Unit 5 Reflection

Unit 5 Reflection

In this unit we learned about the Dogma. First we learned about DNA, which is made up of nucleotides. Nucleotides have three parts- the nitrogen base, phosphate group, and sugar.  DNA is anti parallel, and codes for every trait that you have. To replicate, DNA "unzips" and DNA polymerase rematches it- thus creating two new identical strands, consisting of the bases A,T,C, and G. We also learned about protein synthesis, which consists of two parts- transcription and translation. During transcription, DNA "unzips" and RNA polymerase matches all the spare nucleotides to make an RNA strand- messenger RNA. The RNA code replaces the T with a U. After it is produced, it leaves the nucleus and goes to the ribosome.  Once there, the ribosome reads the messenger RNA in groups of three bases (called codons) and translates it into the language of proteins (amino acids). Third, we learned about mutations, and how they effect proteins. The two main types of mutations are frame shift mutations (insertion and deletion) and mutations involving substitution. Finally, we learned about Gene expression. We learned that every cell in your entire body had the exact same DNA, but not all are expressed. There are different parts which control gene experession, including the promoter, the operon, and the operator. 

I'm good at translating the DNA to RNA and the RNA to amino acids, but I have a little difficulty understanding gene expression and the different parts. I am a better student today because I can now translate DNA to RNA to Amino Acids very very easily and quickly. I also learned better studying techniques, including making tests for myself and hearing the questions out loud instead of reading them. I also made flashcards on certain topics for practice. This works a lot better for me because I am a hands on or listening learner.  

I would like to learn more about how DNA and RNA polymerase work and what other molecules are involved in the unzipping and re matching of DNA. I have no unanswered questions. I wonder about how scientists first discovered protein synthesis and DNA replication, as it happens on such a small scale.

https://en.wikipedia.org/wiki/DNA_polymerase

DNA polymerase and the unzipping of DNA

https://en.wikipedia.org/wiki/Amino_acid

Finished Amino Acid Chain

Protein Synthesis Lab

Protein Synthesis Lab

There are there two parts in the creation of a protein: transcription and translation. During transcription, DNA "unzips," and RNA polymerase re-matches those spare nucleotides, thus making an new RNA strand: messenger RNA or mRNA for short. The messenger RNA leaves the nucleus and travels to the cytoplasm. There, it finds the ribosome. The ribosome reads and translates the RNA 3 bases at a time (these are called codons). It translates it to protein language, or amino acids. Each codon is one amino acid. These chains of amino acids are folded up to make proteins.

nyu.edu/classes/keefer/story/story5.htm

Based on what I have seen, frameshift mutations - both the insertion or deletion of a base - seemed to have the greatest effect on the proteins, as both completely alter the sequence of the bases. When we inserted in a C base to the DNA strand, it mutated the protein so greatly that there was no end and most of the amino acids were changed. When we deleted a T base from the DNA strand, it dramatically shortened the chain of amino acids. The location of the mutation does matter, because if we had deleted a base near the end of the chain then the outcome wouldn't have been as dramatic. The same goes for insertion; if we had inserted a base near the end, then the resulting protein wouldn't have been effected as substantially. The substitution of a base seemed to have the least effect on the protein. When we substituted a C for a T in the DNA strand, there was no effect, as the codon which was changed still translated to the same amino acid. The location of the substitution does not matter, unless the mutation occurs in either the first or last codon- thus changing the start or stop amino acid.  

I chose deletion because in my previous experiment it had the greatest effect on the protein. This mutation didn't alter the protein quite as severely, but still resulted in a protein with no ending. It does matter where the mutation occurs, and if a base closer to the beginning of the amino acid chain had been deleted, then the resulting protein would be almost completely different than the intended version. 

Crohn's disease is a disease caused by frameshift mutation- specifically the insertion of a C base. It is an inflammatory bowel disease. This disease causes you to lose a lot of weight, have pain in your gut,  have a lot of dietary restrictions, and much more. These are symptoms of the disease because it causes swelling in the digestive track as well as ulcers (holes).  

Human DNA Extraction Lab

Human DNA Extraction Lab

In this experiment we questioned whether DNA could be separated from cheek cells in order to study it.  We found that it could be separated, as long as the procedure is followed extremely carefully. It can be observed after precipitation. We know this because we extracted our own DNA, directly after adding the alcohol to our DNA solution. The DNA was white and floated at the top of the test tube.  We knew it could be observed after precipitation based on our prior research.  This data supports our claim because after adding the alcohol we immediately saw the effects on the gatorade solution.

