Tionna+M

flat = = = = blog: https://podcast.punxsy.k12.pa.us/users/14mcmahan_tionna/ =About Me=

== I am a freshman at phs. In front of new people im extremely shy, but eventually I get over it and i am very outgoing. In my spare time i like to play sports. My favorite sports are softball and boxing. I have been playing softball for five or six years. I have only been boxing for a few months, but I am very passionate about it. I have a dog and a cat at home. My friends are afraid of my cat because he is very large and he likes to growl at people. Science and English are my best subjects. Lastly, school is not exactly my idea of fun.

1. Name – red maple 2. scientific name – acer rubrum 3. Organism that infects tree – tar spots most frequently infect the red maple tree. 4. Provides habitat or food for... (don't guess, research) - 5. Justify classification of tree to related trees - create classification scheme as a class, identify related species – maple trees, sugar maple trees. 6. Commercial use of tree – the production of maple syrup 7. Twig characteristics – they are redish in color and a little shiny. 8. Where tree is found in the world (native to pa?) – it can be found just about anywhere. 9. Draw or find a picture of a drawing of the leaf to show to the class.
 * red maple: **

graph information:
common name: red maple it is deciduous leaf type: simple leaf arrangement: opposite commercial use: maple syrup provides habitat for: insects infected by: tar spots provides food for: white tailed deer Native to PA: yes other info: very easily spotted by color.

poem: 1. Acer 2. Who is Red, full, and beautiful. 3. Who is the brother and sister of the maple and sychamore tree. 4. Who loves swamps, lakes, and all weather conditions. 5. Who feels warmth, cold, and wind. 6. Who needs water, food and sunlight 7. Who gives food, shade, and shelter. 8. Who fears white tailed deer. 9. Who would like to see spring. 10. Who shares its leaves with butterflys and moths as their food source. 11. Who is the red maple. 12. Who is a resident of almost anywhere in the United States. 13. Rubrum.

= Microbe Bacteria =

** 1. ** Coir is found in between the hard, inside shell and the outside shell of the coconut. ** 2. ** It is usually used in mats and sacking. ** 3. ** Yes, because it is made into hay bales and bricks to grow all sorts of other plants to help the environment grow. ** 4. ** ** 5. ** They also use them for ** 6. ** The seed is stripped from the skin of the coconut and it turns into a think layer of fibrous pulp. ** 7. **
 * COIR: **

PLOLYESTER.

1. 2. Polyester used to make ropes because they are very strong fibers.

3. 4. Yes although it locks in stains. 5. Yes but stains are hard to get out of it.

﻿found in wikipedia

=Biomolecules:= =Catalase Activity:=



Chromatography Lab Report:

Not all leaves have the same pigments but it seems like they do all have the chlorophyll. Some of the results had more pigments then us and some had less. Some were also the same color but most of the results had the green at the bottom indicating the presents of chlorophyll. Also, looking at the Rf values from the labs all of the values are not the same. If they were the same they would be relatively around the same area but some are different.

=Light Intensity Activity:=

Wavelength and light intensity is important for photosynthesis because without the light intensity there really wouldn’t be any ATP made in order to store the energy made by photosynthesis. Wavelength is important because its what determines the color pigments of the leaves. The longer the wavelengths the more red shows up in the color and the shorter the wavelengths the more blue shows up. What I learned in this simulation is that the more light and a middle level of wavelength is better to make ATP and support the process of photosynthesis. I also learned that there is more then one color in a leaf, which I did not know before.

this is my data sheet for the light intensity activity.

this is my screen shot of the highest ATP i got.

=Yeast Respiration Lab:=

Our group hypothesized that the more sugar in the sugar solution, the better the bread will be. We figured this because yeast uses the sugar to make the dough rise, which was correct in our lab. Also we figured out that when there is more sugar, it is easier to get the dough to do what you want it to do and it seemed less sticky. The independent variable in this experiment was the way we made the dough, but the dependent variable was the sugar solution inside of the dough. The way we made the dough was the independednt variable because it never changed, we didn’t all put different amounts of everything into it. And the sugar solution was the dependent variable because there was a different amount of sugar in each of the solutions so that did not stay the same. By the way the experiments conclusion turned out, I would say yeast like an environment that is colder because they don’t die, and then the sugar solution changed the results because sugar is what helps the yeast make dough rise. The amount of rising changed in different because we all used a very different solution, like in our groups, Cassi had a high solution and kasey had a low solution and you could definetly see the difference in the way they rised. Lastly, the yeast carries out fermentation in this experiment because in fermentation there is no oxygen and it releases carbon dioxide, and that is what happened here.

Balloon part of the yeast respiration lab: · After ten minutes my step two was partially inflated but not much. The foam is pretty high but it was like that after it was shaken.

· After twenty minutes my balloon hadn’t moved from the inflation of the first ten minutes. The foam level didn’t rise or fall.

= DNA replication project: =

step 1.

step 2.

step 3.

step 4.

step 5.



key.



DNA replication is when two strands of DNA become broken, unravel, and multiply into two different strands of DNA. These five steps drawn out on the Scratch application on our computers explains and shows this.

=Class Traits:= I am going to discuss the trait of dimples and bent vs straight pinky. It is dominant to have dimples and it is also dominant to have a bent pinky. The numbers for the dimples do not really show that it is dominant to have them. Most of the bigger numbers are on the without side for dimples, though some of the schools show that the trait is dominant. The numbers for the bent pinky vs. straight pinky are about half and half. Half of the numbers show its dominance, but also half of the numbers contradict this. As for our class, I will discuss the hitch hikers thumb and free ear lobes. These traits are both dominant and some of the numbers listed for our class show it. For hitch hikers thumb, 3 out of 13 girls were shown to have it and 3 out of 5 boys had it. As you can tell the girl’s numbers do not show its dominance, but the boys numbers do. For free ear lobes the girls showed 11 out of 13 with it, and 4 out of 5 boys were counted with it. These numbers definitely show that this trait is dominant. I have hitch hikers thumb but I do not have free ear lobes. My mother informed me that my grandma and my mother both have hitch hikers thumb, so it would only make sense for my sister and I to have it even if my father does not. None of my family have free ear lobes so it will be likely that even as our family goes on none of my sisters kids or my kids would have free ear lobes unless the father had free ear lobes. If the father had free ear lobes, then the kids would definitely have free ear lobes.