About Me

Hey! My name is Alex and I am 15 years old. I love to hang out with my friends. I come off to be very shy around people I don't really know. I love to listen to music and read. I am a huge sports fan. My favorite sports teams are the PIttsburgh Pirates and Pittsburgh Steelers. I plan to go to college for accounting in the future. Well thanks for looking at my page. Bye!

Blackout Syndrome Conclusion

During the blackout syndrome, we had to use the scientific method. The first step of the scientific method is to identify the problem. The problem in the blackout syndrome was to find out what was causing Troy and Isabella to become suddenly sick. The next step in the scientific method is to find gather information. To gather information we searched Troy’s house and Isabella’s apartment for possible causes of their illnesses. The next step was to form a hypothesis. We formed the hypothesis that the milk from Donnybrook Farms was causing Troy and Isabella to become sick. Next we had to perform an experiment; we performed the experiment by testing both good and bad milk, and tested them at Alanbrooke College. Next we had to collect and analyze data. We analyzed the data by collecting the results of the tests, which were the Petri dishes in the mice cages. Next we had to draw conclusions. From the Petri dishes in the mice cages we could hypothesize that it was the bacterium in the milk that caused Troy and Isabella to become sick.
We also had to repeat the scientific method to figure out what kind of antibiotic was needed to cure this illness. This was the problem we had to define. The next step is to gather information, which we found in Fran’s Black book and from the information in the lab. We formed the hypothesis that Amikacin was the antibiotic we needed. We tested this by trying it on a patient in the lab that had the same symptoms as Troy and Isabella. We found out that this was the correct antibiotic.

I believe that the most important step of the scientific method is identifying the problem. I believe this is the most important step because to go through with the rest of the method you have to identify what is wrong. One thing I didn’t know before this experiment is that using the scientific method helps solve a problem a lot easier than not using it. I also learned that the scientific method can be used in any situation to solve a problem.

Red Maple Information

Name: Red Maple
Scientific name: Acer rubrum
Where is it found: Ranges from the Lake of the Woods on the border between Ontario and Minnesota, east to Newfoundland, south to near Miami, Florida and southwest to east Texas
Organisms that infect tree: Inonotus glomeratu, Necterla, Strumella, and many more
Provides habitat and food for: Moths, Baltimore Bomolocha, Maple Looper, Green-Striped Mapleworm
Twig characteristics: Reddish in color and somewhat shiny with small lenticels
Commercial use: furniture, flooring, cabinetry, paneling, musical instruments, tool handles, cutting boards, boxes
Related trees: Paperback Maple, Nikko Maple, Three-Flowered, Black Maple, Sugar Maple, and anything with maple in it
Coniferous or Deciduous: Deciduous
Leaf type: Pointed lobe
Leaf arrangement: opposite

Live Oak


Characteristics of Life

Activity 1
Reflection: Before I started this activity, my basic understanding of life was just breathing. Which there is more to life than just breathing. Things that make life what it is includes adaptation, gas exchange, ability to reproduce, growing, responding to your surroundings, etc. In my opinion, I believe that elements are hard to classify, as well as bacteria. I also believe organisms such as yeast are hard to classify. Characteristics that are hard to understand are ability to respond to stimuli, maintaining homeostasis, and synthesis.
Activity 2:
Molasses and Water

Molasses and yeast
white- yeast and water, middle- molasses and water, right- molasses and yeast.

What chemical reaction is occurring?
What is inside?
Why is the one brown, when it has yeast, and the white one has yeast too?

1. Why did the bromothymol blue change colors when a classmate exhaled into the test tube?
It changed colors because the classmate was putting carbon dioxide into the bromothymol blue test tube.
2. What does the production of carbon dioxide gas indicate about yeast?
The production of carbon dioxide gas indicates that the yeast is a living organism.
3. How can you be sure that the carbon dioxide gas was produced by the yeast?
You can be sure that the carbon dioxide gas was produced by the yeast because the bromothymol blue is hooked up to the yeast beakers.
4. What does the presence of buds indicate about the yeast?
The presence of buds indicates that the yeast is reproducing.
5. Why were more buds present in one of the mixtures?
More buds were present in one of the mixtures because it had molasses and water in it, this means that molasses reproduces faster.
More buds were present in one of the mixtures because
6. Summarize what you have observed about yeast to classify them as living organisms.
I have observed that the yeast releases carbon dioxide. Since the yeast releases carbon dioxide, you can conclude that the yeast is a living organism.

Additional Questions:
1. How does yeast make dough rise?
Yeast makes dough rise because the enzymes in the yeast and flour cause starch molecules to break down into simple sugars. The yeast then metabolizes the simple sugars and exudes a liquid that releases carbon dioxide and ethyl alcohol into existing air bubbles in the dough.
2. A recipe instructs you to add yeast to warm water not hot. Why?
You don't want to add hot water to yeast because if you add hot water at first to the yeast, it will kill the yeast.
3. Why does a recipe instruct the cook to let the yeast and water stand for 5 minutes or until bubbly?
A recipe instructs the cook to let the yeast stand for 5 minutes or until bubbly because if your yeast does not rise, it isn't good yeast.


