Q1 – Week 2 – 20-21
Week of 9/14 – 9/18
The 4 day – A, B, C, D cycle looks like this:
Day Period
7 8
In class: A Academic Study AP BIOLOGY
Remote: Academic Study AP BIOLOGY
In class: B AP BIOLOGY AP BIOLOGY
Remote: AP BIOLOGY AP BIOLOGY
In class: C AP BIOLOGY AP BIOLOGY
Remote: AP BIOLOGY AP BIOLOGY
In class: D Academic Study AP BIOLOGY
Remote: Academic Study Academic Study
This week’s 5 day Schedule: I = In person, R = Remote
9/14 – Monday “A” Day – period 7A, 8A – I 7(A) AP BIO ACADEMIC STUDY / 7(C) 8(A,C) AP BIOLOGY
–period 7A, 8A -R 7 (A) REMOTE INSTR / 7(C) 8(A,C) 20-21 REMOTE INSTR
9/15 – Tuesday – “B” Day –period 7B, 8B– I 7(B) 8(B,D) AP BIOLOGY – (double period Lab)
-period 7B, 8B -R 7(B) 8(B,D) AP BIOLOGY – REMOTE INSTR
9/16 – Wednesday – “C” Day – period 7C, 8C -I 7(C) 8(A,C) AP BIOLOGY – (double period Lab)
–period 7C, 8C –R 7(C) 8(A,C) AP BIOLOGY – REMOTE INSTR
9/17 – Thursday – “D” Day – period 7D,8D – I 7(D) AP BIO ACADEMIC STUDY / 7(B) 8(B,D) AP BIOLOGY
– period 7D,8D – R 7(D) REMOTE INS / 7(B) 8(B,D) AP BIOLOGY REMOTE INSTR
9/18 – Friday “A” Day – period 7A, 8A – I 7(A) AP BIO ACADEMIC STUDY(ASH) / 7(C) 8(A,C) AP BIOLOGY
–period 7A, 8A -R 7 (A) REMOTE INSTR – ASH / 7(C) 8(A,C) 20-21 REMOTE INSTR
9/14 – Monday “A” Day – period 7A, 8A – I 7(A) AP BIO ACADEMIC STUDY / 7(C) 8(A,C) AP BIOLOGY
–period 7A, 8A -R 7 (A) REMOTE INSTR / 7(C) 8(A,C) 20-21 REMOTE INSTR
RED TEAM is REMOTE Today – –period 7A, 8A -R 7 (A) REMOTE INSTR -ASH / 7(C) 8(A,C) 20-21 REMOTE INSTR
BLUE TEAM is IN PERSON today
Period 7 – Academic Study Hall – We will have the study hall but I will be discussing SEM.
1. Standard of the MEAN discussion and questions.
Period 8 – AP Biology Class –
1. Day 4 – FAST PLANT Data Collection and observations-
Students will draw a grid in their lab notebooks to identify phenotype and germination.
Height of plants will also be measured.
What is happening right now with our FAST PLANTS?
*Connections – We have been learning about “Central Tendencies” primarily at home but I want you to understand that Central Tendency statistics is very appropriate to BIOLOGY because of the alleles that organisms have are the result of natural selection or evolution. A synonym for central tendencies is Normal Distribution and the distribution of alleles from populations of organisms will generally fit in a normal distribution or bell curve.
There will be more individuals near the mean (norm) than any other because this allele measured at the mean gives the organism advantage to survive in its current ecosystem. Individuals at the far left and right of the Normal Distribution curve do not have the same advantage and thus few of them survive before reproducing. The key here is that the individuals that are multiple standard deviations away from the mean (norm) provide the population with VERY IMPORTANT DIVERSITY that may result in preventing the extinction of the species. Those few individuals with very different forms of the “norm” allele may struggle to survive in current condition but their frequency COULD rise if condition change and their allele NOW gives them the advantage. This is Natural Selection. The KEY is that the population must have the diversity before the change in conditions. If it does not the species will go extinct which is the fate of most species.
If we were measuring the height of a corn stalk, what would be so disadvantageous to the corn plant to have very small stalks and very tall stalks?
9/14 – Monday – Homework:
1. IN your marbles – lab notebooks-
Calculate the following from your groups data of FAST PLANTS:
Only for the BLUE TEAM: RED TEAM WILL DO THIS Tomorrow night.
Baseline: DAY 4 – Before we place some in LED LIGHTS. – DO NOT Do this by hand!
USE an online calculator:https://www.calculator.net/standard-deviation-calculator.html
A) Mean height (cm)
B) Standard Deviations
C) Range of heights (cm) in 95% of a normal population
D) Calculate the Standard Error of the mean (SEM) for your data
2. Review your week one round up form with math Key:
Week 1 Round up Form math key:
3: Whole article due Friday 9/18 at 4:30 am – The Ant Odometer Article: (quiz x3)
Tonight – Questions 1 – 6 are due Tomorrow but the whole set of questions are due Friday
a) I will share a google doc with questions that I want you to answer from the article. Some of you have changed the email that you are now using. I will use the email from your Personal history that you gave me last week. If you need permission to get in I will link to your new email.
Make sure that you are logged into google with your personal email NOT the school gmail!
End of Monday..
9/15 – Tuesday – “B” Day –period 7B, 8B– I 7(B) 8(B,D) AP BIOLOGY – (double period Lab)
-period 7B, 8B -R 7(B) 8(B,D) AP BIOLOGY – REMOTE INSTR
BLUE TEAM IS ON REMOTE TODAY: Please move to the REMOTE page.
