Savanna+H.

= = blog: https://podcast.punxsy.k12.pa.us/users/14hallman_savanna/

=About me !=



My name is **Savanna**!

Yepp thats me up there ^^ with my bestie <3

My best friend is stephanie smith ^^ also in the picture!

I am a freshman at PHS!

One of my favorite things to do is laugh (:

I love playing softball, cheerleading, karate, and hunting!

I enjoy hanging out with my friends and riding fourwheelers!

=Sugar Maple (:= 1.name: sugar maple 2.scientific name: acer saccharum 3.organism that infects tree: defloliators 4.provides habitat or food for...: ( maple syrup ), habitat for birds and rodents and deer 5.justify classification of tree to related trees - create classification scheme as a class, identify related species 6.commercial use of trees: bowling pins, furniture, and musical instruments 7.twig characteristics: shiny, brownish, smooth, sharply pointed terminal bud 8.where tree is found in the world: widely distributed in Ohio and Minnesota Sugar Maple Leaf

=Black Ash (:= information to find: 1.name: black ash 2.scientific name: fraxinus nigra 3.organism that infects tree: anthracnose, rust, and leaf spots 4.provides habitat or food for: birds, squirrels, and chipmunks 5.justify classification of tree to related trees: 6.commercial use of trees: baskets and cabinets 7.twig characteristics: grey with thin scales 8.where tree is found in the world: Ohio 9.

=Sources:=

http://dnr.wi.gov/forestry/treeid/TreePgs/fraxnigra.htm http://www.ag.ndsu.edu/pubs/plantsci/hortcrop/pp697-2.htm#Ash http://ohioline.osu.edu/for-fact/0055.html

=Lamprocyclas Maritalis:=

You are… //Lamprocyclas maritalis!//
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.

Go to the following page and complete the quiz: []
 * Activity 2: **
 * What microbe are you?**

c. What characteristics were used in the steps of the di chotomou s: physical
 d. Which bacteria are you most closely related to: Elphidium crispum  e. Which bacteria are you most different from: Synechococcus

=All Foods:=

There are many different ways that biomolecules work and preform. This shows you how different foods react but to the same thing that happens to them. =Egg Whites:= ==

This graph shows how when you do an experiment different times you can get different conclusions to what happens and the way it happens. Sometimes you get the same reaction but sometimes you get a different one. =Catalase:= This shows the same thing in the upper picture but for a different reason. Different reactions can occur if you do an experiment more than once. All of these are average observations but they should only all be ones. The bubbling could have occured more than it did and it was only a little bit that occured. = = =Over All Biomolecules:= What kinds of biomolecules are in each of the food substances you tested? Some of the egg white experiments had the presence of fat, starch, and proteins. None of them had sugars from what we observed. When I looked up the information on some other food I saw that some foods either had the presence of most biomolecules or they were absent. Such as a banana is absent to sugar but a carrott is present. Do certain biomolecules have the same catalase reactions? Explain.Yes because some foods have the same substances and when you put something in them they could react the same way. What other results did you observe in the class that can be used to make a statement of what you have learned? I have learned that all observations are not always correct even if you do the experiment more than once you can still come out with different conclusions.

=Catalase Lab:= Why does an item bubble when you put hydrogen peroxide in it? Well when you but a substance with hydrogen peroxide, oxygen is released when oxygen atoms have a negative charge, it has a bubbling reaction. This is called oxidation which makes protein molecules break apart so that they can not function. When I experimented this i found that egg whites reacted more in warm hydrogen peroxide other than cold or room temperature. It did not bubble hardly at all in room temperature then the others. This lab helped me to understand why hydrogen peroxide bubbles and that your conclusions do not always come out to be correct. =Links:= http://www.ehow.com/about_6604538_peroxide-bubble-wounds_.html

=Food Processing Essay:= Is Our Food Really As Safe As It Should Be?

