SURPRISE, SURPRISE!

Okay, so apparently my test standards don't count for SPs...soooooo here is a new assignment that I want graded for SP4.

SP4 - HERE

I used my transpiration lab. Hopefully this will still count because, as I said before, I was not aware that test scores did not count for standards.

STANDARDS

Okay, so here are where you can find my standards for this semester. I have not received my Unit 10 test results yet, therefore I do not know if there are standards that I could use from there, but here is what I was able to come up with.

SP3 - HERE

SP4 - I received a 1 on the Unit 8 test for this standard.

SP5 - (HERE) I received a 3 on this standard on the Unit 8 test, so I will show my understanding of my errors and explain the concepts.

#28 and #29 are both questions that have to do with Hardy-Weinberg and Mendelian Genetics.

28. In a population of squirrels. the allele that causes bushy tail (B) is dominant, while the allele that causes bald tail is recessive (b). If 64 of the squirrels have a bushy tail, what is the frequency of the dominant allele?

I said the frequency was 0.8, but I was completely wrong. The frequency is actually 0.4 and this can be proven using the Hardy-Weinberg concept. In Hardy-Weinberg problems, the equation  p² + 2pq + q² = 1. In this equation, p equals all of the alleles in individuals who are homozygous dominant (BB) and half of the alleles in people who are heterozygous (Bb) for this trait in a population, and q equals all of the alleles in individuals who are homozygous recessive (bb) and the other half of the alleles in people who are heterozygous (Bb). Because there are only two alleles in this question, the frequency of one plus the frequency of the other must equal 100%. In other words, p + q = 1. That means that p = 1-q. In this problem, we are looking for the dominant allele, which is p. So we know that 64 squirrels have bushy tails. And the frequency must equal 100%, so we subtract 64 from 100 to get the number of squirrels with bald tails, which ends up being 36. 36 is q squared, therefore we must square root 36 and we get 0.6, which is just q. Now we have q, so we can plug that into p + q = 1 or p = 1-q, and we discover that p equals 0.4. Therefore, the frequency of the dominant allele is 0.4. 

29. A llamas coat color is controlled by a gene that exists in two allelic forms. If a homozygous yellow llama is crossed with a homozygous brown llama, the offspring have gray coats. If two gray-coated offspring were crossed, what percentage of their offspring would have brown coats?

Okay, for this one, I said that 0% would have brown coats, but I had originally chosen 25%. I guess I just second guessed myself. But anyway, the cross between the two gray offspring can be done on what is called a Punnett square. 

 Basically, this is what I first drew and then I second guessed myself and changed my answer. As you can see, 1/4 of the offspring would have brown coats, 25%.

This might also be able to go under SP9 (HERE).

SP6 - HERE

SP7 - HERE

SP8 - HERE

SP9 - (HERE) As I mentioned before, I believe I can use my explanation for standard 5 to get my   standard 9, as well

I also have HBs that I need standards for:

WebbHB5/2 - I can construct models that connect the movement of molecules across membranes with membrane structure and function.DIFFUSION (HERE)

I received a 4 for this standard on the Unit 5 test, so allow me to explain what I did wrong and show my understanding for this topic.

The questioned explained that hospital patients are often given intravenous gluids (IVs) to maintain proper levels of water and salts in the body. Great care is used in preparing these solutions. If a manufacturer accidentally prepared a batch of I V fluid that contained much more than the usual amount of salt, harm to the patient could result. The most likely effect on a patient if this incorrectly prepared IV fluid was used is that _________________.

I said that water would move into body cells and cause them to burst, but the actual answer is that water would move out of the body cells and cause them to dehydrate. Obviously, this is the correct answer because obviously salt can cause dehydration. I obviously did not read the question correctly. When the body consumes to much salt, excess salt absorbs the body's water content, causing dehydration. 

WebbHB7/1 - I can use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. CELLULAR RESPIRATION (HERE)

I received a 3 for this standard on the Unit 7 test. Please allow me to explain what I did wrong and show my understanding for this topic.

Okay, so basically everything I got incorrect on this test involves cell respiration. Therefore, I am just going to explain the whole process of cell respiration.