While our hypothesis's supported by our data, there could have been some errors due to timing mis calculations and due to step mix ups. My mixing up the stepping we could have prevented precipitation and messed up the whole experiment. By mis calculating the time we could have also messed up the solution and caused the alcohol to have no effect. Due to these errors, in future experiments I would recommend using a timer instead of watching the clock, and triple checking your procedure.

This lab was done to demonstrate how DNA can in fact be removed by your body cells, and how it is present on every cell that you have.  From this lab I learned the process on DNA extraction which helps me understand the meaning of precipitation.   Based on my experience from this lab, I could apply this extraction technique to other uses such as on fruits like strawberries and bananas. 

Coin Sex Lab

Coin Sex Lab

In this experiment, we studied the probability of inheriting traits or disorders by autosomes or by x-linked inheritance, and the probability of producing male or female offspring.  The coins which were used in the lab were examples of recombination during meiosis, each side being a certain allele of whatever gene the coin carries. When crossing the Dihybrid Heterozygous genes, I expected to have 9 brown hair, brown eyed kids, 3 brown hair, blue eyed kids, 3 blonde hair, brown eyed kids, and 1 blonde hair, blue eyed kid.  I got 10 brown hair, brown eyed kids, 3 blonde hair, brown eyed kids, 2 brown hair, blue eyed kids, and 1 blonde hair, blue eyed kid. We also studied the probability of a certain gender. Females are all homozygous for the x chromosome, whereas males have one x and one y chromosome. The punnet square we used to determine it is relatively easy to use as the two genders are monohybrid. Though probability is useful to determine how likely it is that a disorder or certain trait is passed on, it is very general and therefore cannot predict the outcome of a specific encounter.  This means that when I have a child, I will not be able to predict it's gender, or whether a certain disorder has, indeed, been passed on to it.

Unit 4 Reflection

Unit 4 Reflection

This unit was about reproduction,  specifically sexual.  We discussed the significance of chromosomes and genes, and also which parts of sex are predictable or random, and how to use punnett squares to predict phenotypes. We talked about Mendel's sex laws, and how sometimes genetic inheritance is more complicated than just dominant and recessive alleles; they can have co-dominance or incomplete dominance.  I completely understood how to use punnett squares for both polygenic and regular alleles. I didn't fully grasp the concept of The Law of Segregation. It was confusing to me how it worked.  I learned a lot more about how disorders such as the bipolar disorder and colorblindness are passed on to children, and what the difference is between autosomal and x-linked inheritance, and about Mendel's pea experiments.  I learned how to effectively use diagrams, photos, and icons to learn about genetics.  I learned about how Mitosis was discovered by Walther Flemming and how Meiosis was discovered by Oscar Hedwig. I believe that I am a better student than yesterday, because I have learned a lot about how to actively study and start doing it a lot earlier, as well as getting better at doing my work on time and not procratinating.  I would like to learn more about which genetic traits are dominant and which recessive, as well as disorders. I don't have any unanswered questions. I wonder why Mendel became involved with genetics in the first place, when he went to the monastery to become a monk.
I took the VARK questionnaire,  and got an 11 in Kinesthetic, a 6 in audio, a 3 in read/writing, and a 2 in visual. So my preferred learning style is a hands on approach and talking it through. This doesn't surprise me at all because I'm a super talkative person who doesn't want to sit and takes notes.  I can re do some labs or examples, or also I could read the textbook out loud or re-listen to the vodcasts.

The Science of Genetics

The Science of Genetics Info graphic

Because of its size- Here is the link

https://magic.piktochart.com/output/9428321-the-science-of-genetics

Unit 3 Reflection

Unit 3 Reflection

This unit was all about cells and how they function. We learned about cell organelles and other parts, the different kinds of cells, how cells make energy, and more. Some essential topics o understand were photosynthesis and cellular respiration. Plants and other autotrophs use photosynthesis to make ATP (energy). Cells use cellular respiration also. I had trouble understanding how the energy is converted during photosynthesis and how and why cellular respiration takes place in a cell.  I was good at memorizing which organelles go where in the different types of cells. I am a better student than I was yesterday, because I know more about how the organelles even came to be and more, and I've learned better studying techniques and efficient ways to get my work done both in and out of class.  I want to learn more about photosynthesis because I think its super cool that plants can make their own energy, and I think its amazing how everything comes together to make ATP.  My only question was when plants/ cells started using photosynthesis to make energy, like if they always did or if that was something they developed to survive. I wonder = if cells that are both autotrophs and heterotrophs primarily survive off photosynthesis or other organisms, or if different cells use the two differently.

