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Fast Plant reflection

Posted by Samantha Green in Biochemistry 2 Honors on Monday, June 4, 2018 at 12:00 pm

Screenshot 2018-06-04 at 11.51.23 AM
Screenshot 2018-06-04 at 11.51.23 AM
Screenshot 2018-06-04 at 11.51.39 AM
Screenshot 2018-06-04 at 11.51.39 AM
During the course of quarter 4, My group members and I planted plants and observed them for the whole quarter. In this lab we observed the life cycle of the Fast plant, genetics, phenotypes, and characteristics. The procedure of this lab was to take parental seeds and observe each parental type which is homozygous with the phenotypes we will investigate. In order to complete the lab successfully everyone had to have good background knowledge on genetics. The purpose of the procedure was to understand the basics of mendelian genetics, the use of punnett squares, chi-square analysis of data, and the life cycle of diploid organisms useful in genetics studies. We predicted the plant F2 to be the dominant plant to have a baby with the others plants, and it turned out that we were in fact correct. What hindered our plant from surviving was the fact that we didn’t water them as often as we were supposed to. We forgot that we had plants in the lab section of our classroom, and also they hardly got any sunlight to help them grow. A greater indicator that lets you know more about how the organism will look is the process the plant goes through everytime you go to check on it. What I mean when I say this, is the colors that changes and how tall it grows along the way. Genetics and the environment affect the phenotype of an organism because its determined how the plant will grow based off of the environment and the genetic makeup of the seeds from the plant.  The phenotype of the plant is the physical makeup of the plant which is based off of what is around it. What stood out to me during this course is that I found it cool how plants can make babies. I thought that was very decent I didn’t know that they could do such as things. I also enjoyed learning more about the process of planting plants. You don’t just plant a seed and water it all the time. It’s more to it then just that. 
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Fast Plants Final Reflection

Posted by Olivia Abate in Biochemistry 2 Honors on Monday, June 4, 2018 at 11:24 am

The fast plant lab showed me a lot. I realized how plants are not as simple as they seem! Crossing plants and maintaining healthy plants is not as easy as you would think. I am sad to say my plants died very fast. I had hope for them but it failed. The parent plants stayed alive for a week or so. Then, our F2 generation never even did anything. Eventually, all our plants died. My group did everything we were supposed to but they did not thrive. Maybe if we checked on them twice a day they would have redeemed themselves. Of course, genetics and the environment affect the phenotype of an organism. The phenotype is the physical traits. For example, color, height, and width. The environment is what affects this. No water or light will make the plants die out. Little things can affect the plants as well as how they grow. The perfect environment for them will allow them to thrive in many ways. This course taught me to expect the unexpected. I was excited for my plants to grow. I was excited to see what traits would be passed down from the parents and see how fast it would take. I really was interested in this topic and how the outcome would be. I was expecting a lot and it took a complete turn. A turn that was very unexpected. I would definitely like to try this experiment again. I would give more energy and time into it. I would hope for a better outcome. This fast plant project did not turn out how I wanted but it still showed me something and still interested me.

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IMG_1451
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Fast Plants Reflection

Posted by Tianna Cain-Cuttino in Biochemistry 2 Honors on Monday, June 4, 2018 at 12:35 am

