out of the 13 boys in our class have a long second toe. That means that the majority of both do have the long second toe. The trait portrays as dominant. 9 out of the 11 girls and 12 out of the 13 boys are right handed. This means that the majority are right handed. Being right handed also portrays as a dominant trait. 2. After looking at the other class period, the majority of the girls did have the long second toe, but the boys didn't. All of the girls in 1st period are right handed and 4 out of the 5 boys are. This means that being right handed is indeed a dominant trait. The long second toe is dominant, but it may not always show up that way. It is said that only 13-30% of humans are left handed. This states that right handedness is very common. I can conclude that most people are right handed which makes sense because being right handed is the dominant trait. I can also conclude that even though having the long second toe is the dominant trait, it doesn't mean the it is more common. Yes the majority of the two classes had the long second toe, but in 1st period, the majority of the boys didn't have the longer second toe. 3. The two traits I am going to look at are the brown pigmented iris and the rolling of the tongue. In our class, 6 out of the 11 girls and 9 out of the 13 boys had brown pigmented irises. In the other class, 12 out of the 13 girls and 3 out of the 5 boys had the brown pigment. In our class, 9 out of the 11 girls and 10 out of the 13 boys could roll their tongue. In 1st period, 12 out of the 13 girls and 3 out of the 5 boys could roll their tongue. There are 24 total girls in both classes and 18 out of the 24 had brown pigmented iris. There are 18 total boys in both classes and 12 out of the 18 had brown pigmented iris. The brown pigmented iris is a dominant trait and these results show it. Out of the 24 girls, 21 could roll their tongue. Out of the 18 boys, 13 of them could roll their tongue. This trait is also dominant. It indeed shows by these results. 4. I am going to use the arm crossing trait for my parents and my siblings. If your left arm folds over right, you are dominant. If your right folds over your left, you are recessive. I am going to use R and r as the example. My mom and dad are both dominant and must have Rr in order for my sisters to be the way they are. Both of my sisters are recessive. That means that they have to be rr. I am dominant but I could be RR or Rr. It all depends on how the traits are passed. = =