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Q1 – Week 1 – 9/3 – 9/4

 <- Summer 😎 –  Week 2 ->                                                                                                                                                                                                   Jump to:   Thursday, Friday

” The first day of class should connect to the last day and every day in between!”

Refresh this page every time you arrive!                                                                                                                                                                                                                              This page changes and sometimes many times in the same day.  Its a fluid site. I post what I think we will do and then repost what we accomplish.  Homework posted is to be done at home and not completed days ahead of time.  What is posted ahead is subject to change and may not be updated. There is a sequence that needs to be followed. If you have any problems or issue please email me. If there is no email and you do not complete an assignment past its due date a zero will be awarded in power school.

 Everyone needs to join Remind for class.  Click me to sign up.     
 
 Please Make sure Your read all instructions for all assignments.     
Summer Assignments Need to be completed!
ORDER PILL BUGS for CHOICE CHAMBER Chi- squared Lab activity —> week 3!
                              

 ____________________________________________________________________________                                    Jump to: Thursday Homework / top      9/3 – Thursday  – A Day – 4/5A ,7/8A

Welcome Back!  (which probably is not appropriate since you have never been here!) 

Main focus–       
                                                                                                                                       

1.  To Find your assigned seat/ access the website / policies. 

2. To sign into AP Central / AP Classroom and register for the           AP Biology Exam 

3.  Begin the Fast Plant Lab Notetaking To investigate whether 2 alleles of the Fast Plants will follow Mendelian genetics. 

THIS IS THE BEGINNING OF EVERYTHING!
“The first day of class should connect to the last day and every day in between!”

 

*Remember that I put the plan for the day below for each day and then I adjust BASED on what we accomplish. These pages are fluid and thus you must refresh each day.

Period  4,5(a), 7,8(A):

1: Seating / Intro / Policies

2. DNA –> Chromosomes –> gene –> protein –> Trait discussion

3: Wisconsin Fast Plants – a) Introduction to brassica Rapta, Wisconsin Fast

a) Note taking in our Marbled Notebooks regarding the basics and background of the Lab.

    – Tie in Mendelian genetics and Chromosomal line of inheritance.     
    – cross dihybrids to obtain F2 generation and compare observed ratios of Phenotypes with expected Mendelian ratios
        

4:  Lab – Mitotic Index – Root Tip Squash Lab/ Slides

– To determine the mitotic index of garlic

– Relative of amount if time Pie Chart of Life cycle of a Garlic.

The Mitotic Index of Garlic
View Download

Notes for the Lab will come from the following presentation:

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9/3 – Thursdays Homework: – 
 
1.  Please sign into AP central to join the AP my AP Biology Classroom. The main reason is to establish an AP account which you will use to obtain your AP results in the future.  More importantly it is how an AP Biology Test will be ordered for you.  If you do not complete this an AP Test will not be ordered in your name. (Instructions are posted below).
 
2. Complete the Introduction AP Biology Form  based on the notes below (Due Tomorrow).  
    (The form is posted below the notes).

 

3. Calculate the Mitotic Index from your data collected today. I have the pictures of your markups on the slides below if you did not quite finish counting. I also have a video postred below that will help with the calculation if needed. THERE IS NOTHING MORE I NEED FROM THIS LAB TODAY!

___________________________________________________________________
1) AP Biology Classroom Sign up instructions–

 
1.  Please log into your AP Central Account (or create one) and join the AP Biology class (AP Classroom). The AP coordinator at our school must use those online accounts to order AP tests in the spring. IF you do not log in or create an account you risk not having an AP test to take in the spring (regardless if you paid for it or not).
 
a) Use the following link to register/login into the AP Classroom: https://myap.collegeboard.org/
b) Follow the instructions and when prompted use the code below for the class that you are registered to.
   I posted the steps below the codes.
 
AP BIOLOGY – Grodski – period 4:  DNJ3E2
 
 
AP BIOLOGY – Grodski – period 7:  N3WGYR
 
 
Please use the following link to log in or create an account to AP Classroom:
 
 *Use your Personal gmail account to log in or to create an account. If you use the school account you will not be able to receive emails from the College Board.
 
 1. Sign in to My AP:
 2. Join a Course: Click the Join a Course or Exam button on your screen.
 3. Enter the Code: Type the CORRECT code for your class period!
 4. Verify information: Check that the course details match your class, and then click Yes.
 5. Complete Profile Info: Fill out any missing personal registration information if this is your  first time joining a class.
 6. Go to AP Classroom: Once enrolled click “Go to AP Classroom” and review the course description.
                                                                                                                                                                                                       

 _______________________________________________                                                                                                                                               

Notes for Tuesday Homework-

 
 Introduction : 
    Grading, Reflection, Assessment, and Feedback
      Things I have learned form 10 years of distance/hybrid teaching:
 
                               1. Design – surgical design with your teaching voice – 
                              2. Assessment (online)
                              3. Feedback – immediate
                      4. Connectivity – teacher access
 
    These four constructs enabled me to Have Incredible Educational Momentum in and out the class.
 