Did the F2 generation look like how you predicted them to look? The f2 generation didn’t look like how I expected them. I thought my plants would be a lot smaller than the f1 generation. When I checked the plants, they seemed taller than the first ones. I did expect the colors to be the same since we basically planted the same seeds the first and second time. Did the parent generation or the F2 generation grow faster? The f2 generation did grow faster than the first. With the first generation, it took about a week until I seen some sprouts growing. I planted the f2 generation and within a couple days, sprouts were growing in the soil. What might have hindered your plants' ability to thrive? I think some abiotic and biotic factors could have hindered the plants. Some abiotic factors would be the air and water. The air would sometimes be hot and cold. At times, I believe we watering a little too much. Some biotic factors could be the surrounding plants a. The surrounding plants would grow very close to ours. How do genetics and the environment affect the phenotype of an organism? The genetics affect the phenotype by having different mother plants and father plants. So if two of the same exact plants mate, their offspring would be the same as well. But if the mom plant was heterozygous and the dad plant was homozygous, then their offspring would be different. The environment could affect the phenotype because of the location of where the plants are and the temperature in the air. Which is a greater indicator of how an organism will look? A greater indicator would have to be the phenotype and genotypes of the parents. The genes of the parent will assist in the making of the plant’s genes. Also, the parents’ phenotypes will help with the offsprings’ phenotypes. Meaning the phenotypes could be mixed or one phenotype only from one parent. A summary of what stood out to you during this course and why. During the fast plants, I would say what stood out to me is the actual plants growing. When I was young, I would plant plants but they wouldn’t grow to their full potential. They would have a few sprouts until they died. Even when I did what I was supposed to with the plants. Another thing that stood out to me was the seeds inside of the f1 and f2 generation. I’m being completely honest, I didn’t think plants could have babies. So when I saw the seeds from the plants, I was surprised. The fast plants' mini project was fun to do and to actually have plants grow.

f1 generation (2.4.18)
f1 generation (2.4.18)
f2 generation (4.12.18)
f2 generation (4.12.18)
​Did the F2 generation look like how you predicted them to look?

The f2 generation didn’t look like how I expected them. I thought my plants would be a lot smaller than the f1 generation. When I checked the plants, they seemed taller than the first ones. I did expect the colors to be the same since we basically planted the same seeds the first and second time.

Did the parent generation or the F2 generation grow faster? 

The f2 generation did grow faster than the first. With the first generation, it took about a week until I seen some sprouts growing. I planted the f2 generation and within a couple days, sprouts were growing in the soil.


What might have hindered your plants' ability to thrive?

I think some abiotic and biotic factors could have hindered the plants. Some abiotic factors would be the air and water. The air would sometimes be hot and cold. At times, I believe we watering a little too much. Some biotic factors could be the surrounding plants a. The surrounding plants would grow very close to ours.

How do genetics and the environment affect the phenotype of an organism? 

The genetics affect the phenotype by having different mother plants and father plants. So if two of the same exact plants mate, their offspring would be the same as well. But if the mom plant was heterozygous and the dad plant was homozygous, then their offspring would be different. The environment could affect the phenotype because of the location of where the plants are and the temperature in the air.

Which is a greater indicator of how an organism will look?

A greater indicator would have to be the phenotype and genotypes of the parents. The genes of the parent will assist in the making of the plant’s genes. Also, the parents’ phenotypes will help with the offsprings’ phenotypes. Meaning the phenotypes could be mixed or one phenotype only from one parent.

A summary of what stood out to you during this course and why. 

During the fast plants, I would say what stood out to me is the actual plants growing. When I was young, I would plant plants but they wouldn’t grow to their full potential. They would have a few sprouts until they died. Even when I did what I was supposed to with the plants. Another thing that stood out to me was the seeds inside of the f1 and f2 generation. I’m being completely honest, I didn’t think plants could have babies. So when I saw the seeds from the plants, I was surprised. The fast plants' mini project was fun to do and to actually have plants grow.

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Fast Plants Final Reflection

Posted by Eva Litke in Biochemistry 2 Honors on Thursday, May 31, 2018 at 9:49 pm

initial observations
initial observations
final observations
final observations
​The final turnout for our fast plants was definitely exciting to me. We had predicted, as a group, that the phenotype for our child plant would have a mixture of yellow or green flowers with a purple stem. For a long time during the 4th quarter, Tyheim had been the main member of our group to check the plants and take some pictures. From what he showed me and what I had seen myself in the beginning, I really didn’t think that our prediction was going to be correct: 

However, within the last week or so, Tyheim had noticed that our prediction was correct! He showed us the pictures, and sure enough! We had grown yellow and green flowers with purple stems:  

Seeing this picture was shocking to me, mostly because I had never seen a plant colored this way before, and I thought it was really neat. 
One aspect that definitely could have hindered our plants’ abilities to thrive is how much we watered them. It is very true that we didn’t check to see how they were doing every day because we often came into class and went straight to the classwork at hand. However, I don’t think any of us truly considered who, if anyone, was watering the plants. 
Our having grown yellow and green flowers on purple stems was pretty inevitable, when we look back at how we planted them in the first place: The phenotypes of parents 1 and 2 were yellow/green leaf and purple stem. This, of course, matches perfectly with the final outcome. Parent genotypes/phenotypes are definitely the best indicators of how an organism will look. 