The first stage is glycolysis, which occurs with oxygen. Basically, a six carbon sugar, glucose, is split into two molecules of a three carbon sugar. During this process, 2 molecules of ATP, 2 molecules of pyruvic acid and 2 NADH are produced. When there is no oxygen, glycolysis allows cells to make small amounts of ATP. This process is called fermentation. The second stage is the Krebs Cycle, which occurs only when there is oxygen; however, it does not use oxygen directly. During this stage, several compounds with the capability of storing electrons are produced, as are 2 ATP molecules. These compounds, known as NAD and FAD, are reduced in the process. These reduced forms carry the electrons to the next stage, which is the electron transport. This stage does require the use of oxygen directly. The electron transport "chain" is a chain of electron carriers in the membrane of the mitochondria in eukaryotic cells. Throughout this stage, the electrons are passed to oxygen. In the process, a gradient is formed, ultimately producing ATP. Yay!

I was able to illustrate cellular respiration through the Pineapple and Jello lab, which is on my website. Click on the "HERE" above. 

WebbHB8/2 - I can construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.HORMONES (HERE)

I received a 2 on the Unit 8 test. Plus, I have my podcast on thyroid hormones under this standard on mys website.

WebbHB9/1 - I can evaluate the evidence for the role of group and individual behavior on individual and species’ chances to survive and reproduce. ANIMAL BEHAVIOR (HERE)

My pill bug lab is under this standard on my website. 


I have not received the results for my Unit 10 test; therefore, I do not know if I need any standards for unit 10. When I find out, I will add on to this post. 

Plant Transpiration

1. Describe the process of transpiration in vascular plants.
1. Transpiration is the process in which vascular plants gain nutrients and lose excess water/moisture. 
2. Describe any experimental controls used in the Investigation.
1. The amount of time 
3. What environmental factors that you tested increased the rate of transpiration? Was the rate of transpiration increased for all plants tested?
1. Temperature, heat, light, and wind. 
2. Yes, the rate of transpiration was increased for all plants.
4. Did any of the environmental factors (heat, light, or wind) increase the transpiration rate more than the others? Why?
1. Yes, the wind from the fan increased the transpiration rate more than the others, probably because 
5. Which species of plants that you tested had the highest transpiration rates? Why do you think different species of plants transpire at different rates?
1. Rubber plants had the highest transpiration rates. 
2. Maybe because they come from different environments.
6. Suppose you coated the leaves of a plant with petroleum jelly. How would the plant's rate of transpiration be affected?
1. The process of transpiration would completely stop, stopping the loss of water.
7. Of what value to a plant is the ability to lose water through transpiration?
1. Because water has cohesion between molecules it is drawn up when the water evaporates, carrying any dissolved nutrients upwards with the water. Having the ability to draw water and nutrients upwards to the leaves allows plants to spread the leaves to intercept more sunlight. Transpiration raises the air humidity and moderates the daily change in temperature.

Table

3.6	7.5	6.6	4.0
0.9	6.0	3.9	3.0
2.9	4.6	4.1	3.0
4.1	7.7	6.0	3.9
1.8	5.1	3.2	2.1
1.2	4.7	5.8	2.4
4.9	8.4	6.8	4.3
3.3	6.1	4.9	2.5
4.2	7.6	6.1	3.2

Those hormones that plants have

1. Auxin - a class of plant hormone essential for plant body development 
1. Here are the functions of the auxin hormone, which I found here
1. Stimulates cell elongation 
2. Stimulates cell division in the cambium and, in combination with cytokinins in tissue culture 
3. Stimulates differentiation of phloem and xylem 
4. Stimulates root initiation on stem cuttings and lateral root development in tissue culture 
5. Mediates the tropistic response of bending in response to gravity and light 
6. The auxin supply from the apical bud suppresses growth of lateral buds 
7. Delays leaf senescence 
8. Can inhibit or promote (via ethylene stimulation) leaf and fruit abscission 
9. Can induce fruit setting and growth in some plants 
10. Involved in assimilate movement toward auxin possibly by an effect on phloem transport 
11. Delays fruit ripening 
12. Promotes flowering in Bromeliads 
13. Stimulates growth of flower parts 
14. Promotes (via ethylene production) femaleness in dioecious flowers 



http://plantcellbiology.masters.grkraj.org/html/Plant_Growth_And_Development3-Plant_Hormones-Auxins.htm

