Reflection of Service Learning Experience:

Science Night  

   In the beginning stages we had believe in our selves until we could not located our materials. On set up, we saw other stations looking more impressive. During, i was happy we were able to get  break time to time. 

My project was Electric Dough

   Other fellow workers we're having fun as well, this was the first time experience for many of us. Becoming a teacher for a few hours is not an easy task; love all my teachers and thank you for everything. Participants were excited and overjoy seeing science happen in front of there eyes.

    One kid, was actual really impressed with science that he claims that he want to be some type of science professor, wished i got his named. Many 4th graders actually knew the science behind our projects, which made me happy to see science influencing young minds. They told me their teacher was a science professor or major, so he influenced his kids to take an interest in science. They also learned that anything is possible some kids ask if we could used other materials in our project; like watermelons or potatoes. 

    Out of this, I can take away a better sense of group work. I am usually the type of person that will do everything myself and may group will always let me. But this time it was different they wanted to helped. In the future, I can use this because a Marine biologist that will work in a science lab and teamwork is necessary for me and having active partner is they key to my success.

Population Genetics and Evolution

Hardy-Weinberg Equation 

The information that was given to me for the hardy-Weinberg problem is,
 the population is 1000 and my q2 is 0.28
 

 My q², homozygous recessive individual, is 0.28. With this I can find the dominant allele, q. I just need to squared root the 0.28 and I will receive q, which is 0.53. Then I can find P, the recessive allele, by using the equation P+q=1. The equation results me to subtract the 1 with q to get P, which becomes 0.47. To find P², homozygous dominant individual, you will squared P, P² will be 0.22. Then with P and q in hand, you can be able to find 2pq, heterozygous ind, by multiplying 2 with p and q. 2Pq will be 0.50.

In equation format it will be:
q² = 0.28    q= 0.53    P= 0.47    P² = 0.22    2pq= 0.50

√ 0.28 = 0.53
1- 0.53= 0.47
0.47² =0.22
 2*0.53*0.47= 0.50

With the population of 1000, I can find the number of alleles and the number of individuals with the genotype. All that is needed is to multiply the P²,p, q²,q and 2pq by 1000.

The results for the individual of the alleles and the genotype are:
q= 530     P= 470     q²= 280     P²= 220     2pq= 500

0.28*1000=280
 0.53*1000=530
0.47*1000=470
 0.22*1000=220
0.50*1000=500

California Black Worms Lab

California Black Worms Lab

By: Jessica Zelaya

This week in my bio class we did, it so obvious, a California Black Worms Lab! Our objective was to figure out which is the depressant, stimulant and normal water that worms were in. There were label A,B and C.

We did 2 days of data and share our data with other groups in are class.

I can conclude that the depressant is B, stimulant is A and normal is C. My method is to average the 2 days within each group, then make a scatter plot to determine the overall  average. I exclude the groups who did not do data for two days. the reason why is that i am taking the average number of both and it would be bias if i use numbers that were not.  Group A have 30 points and B and C have 25 points, there is a little bias. However you can still see that B is more toward the lower numbers, which means that more heart rates where slower. A is more toward the higher numbers, which means that more heart rates where faster. The only way you can really tell for A and B is C, C was spread out and have more points toward the middle of the graph.