Quarter Grade:      10% average of all Quizzes or Homework assignments (Forms)
                                    30% average of all Labs
                                    60% average of all Tests
 
Congratulations being accepted into AP Biology as a freshman!! Only the top students in your graduating class get to have this opportunity.  AP Biology like all AP courses is a college level high school class.  Students who pass AP exams can earn college credit but the greatest benefits come from building a strong academic resume or transcript that will help students achieve admissions to colleges and universities.  Students who challenge themselves are strong candidates.  Students who exceed in these AP course are the best candidates! 

Most High Schools only allow Juniors and Seniors that have already taken high school Biology, Chemistry or possibly Physics before they can take AP Biology.  Given the fact that most of my students are freshman that have not had any high school biology or chemistry, increases the difficulty.  Given the current pandemic and the remote instruction days that we will have, only increases weight of this course.  
 
I say this to you because YOU MUST BE ALL IN to achieve in this class.  I have designed this course so that you can exceed even though you are a freshman without any previous high school science classes taken but YOU MUST BE ALL IN! Think about it you are making the leap from middle school directly to college and skipping high school! It can be done and it has been done here in Westhampton Beach High School for the last 6 years!
 
There are only about 5000 freshman who take this test out of the 250,000 students who take AP Biology word-wide.  You have an amazing opportunity to distance yourself from other college applicants in your graduating class who do not take this course yet alone be in small group of students internationally that are taking this course as freshman!. 
 
Here is the AP Data from the the last 2 years AP Biology classes for Freshman :
 
 24 – 25:
 
25 – 26:
 
 Now you can see that 97.3 % of my students (36/37) achieved an AP of a 3 or better while the rest of the world (it is an international test) only had 70.4 % of the students achieved a 3 or higher on the test in 24 – 25.  Everyone who signs up for AP Biology is an above average student by far so think about this.  Out of a self-selected group that compromises very intelligent students (AP Bio students who are mostly juniors and seniors) only 70.4 % earned a 3 or better on the AP test internationally in 24 – 25.  Opportunity to distance yourself! ALL OF my students are 9th graders so they we did really well as compared to the mostly 11th and 12 graders to take this course internationally.
 
70.4% of 249,807 students = 175,864 students who got a 3 or higher on the AP Chemistry Test
 
There about 1.4 million applicants to US colleges and Universities thus
 
175,864/1,400,000 = only 12.6 % of all applicants have accomplished this feat.
Of course my goal is always 100% of the class achieves a 3 or better and I have had many years that I had 100% but that depends IF YOU ARE ALL IN!   Everyone of my students who was ALL IN did get a 3 or better this year.  Everyone who was NOT ALL IN did not earn a 3 or better.  
 
BUT WAIT THERE IS MORE!  You represent only about 5000 students taking this course as high school freshman in the entire world!  So
 
        5000 / 1,400,000  = 0.36 % of all college applicants have taken AP Biology as a freshman!
 
Just being in the this class makes you very attractive to colleges and if you exceed as most of my students because they are ALL IN that percentage decreases!!!!
 
So my message is clear.  Take this course and be dedicated to it!  Do not try to “fit this in” to your schedule.
Be one of the very few who takes this course and even the very fewer who exceed at it!
 
Those that were dedicated to this task finished all 3 Summer Assignments regardless of how uncomfortable you may have been in the process (which is normal).  Those that did not get to the finish line may not be in the right class.
 
Now grades and AP tests are not my only focus here although one of my goals is to provide you with tools necessary to earn a 3 or better on the AP Biology test.  My goal is to open up a world around you through your understanding of biology.  My goal is for you to understand yourself better through my course.  My goal is to give you the possible ability to love biology or at least appreciate it and science in general.  All it took for me was one teacher and one science class to change my life.
 
I will try to do the same for you and it begins and ends with my class website. Everything will be posted here including class worksheets, keys, homework, notes, video lectures and video tutorials, and labs.
 
If you ever have a question please email me or text through REMIND (which you should have already signed up for in the summer).
 
