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Quarter 3 Benchmark-Evolution

Posted by Nyla Harrell in Biochemistry 2 Honors on

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https://docs.google.com/document/d/1mQpAr13V7lB72rFyWcgCVRsqOV1qXV6k3hVnet9WDC8/edit
I chose the reproductive system. How I wanted to show the evolution and the change was their eggs and where they lay them. Worms lay there eggs in the dirt. Frogs lay their eggs in water because its like a jelly casing so if they were to be laid on land they would dry out and the water keeps them moisturized. But alligators are totally opposite. They can not lay their eggs in water because the eggs would drown so they lay their eggs on land and the baby alligators have to find their way back to the water. But overall I learned a lot through the process of this benchmark and would't change anything about it!

Q3 Benchmark : Biochemistry II : The Comparisons Of The Digestive System

Posted by Annamaria Nastasi in Biochemistry 2 Honors on

Link To Background Information Behind The Model : https://docs.google.com/document/d/1rQ0RfATzLBXiIEAiYHJFT_fCRYALypvzQ418cLbR8PM/edit: This project was to show others the study of an organ system in different species and study it. My group, Layla, Saniiyah, Dale and I, have chosen to study the Digestive System. We choose to study the Digestive System to get more of an understanding of how humans Digestive Tract came to be, and what similarities/ differences the system has in all species we researched. From this Benchmark, I have learned what organs are in each Digestive Tract from the different species shown. I have also learned why and what each organ does in the Digestive System. Thank you. The Model :

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Q3 Benchmark: Comparative Anatomy (Biochem 2)

Posted by Justina Thompson in Biochemistry 2 Honors on

For this benchmark, my group and I studied the comparative anatomies of a worm, frog, human, and whale. To be more specific, we studied their circulatory systems and how they've evolved over time, as well as how that evolving has affected things such as selective pressures. Though they were all very different, they had many similarities in specific categories. For example, they all obtained some of the same genes, parts of their circulatory systems, etc. We found that their circulatory system adapted as time progressed and environments changed. For example, frogs must have three-chamber hearts to breathe underwater. This would be beneficial for them while hiding from predators. A lot of things can be learned about environments, nature, as well as how animals modify themselves to survive. LINK TO THE GROUP'S RESPONSES: https://docs.google.com/document/d/1zlNxYzO2FN_GsS_PSySQrG2zS2VCzm57iP6ggb4aTFk/edit?usp=sharing

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Comparative Anatomy

Posted by Layla Rue in Biochemistry 2 Honors on

Comparative Anatomy

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This was our final product for the comparative anatomy project. The organ system we were assigned was the skeleton system which is basically looking at the bones in a organisms body. We studied how our organism body/bone structure affected the way it functioned. I learned the in-depths of a worm, frog, green monkey, and a human. It was really cool to learn this. I also learned how all these organism evolved. Overall, I enjoyed this project and wouldn't change a thing!

Checkpoint Documents:  https://docs.google.com/document/d/1ElUrYrJSm3TaQyGuh_uDeqrzHTbyuDJzZpb9OtXOR9A/edit?usp=sharing

Q3 Benchmark - Comparative Anatomy

Posted by Spider Basso-Davis in Biochemistry 2 Honors on

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I​n this benchmark, my group and I looked at and compared the anatomy of different animals. These animals ranged from mammals all the way to amphibians and what we found was that although these animals were different but they had a lot of similarities. Like other aspects of these animals, the circulatory system has adapted to be the most suited for its environment. For example, whale hearts are perfectly geared for distributing the massive amounts of blood to the whales huge body. A lot can be learned about how organ systems function through examining those of other animals.

https://docs.google.com/document/d/1bVq_9IKSL2OTYZRs6pjacv6dqwm_rFPAjbR7q0pfbdQ/edit?usp=sharing 

Leo, Lea, & Other Fast Plans

Posted by Tyheim Price in Biochemistry 2 Honors on

When we first got this project I was excited to grow plants and take care of them. Then once I figured out we would also be doing two generations of plants, mixing between the types that got me even more pumped for this. Our first generation of plants did good. I think they took longer to grow then our second generation of plants. Our first generation of plants was ST & NP. I predicted that the next generation would be a mix of purple stem with green leaves or vice versa and that’s how they were. I would say that our plants being moved really hindered our plants’ ability to thrive. People kept moving our plants and this, at one point, lead to them dying and made us have to start over. Genetics will provide and organism with the genes they have which will then provide an organism with their phenotype. However, an organism's environment will determine whether it lives or does not. If there was no light for our plants, they would die. This is evident on when our plants were moved by others. Since other people moved our plants from under the light/from the water our plants died. This shows that the environment does matter for the growth of an organism. I think the thing that stood out to me the most during this project was the genetics portion. I think actually playing with the DNA and genetics of the plants was fun and interesting. We got to see how genetics work. That was the most interesting part of this project.


Pictures of our plants:


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Fast plants final reflection

Posted by Demo Nianghane in Biochemistry 2 Honors on

The F2 generation did not look how I predicted to look. I thought that they would grow much quicker and look so much better but in the end they grew very slow and not all of them even grew. The parent generation grew faster and more healthy. What hindered our plants  to thrive was the fact that we didn't take as much care of them. We didn't water them as often as you wanted the parent generation so maybe that affected how they grew. Genetics is the greater indicator Because it has the genes of the parents which will be incorporated in the newer plant. During this course, learning about how plants make more plants really interests me.
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Fast plant reflection

Posted by Devon Williams in Biochemistry 2 Honors on

Fast Plants Final Reflection The F2 generation did not excel or survive how I thought they would. The parent generation flourished a lot faster. I think what put our plants' ability to survive at a disadvantage was that we mixed up our seeds and it was the cross-pollination part was difficult. The genetics will affect the phenotype of the plant depending on what the parent generation was. A greater decoding of how an organism will look is if you make a Punnett square which will help you predict the outcome of any breeding experiment. This course what stood out to me the most was our PSA I found that very fun and very informative. I really enjoyed them so freaking much. I also liked learning about how I am actually causing a problem by supporting meat producing companies which has helped me change my lifestyle and has made me more aware of what I put in my body and what I support. Journal: https://docs.google.com/document/d/1GAeTYb1lSvUrCMJ9FQdeTrP6xzYSNWwVU_Xx0LNDlYk/edit?usp=sharing

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2017-18

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