Story of the Seed-The Brussels Sprouts Brief

Maya's story of the seed I asked Maya about what she thought about this project this is what she had to say. First she learned how much plants play a role in the environment. She was amazed how much she can help the environment by growing plants and taking care of them. She was surprised by how small her plant was compared to everyone else. She thought deep about how some people can completely screw up the ecosystem.

As he looked back on the Story of the Seed project, Nathan recalled some of the most memorable experiences of the entire process.  He learned that there are a lot of processes going on when the plant was growing.  He was amazed when his group ran the experiment of seeing what liquid would make their plants grow fastest.  They discovered that the plant with the sparkling water performed the best.  The funniest moment for him was when Elliot, another member of his Story of the Seed team, didn't plant their plants correctly.  He also said that the hardest part for him was grasping the ideas of the biochemical cycles and how they worked.  There were just so many steps and different processes, that it posed a challenge to him.

For the final story of the seed post of this year, I chose to interview Nathan Marcus about his journey throughout Mr Bursch's honors biology class. I wanted to know about some of his important experiences through his story of the seed project. First of all, Nate learned that kale can sort of grow upside down, but not really. Nate was very surprised by how big kale grows as well!  During his time growing the kale in the garden, he learned how  kale and the environment could interact together. Nate still laughs today about how funny his group was and the great jokes they made together while planting the seeds. As Nate reflects back today, he never would imagine how fast kale can grow and how difficult it is to grow a plant upside down. Overall Nate would do this project again because of all the memorable experiences he had during it. i like to play webkinz

Enzyme Lab Worksheet Hypothesis: Independent Variable: The liquid grass Dependent Variable: The solution that was mixed with the glass Controlled Variables: Water with the grass solution. Justification of hypothesis: If hydrogen peroxide and a buffer solution of pH 8  are mixed in with different test tubes of liquid grass then the hydrogen peroxide with cause more enzymic reactions. Why did you choose this as your hypothesis? The reactions that will occur in the mix of the two solutions will form oxygen or water.  Hydrogen peroxide’s chemical formula is H 2 O 2 .  The amount of oxygen and hydrogen that hydrogen peroxide has will create more reaction opportunities. Materials (Your Team’s Experiment): Done by William Mahnke, Ben Buran, Chase Lyles, and Addison Akery Procedure:  Pour the liquid grass into a test tube and mix it with one of the three solutions. Summary:Want to see what mix of liquid grass and solution will create the most bu

Biology                                                    William Mahnke, Adison Akery, Chase Lyles, Ben Buran Peroxidase Enzyme Activity Peroxidase Enzyme Lab Question How does the level of pH in a solution affect the rates of enzymatic reactions (chemical reactions that are assisted by enzymes)? Background Enzymes act as catalysts and speed up chemical reactions by lowering the energy needed for a reaction to begin otherwise known as activation energy.  Substrate in the case of enzymes is the material that “binds” with the enzyme to form a product.  Substrate will often take different paths in order to create the product.  During these varying paths, there a transitional or intermediate product that is formed between the final product and the reactants or beginning products.  And usually the energy that is needed to start a reaction is the same as the energy needed to create this intermediate product.  One of enzymes’ numerous jobs is to make it easier for the subs