 
       Email:  grodskib@whbschools.org                              Remind: Link to Sign up with Remind 
 
In my opening letter to you in the summer assignment I said lets enjoy the fall.  That was because I asked a lot of you this summer.  We will enjoy the fall because of all the hard work many of you put in to establish or begin the process of learning many biology concepts and skills.   I will begin the year where you left off in Evolution and start connecting all the individual units together in the process so you can start to see the beauty in this topic.  Another goal of mine is to connect the 1st day of school to the last day and every day in between. EVERYTHING CONNECTS!!
                                                                                   
 
2) Introduction AP BIO FORM– this will count as one of your first Quiz Grades. (Summer assignments are the first) It will cover all of the introductory information given above.    This form is on auto reply and will send out your graded submission very quickly.  You have 3 submissions to this form.                                                                       

 

 
3) Calculate the Mitotic index for your garlic root tip.  I have posted images of your tables work and slides below.  I have a video posted below to help with the calculation if needed. 

 

Period 4 :

Table 1:  closest to the classroom door

https://www.dropbox.com/scl/fi/7ilyxxoziwoltosq6vrt7/Period-4-table-1.jpg?rlkey=ely926q4nm00tp7274mgizjzo&st=0ouhxnye&dl=0

TABLE 2:

https://www.dropbox.com/scl/fi/z96tw53iofrs9emyd485l/Period-4-table-2.jpg?rlkey=vluy0i0nulj8gup7zoteofenc&st=2r5lerkq&dl=0

TABLE 3:

https://www.dropbox.com/scl/fi/ep6oyrnvrtc90uba1z9nw/Period-4-Table-3.jpg?rlkey=3gc982zqryuo67jx4ybqzv179&st=m7183yke&dl=0

TABLE 4:

https://www.dropbox.com/scl/fi/uasbn0fgh2icx1q8w3pb8/Period-4-Table-4.jpg?rlkey=cau6oejfn2e5fsbsj0rp45x7o&st=z8dshmrz&dl=0

TABLE 5:

https://www.dropbox.com/scl/fi/1b9ngy5d8a5aiekh8hqvf/Period-4-table-5.jpg?rlkey=y9f8qchspf6dg7p7g3fmzswqa&st=d4h4v56i&dl=0

Period 7 :

Table 1:  closest to the classroom door

https://www.dropbox.com/scl/fi/ldn1wu8uveumu1syysn7q/Period-7-table-1.jpg?rlkey=47h2l92s3a3wmfbozpvf97r1f&st=gscnbjdj&dl=0

TABLE 2:

https://www.dropbox.com/scl/fi/1v4uqb1vltwpvp23zp0ku/Period-7-Table-2.jpg?rlkey=k00m69sl4bxbjn4rwnvbbb3jz&st=a1vq1i4h&dl=0

TABLE 3:

https://www.dropbox.com/scl/fi/x616cqlqbkx0jn765zitx/Period-7-Table-3.jpg?rlkey=nmj79mqkwbepuj2t9az0vrv3x&st=p2dfh5ls&dl=0

TABLE 4:

https://www.dropbox.com/scl/fi/0lu786vds1x7pfwih9jlw/Period-7-table-4.jpg?rlkey=ho8bww6d1lgctml5w6dlq9ype&st=j14tcg9e&dl=0

TABLE 5:

https://www.dropbox.com/scl/fi/dl3mchui594jsfa3ayd1e/Period-7-Table-5.jpg?rlkey=vooocurdmc1i1nvp5txxobexa&st=hzq6i6md&dl=0

 

Review of Mitotic index:

 

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9/4 – Friday  – B Day – 4 , 7

Main focus– 

                                                                                                                                                                                    1. To interconnect all concepts learned this summer. 

2. Life Cycle of the cell Lab – Root Tip squash  review                                                                                                                                              

Period  4, 7:

1.  Mitotic Index Lab – 15 minutes to complete calculations, graph and start questions.

2. Summer assignment connections

 -INTERPHASE  – in cell life cycle – review the cycle with Meiosis Fast Plant presentation.
 
Use Diagrams from notes below to complete discussion!
 
     A: the pathway from gene to trait (allele).
     B: the cell cycle and when chromosomes appear and why
     C: how enzymes work – increase the chance for collisions
     D: meiosis vs mitosis
     E:  Mutations that occur in from DNA duplicating in Synthesis (S) phase of INTERPHASE.
           These mutations are due from mistakes in the proofreading in G2 of the cell cycle from of       
           duplicated DNA.
     F: reviewed mitosis vs meiosis
     G: the driving force of evolution —> mutation AND the cross over event in meiosis.
           Both increase genetic diversity which allows a few individuals in a population to have very different     
           alleles which could benefit the species if a catastrophic event occurs and these few individual can survive 
            and reproduce BECAUSE of this allele.