15. Stimulates the production of ethylene at high concentrations
2. Abscisic Acid - a plant hormone that functions in many plant developmental processes, including bud dormancy. It is a single compound, unlike auxins. 
1. Here are the functions of the abscisic acid hormone, which I found here
1. Stimulates the closure of stomata (water stress brings about an increase in ABA synthesis). 
2. Inhibits shoot growth but will not have as much affect on roots or may even promote growth of roots. 
3. Induces seeds to synthesize storage proteins. 
4. Inhibits the affect of gibberellins on stimulating de novo synthesis of a-amylase. 
5. Has some effect on induction and maintanance of dormancy. 



http://wildflowerfinder.org.uk/Flowers/C/Cress(Thale)/Cress(Thale).htm

6. Induces gene transcription especially for proteinase inhibitors in response to wounding which may explain an apparent role in pathogen defense. 
3. Ethylene - an important natural plant hormone, used in agriculture to force the ripening of fruits. Unlike other plant hormones, it is a gaseous hormone.
1. Here are the functions of the ethylene hormone, which I found here
1. Stimulates the release of dormancy. 
2. Stimulates shoot and root growth and differentiation (triple response) 
3. May have a role in adventitious root formation. 
4. Stimulates leaf and fruit abscission. 
5. Stimulates Bromiliad flower induction. 
6. Induction of femaleness in dioecious flowers. 
7. Stimulates flower opening. 
8. Stimulates flower and leaf senescence. 
9. Stimulates fruit ripening.

http://www.pnas.org/content/103/20.cover-expansion

Botany....Pretty Flowers!

So last class, we were given the opportunity to be one with nature.

This is the first flower I came across during my alone time with nature...

• Pink pedals that blend into yellow as it gets closer to the center
• specks, like splattered paint
• thorns on stem and spiky leaves, most likely used for protection
• somewhat soft petals, like a type of clothes material
• smells like a tea...sweet
• no insects spotted
• nearly dead or dying

This is the second flower I observed...

• small
• closed
• pink blended with yellow
• fuzzy stems
• insects fly in, suck up nectar, and some attaches to insects, spreading nectar, producing fruit
• no smell
• clear
• fuzzy inside, with white specks
• soft, rubbery

This is the third flower...

• purple pedals (velvet?)
• soft like silk pedals
• greenish yellow pollen
• looks like velvet clothing on rope
• fuzzy outside and fuzzy stem...rough leaves
• shiny and glimmery all around
• not a sweet smell
• pollen sticks to female part...sugary substance

Botany of Desire

The relationship between bees and flowers is an example of what is called "coevolution." While the bee and the flower act on each other due to their individual interests, the two unconsciously trade favors: the flower gives food to the bee and the bee gives transportation to the flower genes (or other plant genes). Because of this, I found that the bee and the flower have a symbiotic relationship of mutualism.
http://www.bee-hexagon.net/en/gibran.htm

The relationship between the bee and the flower is similar to that of a human and whatever he/she is planting. In the photo above,  you see a woman planting spuds. Just as the bee was attracted to the flower, the woman was interested in the spuds. Both the woman and the spuds benefit from acting on each other. The woman receives food and the spuds gets its genes spread.
http://farmerjensgarden.blogspot.com/2010_04_01_archive.html

The four desires: sweetness, beauty, intoxication, and control. The apple represents our desire for sweetness; the tulip represents our desire for beauty; the cannabis represents our desire for intoxication; the potato represents our desire for control (and probably taste). All of the plants above are examples of domesticated plants. While they are given the title of domesticated, they all have the ability to manipulate our desires with their appearances and other qualities, making themselves popular in human agriculture. 
http://www.bubblews.com/news/3109549-no-no-no-i-am-not-give-you-my-appleapple-i-love-most-do-you-alsohttp://www.zeewallpaper.com/tulip-hd-wallpapers/
http://thedailyblog.co.nz/2014/04/16/want-to-get-rid-of-synthetic-cannabis-legalize-real-cannabis/
http://www.potatoes.com/

Predator vs Prey Simulation

Here is a graph of my data from the predator vs prey lab activity. As you can see, my partner and I were not able to reach 25 rounds. 

There were always more rabbits than wolves. The wolves did not begin to double until the 5th round. At some point in the 10th round, my partner and I are pretty sure we made a counting error. 

The rabbit population in the "meadow" got to be as high as 84 rabbits. The wolf population in the "meadow" got to be as high as 16 wolves.

Neither species went through extinction. If the rabbits had gone through extinction, the wolves would then have lost there food source, therefore causing extinction on their species, as well.