Winter Assignment

So there is a small assignment for you to complete over the winter break.  
Click here for the slides, make a copy and fill them in.  Use the book resources as well as the internet to get answers to the information.  It is due the Friday we come back to school (that is Jan 9, 2015)
Also, please remember to share the newsletter with your parents (if you lost your copy, click here for a digital version)
Last, but not least, don't forget to also share the article and check out the plosone.org website over break.

Resubmission window extended until Dec 16th

Yes, that is right, you read correctly, all resubmissions (this includes EVERYONE) are available through Tuesday Dec 16th.  Please take advantage, fix things, and increase your grade! :)

Basic Genetics Review Problems

Go to the Biology Project (through U of A) website and complete all of the problems in the "Monohybrid Cross Problem Set" (in the Mendelian Genetics section).  Notice there is a vocabulary tab on the bottom of each page. . . 
We will whiteboard the questions tomorrow.

If you happen to finish them before the end of class, either move onto the "Sex-linked Inheritance Problem Set" or continue working on your final review

The best final review EVER ;)

Just what you have been waiting for. . . . .  .





The Final Review!!!!!! (cue applause here)


Seriously, please take some time to look over it and go to the links, take notes on your own for each objective, make flashcards, make a presentation, whatever will work for you so that you will be successful on the final next week! 

HHMI BioInteractive "Making of the Fittest"

Today we are going to watch a short video entitled, The Making of the Fittest: Natural Selection in Humans. Before we watch it, let's discuss the following questions

1. What do you know about sickle cell anemia?

2. Was, or is, malaria a problem in the United States?

3. What are some things you already know about human evolution?

4. How might a disease such as malaria play a role in human evolution?

You will have a copy of the questions to think about as you watch the video.  Click here for one to write your answers into.

Free Response Practice

Click here for the free response questions.  

Click here for the rubric and sample answer from question 2 (that we went over yesterday, it includes multiple student samples and explanations for the score received)

Pre-mRNA transcript processing

What are Introns?

And what about exons?  

How does mRNA "mature" so that it can leave the nucleus so that translation can happen?

If you are still having issues answering these questions, please watch the following animations.

Animation from the book  (you will have to log-in to view this one, it is in Chapter 9, "pre-mRNA transcript processing")

Another tutorial found through google ;) (go through each tab and take the 3 question quiz at the end)

For the remainder of the week, we are going to work on free response examples from the AP Biology test (click here for a preview)

Transcription/Translation Simulation (AKA James Bond, Cellular Spy)

Background:
"Central Dogma", a phrase coined by Francis Crick, is used to describe the flow of molecular information through a trio of macromolecules, DNA, RNA and protein.  A gene is a nucleotide sequence in DNA to which a specific genetic function can be assigned such as the production of the pigment for eye color. Genes provide the "blueprint" for the production of proteins,  Proteins are macromolecules that consist of one or more polypeptides that function as enzymes, hormones, antibodies or structural components of the cell.  

So how is information in nucleus-bound DNA expressed as proteins found throughout cells? Through the processes of transcription and translation.  The nucleic acid sequence of a gene on the coding strand of DNA is used to create a complementary nucleic acid sequence of messenger RNA (mRNA).  Messenger RNA, as the name implies, takes its genetic information or message out of the nucleus and into the cytoplasm of the cell.  This transfer of information from DNA to RNA is the process of transcription. Transcription generates a single-stranded mRNA complementary in sequence to the coding or sense strand of DNA,  Two other RNA intermediates important to translation and protein synthesis are similarly transcribed from specific gene sequences, ribosomal RNA (rRNA) and transfer RNA (tRNA). 

Once outside the nucleus, mRNA takes its genetic message from the nucleus to the ribosomes, the site of translation and protein synthesis. 

Translation converts the nucleotide sequence of the mRNA into a specific sequence of amino acids to produce a specific protein. Translation of mRNA is accomplished by translating a series of three (triplet) nucleotides, a triplet of nucleotides is called a codon, into the corresponding amino acid as specified in the Genetic Code (see chart below).  The genetic code consists of the three-letter codons present in the nucleotide sequence of mRNA, as read in the 5' -- 3' direction. For example, the first triplet found in all mRNA as transcribed from DNA is composed of the bases, adenine, uracil and guanine (AUG) and translates into methionine (Met), the translation initiator sequence.  Without the AUG sequence, translation will not take place.