 

3.  Whiteboard activity –  started drawing 2n = 4 for Mitosis and Meiosis – (may not get to this)

 
                                                                                                                                                                                 

 

                          G1 :  Growth Phase 
                          S    :  Synthesis Phase                                                          G2 :  Growth Phase

                              Interphase = G1, S, G2

So a cell is in Interphase when it is not duplicating itself.  Mitosis starts with Prophase when the chromosomes condense (become visible under a stain with a microscope).

So a chromosome is just a coiled up version of DNA that is needed for it to segregate (move and separate from its exact copy (Sister chromatid).

DNA is constantly used to code for and make the proteins that spark the chemical reactions that give us our traits.
DNA cannot be coiled up in chromosome IF it to be used to. 

      Given the illustration to the right:

    1.  Are we looking at Interphase or Mitosis?

     Mitosis!!!

    2.  What is the Diploid number? 2n = ?

     2n = 2 

    3.  Which Mendelian Law describes the random                   separating of the sister chromatids into gametes?

Law of Segregation !

 

 
Human Karyotype – A picture of the homologous pairs of chromosomes (23 in humans)
Most often, this is done using the chromosomes in the white blood cells. A picture of the chromosomes is taken through the microscope. This can be accomplished because DNA winds into chromosomes in prophase!!!
Then, the picture of the chromosomes is cut up and rearranged by the chromosome’s size.
 
1. Could these pictures of these chromosome been taken in interphase?  
 
2. Also did the person who made this karyotype eliminate some chromosomes for simplicity? Answer below. 
 
This is a karyotype of an individual with Down Syndrome:
 
Downs syndrome is due to having 3 homologous pairs of chromosome 21.
Also it is unknown why the extra chromosome at 21 causes the condition but it is speculated that the extra proteins may disrupt part of the fragile balance of chemical reactions in our body that maintains homeostasis.
 

 

                       

Where are the sister chromatids?

The removed them to show only homologous!

Where are the homologous chromosomes?

 Each pair is homologous!

Is  this a female or a male?   

XX = female

 

   

So how does one get a more than 2 homologous chromosomes as a zygote (2n = 47) ?

It happens due to nondisjunction which when the chromosomes do not segregate (sister chromatids do not detach in meiosis 1 and thus THAT PAIR segregates into the gamete in meiosis II. The individual that gets (n – 1) gamete does not survive.

Remember that there are 2 divisions in meiosis to cut the haploid number into a diploid.

 

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9/4 – Weekend Homework: –  Due Tuesday 9/8
  I hope you do not labor over this homework too much!!

I hope you do not LABOR over this homework too much!!

1. Please view the lecture posted below to help with the form.

     
The lecture will review what I did today and what I did not. You have multiple submissions to this form.
 
2. Complete the Summer Assignment Connections form based on today’s lecture and screencast posted below. 

 

3. Complete the Lab safety lesson: Instructions below..

4. Mitotic Index Lab-  Please complete all calculations, pie chart, and questions.  We will review these questions Tuesday and hand in.

1) Summer Assignment Roundup:
The more effort you put into the work over the summer the easier this is!

The *Screencast lecture used for this weekend’s Summer Assignment Connections form: 

*Please NOTE the duplicated chromosomes (sister chromatids) are connected to a single centromere are still counted as 1 chromosome even though the DNA content doubles. I may have said that the number of chromosomes is doubling at some point but only the amount of DNA doubles in the S phase of the growth cycle.

 

 2) Summer Assignment Connections Form 26 – 27:

 

 

       

3) Safety Contract Form and Directions : (Due Tuesday 9/8)                                                                       
Digital copy of safety rules.
AP BIOLOGY Grodski Safety Contract- 26-27.pdf
View Download
I
In this activity, you will write the safety rule (just one sentence), its number from the safety contract (that I gave you and is posted below),  AND WHERE IN THE VIDEO (by timecode) that is demonstrated in four safety videos.  You need 10 different safety rules and you must use 3 out of the 5 videos.  You must use 3 different videos and you must have 10 different Safety rules written.
 
Let me restate: You must find 10 unique safety rules throughout the three of the five videos of your choosing. 
YOU MUST ALSO IDENTIFY BY TIMECODE WHERE IN THE VIDEO THE SAFETY RULE IS BEING 
DEMONSTRATED, DISCUSSED, OR INFERRED.
 
Example of a COMPLETE answer:
1: Jefferson High VIDEO – #45. Examine glassware before each use. (3:23)
)
I  know what #’s each video covers and where thus will grade your work based on this accuracy.
y.
Safety Video Playlist – There are 5 videos in this playlist (which is also available in the youtube channel).  You must choose 3 of the 5 videos in the playlist below.  To select the video from the playlist click on word icon on the upper left corner  to toggle between the list and the video selected.

3): Safety Video Playlist:

Safety Video Playlist Form: