Intro to Ecosystems - (2/13 - 2/17)

Image Source: https://goo.gl/85gC2e

Summary: 

     An ecosystem is the interaction of biotic (living) and abiotic (non-living) things. For example, many animals which are biotic require water which is a non-living thing to survive. This is one example of how biotic and abiotic things interact. There are also systems in an ecosystem. The Carbon Cycle is how carbon is used and recycled. Carbon comes from the atmosphere. It goes to the plants for photosynthesis and then to the animals that eat the plants. It eventually returns to the atmosphere through cellular respiration/photosynthesis. The Nitrogen Cycle is how nitrogen is used and recycled. Like carbon, it comes from the atmosphere but instead of going directly to the plants, it is first turned into nitrates by bacteria in order to be usable. It is then passed on to the animals that eat the plants. When the animals die, it goes to the decomposers. From that point on, it either goes back to the plants or it goes through denitrifying bacteria which turns the nitrates back into nitrogen which returns to the atmosphere.

SP3 - Conducting Investigations:

     This week I conducted many investigations to see what would happen if a certain organism disappeared, underpopulated, or overpopulated in an ecosystem. I identified my variables and controls, which was the population of the organisms and whether they were diseased or not. I designed and performed experiments to test my hypotheses. One of my hypotheses was that removing approximately 3/4 the hawk population would make the ecosystem of hawks, snakes, rabbits, and grass nearly collapse, but then recover back to normal. When I tested this out, I saw on the graph that the snake population increased which made the rabbit population decrease which made the grass population increase. It then reversed to the snake population lowering to the rabbit population increasing then to the grass population decreasing. Eventually, everything balanced out since there was an eventual increase in snakes which gave the hawks the opportunity to grow.  

XCC -  Stability and Change:

     The system I will be identifying is the energy pyramid of the ecosystems. This system involves producers which are plants, primary consumers which are the animals that eat the plants, the secondary consumers which consume the primary consumers, and the third level consumers which eat the secondary consumers. For this system, I will ignore the apex consumers. The energy pyramid system is normally stable by default. However, it can turn unstable if there is a lack of any of these consumers. For example, if there was very little producers, that would mean the primary consumers that eat the plants would die off, which means that the secondary consumers would also die off, meaning the third level consumers would as well, die off. But since there is a lack of primary consumers to eat the producers, that means that the producers would have a chance to grow, which means that the primary consumers would grow in population and so on. If there is ever a lack of a consumer/producer in an ecosystem, the ecosystem will go unstable, but has a good chance of re-stabilizinghj as seen in this example as long as the consumer/producer doesn't go fully extinct in the area. If that were to happen, everything would die off.

Genetics Unit Closure - Project Blog - (2/6 - 2/10)

Summary: 

     Genetics is how traits are passed on from parent to offspring. For every trait that someone has, there are two variants of that trait known as alleles. A set of two alleles for one trait is known as a genotype. The trait that is visible is called a phenotype and is based off of the genotype. An allele can be either dominant or recessive. A dominant allele is the allele that shadows the recessive (weaker) allele. If you have at least one dominant allele in your genotype for a trait, you will get that dominant trait as a phenotype. If you have no dominant alleles and both alleles in the genotype are recessive, you get the recessive allele as a phenotype. The contents of the genotypes can be either two things- heterozygous and homozygous. Homozygous genotypes have two dominant or recessive genotypes. Heterozygous genotypes have one dominant and one recessive trait. To determine an offspring's trait from two parents, use a Punnett Square. To use a Punnett Square, take the genotypes of a specific trait from each parent. Both genotypes should go on two different sides of the square that are not parallel to each other. Next, align the letters of the genotype with each outer edge of each grid square. Once you align the genotypes with a square edge, fill in the middle of the square by taking both letters that align with it and putting it in that specific square. Once you fill the Punnett square, you know have a chart showing the probability of a child having a specific trait. For example, if the square has all dominant traits, the child will have a 100% chance of getting that dominant trait. 

Backward Looking - What process did you go through to produce this piece?:

     To produce the Genetics Project, I first had to get information on genetics. Information such as 'how are offspring traits determined?' or terms such as homozygous, heterozygous, alleles, etc. After I had a full understanding on genetics, I started on my superhero project. I first made the concept document and artwork of my superhero, Invisi-Blend showing the basic information such as his superpowers, name, how the superpowers work, etc. Once I had established what my superhero was, I chose a random, female supervillain (I chose Black widow). This is so I can determine what the offspring of Invisi-blend and the villain would look like. I then determined the genotypes of the traits they had, put them into a Punnett square, and found out what my offspring would look like. After I determined the traits of the offspring, I determined his Epi-Genetics, which are the events that occur in the offspring's future depending on what the offspring's mother did while she was pregnant with him/her. If the mother made unhealthy choices and/or had stress, the offspring will too have an unhealthy life. The opposite goes if the mother made healthy choices. Since my offspring's mother had an unhealthy diet and didn't exercise, the offspring would have heart disease and depression in the future. Once I completed the offspring info, I moved on to the superhero origin story. Invisi-Blend was genetically modified as an experiment which made him have traits of a chameleon. Finally, I created the villain. He had both a nefarious and normal mode and I drew and explained four of his normal/nefarious organs. After all this information was gathered, I put it onto a tri-fold as the final piece of my superhero portfolio. 

Inward Looking - How do you feel about this piece of work? What parts of it do you particularly like? Dislike? Why? What did/do you enjoy about this piece or work?

     I think that this was a really fun project to do with a good outcome. I personally like working on the villain since I had the chance to be creative with the organs and how they turned from normal organs from nefarious organs. I dislike working on the superhero origin story. Although it came out good, it was kind of stressing to work on since I found it hard to get information on how to genetically modify something. I also liked working on the animation box since it was a hands on/arts and crafts activity. Overall, I liked the majority of this project.

Outward Looking - Did you do your work the way other people did theirs? In what ways did you do it differently? In what ways was your work or process similar?:

     When I viewed other people's project's I saw that the content was very similar. People had the superhero, offspring, and villain portfolio with the two QR Codes. However, there were some ways that made their projects differ from mine. For example, most people used chart paper/poster paper to put their papers on. However, I used a tri-fold to present my project since it was stable when standing. Also, many people didn't have a background for their animation boxes. Other than those two examples, many of the content that was on their work was similar to mine.

Forward Looking - What would you change if you had a chance to do this piece over again?

     If I were to revise on this project, I would mainly work on the quality/neatness of the product. One of the things I would like to improve on is the presentation. On exhibition night, I feel as if I had rushed what I was going to say and I also kind of stuttered a bit, so I would like to revise on this part and make the script better. Although small, I would also like to change the titles on my tri-fold. I think these were also rushed and had very low quality, so if I had a chance, I would like to improve upon it and make it much more neater. One more thing I would like to change is the animation box. When looking at it, the cam/cam follower and frame look very sloppy and I would also improve the quality of the animation box.

     

Superhero Genetics - (1/30 - 2/3)

Image Source: https://goo.gl/wIPIOX

Summary:

     Genetics is the study of how traits, phenotypes, genotypes are passed on from parent to offspring. Genes are made up from DNA and determine the traits of an organism. The gene can come in multiple forms. A variation/form of a gene is called an allele. For each trait that someone has, there are two alleles. A combination of two alleles that show the same variation for the trait is known as a genotype. A phenotype what is actually seen based on the genotype. Alleles can be one of two things: recessive or dominant. If the offspring has at least one dominant alllele in the genotype, it will have that trait. If there is two recessive alleles in the genotype, the offspring will receive that recessive trait. For example, if you had a genotype consisting of the black eyes allele which was dominant and the brown eyes allele which was recessive and if the offspring has at least one black eyes allele in their genotype, they will have black eyes since it is the dominant trait. However, if they have two brown eyes allele in their genotype, the phenotype will be brown eyes since there is only recessive traits and no dominant traits.    

SP8 - Communicating Information:

      I communicated findings clearly and persuasively when I presented my Superhero Genetics Project Portfolio on a tri-fold. On that tri-fold, I presented my superhero, his superpowers, and how he got them through being genetically modified. I also showed my superhero's offspring and how his traits were determined through many Punnett Squares. I then showed the Epi-Genetics of the offspring, which determined the events he may encounter when he gets older (heart disease, depression, etc.). The events happening depend on what the offspring's mother did when she was pregnant with him/her. My superhero's offspring's mother had a lack of exercise so the offspring will encounter depression and heart disease later in the future. I also added my super villain, his normal organs and his nefarious organs and explained how his organs turned nefarious. 

XCC - Stability and Change:

     This week I found something that relates to genetics and how the genes of an organism can change so it has a brand new trait. When two of the same organism creates an offspring, it usually has the same genes as its parents, and these genes are usually passed on from generation to generation. This usually remains stable, but mutations can occur which can lead to the offspring having different traits that its previous generation. For example, humans (may) have had tails and walked on all four, but eventually have evolved out of this and now have no tail and walk on two feet. This is one example of how genes can change overtime when passed on from generation to generation.