http://www.guidrybiology.com/biology-hp/unit-2

http://tomatosphere.org/teachers/guide/grades-8-10/plants-and-light

Photosynthesis Virtual Labs

Photosynthesis Virtual Labs

Analysis Questions

1. Make a hypothesis about which color in the visible spectrum causes the most plant growth and which color in the visible spectrum causes the least plant growth?

If the color blue is absorbed the most by plants, then if we expose a plant to blue light it will grow the most.

If the color green is reflected by plants, then if we expose a plant to green light, it will grow the least.

2. How did you test your hypothesis? Which variables did you control in your experiment and which variable did you change in order to compare your growth results?

I tested my hypothesis by exposing identical spinach plants to different colors of light. We controlled the location, the size pot, the type of plant, and the amount of the light. We changed the color of the light.

Results:

Filter Color	Spinach Avg. Height (cm)	Radish Avg. Height (cm)	Lettuce Avg. Height (cm)
Red	18
Orange	14
Green	2
Blue	19
Violet	16

3. Analyze the results of your experiment. Did your data support your hypothesis? Explain. If you conducted tests with more than one type of seed, explain any differences or similarities you found among types of seeds.

Yes, the data supported my hypothesis, because the plant exposed to the blue light grew the most, (19 in.) and the green light was the least ( 2in.)

4. What conclusions can you draw about which color in the visible spectrum causes the most plant growth?

I can draw the conclusion that blue and red light cause the most plant growth, because in my experiment they grew 19 and 18 in, which was the most.

5. Given that white light contains all colors of the spectrum, what growth results would you expect under white light?

I would expect a plant under white light would grow an average height, in between blue and green.

• Question::  How does temperature affect the rate of photosynthesis in a plant?
• Hypothesis :: If plants normally grow at room temperature, then when the temperature is at 25 degrees celsius, the plant will grow the most.
• Experimental parameters (in other words, what is the dependent variable, independent variable, and control?)

The dependent variable is the rate of photosynthesis in the plant. The independent variable is the temperature of the water surrounding the plant. The control is room temperature (25 degrees celsius)

test number	temp	rate
1	10	8 bubbles/ 20 sec
2	25	22 bubbles/ 20 sec
3	40	18 bubbles/ 20 sec

In this lab we were observing the effect of temperature on the rate of photosynthesis in a plant. I found that at the temperature of 25 degrees celsius the rate of photosynthesis was highest. I knew this because it created 22 oxygen bubbles per 20 seconds, as opposed  to 8 oxygen bubbles per 20 seconds (10 degrees celsius)  and 18 oxygen bubbles per 20 seconds (40 degrees celsius). This makes sense because most plants survive at relatively normal temperatures, so when the plant is too hot or too cold the reaction slows. This data supports our claim because the middle temperature (25 degrees celsius) had the fastest rate, and the 10 and 40 degree temperatures were slower.

This lab was done to demonstrate the effects of external environments on the plant’s internal environment. From this lab I learned how temperature affects how a plant cell works, which helps me understand the effect of ph and temperature, like in the egg lab. Based on my experience from this lab,  I could further study the effects of global warming on a plant cell’s internal structures.

Egg Diffusion Lab

Egg Diffusion Lab

In this experiment, we were observing how an egg's internal environment changed as its external environment changed.  After removing the egg's shell by soaking it in vinegar, we left the eggs either in a sugar/ water solution and deionized water, then, after around 48 hrs of soaking, measured that change in both mass and circumference in each egg.

 When the egg was placed in deionized water, it grew slightly (.176%)  in mass, and there was no change in circumference, most likely because we had previously soaked in tap, not deionized water.  The egg most likely grew a little because inside the egg's membrane there was a higher amount of sugar (solute) and less solvent (water) than outside the egg, which was all solvent. Since the sugar in the egg was too big to diffuse through the egg's membrane, the egg took more water in through passive diffusion, because the water was moving from high concentration to the low concentration inside the egg's membrane.  