Objective:
You are "cellular spies".  You will be given a "clue" (a segment of DNA), working in pairs, you must transcribe it into mRNA (your strand includes flanking sequences and introns not used in the final mature mRNA), and then move around the room, looking for the correct bead color to translate it into an amino acid sequence.

Codon chart or wheel (use whichever you prefer)

Amino acid/pop pead key

Amino Acid	Pop Bead color
Arginine (Arg)	White
Cysteine (Cys)	Black
Lysine (Lys)	Red
Proline (Pro)	Green
Tyrosine (Tyr)	Yellow
Methionine (Met)	Blue
Valine (Val)	Purple
Phenylalanine (Phe)	Orange

Work Day

Finish up your DNA model and the pictures required

If that is done, work on anything else that needs to be revised :)


p.s. here is the link for the delicious dessert -- Happy Thanksgiving!

Ghost in your genes

To cement your understanding of DNA structure and to add reasons why it is so vital, we are going to watch "Ghost in your Genes" from NOVA.

Click here for additional information on pbs.org

What is the structure of DNA?

How can we make a model of DNA to show it's structure?

How does DNA replicate?

What does the processes of transcription look like?

Using the materials on the table, create one large polymer of A, T, G, & C (about 100 beads in length).  This is one side of the DNA molecule.  What would the other side look like?  Again, using the materials on the table, create the complementary side of DNA, how might you connect the sides? (take a picture when both sides are together, make sure to label the ends with 5' and 3')

How does the structure of DNA make it a stable molecule?
Can you twist the molecule to show it's helical nature?
Where might the histone proteins be located? (what could you use to model them?) Another picture opportunity -- coiled and histone proteins added
How might the location of the histone proteins affect gene expression?

How will the DNA replicate?  Why might it not start at one end and go to the other? Again, using the materials provided, work with your model to show DNA replication. Picture time again, should be able to see Okazaki fragments (and they need to be explained in your submission) :)

Using your original model (or one of the newly replicated strands), show how TRANSCRIPTION works.  (remember to use a different color for the uracil). Where is your promoter region? How does the process stop? Another picture of this process, please :)

Crash Course Biology (DNA structure and replication)
DNA learning center: How DNA is assembled
Crash Course Biology (DNA, Hot Pockets, & the longest word ever)

From Gene to Protein: A Historical Perspective "Replication of DNA"

What were the three models of DNA replication under investigation in the 1950's?

You should be able to describe and define:
Conservative
Semiconservative
Dispersive

Watch the animation from the DNA learning center to learn more about the three models
http://www.dnalc.org/view/15880-Models-of-DNA-replication.html


Which model, conservative, semiconservative or dispersive is actually how DNA replicates?
Assume you have the following materials in your laboratory.  Design an experiment using these materials.  You must justify your choice of organism and isotopes.  You will share your information on a whiteboard with the group.

1. An experimental organism of your choice
2. Your choice of radioactive isotopes (e.g. ¹⁴C, ¹⁴N, ¹⁵N, ³²P)
3. Test Tubes
4. Food/Growth media for organisms
5. A Centrifuge

This template may help in your design

DON'T GO ANY FURTHER UNTIL WE HAVE DISCUSSED EVERYONE'S BOARDS!!

Meselson & Stahl did an experiment to determine which of the 

models for DNA replication was actually correct

Short animation (from McGrawHill)

DNA from the beginning, Module 20 all about DNA replication and the Meselson Stahl experiment.

Work day

Please make sure that you are in your groups for the following labs, and make sure one person in the group has turned it in

• Exploring the Rate of diffusion lab
• Selective Permeability Lab

And individually 

• work on the questions from the "Secret of Photo 51" video. 

DNA Extraction part deux

Today we will extract DNA from strawberries
How might the strawberry DNA compare to your human DNA that was extracted on Friday?
What is the protocol for extracting the DNA?  

DNA extraction :)

DNA Extraction 
How can DNA, a submicroscopic molecule, be visualized by the naked eye?
What must be done to extract and isolate DNA from human cheek cells?
What can we conclude about the chemical nature of DNA through isolation techniques?

