Lauren+W

toc =About me= I play two main sports softball and basketball. I'm nice fun and caring i have lots of friends and I'm out going. I have one dog her name is Minnie she can jump about 7 feet in the air its outrageous. I babysit a lot i even took a babysitting course i have a weird crazy but fun family. But i have a good life i have people who love and care for me so i really can't complain. I like school because i get to see my friends. But then there's the waking up early and homework and tests but oh well over all school is fun.



=[|My blog:]=

=Blabberize= = =

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=Quaking Aspen=
 * 1) Name: Quaking Aspen
 * 2) Scientific name: __//Populus tremuloides//__
 * 3) Organism that infects tree: The beaver's eat away at the tree's and bird's eat the buds in the winter
 * 4) Provides habitat or food for... (don't guess, research): The bird's eat the bud's in the winter for food and the beaver's chew away at the tree for food.
 * 5) Justify classification of tree to related trees - create classification scheme as a class, identify related species
 * 6) Commercial use of tree: The beaver's will try to eat the tree. The Ruffed grouse and many other birds eat the buds in the winter so they have food. So the Quaking Aspen is a food source during the winter months
 * 7) Twig characteristics: Slender, reddish brown, smooth, shiny, pith white and 5-angled. Buds sharp-pointed, smooth, shiny, often curved inward.
 * 8) Where tree is found in the world (native to pa?): The Quaking Aspen tree is mainly found in the west. But are pretty common in North America.
 * 9) Draw or find a picture of a drawing of the leaf to show to the class.

Other information: The Quaking Aspen is good for burning it in your fire place. It burns quick. The roots of this tree is very powerful. It's powerful enough to knock a tree about 5 times its size and make it fall if the roots want to come up. Most people call this the noise maker tree because when the wind blows it makes a quaking noise they also call it the trembling aspen and the popple. The tree like this is the Big Tooth Aspen. The leaves are a single leaf they are about a inch and a half to three inches round. Buds are 1/4 long.



Information Came from: http://www.dcnr.state.pa.us/forestry/commontr/quaking.htm http://landscaping.about.com/cs/landscapecolor/a/fall_foliage2.htm http://www.cdr3.com/aspen/as00002.htm http://www.extension.iastate.edu/Pages/tree/q-aspen.html

=Willow=


 * 1) Name: Willow
 * 2) Scientific name: //**Quercus phellos L.**//
 * 3) Organism that infects tree: Bees make there nests in this tree its a very cool spot ant the bees get pollen from the leaves and in the bark of the tree.globalbiology - Lauren W
 * 4) Provides habitat or food for... (don't guess, research): bees both live and eat off of the tree
 * 5) Justify classification of tree to related trees - create classification scheme as a class, identify related species
 * 6) Commercial use of tree: It helps make medicine, you can also use it to make crates brooms and many other wood items that you may use. it also can provide your home with energy.
 * 7) Twig characteristics: They are flexible, yellow, droopy, and the black willow tree's twig is easily broken.
 * 8) Where tree is found in the world (native to pa?): No
 * 9) Draw or find a picture of a drawing of the leaf to show to the class.

http://en.wikipedia.org/wiki/Willow Other information from: http://www.bellarmine.edu/faculty/drobinson/WillowOak.asp http://en.wikipedia.org/wiki/Willow http://uptreeid.com/Species/willows.htm

=Create an organism=



On a normal day Alfred goes on the beach and finds the jellyfish that washed ashore and picks them apart. Then he goes to the zoo and takes a bath. After that he goes to the army center and works out since its hard to break his core he decides to join the army. Then he goes to his grandpas farm and squashes cranberries and then he goes home cuddles under his sea shells and goes to sleep.

=Catalase Activity=



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?)

When we put in the hydrogen peroxide nothing at all happened. We all got the same thing because we all put the same amount of hydrogen peroxide and the same amount. And we all got the same result of nothing happened the peas didn't bubble or fizz anywhere. So it was boring because noting happened.

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.

Are catalase and enzymes the same? They basically are the same its just they are orgaic and they make things go faster then the catalase. http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/Bio%20101/Bio%20101%20Laboratory/Enzymes/Enzymes.htm

=Biomolecules=



What kinds of biomolecules are in each of the food substances you tested? In our data that we collected we got that there was

No simple sugar, Starch, No protein, and there are Lipids. But peas 3 and 4 may be different because maybe they thought differently because maybe their peas acted differently to ours.

Do certain biomolecules have the same catalase reactions? Explain.

No they don't because every pea is different because they have different cells and every cell is different. Some cells may have different reactions to things that others may not.

What other results did you observe in the class that can be used to make a statement of what you have learned?