When the egg was placed in sugar water, a hypertonic solution,  it's mass decreased by 51.7% on average and its circumference decreased by 23.67%.  This is because the sugar water surrounding the egg contained more solute than the egg, and so to balance the concentrations, water was released from inside the membrane in order to make the sugar concentrations inside higher, leading to decreases in both mass and circumference.  

A egg cell's internal environment changes in both mass and circumference as it's external environment changes, in order to balance the concentrations of solutes and solvents. When we added the vinegar around the egg, I think that the egg's mass and circumference changed because the egg might have taken in some of the vinegar solution. When we put the egg in water, (tap water) the egg might have also taken in some of the contaminants in the water. When we put the egg in sugar, it shrunk because it let out some out the water inside in order to balance the concentrations  of the internal and external environments.

This lab demonstrates the biological principle of diffusion and solutes and solvents by showing us a real life example. Since the sugar was too big to diffuse through the cell's membrane, the cell lost and gained water. When the egg was placed in a solution with more solute than inside the egg, it shrunk, because the sugar water was a hypertonic solution. When the egg was placed in the deionized water, which had more solvent than inside, it grew slightly, because the deionized water was a hypotonic solution.

Fresh vegetables are sprinkled with water at markets because water will diffuse into them making them fresher and plumper. When salt is used on roads and get near the plants on the side of the road, it kills them because the water diffuses out of the plant, and shrivels the plant, and so it dies.

Based on this experiment, I would want to test celery to see how leaving in in different concentrations of water, sugar, and salt would affect it.  It would be relatively easy to detect changes in the celery, as they are straight. We could also try this experiment with vegetables such as lettuce and spinach. 

Egg Cell Macromolecule Analysis

Egg Cell Macromolucule Analysis

           In this experiment, we were trying to find out if we could identify macromolecules in a egg cell. We found that we could, in fact, identify the macromolecules, in each part of the egg cell. (egg membrane, egg white, and egg yolk). 

 In the egg membrane we found lipids, polysaccharides, and proteins. When we added Sudan III and water to the sample, it turned orange, meaning that the macromolecule (lipid) was present. This is because lipids make up most cell membranes.  We also found polysaccharides were in the membrane. We knew because the membrane turned black when we added iodine, because polysaccharides are found on the surface of cells. When we added the sodium hydroxide and copper sulfate, the solution should have turned purple, however, due to testing errors, ours didn't. It should have because transport proteins are found in cell membranes.
In the egg yolk we found monosaccharides, polysaccharides, lipids, and proteins. When we added benedicts solution to the sample, it turned green, meaning that there were monosaccharides present in the yolk, because they store the egg's energy.  When we added iodine to the sample, it turned black, suggesting that polysaccharides were present. This is because they are in the cytoplasms of cells and store energy for the cell. We also found lipids present in the yolk. We know because when we added Sudan III to our sample, it turned orange. This is because they store energy inside the cell.  When we added sodium hydroxide and copper sulfate, we should have found that the solution turned purple because proteins, which are found in the cells organelles, were in the sample.
In the egg white, we found polysaccharides, monosaccharides, and proteins. When we added iodine to the sample, it turned black, suggesting that polysaccharides were there. This is because polysaccharides are used for growth and development of the egg. When we added benedicts solution, it turned green, indicating that monosaccharides were there. This is because they store energy for growth and development. When we added sodium hydroxide and copper sulfate the sample turned purple, indicating that proteins were present, because they are needed for both growth and development and to make enzymes for immunity. This data supported our claim because it showed what we used to identify the different macromolecules.

While our hypothesis supported our data, there could have been errors due to contamination with other egg parts, or inaccurate measurements of the solutions added to our samples. By contaminating the egg parts, you could accidentally put some macromolecules where they normally aren't, leading us to believe that they regularly are there. If our measurements were inaccurate, we could have missed a macromolecule which was present. (In the protein test most samples didn't turn purple) Due to these errors, in future labs I would recommend being more careful measuring the solutions and separating the egg parts.

This lab was done to demonstrate the roles of the different macromolecules in the different part of the cell. From this lab I learned a real world example of what the different macromolecules were used for, which helped me understand the concept of how they are used in the cellular level. Based on my experience from this lab, I could identify the macromolecules in a different type of cell or egg, using the techniques we learned in this lab.