Materials provided:
centrifuge tubes, disposable cups, sports drink, ethyl acohol, pipettes, cell lysis (detergent) solution, meat tenderizer (enzyme)

How will you use the above materials to extract DNA from your cheek cells?

Extracting DNA from Your Cells

Cells from the lining of your mouth come loose easily, so you will be able to collect cells containing your DNA by swishing a liquid around in your mouth. 

To extract DNA from your cells, you will need to separate the DNA from the other types of biological molecules in your cells.  You will be using the same basic steps that biologists use when they extract DNA (e.g. to clone DNA or to make a DNA fingerprint). You will follow these 3 easy steps to extract the DNA:

  Detergent

eNzymes (meat tenderizer)

  Alcohol

Rosalind Franklin "The Secret of Photo 51"

Watch the video "The Secret of Photo 51", be prepared to discuss on Friday.  
Use the video sheet, take notes to answer the questions OUTSIDE of class. (the assignment is posted on Canvas)

More Historical Perspective on DNA: From Gene to Protein

How did scientists discover the source of heritable genetic information?

Hershey-Chase Experiments (1952)
Even though the results of Griffith's transforming factor was DNA, other scientists still tested his idea.  
Watch the animation on the Hershey-Chase Experiment

1. What are the elements that make up a nucleic acid vs. a protein?
2. Why did Hershey and Chase use radioactive sulfer and phosphorus in their experiments?
3. Is DNA or protein the genetic material of a phage T2?
4. What evidence does this experiment give you to support this idea?

Let's review the structure of proteins.
Watch the video from education portal about the four levels of protein structure

Why might Rosalind Franklin's X-ray diffraction photograph have been interpreted as an alpha secondary structure?

Yeast again and moving onto DNA :)

Set up your yeast lab again.  I found that the optimal amount of yeast to sugar to water is 

• 1 g yeast
• 2 g sugar
• 10 mL water

Make at least one of your test tubes this way and then conduct your experiment testing one of the variables discussed.

Moving onto DNA! :)
We are going to go through an animation on DNA from the beginning (DNAFTB), specifically 
Concept 15 -- DNA and proteins are key molecules of the cell nucleus. 
& 
Concept 17 -- A Gene is made of DNA

Yeast Lab

Today you will (finally) complete the yeast lab.  

Remember the question is:
What effects the rate of respiration in baking yeast?

More about selective permeability, another run at cellular respiration

Cellular Respiration

Collect data again on your seeds.  Is there a change in the Carbon dioxide concentration in the chamber?


Selective Permeability

There is a great Phet simulation for membrane channels.  Click here to view and go through the simulation.  Take screen shots and explain what is happening in terms of selective permeability.  Does it matter how many channels are in the membrane?  Does the severity of the concentration gradient effect the rate of diffusion?  Use your data from this simulation in your selective permeability lab write-up.

Click here for the tutorial that we will go through together as a class at the end of the period :)

Cellular Respiration, Diffusion & Osmosis, oh my! ;)

Lots and lots to do today!

1. Set up your seeds in the Vernier containers with CO₂ probes, and the labquest (make sure you adjust the time to take data for 25 minutes)
2. Discuss the rate of diffusion lab (Ok to turn in on the block day next week)
3. Groups on canvas (remember your group #)
4. Discuss the selectively permeable membrane lab

Cellular Respiration & Photosynthesis (and a bit of review from cellular transport)

On a whiteboard. . .

• brainstorm everything you know about photosynthesis, aerobic respiration and anaerobic respiration.
• List three things in your life that depend on the metabolism (photosynthesis or respiration) of another type of organism

Today we are going to set up multiple labs.

• Lab #1 -- diffusion across a selectively permeable membrane
• Lab #2 -- Cell Respiration with seeds
• Lab #3 -- What effects the rate of respiration of baking yeast?

We also need to clean up last weeks lab.  Place test tubes into a beaker in the warm water bath to melt the agar.  Pour agar into baggie and throw in the trash.  Wash all test tubes with hot, soapy water.

Work Day Friday

Please use today to work on

• Enzyme lab (due today) remember that the pineapple and pudding activities should be added into your evidence section in the conclusion (look at the rubric!)
• Diffusion lab (due next friday)
• Readings of Chapter 4-7

Continuing with Diffusion

Go to Canvas and following the directions for adding dye to your agar test tubes.  
CAUTION: the dye STAINS, be careful!