Phyla/Class Intro

List of organisms and their characteristics:
: hard outer shell, brown and red color shell, big shell, muscles inside the clam are a yellow color, rough outer shell, shell is held together in the back, lines on the shells
Land Snail: round white shell, brown body, slimy looking body, body is coming out of shell, invertebrate, rough outer shell, antenna looking things on the head
Garden Slug: tan color, long, slimy looking, lighter color underneath, smooth looking, similar body shape to the sea slug, invertebrate, faint white lines on the body, looks like nostrils on the side of its head
Sea Slug: white color, with little red colored things hanging off them, white on the bottom of the slug, rough looking, similar body shape to the garden slug, invertebrate

Similarities: The garden slug and sea slug have similar body shapes. The clam and land snail both have shells. The skin on the land snail and garden slug look similar in color and texture. They are invertebrates.

Questions: Why is the garden slug a lighter color underneath?
What are the things hanging off the sea slug?
Why is the garden slug smooth looking and the sea slug is rough looking?
How many muscles are in the clam?
What is the floppy thing on the upright side of the clam?
How do clams consume food, and exchange gases?
Do they faint white lines on the garden slug serve a purpose, or are they just there?
How do all of theses organisms exchange gases?

Clam: Mollusca
Garden Slug: Mollusca
Land Snail: Mollusca
Sea Slug: Mollusca

Clam: Bivalvia
Garden Slug: Gastropoda
Land Snail: Gastropoda
Sea Slug: Gastropoda

Photosynthesis Webquest:

1. What is photosynthesis?
Photosynthesis is the process in which plants convert energy of sunlight into energy stored in organic molecules like glucose.

2. What types of organisms carry out photosynthesis? List 3 groups.
Organisms that carry out photosynthesis are plants, Cyan bacteria, and Euglena.

3. What is the chemical equation for photosynthesis? What is the translation for the chemical equation?
The chemical equation is 6 CO2 + 6 H20 → C6H12O6 + 6O2. This means that there are six water molecules + six carbon dioxide molecules, yields one glucose molecule + six oxygen molecules.

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?
Water and Carbon Dioxide
b. What are the products of photosynthesis?
Glucose and Oxygen
c. What energy source is needed in the reaction?

5. Consider a plant as the photosynthetic organism.
a. In what part of the plant does photosynthesis occur?
Leaf and leaflets
b. What specific cells are involved?
Plant and bacteria cells
c. What specific organelle is involved?

6. How does the plant get the raw materials needed for photosynthesis to the
plant part where photosynthesis occurs?
They get water from the ground through the xylem. They get air through the stoma in the leaf.

7. What is a stoma and of what value is the stoma to the plant in its efforts
to carry out photosynthesis?
A stoma is a gel like matix that surrounds the thylakoid. The stoma is of value because it is a part of the chloroplast, and chloroplast is the organelle that carries out photosynethesis.

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?
Ribosome-carries genetic material
Thylakoid-where the light reaction or light-dependant reaction takes place
Stroma Lamellae-connect the thylakoid together
Stroma- where the dark reactions take place in the chloroplast
Granum-the stack of thylakoids

9. What is the first part of photosynthesis called and where does it occur?
The first part of the photosynethtic process is called the light reaction. It takes place in the thylakoids.

10. What exactly happens in the first part of photosynthesis?
In this part of the reaction depends on light and they capture and make energy available for the process.

11. What is the second part of photosynthesis called and where does it happen?
This stage is often referred to as the carbon fixing process. It takes place in the stroma. It is called the Calvin Cycle.

12. What happens in the second part of photosynthesis?
In this part carbon from carbon dioxide is “fixed” into the early stages of simple sugars, or carbohydrate molecules.

13. Are the two parts of photosynthesis connected? If so, explain the
Yes, they are connected because the first part makes ATP and NADPH. These are needed in the second stage to reduce the fix of carbon dioxide.

14. Does the chemical equation that you listed in number 3 tell the entire story
of the process of photosynthesis? Why or why not?
The chemical equation in number 3 does not tell the whole story. It does not tell the whole story because it does not explain the light reaction and dark reaction in the photosynthesis process.



Telomers = the end, long parts at the end of the chromosomes, they make sure that the end of various chromosomes in each cell do not become attached to each other

Okazaki Fragments = a section of complementary strands, what newly synthesized DNA begins as

DNA Ligase = stitches Okazaki Fragments together

Telomerase = an enzyme that helps so cells are able to maintain the length of their telomeres

Cancer = most arise from stomatic cells, it has an ability to divide indefinitely, most cancer cells synthesize higher levels of the telomerase through the cell cycle

Transplanted Cells = cells are removed from the patient, then are transformed with gene for the product that the patient was unable to synthesize, the cell is then returned to the patient

Cloning = a nucleus is taken from a cell that was growing in culture, telomeres are shortened

Aging = changes over a period of time

Cell Portfolio

Ecology Issues

Flickr pic by jezingham
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