The Composition of the Universe

The Composition of the Universe 

My research question is what is the Universe made of. I am interested in it because it amazes me on just how big it is, and how it came to be. The current hypothesis is that its made of dark matter, dark energy, and atoms like those that surround us.  However, 95% of the universe's composition is still unknown.

What is the Universe made of?

How was the Universe made? 

How did simple cells develop into humans and such?

How did the first cells come to be? 

Is extra-terrestrial life real?

Is a time-machine impossible to make? 

What does a black hole do?

Where does a black hole store the stuff it eats?

Who owned the first pets?

What is consciousness mad of? 

Can human life be expanded through technology?

At what temperature will greenhouse gases stop warming our air?

What are cheap renewable resources that could replace oil?

Is there a cure cancer?

Is there a physical limit to how smart someone can be?

What makes us "human"?

Does biology apply to the rest of the universe?

How can bodies automatically repair themselves?

How are fears wired into our brains?

Is extraterrestrial life different then ours, if it exists? 

Identifying Questions and Hypothesis

 Identifying Questions and Hypothesis

• https://en.wikipedia.org/wiki/Asch_conformity_experiments#Initial_conformity_experiment

The study I found was the Asch conformity experiment. This was a psychological experiment designed to study how the subject would react to the actor's behavior. In the eighteen tests completed, seven actors and one participant were told to match a line of a certain length with its twin. They were given three different lines to choose from. In these experiments, the participant didn't know that the others were actors, who were told to choose the wrong line. Solomon Asch hypothesized that the test subject would conform their response to the same line that the actors chose, whether it be obviously wrong or right. He based this off what he observed throughout the time, and how rumors and false facts appeared. 

Unit 2 Reflection

This unit was about the chemistry of life.  We learned about subatomic particles (protons, neutrons, and electrons) , isotopes (all isotopes of an element have the same chemical properties), and the main types of chemical bonds (covalent bonds and ionic bonds). We also learned about the properties of water, and about its polarity because of its uneven distribution of electrons (between oxygen/hydrogen molecules), and what pH values stand for (higher than 7 = basic, lower than 7 = acidic).  We learned about the four groups of organic compounds found in living things (carbohydrates, lipids, nucleic acids, and proteins), and about chemical reactions and how enzymes speed them up.  

I understand about the four macromolecules and what they all do.  I don't exactly understand the different types of chemical bonds, but I get the concept of them.  I learned a lot about managing the demands of the class, including using my class time wisely to work on assignments such as conclusions, and making sure I have enough time to watch the vodcasts. I learned that I work well in group settings, and we completed labs quickly and efficiently, even with some side conversations.  I learned to work efficiently in class so that I didn't have as much homework, and to take the time each day to complete part of the chapter notes, so that it won't pile up. 

I want to learn more about nucleic acids anyhow they are arranged in DNA and RNA.  I don't have any unanswered questions, as the textbook and podcasts have been very thorough. I wonder about how the nucleic acids can determine so much when they are so tiny. 

 Curdle Conclusion

In this experiment we wanted to find the optimal conditions and curdling agents for making cheese.  We found that the best curdling agents  were acidic and hot with the enzyme chymosin. When the milk/enzyme solution was cold or basic, or when the enzyme added was buttermilk or none,  then it did not curdle at all.  When the curdling agent was acid, both chymosin and rennin took 5 minutes to curdle. When the curdling agent was Hot, chymosin took 5 minutes to curdle and rennin took 10 minutes.  When the curdling agent was basic or cold, neither chymosin or rennin curdled.  Research shows that enzymes speed up the milk curdling process, by helping to break apart the substrate caesin. In other words, more product in less time.  This data supports our claim because we found that by using the enzymes chymosin and rennin we speed up the reaction, allowing us to test it or make more curdles, before the untouched milk is even done with the first reaction.