Diffusion Extravaganza

Welcome back!

What is diffusion and why do we care about it in Biology???


Go to Canvas, and take the "Rate of Diffusion Pre-lab" quiz. It is ok if you aren't sure of the answer, do your best.

Watch demo of diffusion in action, take some notes about what you see to add to your evidence when writing up the lab.

Go back to Canvas for information about the lab.  

Finish Pineapple enzyme activity

Check your pineapple.  

• Did the different types react differently with the jello?  
• How can this help in your conclusion section of your enzyme lab? (enzyme lab can be turned in before break, but is technically due after)

Help clean the room from all of the lab equipment that we have used throughout the quarter
Finish up whatever work needs to be done.

Pineapple enzyme lab continued . . . .

Add the different types of pineapple to your jello.  BEFORE you do, mark where the jello is at in the container (the pineapple and jello are virtually the same color).  Also, make sure that you squeeze the piece of pineapple so there is some juice to interact with the jello.

Once that is complete, work on whatever still needs to be done for quarter grades :)

• water lab
• chem lab
• molecule activities
• molecule quiz
• enzyme quiz

Pudding and Pineapples :)

Most groups did not get great data with the lactase lab, so we are going to do two different short experiments today to hopefully increase your data for the evidence section of your report.  You can also add these activities into other portions of your lab report as needed.

Instant Pudding
How is instant pudding different from traditional cook and serve?  How does this activity relate to enzymes, their function and their importance in biological systems? How does energy play a role in these systems (instant vs cook and serve)?

Gelatin and Pineapple
Ever noticed that on a jello box, there are certain fruits you aren't supposed to add to the jello? No?  Now that you know there are certain fruits you aren't supposed to add, why do you suppose that is the case?  What is gelatin anyway?

To make the gelatin

1. Find 2 other groups and prepare 1 package of gelatin in the measuring cup using 90ml of boiling water and 30 ml of cold water. Stir well with a spoon until the gelatin is dissolved. 

Molecules of Life (Chapter 3) whirl wind PowerPoint

We are going to go through the PowerPoint for Chapter 3 at warp speed.  It should all be review from making the models.  If you still have questions, please go to the "Chapt Obj, Vocab & PP" tab to access the PowerPoint slides from Chapter 3. You can also come in during advisory for extra help if you are confused by any of the information.

Enzyme Tutorials

Please go through the following tutorial about enzymes to further your knowledge.  Make sure you go through each animation with enzymes and without.  This information could be used within your conclusion (make sure to cite your source)
Enzyme Activity

Then watch the animation and take the quiz on the following link.  E-mail your quiz results to yourself and to me :)

How Enzymes work video and quiz

Phet Simulations

Today is the day to get phamiliar with phet ;)

There are a couple of simulations that will really help further your understanding of enzymes, reactions and the importance of water (the three main topics we have covered in the first nine weeks).

Pick at least one to work through and use the information gathered in either your evidence or reasoning sections of those assignments.

CER practice and work on Enzyme Lab

Why is Claim, Evidence, Reasoning a valid framework to use for a scientific conclusion?
How did Mr. Xavier die?

Agenda

• Short PowerPoint on Claim, Evidence, Reasoning basics
• Mr. Xavier crime scene scenario (Sorry, Magneto didn't murder Mr. X)
• Each group will get different results to help them form their own Claim, Evidence and Reasoning Conclusion
• Work on the Enzyme lab, or go back and work on the water or chem lab for re-submission

Whiteboarding of Lab

Today you are going to whiteboard your lab, following the lab report rubric.

Continue with Enzyme lab

Enzyme lab continued . . . .
Now that you have tried your own design once, what do you need to do to fix it in order to get viable results?

Things to consider

• What sort of milk should you use?
• how long does the milk and enzyme (or starch and enzyme) solution need to sit before testing the results?
• Could you leave it longer than the class period and check on it later????
• What does a positive result look like?

Late Start day is Ted Talk Day :)

Two ted talks today :)

What humans can learn from semi-intelligent slime

and . . . . 