I learned that all cells react differently or that people see things differently then others. Like we saw that there was no change and with peas three and four they saw that they was simple sugars in their food. There might of been but maybe they just saw it wrong. This was continued throughout the proteins also we didn't agree on it but everything we saw the same things on.

=Biomolecules=

A. The added heat makes everything go faster and everywhere They go about the same speed as normal the blue ones kind of line up and the red ones just bounce everywhere but slowly Some more red circles joined and the blue ones do the same thing and they do go a little faster but not as fast as when we turned up the heat.
 * 1) Explain how heat affects the rate of reaction.
 * 1) Explain how surface area affects the rate of reaction.
 * 1) Explain how concentration affects the rate of reaction.

B. Go to the following site:

Proteins The shape of it High temperatures or extreme pH values Without: You have two sugar molecules try to connect but keep hitting off of each other and they will never connect. With: The enzyme allows the simple sugar molecules to come in and this is where they connect. An enzyme might speed up a reaction because of the temperature and the pH levels in the cells Because they need a certain one to take to that particular cell and they don’t want the cell to die so they have to bring back the right medicine so to say It is important because only certain molecules can fit in them and they only need certain ones to survive and make sure everything is in homeostasis If you have other sugar molecules there and it is forming a chain. That is how enzymes are reusable. It melts the enzymes and then the sugar molecules can’t fit in side there for ruining the enzyme. No because all substances have different reactions to things and this could vary with the temperatures.
 * 1) What types of molecules make up enzymes?
 * 1) What determines the function of an enzyme?
 * 1) What is denaturing?
 * 1) Describe how a reaction takes place without an enzyme and then with an enzyme.
 * 1) Explain how you think an enzyme might speed up a reaction.
 * 1) Explain why you think enzymes are so particular about reactions.
 * 1) How is the shape of an enzyme important?
 * 1) Explain how you know an enzyme is reusable.
 * 1) How does heating an enzyme affect its function?
 * 1) Does heating an enzyme always have the same effect when the catalyst needs to act on a substance? Explain.

C. Go to:

Condensation is responsible for breaking down of the big molecules Hydrolysis is when you break polymers apart The biomolecules lab when we tested all of the different foods
 * 1) Explain the difference between hydrolysis and condensation (dehydration).
 * 1) Which molecules from our labs undergo these reactions?

D. They are made of Amino acids and they are the building blocks of them just like cells are the building block of life When the R groups come together includes Glcine Leucine and Lysine
 * 1) What are proteins made of?
 * 1) What chemical process creates the proteins?
 * 1) Describe how proteins are made in detail. Sketch a picture.



E. They go in the mouth and then the small intestine and then the stomach secretes juice and then the digestion continues carbs are broke down to glucose in the small intestine and then absorbed into the bloodstream
 * 1) Describe step by step how your body breaks down carbohydrates. Make sure to specify the function of each organ during the steps.

F. It is combined into a ball structure and then these lipase comes and breaks it down in little pieces and then it gets digested then the bile from the liver attaches on to the fats and gets the even amount of positive and negative charges and this is how they get pushed into water and this is how it is digested. Carbs are broken down and they turn into glucose and fat doesn’t turn into anything and carbs go into the blood stream while the fat doesn’t
 * 1) How is fat digested? How is this different from carbohydrates? Be sure to discuss the organs, substances, and enzyme responsible.

G. They occur when you have a condition called coronary artery disease this is when yo have plaque building in our arteries and they eventually block it and you can’t get blood or oxygen to your brain or any other muscles or organs.
 * 1) How do heart attacks occur?

H.

Describe in your own words using any of the images from the above link and draw a picture that describes proteins (do not copy and paste from images): 1. Primary structure- This is where it look likes a balls are lining up and are getting ready to curl up




 * 1) Secondary structure- Where something is acting as a fabric and they are holding little particles of different elements and they are connected to it


 * 1) Tertiary structure- A ball pit with different colored balls


 * 1) Quarternary structure- Long coiled tubes that are four different colors



=Light Intensity=


 * Homework: ** Create a data table that outlines % maximal ATP, ATP created in your time frame used, light intensity, and wavelength. You can also take screen shots while it is in action and display your data in a graph or other ways if desired

Light Bright


 * || Wavelength || APT% || Time ||
 * 1. || 400 || 65 || 2:00 ||
 * 2. || 425 || 100 || 2:00 ||
 * 3. || 450 || 15 || 2:00 ||
 * 4. || 475 || 7.5 || 2:00 ||
 * 5. || 500 || 7.5 || 2:00 ||
 * 6. || 525 || 10 || 2:00 ||
 * 7. || 550 || 15 || 2:00 ||
 * 8. || 575 || 12 || 2:00 ||
 * 9. || 600 || 20 || 2:00 ||
 * 10 || 625 || 58 || 2:00 ||
 * 11. || 650 || 85 || 2:00 ||
 * 12. || 675 || 27.5 || 2:00 ||
 * 13. || 700 || 5 || 2:00 ||
 * 14 || 725 || 4 || 2:00 ||
 * 15 || 750 || 3 || 2:00 ||