Parent 1 type and Phenotype
Parent 1 Genotype 
Parent 2 type and Phenotype 
Parent 2 Genotype 
Expected Child Phenotype 
Expected Child Genotype 
Np-yellow/green leaf
ygr/YGR
St-purple stem
anl/ANL
Mixture of yellow or green flowers with a purple stem  
St

“Inheritance of Traits by Offspring Follows Predictable Rules.” Nature News, Nature Publishing Group, 2014, www.nature.com/scitable/topicpage/inheritance-of-traits-by-offspring-follows-predictable-6524925.

“Products Archive.” Wisconsin Fast Plants®, 2016, fastplants.org/shop/.
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Grasslands Biome

Posted by Marian Heredia in Biochemistry 2 Honors on Wednesday, May 30, 2018 at 9:14 am

IMG-0057
IMG-0057
I liked completing this project a lot. I learned a lot more about the impact that we have on the ecosystem. I enjoyed being able to create a 3D model which is different from the usual slideshow, or video. What stood out to me was the fact that we are damaging grasslands with farms. I didn't know this was happening, in fact, I thought that the farmers were helping the land and taking care of the ecosystem around it. 
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Q4 Benchmark

Posted by Camilo Ruiz in Biochemistry 2 Honors on Wednesday, May 30, 2018 at 9:10 am

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2240F095-7EF5-4780-966A-8E156F5AB1B3
This is our biochem Q4 project about a grassland. Here we basically have a before and after showing how the grassland looks after human interactions and they destroy the grasslands leaving them lifeless and grassless. Human interaction is affecting a lot of biomes and areas in nature.
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The Cycles of Matter

Posted by Sarah Sam in Biochemistry 2 Honors on Wednesday, May 30, 2018 at 8:31 am

After completing this project, I realized how much time mangement my group and I excerised throughout this whole benchmark. It was a long process sorting what we wanted to include and display in our model. Overall, I am pleased by the final outcome and how openly creative this final benchmark was. 
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Overpopulation

Posted by Mikeala Commander in Biochemistry 2 Honors on Wednesday, May 30, 2018 at 7:16 am

For the quarter 4 benchmark, my group and I chose to do how overpopulation can affect an ecosystem. Some key things that stood out to me were some of the solutions that were presented to us in fixing this issue. Also, how overpopulation connects to ecology stood out to me. This material stood out to me specifically because I want a big family. So with people like me, who have big families, and take up lots of space even with use of materials around the world the topic got to me. I am still wondering how overpopulation will be prevented in the future, and how people will ensure that it is not an issue

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IMG_9776
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Over Population Bio Project

Posted by Devon Williams in Biochemistry 2 Honors on Wednesday, May 30, 2018 at 6:34 am

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IMG_40901
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IMG_40891
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IMG_40881
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Cycles Of Matter

Posted by Hagar Mohamed in Biochemistry 2 Honors on Wednesday, May 30, 2018 at 2:08 am

Water Cycle
Water Cycle
Nitrogen Cycle
Nitrogen Cycle
Carbon cycle
Carbon cycle
This benchmark project stood out to me because it was chance to be more creative and do a physical project. As a group, we decided to do the three cycles in the ecosystem, water, carbon, and nitrogen. In this project, I've learned a lot about these three cycles. I’ve learned how overpopulation cause pollution to these cycle and how this pollution affects the ecosystem also I’ve learned how can we fix these problems for a better ecosystem. Some of the main materials that we used during this project were: construction paper, glue, cotton, and some pieces of boards to hold the project.​
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