Suicidal crickets, zombie roaches and other parasite tales

Enzyme Lab (Tuesday - Friday)

We are borrowing a lab exercise from biologycorner.com

Click here for the Enzyme Lab.  Follow the parts to become more familiar with enzymes and their functions.  These "parts" (part A, B, C & D) will be background information for your lab that you will turn into canvas.  Please still take pictures or use a google doc to record your findings and information that you gather from the parts. However, your lab write up that you will be turning in, will focus mainly on Part E (design your experiment).  The rubric for that section (E) is here.  Use the information from other days in the enzyme unit as well as parts A-D as background information and additional research to give more support to your design.

Enzyme intro continued . . .

Question for the day
What are enzymes and why are they an essential part of living systems? 

Agenda

• Go over Enzyme Reading
• Talk about Closure "quiz"
• watch short tutorial about Enzymes from education portal
• begin discussions about Enzyme lab
• Use the LabBench activity on Enzyme Catalysis as background.

Enzyme Intro

Question for the day
What are enzymes and why are they an essential part of living systems? (take a minute and talk at your table, brainstorm on your whiteboard)

Agenda for the day

In a group of 5, you will receive a set of locks and keys.  
On your whiteboard, write down at least 5 observations about the locks and keys.  You should try to use the keys to unlock the locks (make sure you take a picture of your whiteboard). You have 10 minutes

Share observations with the larger group.

In your same group, you will get a new set of keys.  What predictions can you make based on the previous set?  Please write down at least three predictions on your whiteboards. Once you receive your new set of keys, test your predictions.  Were your predictions valid?  Why or why not? Again record information on the whiteboard, and make 3 additional observations (again, take a picture to record your information).

Share additional observations

Read and Mark up the Text of Enzyme Intro

Per 2 click here
Per 3 click here
Per 4 click here

If time allows, watch short tutorial about Enzymes from education portal

Closure
Go to Canvas and complete the Enzyme closure "quiz" before class tomorrow.

Pre-test for Enzymes and finish up Macromolecules

Questions for today:

• How are the form and function of Macromolecules related? (and why is it so important to Biological systems?)
• What are enzymes and why are they an essential part of living systems?

Agenda

• Click here for a copy of the SSA for the enzyme unit.  Please make a copy for your own google drive (you have to be signed into your g-mail account) and fill in the yellow column, and then share it with my school e-mail (unclick the "send an e-mail option").
• Add the highlighter "add-on" on google drive (you have to have a google DOC open in order to find the highlighter add-on)
• Complete the pre-assessment for the Enzyme unit on Canvas
• Complete your models from the previous activity and upload your information to Canvas
• Complete the Macromolecules closure quiz (probably won't get to this in class today)

Continue Model Work

Continue work on Macromolecules.
Remember the purpose of the lab is to understand the structure and function of all 4 macromolecule groups

• Carbohydrates
• Lipids
• Proteins
• Nucleic Acids

Chapter 2 retake

We are going to attempt to retake the quiz on Canvas.  Log on, and then go to the left side and click on quizzes.  The chapter 2 retake should be there.

Organic Molecules

We are going to spend the next couple of days working on molecular models.

Click here for directions on what you need to build.  Please take a picture of each model (with a label of what it is as well as your names visible) when they are completed.  We should have enough models to work in groups of two.

Friday & block day (chapt 2 study guide and marking the text)

So, I decided to give you a little more guidance for this chapter instead of just the normal test corrections.  You need to complete the study guide for the chapter as your test corrections. 

Also, another really great resource is from Mader's Biology. The previous link takes you to the "e-learning" section of the chapter, but there are also quizzes, flashcards and other things that you can use to learn the material.  The chapters align fairly closely with our book.

Please have the study guide completed before Friday's quiz.  If you need extra help, come in for advisory.

The other part of your work, is to Mark the Text for the the "Creature Power" article.  Both of these assignments should be done by the end of the block day next week.

Work Day

Please take today to work on your write up for the water lab as well as the basic chem lab :)

To help further cement your understanding of the unique properties of water and why they are important in Biology, check out the Khan Academy crash course in Biology "Water - Liquid Awesome"

Late Start Day

Objective:
Gain a better understanding of the unique properties of water

Found the "water balloons in space" video!! 
Can we simulate a lack of gravity or friction for water in the classroom?