Light Medium


 * || Wavelength || APT% || Time ||
 * 1. || 400 || 32.5 || 2:00 ||
 * 2. || 425 || 50 || 2:00 ||
 * 3. || 450 || 7.5 || 2:00 ||
 * 4. || 475 || 3.8 || 2:00 ||
 * 5. || 500 || 3.8 || 2:00 ||
 * 6. || 525 || 5 || 2:00 ||
 * 7. || 550 || 7.5 || 2:00 ||
 * 8. || 575 || 6 || 2:00 ||
 * 9. || 600 || 10 || 2:00 ||
 * 10 || 625 || 29 || 2:00 ||
 * 11. || 650 || 42.5 || 2:00 ||
 * 12. || 675 || 13.8 || 2:00 ||
 * 13. || 700 || 2.5 || 2:00 ||
 * 14 || 725 || 2 || 2:00 ||
 * 15 || 750 || 1.5 || 2:00 ||

Light Dark


 * || Wavelength || APT% || Time ||
 * 1. || 400 || 0 || 2:00 ||
 * 2. || 425 || 0 || 2:00 ||
 * 3. || 450 || 0 || 2:00 ||
 * 4. || 475 || 0 || 2:00 ||
 * 5. || 500 || 0 || 2:00 ||
 * 6. || 525 || 0 || 2:00 ||
 * 7. || 550 || 0 || 2:00 ||
 * 8. || 575 || 0 || 2:00 ||
 * 9. || 600 || 0 || 2:00 ||
 * 10 || 625 || 0 || 2:00 ||
 * 11. || 650 || 0 || 2:00 ||
 * 12. || 675 || 0 || 2:00 ||
 * 13. || 700 || 0 || 2:00 ||
 * 14 || 725 || 0 || 2:00 ||
 * 15 || 750 || 0 || 2:00 ||

Research background information about
 * light intensity- They have known about it since the 1550’s it is found in star


 * wavelength and energy-energy- actively working wavelength- the distance between peaks of a wave

Explain the following: If you don’t have all that the plant needs you can have problems with how the plant grows like how big or tall it is. Light reaction is when light hits the chlorophyll and it makes more energy, which makes the plant grow. I learned that the darker you go the less activity you have because the light brings heat and the more heat you have the faster things go and the more they produce.
 * pigment colors- This changes the colors of the item
 * 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.
 * A summary of what you learned through the simulation. You can discuss using paragraphs, data tables or pictures (include a brief statement as well).

=Photosynthesis Webquest=

1. What is photosynthesis? When sunshine takes some carbon dioxide molecules out of the air and some hydrogen atoms out of water and shuffles them around inside a bounce of little green chloroplasts inside green plant cells.

2. What types of organisms carry out photosynthesis? List 3 groups. Bacteria, plants, algae

3. What is the chemical equation for photosynthesis? What is the translation for the chemical equation? ** It translates as six molecules of water + six molecules of carbon dioxide =one molecule of sugar + sugar six molecules of oxygen. **
 * 6H2O=6CO2--->C6H12O6+6O2 **

4. Look at your equation in number 3 and answer the following questions: a. What are the raw materials or reactants needed to carry out photosynthesis? Carbon dioxide and water

b. What are the products of photosynthesis? 6 molecules of oxygen and 1 glucose

c. What energy source is needed in the reaction? Sunlight (rays from the sun)

5. Consider a plant as the photosynthetic organism. a. In what part of the plant does photosynthesis occur? Leaves

b. What specific cells are involved? Mesophyll cells

c. What specific organelle is involved? Chloroplast

6. How does the plant get the raw materials needed for photosynthesis to the plant part where photosynthesis occurs? Water through the ground and the carbon dioxide from the air through the leaves

7. What is a stoma and of what value is the stoma to the plant in its efforts to carry out photosynthesis? Stoma- pore that exchanges oxygen and makes carbon dioxide

8. Explore the organelle that is responsible for the process of photosynthesis. What are found inside the organelle and how do these parts aid in the process of photosynthesis? Granna stroma chlorophyll and three membranes. Grana makes up thylakoids (first part of photosynthesis) then light reaction occurs then the stroma is where the second part of photosynthesis dark reaction and then the membrane help in photosynthesis because they have pigments.

9. What is the first part of photosynthesis called and where does it occur? First part is light reaction or light-dependent reaction and occurs in the thlakoids of the chloroplasts.

