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Q3 benchmark

Posted by Justin Johnson in Biochemistry 2 Honors on Friday, March 22, 2019 at 7:42 pm

for this quarter benchmark, we have been exploring the respiratory system of Humans, Lions, Frogs, and worms we talked about some similarities of-of these 4 living organisms such as how both frog and worm can breathe through there skin and human and lion breath through their nose

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Q3 Benchmark

Posted by Aaryn Marrow in Biochemistry 2 Honors on Friday, March 22, 2019 at 6:58 pm

This quarter we had to do a project on one of the organ systems. The organ system we chose was the respiratory system. We did a museum on the lungs of a few animals. .The animal we chose to add to our museum was an African Lion. The other animals was a worm, frog, and human. I learned that not every animal breathes the same and we are really unique.

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Q3 Biochem Benchmark

Posted by Kyla Devaughn in Biochemistry 2 Honors on Friday, March 22, 2019 at 6:54 pm

For our Q3 benchmark, we chose the circulatory system we had to analyze the circulatory system of a frog, worm, human and our animal of choice the African Bush Elephant. During this project, I learned how different animals blood moves through the body and what's different about their blood compared to other animals. A question that I still have is how come some animals are warm-blooded and others are cold blooded?

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Q3 Benchmark

Posted by Quinton Johnson in Biochemistry 2 Honors on Friday, March 22, 2019 at 2:53 pm

https://docs.google.com/document/d/18cy2SavWfL0NHx67AuHuXAZwu3n87KChLkEOQ0CGG9c/edit?usp=sharing
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​(Excretory System)
For the Q.3 benchmark, We chose a system in an animal and we had to analyze it. Our group chose the excretory system. Our unique animal was the anaconda.  One of the things I've learned was all the different ways animals get rid of waste. A question that I still have is what is the most unique excretory system.
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Q3 Benchmark - Reflection

Posted by Elena Webber in Biochemistry 2 Honors on Friday, March 22, 2019 at 1:38 pm

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Our Doc w/ all checkpoints: https://docs.google.com/document/d/18cy2SavWfL0NHx67AuHuXAZwu3n87KChLkEOQ0CGG9c/edit?usp=sharing
​*Excretory System*
For Q3's benchmark, we were tasked to choose a specific system and learn about it by comparing the anatomy of other animals. For our group, we had the excretory system. From an anaconda, earthworm, human, and frog I've learned a lot about how the system can vary depending on the size, function, etc. I also learned what and how to create a cladogram, which helps differentiate and compare what they have the same and what's different. From our final product, I wonder how certain systems relate to the other in our bodies.
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Nervous System

Posted by Kenny Nguyen in Biochemistry 2 Honors on Friday, March 22, 2019 at 12:24 pm

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https://docs.google.com/document/d/1OoUa4iH7qWpwbqJz07yD4sf2LJR119N1_2mfuQJ69Tc/edit?usp=sharing 

I learned that the worm cannot hear because they do not have an auditory nerve. Worms also don't have a spinal cord but a frog, orangutan, and human do. Frog have less spinal nerve than orangutan and human. A human has a better-developed brain than the orangutan.
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Fast Plants Reflection

Posted by Raynaline Torres in Biochemistry 2 Honors on Tuesday, June 5, 2018 at 11:51 pm

Looking back at my me and my group plants, given notice that they are different since the very beginning. During the course the plants had a very hard time sprouting and needed more seeds in order to grow for an odd reason. I remember the ST plant growing the fastest and wondering why, what was so different from the others? And what was affecting the plants each differently? Then I came to the conclusion that maybe it was because the lack of inconsistency of abiotic factors and each plant needed different things to sprout at a constant. During the course our plants sprouted late but when they did and we generated pollination things began to move more quickly and it was successful, I think this is what stood out to me most because it shows that everything in the environment has a purpose for example the bees pollinating.

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Fast Plant

Posted by Angelica Pagan in Biochemistry 2 Honors on Tuesday, June 5, 2018 at 11:50 pm

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Our F2 plants looked nothing like I nor my group mates predicted. The parent generation grew faster due to the fact that the F2 generation didn’t grow. We knew that there would be some possibilities as to why they didn't grow being not enough water, too much water, not enough sun light, too much sunlight, etc.

Genes have a greater indicator on how an organism will appear. Organisms look the way they do due to their parents genes. Organisms will receive half of their genes from their mother and the other half from their father.  I wasn't very educate on plants but that they taken in Carbon Dioxide, and they go through photosynthesis, so basically knowing very little. I learned about how many factors affect plants in their growth, but like instead of just knowing that they are the factors, I learned why they are the factors.


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Fast Plant Reflection

Posted by Dejah Watts in Biochemistry 2 Honors on Tuesday, June 5, 2018 at 10:17 pm

The plants ended up being very different than our predictions. They didn't show much color but had grown and died faster than the F1 plants did. The one on the top is F1 and the one on the bottom is F2. Obviously F1 was able to thrive more than the F2 plants. I think the fact that we sometimes forgot about our plants that it lessened their ability to thrive where they were at. The genetics of the F1 plants is what gave the F2 plants their phenotype. The biggest indicator of how the plants were going to look at was to just remember how the F1 plants were crossbred and hope that we had completed the process correctly. The one thing that stood out to me throughout this whole process was how it was important to know how everything that's happening. Of course you have to know all of the steps, but I was shocked at how important it was to keep track of everything that had to be done and recorder every time we had the chance.


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Fast Plants

Posted by Leon Culbreath in Biochemistry 2 Honors on Tuesday, June 5, 2018 at 9:49 pm

  1. Did the F2 generation look like how you predicted them to look? It didn’t come out how I predicted they would’ve looked because they never grew.

  2. Did the parent generation or the F2 generation grow faster? Yes the parent generation grew faster.

  3. What might have hindered your plants' ability to thrive? I think the environment with them being so close to other plants may have hindered their growth.

  4. How do genetics and the environment affect the phenotype of an organism? Genetics affect your base phenotype(default look) and the environment affects what it may look like based on what happens.

  5. Which is a greater indicator of how an organism will look? I think in some cases genetics if the conditions are the same but if a mishap were to occur then the environment is most likely at fault.

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

Over the course of this project we grew plants. We checked out the phenotype and genotype of each plant to see how well those plants would grow. I think overall I enjoyed seeing the growth of other group’s plants. I think this was outstanding how their plants were able to thrive and ours weren’t. With this happening it brought up questions such as “Why did this happen?” or “What are they doing differently”.


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  • Tasnim Aziz
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