Supplies

• index paper with wax paper covering
• pipettes
• water (with optional food coloring)

Using the above supplies, drop water onto the wax paper.  What do you observe?  How is it different from dropping water onto a table or an index card with no wax paper?  Can you "cut" the drop of water in half?  What property of water is being demonstrated with this activity?

(Use this as additional evidence for the unique properties of water in the water lab)

Block day -- basic chemistry

Today we are going to focus on basic Chemistry.
We are going to go through the PowerPoint for Chapter 2 very quickly (look at the tab labeled "Chapt Obj, Vocab & PP for the information)

Then, you are going to have some time to use basic household items to observe Chemistry.  For this assignment, you need to have 

• evidence that you have experimented with each set of substances, 
• explain what is chemical concept is being demonstrated with the reactions you see 
• why this chemical concept is important to understand in a biological context

If time allows, you will have the opportunity to finish up the Water Lab that is due on Aug 29th.  Other than the block day, you won't have time to work on this lab in class before it is due.

Test correction directions

Please click here, or on the tab at the top of the page labeled test correction directions to find out what needs to be done for test corrections

Claim, Evidence, Reasoning, Rebuttal (CERR) Guide for Science Writing

This should help you put together the pieces of the water lab, and any other lab we do in this class.  It is also now a tab on the top (Science writing CERR) for easier access throughout the year.

CERR Model for Science Writing

C	The claim is a testable statement or conclusion that answers the original question.  This is what the scientist is making an argument for.
E	The evidence is the scientific evidence that supports the claim. Evidence must be both appropriate and sufficient to support the claim. Ø  Appropriate evidence – evidence must directly connect to the claim. Ø  Sufficient evidence – there must be enough evidence to draw a valid conclusion about whether the claim is supported or not supported. (Does the evidence – the data—you present support the claim you are making?)
R	Reasoning is a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles.  You explain exactly how and why your evidence supports your claim.
R	When explaining phenomena, there can be more than one possible claim or explanation. Often the same data can be used to more than one claim. You should learn to recognize alternative explanations. A good answer takes different possible explanations into consideration and offers a rebuttal to why a different explanation is not appropriate. In other words, the rebuttal explains why a different claim is not appropriate. It also gives you another chance to explain your reasoning and lets the reader know that you know what you’re talking about!

As you develop as a scientist, your ability to make claims, cite evidence, use reasoning and offer rebuttals will get much stronger and more sophisticated.

Water Lab

We are going to do a lab investigating the unique properties of water.

Click here for directions & here for the rubric, or go to Canvas and look for the water lab assignment.

Please set up Part 4 (the celery one) first, it needs at least a half an hour (preferably longer) to sit.

For this assignment, you need to create a document, presentation, video, . . . . something that demonstrates you understand the unique properties of water discovered and tested in the lab.

First Quiz

We are going to use clickers for this quiz.  You have 30 minutes to complete it.

Chapter 1 review for quiz on TUESDAY

Look at the Chapter 1 obj & vocab

Per 2 (you have 15 minutes to put together your whiteboard)

• get into 4 groups, each group will be responsible for whiteboarding their answers to certain objectives
• Group 1 -- Obj 1 & 2
• Group 2 -- Obj 3
• Group 3 -- Obj 4 & 5
• Group 4 -- Obj 6 & 7

Per 3 & 4 (you have 15 minutes to put together your whiteboard)

• get into 7 groups, each group will be responsible for one objective

Happy Friday!!!!

To do list for today

• make sure your Big Idea reflection is done and turned in on Canvas
• Study for the Chapter 1 quiz on Tuesday, but only after you have
• completed the registration process below for the on-line resources with the text book
• use your newly gained on-line access to not only study Chapter 1, but to also read Chapter 2 as next week we are diving into Chemistry of Life :)

Go to 

http://www.cengagebrain.com/shop/index.html

Click on "register your product" in the upper right corner of the screen.

