STUDY SELFIES

I organized my video notes folder with my only reliable partner Eric Hernandez.

 We facetimed each other while making our 100 vocabulary terms.

Eric and I finished up the video notes at my kitchen table.

Reflection

          In December when Ms.moreno first brought up the math and science night, I was really excited to figure out a biology experiment that would be fun yet simple for younger kids. So I did some research, watched a couple of videos, looked on some websites, and what appealed to me the most was homemade lava lamps. As my group assembled It was not much of an issue to find out what exactly we would be doing. I threw out the idea of the lamps and everyone seemed to find it interesting and cool. My main role of the group was organizing everything. Down from group chats, to who’s bringing what, testing the experiment, and making the poster. Overall, I have to say that “Fun with lava” turned out to be a success.
          At Los Medanos, preparing and setting up for our booth was quite easy. Eric and I were one of the first couple of people to arrive, and we were able to pick out a good station that had an electrical outlet and that was also separated from everyone else's booths. While getting everything together as a group we did go through a couple of obstacles such as oil spills and adjustment of lights but they were easily fixed all thanks to the help of Kevin with his handy dandy napkins, and Eric who used tape to keep the wobbly lamps still. By the time we were signaled for the doors to open, our booth was successfully put together.
          As kids came and went I could tell they were quite astonished with our lamps. Many asked to take them home, and I was surprised with the amount of parents that asked what we were using because they wanted to do it again with their children. We received comments such as “Cool!”, “Awesome!”, and they even compared my real lava lamp with the homemade ones they were making. It amazed me how engaged the children became as the sodium bicarbonate fizzed in the bottles. I could tell they enjoyed picking out their own color lamp to use, and dropping tiny tablets of the alka seltzer in the concoctions.
          I could easily say that those couple of hours at Los Medanos was time well spent. It has definitely helped me learn how to interact with younger kids. Even if it was something as simple as speaking in a softer tone or using silly hand gestures to help describe what I'm talking about. Of course, nothing would have been possible without the help of my group members Uwaila, Eric, Sean, Kevin, Jose and Erin! My experience at the math and science night was a fun and “groovy” one.

Special thanks to...

Ms.Moreno for buying our group oil

Eric for helping me test out the experiment, sodium bicarbonate, rides, and for getting me pizza when I was at the booth

Kevin for the infinite supply of napkins and the sodium bicarbonate

Sean for helping break tablets and finding specific colors of bottles for the kids

Uwaila for helping with setting up and for the extra cable cord

Jose and Erin for the extra oil

HWEEZY

The q² I received was .49

Population 1000

1. √.49 to get q which is .7

2. Subtract 1 from .7 to get p which is .3

3. Double check that q+p=1

4. Square p to get p² which is .09

5. Multiply p and q together which is .21 then multiply that by 2 which is .42 and that is the answer to 2pq

6. Double check that p²+2pq+q²= 1 

Homozygous dominant individual (p²) = .09

Homozygous recessive individual (q²) = .49

Heterozygous individual (2pq) = .42

Frequency of dominant allele (p) = .3

Frequency of recessive allele (q) = .7

With a population of 1000 you could discover the...

Three possible genotypes:

Homozygous dominant individual (p²) = 90 (multiply .09 by 1000)

Homozygous recessive individual (q²) = 490 (multiply .49 by 1000)

Heterozygous individual (2pq) = 420 (multiply .42 by 1000)

And the...

Frequency of alleles:
Frequency of dominant allele (p) = 30%
Frequency of recessive allele (q) = 70%

California Blackworms

          Using all the data we discussed in class besides my own group's set of data, I calculated the class average per substance. I found the class average for the substances by adding up everyone's day one data for cup A and I divided by the number of values the cup had for day one. I repeated this step for all of the substances for both of the days we collected data leaving me with two averages per substance, one average for day one and the other for day two. I then added the day one and two averages together for A and I repeated this step with B and C. C was found to be the stimulant due to the highest average out of the other two worm cups with 51.1. The depressant is A because the substance had the lowest average of 44. B had an average that was in between A and C with 48.6, therefore it must be neutral.

Three Favorite Ecology Selfies

Non-flying Insect - One summer morning I was walking in the halls of our school PHS and came across a cockroach. The insect was originally in the middle of the hallway but while I was trying to capture a picture with the small bug it quickly made its way to the lockers. Trying to get close to the cockroach was rather difficult.

Mutualism - It was a hot summer day when I was walking down the street of Pittsburg and discovered a butterfly in a flower. I quickly took a picture with the insect before it flew away. 

Community: During the summer I went on an adventure in Concord. I hiked a very steep hill and the weather that day was in the high 90's. When I finally got to the top of the hill I had a good view of the community and captured this neat picture.