10. What exactly happens in the first part of photosynthesis? There are some things that happen. Chlorophyll collect energy from the sun and when you add heat molecules move faster water molecules start to break down and hydrogen remains while the oxygen is released into the air. They hydrogen atoms are then used as energy for the ATP enzymes, which is where ATP’s and NADPH’s are made.

11. What is the second part of photosynthesis called and where does it happen? The 2nd part of photosynthesis is light independent or dark reactions and it happens in the stroma of the chloroplasts.

12. What happens in the second part of photosynthesis? First the enzymes take all the left over carbon dioxide and hydrogen from the light reaction process. And it makes its self in sugar fragments, which are only a half of a glucose molecule. The APT’s powers this reaction and NADPH’s that were making in the light reaction

13. Are the two parts of photosynthesis connected? If so, explain the connection. Yes the two parts of it are connected. They are connected by the first part because it required the hydrogen and carbon dioxide from the first part to make the sugars then they are connected yet again since they second par Is powered by the ATP’s and the NADPH’s that were made in the first part. One more way they are both is that they both are in the chloroplasts while it happens.

14. Does the chemical equation that you listed in number 3 tell the entire story of the process of photosynthesis? Why or why not? No it doesn’t because the equations only says the main products of the photosynthesis rather then the whole thing and it said nothing about ATP’s and NADPH’s

=Yeast Respiration Lab=

Before I put the bread on the window seal and before we covered it with the wet paper towel.

After we baked the bread.

Analysis: 1. State 2 clear, concise conclusions derived from the analysis of the results from the experiments in your class. We could of got that the bigger the salt concentration the higher the bread will rise or the smaller it will be. Or like the other way around it could be that the smaller the salt concentration the higher the bread or smaller the bread will be.

2. What was the dependent and independent variables in the experiment? Explain. Dependent variable was the yeast because it depends on the sugar and with our sugar the yeast wouldn’t really do anything and the independent variable is the sugar because you don’t really need anything to make the sugar do certain things.

3. According to the experimental data, what kinds of environment do yeast prefer? How did the sugar concentration change the result? Explain. The yeast prefers a warmer environment with a lot of sugar because the yeast likes the warmer water and the sugar kind of makes the yeast grow. 4. How did the amount of rising change with the different types of sugar solutions used? The higher the solution the higher the bread rose and the bigger the balloon blew up and the volume. And the smaller like the 3 % didn’t rise as much because the yeast doesn’t react as much with less sugar. The sugar is like the food for the yeast the more the sugar the more food the more the yeast rises.

5. What kind of respiration did the yeast carry out in the experiment? Explain. Anaerobic- fermentation because it carries out the alcoholic part of it.

The balloon part of the experiment

At the beginning of the experiment

Half way through the experiment

When we were all done with the experiment Our results for 10% of salt was that the circumference of our balloon was 21 cm while our volume is 301cm

The result for the 3% salt solution (picture from "The why?")

5% salt solution (Picture from "Thugs4life")

=DNA Lab=



What happens in DNA replication and in what phase of mitosis DNA replication happens In DNA replication the DNA splits and then finds the opposite sugar and connects to it so that means instead of having one strand we now have two. This all happens in the interphase in mitosis.

Telomeres- These are segments of DNA that are at the end of the chromosomes Okazaki fragments- synthesizer of a complementary strand DNA ligase- This stitches the Okazaki fragments back together Telomerase- Reproduction cells Cancer- A mutation in the DNA Transplanted cells- Where they take the cells from a person and reproduces them and puts them back into the cell Cloning- Making two of the same things Aging- This checks for mutations in the DNA

=Cell Portfolio=



= = Genetic Disease Research

1. What causes this condition? (There are two ways to look at this one - In terms of DNA, what causes the irregularity, and also, what can trigger this genetic change?) When the egg has an extra side of the chromosome which gives the zygote an extra x so they would have xxy instead of xy.

2. How is it diagnosed? During puberty or when the male is trying to reproduce when the male doesn’t has more breast tissue more then usually not as strong and doesn’t have very much body hair anywhere.

3. Who gets this disorder? Males get this disorder Discuss percentages, subgroups of people, etc. Is the disorder genetic in nature or is it caused by something environmental? They say that one in 500 and 1 in 1,000 males will get this because its not a rare thing and it is caused by nature I would say.

4. What are the symptoms of this disorder? Usually you don’t know if you have this until the male hits puberty or tries to have children went hey go through puberty they have more breast tissue then normal, have a less muscular body, and grow very little facial or body hair. Men normally can’t produce sperm therefore can’t have children and they may have some mental disabilities but they won’t all have it

5.Summarize other information that is important. Males are 20% more likely to get breast cancer then regular males you can have more then two x’s most likely up to 49 with it being the highest and the most dangerous

6. What level is your disorder? Klinefelter Syndrome is in level two which is where the entire chromosomes or large segments of them, are missing duplicated or otherwise altered