The food that we are buying and eating really isn’t as good for you as people say it is. It all begins with what some people call [|mistreating animals], I call it the start of making our meat. This link will tell you about the mistreatment of animals but if we didn’t kill animals how would we have meat? I think that killing animals is the right way to start but just as long as they do not suffer. These links will talk about how slaughter houses, how meat processing is [|dangerous], and how bacteria can be spread. I think that all instruments and utilities should be cleaned many times a day and not used on every other animal. Disease could be spread throughout the animals if one animal has disease then many of them will be contaminated with it if the same utilities are used on all of the animals. When meat is processed, it has to be cleaned and packaged. This is where [|meat inspection] comes into the process. These links will talk about how meat is [|inspected] and how it is not shipped if the meat is not good. After the meat is sent to stores and people are ready to buy it they do not know how many temperature changes it has been through and that it is already half spoiled. These [|links] talk about how [|food borne illness] is caused by meat that has not been packaged right or has taken to long to be purchased. One kind of bacteria that can be infested in the meat is [|E Coli] and when you eat it you can be contaminated, these links will tell you about [|E Coli] and how harmful it can be. I think that meat processing is not taken as seriously as it should be and that people should find a way to make sure no meat is contaminated with any bacteria. People also need to look into what they are eating and what all is being put into their food that they don’t know about or just butchering their own animals to make sure that they are using clean utilities and cooking it right. Food processing can be a very dangerous process if it is not done carefully.

= **Light Intensity Lab:** = Light Intensity is 160 Wave length changes per minute


 * Wave Length || 400 || 425 || 450 || 475 || 500 || 525 || 550 || 575 || 600 || 625 || 650 || 675 || 700 || 725 || 750 ||
 * ATP || 5 || 8 || 2 || 1 || 1 || 1 || 2 || 1 || 2 || 5 || 7 || 3 || 1 || 1 || 1 ||
 * % || 52 || 8 || 12 || 6 || 6 || 8 || 12 || 9.6 || 16 || 46 || 68 || 22 || 4 || 3.2 || 2.4 ||

=Chromatography lab:= = = In the chromatography lab, I noticed that most of the leaves are the same in pigments but some have different colors to come first. The Rf values are all similar but are in a range of decimals. They are all either 1 or lower and the solvent values are all in the same number range. These leaves are all similar in some ways but also have different amounts of different pigments such as some being green while others have orange and yellow and the Rf and solvent values are different. This shows that this group of leaves are different because the pigment 1 colors are different and have different values which shows that the leaves have different chlorophyll pigments in them.

=Light Intensity:= = =  · wavelength and energy: the shorter the wavelength, the greater the energy in the light, the longer the wavelength, the less amount of energy
 * light intensity: obtained by dividing a power or luminous flux by a solid angle, a planar area, or a combination of the two
 * pigment colors: material that changes the color of reflected or transmitted light as the result of wavelength –selective absorption, the colors also absorb every color but their own color, for example green absorbs every color but green

Explain the following:
 * how wavelength and light intensity is important for photosynthesis : From the light intensity lab we can see that we need to most amount of light intensity, this is because photosynthesis needs light to work. Depending on the wavelength there will be different colors that are absorbed. Pigment colors are used in photosynthesis because green chlorophyll is one of the best light collectors and the length of the wavelength tells what colors are in the light.
 * This picture shows a reaction that is quicker and works harder than other reactions. It gets the job done fast and makes ATP quicker than many other reactions [[image:file:///Users/14hallman_savanna/Desktop/bio./photosynthesis/Screen%20shot%202011-01-16%20at%209.40.54%20PM.png]][[image:Screen_shot_2011-01-16_at_9.40.54_PM.png]]


 * This picture shows how the reaction is not very involved with making ATP and is slower than other reactions. [[image:Screen_shot_2011-01-16_at_9.41.43_PM.png]]

=Yeast Lab (:= This was 10 minutes after i put the balloon on the the yeast was first getting active. This was the day after i put all of the variables together and the yeast produced the carbon dioxide.

Analysis:

1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class. Some of the balloons rose and some stayed deflated the ones that rose were in the 10% sugar water because when the yeast fed on sugar water it made carbon dioxide and the gas filled the balloon. The ones without as much sugar did not rise.