While our hypothesis was supported by our data, there could have been errors due to the enzyme/milk not being checked at exactly the right time. Instead of 5 minutes, it could have been checked at 5:15 or 4:55. This could have changed our findings because the milk could have curdled at exactly 5 minutes and if we checked it before then we could come to the conclusion that it wasn’t curdled and wait another 5 minutes.  Also, we could have inaccurately measured the enzyme. If we put too much we could have sped up the process, and too little we could have slowed it down, thus warping the timed results. Due to these errors, in future labs I would recommend that we have three people dropping the enzyme in, and three more people putting the solution in each temperature setting. By doing this it would make the setup not only faster but also more accurately timed. When one person measured and dropped each enzyme in, each solution was put into its temperature setting at different times, and thus producing inaccurate results. We could have also been standing right next to each temperature setting so that right as the clock hit 5:00 minutes we could have checked the enzyme/ milk solution and made our results much more accurate.

This lab was done to demonstrate the effects of enzymes such as chymosin and rennin on the time it takes to curdle milk, or make cheese. In a larger sense, this lab showed the effect of enzymes on their substrate, and what their product is. It showed just how much enzymes speed up reactions.  From this lab I learned the full extent of the enzyme’s work, and which conditions (temperature and pH) they work best in,  which helps me understand the concept of how they work and why the conditions affect them. Based on my experience from this lab, I now am fully convinced that I could make cheese using rennin or chymosin, by using my knowledge of their prime conditions and about the cheese making process.

Sweetness Lab Analysis

Sweetness Lab Analysis

The purpose of this lab was to study the level of sweetness of different carbohydrate structures. Based on our observations during our Sweetness Lab, we found that monosaccharides are generally sweeter than both disaccharides and polysaccharides.  We found that the four sweetest Carbohydrates were sucrose (100), glucose (80), fructose (130), and galactose (50), all but one monosaccharides. The three least sweet Carbohydrates were lactose, starch, and cellulose, a disaccharide and two polysaccharides. The monosaccharides were also more commonly found in fruits, which taste sweet. This proves that monosaccharides are generally sweeter because three out of the three monosaccharides in our experiment were in the top 4 sweetest carbs, and two out of the two polysaccharides were in the bottom three.  

Carbohydrate structures might affect how they are used by cells and organisms because different structures or number of rings make up different saccharides. These different saccharides have different amounts of energy which can be used in different ways in the body. Some only have a little energy and can only do small tasks, while others have a lot of energy and do big tasks in our bodies. That is how the different carbohydrate structures might affect how they are used in organisms.

No, all the testers in our classroom did not give the sample the same rating. One reason why could be that we have different tastebuds. Another reason could be that we have different tastes in food. Some people might not eat or like sugar as much as others, and so the sugars will taste excessively sweet to them.  A third reason could be that the testers got different amounts of sugar, making it taste sweeter or more bland. Humans taste sweetness because each person had taste buds, which contain about 50-100 taste cells inside. About 25% respond to sweetness, and the rest split between other tastes.
The tongue tastes using taste buds, according to  live science.com. Testers could rank the sweetness of the samples (same samples) but this time have a fixed amount they have to pick up.

What is Biology? Collage

What is Biology? Collage

file:///Users/sashapickard/Downloads/Biology.jpg

Jean Lab

Jean Lab

In this experiment we were investigating what concentration of bleach is best to fade the color out of new jeans in 10 minutes without visible damage to the fabric. We found that the 50% bleach/water solution was the best. Our qualitative observations show that this solution faded the jeans considerably without making any holes or fraying the fabric. Pure bleach is supposed to make fabric holey and have a strong whitening effect,  and water has no effect on the fabric. By balancing the bleach with the water, we lowered its damaging effects on the jeans.

While our hypothesis was supported by our data, there could have been errors due to clumsiness by a team member, who accidentally spilled some of the solutions inside the petri dishes, leading to even more spills, which delayed our experiment considerably and made our results slightly inaccurate. This is because the bleach/water solutions were mixed, changing the concentrations. Due to these errors, in future experiments I would recommend handling liquids more carefully, and being better prepared for the next step of the procedure, as not being ready slowed us down a lot.   

This experiment was done to demonstrate the implications of bleach on jeans. The pure bleach damaged the jeans severely whereas the 12.5% concentration barely did anything. With this knowledge I can properly bleach stains in my soccer uniform without making any holes.  From this experiment I learned the full effect of bleach, which helps me to understand the concept of bleach’s strength. Based on my experience from this lab, l can definitely use bleach on clothing stains and carpet stains without ruining them!

Concentration (% bleach)	Average color removal (scale 1-10)	Average Fabric Damage (scale 1-10)
100	10	5
50	8	2
25	5	1
12.5	3	1
0	0	0