Enter your access code and click register

As you are entering your information, it also asks for your school, the zipcode is 85015 and Metro Tech is listed as "Metro Tech VIP"

Follow the instructions from there. The book is titled "Biology: The unity and diversity of life" by Starr, Taggert et. al

Once in the cengage site, open Course Mate, and enter the following Course Key

Per 2 course key

CM-9781111941321-0000087

Per 3 course key

CM-9781111941321-0000088

Per 4 course key

CM-9781111941321-0000089

Syllabus & Reflection on Big Ideas

Click here for an extra copy, please take home, discuss with your parents and bring back pg 7 signed on Friday.  

Don't forget your first assignment in Canvas is due on Friday, let me know if there are issues!

Chapter 1 PowerPoint links

I have split the very large PowerPoint for Chapter 1 into smaller parts.  Please go through them as needed to aide in your understanding of the concepts for Chapter 1.  We will go over a BRIEF overview on Monday Aug 11th and have a quiz on all content from Chapter 1 on Tuesday Aug 12th. 

• 1.1 & 1.2 Intro and Levels of Organization
• 1.3 Characteristics of Life
• 1.4 Domains and Kingdoms
• 1.5 Taxonomy & Naming
• 1.6 & 1.7 Scientific Method & Examples of Experiments
• 1.8 Analyzing Experimental Results
• 1.9 Nature of Science

Pre-test

Today we will be taking the pre-test.  Please only answer the questions you are sure of (or at least 70% sure of your answer).  This is to see what you know so that we can plan better for the upcoming semester!

Request for your e-mail

Welcome!

Welcome!

Welcome to AP Biology for the 2014-2015 school year!  This site will become a plethora of helpful resources for your success in AP.  It will also be a place to look for what we've done and what is planned I am looking forward to an awesome year! :)

Today we are going to complete the paper tower exercise.  In your group, you will receive 1 piece of paper, approx 1 m of masking tape, and scissors.  (If at first you don't succeed . . . )

The goal is to use our resources to create the tallest paper tower possible (the goal is over 1 m).  

The Rules

• Score is based on height
• Must be free standing (no holding or taping down)
• Tape does not count towards height (no antennas)
• Best measurement before time is up is the one that counts

Final reflection

Please fill out the following form reflecting on the entire year.  Thank you for being a part of an amazing AP Biology year! :)

Final Review

AP Bio Spring 2014 Study guide

Objectives for AP Bio Spring 2014 Final Resources

This is by no means an exhaustive list.  Remember that places like Khan Academy and Education Portal are great resources. 

You can also search adaptive curriculum for lessons that I haven’t assigned. Use these to help in your studying for the final.  :)

Click here for a hard copy of the info below

Question	Content/Learning Target I can…	Resources
1)	refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems	Chapter 1 Mader Chapter 1
2)	analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems)	Chapters 44 & 45 Mader Chapter 45
3)	predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection.	Chapters 17 Mader Chapter 16
4)	describe representations and models that illustrate how genetic information is copied for transmission between generations	Chapters 8 Mader Chapter 12
5)	use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy.	Chapters 44 & 45 Mader Chapter 45
6)	explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce.	Chapters 44 & 45 Mader Chapter 45
7)	construct explanations of the influence of environmental factors on the phenotype of an organism.	Chapters 17 Mader Chapter 16
8)	create representations and models to describe immune responses	Chapters 37 Mader Chapter 33
9)	construct an explanation of the multiple processes that increase variation within a population.	Chapters 17 Mader Chapter 16
10)	connect how organisms use negative feedback to maintain their internal environments.	Chapters 31 Mader Chapter 31
11)	explain the connection between the sequence and the subcomponents of a biological polymer and its properties (specifically DNA structure)	Chapters 8 Mader Chapter 12
12)	describe the connection between the regulation of gene expression and observed differences between individuals in a population.	Chapters 10 Mader Chapter 13
13)	explain the connection between genetic variations in organisms and phenotypic variations in populations.	Chapters 44 Mader Chapter 45
14)	describe representations and models illustrating how genetic information is translated into polypeptides	Chapters 9 Mader Chapter 12
15)	predict how a change in a specific DNA or RNA sequence can result in changes in gene expression.	Chapters 10 Mader Chapter 13
16)	construct a representation that connects the process of meiosis to the passage of traits from parent to offspring (i.e. pedigree & Punnett Squares)	Chapters 14 Mader Chapter 11
17)	predict the effects of a change in the community’s populations on the community.	Chapters 44 & 45 Mader Chapter 45