2. What was the dependent and independent variables in the experiment? Explain. The independent variables were the flour and the waters because they did not need anything to make them “work” but the yeast was the dependent variable because it feed off of the sugars.

3. According to the experimental data, what kind of environment do yeast prefer? How did the sugar concentration change the result? Explain. They prefer warm and wet areas so the water that was warm helped them become active and then when they feed off of the sugars in the 10% sugar water that is what causes the reaction.

4. How did the amount of rising change with the different types of sugar solutions used? The rising changed because the yeast likes to eat sugar and the water with the more sugar would rise more because they would produce more carbon dioxide.

5. What kind of respiration did the yeast carry out in the experiment? Explain. Anaerobic respiration because the conclusion came out to produce carbon dioxide and in aerobic it required oxygen and this experiment did not use or produce oxygen.

This shows the percentages of the circumferences of the balloons for the yeast lab.

= DNA Replication Project: =

Key: This key shows the bases and what makes up the DNA molecule.

Step One: This shows a picture of DNA that is ready to go through DNA replication.

Step Two: This shows a picture of a DNA strand that is unzipping which is separating the nitrogen bases so they can continue the replication.

Step Three: This shows a picture of the DNA strand still unzipping and more nitrogen bases are connecting with the bases that separated from the other ones but are still connected to the backbone continuing the replication.

Step Four: This is the final step of DNA replication where the strand completely unzips and all the nitrogen bases are connected to other ones forming two strands of DNA. This is the end of DNA replication.

Discription: DNA replication is in stage five of mitosis, otherwise known as inter phase. First the DNA strand begins to unzip separating the nitrogen bases, leaving them without the full DNA strip. The lagging strand is used when the DNA strand unzips. Then polymerase adds nucleotides to an existing strand which also come along with the leading strand. After that, Ligase brings together the Okazaki fragments. The helix is then cut and rejoined. Two DNA strands are formed and that is the end of DNA replication.

=Class Traits:=


 * 1)  Focus in on 2 or more of the traits, whether they are dominant or recessive, and whether the numbers portray them as dominant or recessive. The two traits I chose are dimples and hitchhikers thumb. Dominant is with dimples recessive is without. Dominant is without hitchhikers thumb recessive is with. More people in the United States have a straight thumb other than hitchhikers thumb while more people have dimples other than not having them.
 * 1)  What statements or questions can you make about the data as well as the comparison of data between our classes and elsewhere. Doing additional research here is recommended such as chromosome location, facts about the trait, etc. Hitchhikers thumb trait is located on the X chromosome while dimples is located on chromosome 5. In comparison to the class traits and other research it is the same for dimples being dominant and having more people with dimples. It is also less likely to have hitchhikers thumb that to have it, this also shows in the class traits and other research. Therefore, dominant and recessive traits are able to comprehend which is which by looking at the more likely one. Few people have hitchhikers thumb and few people do not have dimples. This is because of dominance and recessive.
 * 1)  You will also look at 2 other traits not used on the site that we looked at in class. You will need to determine the total of girls that have the trait/don't have and the total of boys that have the trait/don't have. You will also need to determine the total of all who have the trait/don't have the trait. In the end you will need to determine what is dominant and what is recessive (the trait that has the most numbers is not always dominant!). Doing additional research here is recommended such as chromosome location, facts about the trait, etc. Two more traits would be having freckles and crossing your arms. Freckles are dominant and so are crossing your left arm over your right. Freckles are found on chromosomes 4q32-q34.
 * 2)  Discuss your genotype and phenotype with one of the traits and discuss the possible genotypes of your parents/siblings. I am looking that you can identify the possibility of receiving certain alleles from your parents and that you understand the laws of segregation and independent assortment. My genotype is BB for brown eyes so my parent would both have to have a big B. My parents could either have BB or Bb for me to receive BB I had to get a B from both parents. My phenotype is brown due to the law of segregation and independent assortment when chromosome are put randomly and paired. This is how I have brown eyes.