1. Review the basics of the Ant Article –
with NPR Video of the ANT research media.
NPR Video of the ANT research:
b) DATA Analysis with Box Plots –
2: Observations on Fast Plants/Marble notebooks
Day 6 – FAST PLANT Data Collection and observations-
Students will draw a grid in their lab notebooks to identify phenotype.
Height of plants will also be measured.
3. Excel activity with Height data begins
9/15 – Tuesday – “B” Day Homework
1. Please enter Data in your excel spread sheet for your data – RED TEAM ONLY!
2. Please continue with the article’s questions – Dig in! You must think deeply about these questions fully explain. College level work expected here!
3. Review Whisker box statistics/if needed – I did review this statistic in class.
– The Ant Odometer Article:
The following is a short video on whisker box statistics that they use for their error bars. You will need this to understand the data. The error bars they use on the boxes are not Standard error. I did go over theses box plots in both classes but if you need to review the video is waiting.
Remember the box plots are just middle 50’s which just mean 50 percent of the middle of the Normal Distribution of values with the Median in the middle. They call these box plots IQR’s (Inter Quartile Range’s) . The whiskers are the outliers AND WE DO NOT use the outliers (or whiskers) to see if they overlap!!! I am an outlier (+2 or more SD from the mean in height) and you would not judge or make any statistical judgements on my height FOR the entire population. Example: How does the airline industry determine the size of seats and the distance between them? Would they use the my height to make these determinations? We care about the population around the norm (mean or median) and we care about the majority of the ants are doing and not the outliers. So we look to see if the boxes overlap or not for a determination of significance.
End of Tuesday..
9/16 – Wednesday – “C” Day – period 7C, 8C -I 7(C) 8(A,C) AP BIOLOGY – (double period Lab)
–period 7C, 8C –R 7(C) 8(A,C) AP BIOLOGY – REMOTE INSTR
EVERYBODY is meeting today via Zoom as we are in FULL REMOTE INSTRUCTION.
We will meet via Zoom at class time today: 12:00 pm.
Topic: AP BIO – 9/16- Lab data Excel activity
Time: Sep 16, 2020 12:00 PM Eastern Time (US and Canada)
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1. Observations – Fast Plants /marbles – measure growth from day 6
We are measuring the heights of our Fast plants grown in fluorescence lights and those growing in under the LED lights to see if there is a statistical difference using the Standard Error of the mean.
2. SEM Activity – LAB 2! – Just started – added our individual data the class Google Sheet
Class Google Sheet:
https://docs.google.com/spreadsheets/d/1E-0JKbjdvbv1xFEZD28WdOf33c38O6bbVZmtKP9QMpQ/edit?usp=sharing
We took a baseline Tuesday and today we will determine the SEM from the 2 groups to see if there is a statistical difference between the two groups.
This will review Homework review of Central Tendencies, mean, variance s2 , Standard deviations and now SEM (standard error of the Mean) . All of these formulas are found in your AP Biology table.
EXTRA HELP 9/16
Time: Sep 16, 2020 02:30 PM Eastern Time (US and Canada)
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9/16 – Wednesday – “C” Day Homework
1. Complete the Ant Article in shared doc.
THIS IS DUE Friday morning BY 4:00 am!
9/17 – Thursday – “D” Day – period 7D,8D – I 7(D) AP BIO ACADEMIC STUDY / 7(B) 8(B,D) AP BIOLOGY
– period 7D,8D – R 7(D) REMOTE INS / 7(B) 8(B,D) AP BIOLOGY REMOTE INSTR
Blue Team is on Remote: 7(D) REMOTE INS / 7(B) 8(B,D) AP BIOLOGY REMOTE INSTR
Please move to the REMOTE SECTION:
Red Team is here: 7(D) AP BIO ACADEMIC STUDY / 7(B) 8(B,D) AP BIOLOGY
Period 8: Excel Activity – How to determine the mean, sd, standard error of the mean with lab data.
Period 9:
a) Measure heights and add to Shared Google Sheet:
DAY: ?
Class Google Sheet:
b) Split the groups into LIGHT TEST GROUPS
c) Continue making actual data table
9/17 – Thursday – “D” Day Homework
1. Complete the ANT Article questions
2. Complete the Meiosis and Mitosis form below.
This form is due Friday morning at 4:30 am
Please use your book chapters 12 and 13 or YOUR 1st NORT!!!
There will be a total of 2 submissions for this form!
End of Thursday..
9/18 – Friday “A” Day – period 7A, 8A – I 7(A) AP BIO ACADEMIC STUDY(ASH) / 7(C) 8(A,C) AP BIOLOGY
–period 7A, 8A -R 7 (A) REMOTE INSTR – ASH / 7(C) 8(A,C) 20-21 REMOTE INSTR
RED team is on remote today:
–period 7A, 8A -R 7 (A) REMOTE INSTR – ASH / 7(C) 8(A,C) 20-21 REMOTE INSTR
Please move to the REMOTE Page for the Link to the today’s ZOOM Stream which will begin in 8th period 12:45.
BLUE TEAM is Here!
– period 7A – STUDY HALL – we will have a study hall today.
– Period 8. – Single class
1. Complete the EXCEL activity with graphs –
Please download this file for Class:
2. Data Collection – measure our Fast Plants and add to Class Google Sheet.
Class Google Sheet:
a) Split the groups into LIGHT TEST GROUPS
9/18 – Friday “A” Day Homework:
1 : Please Watch the lecture below with the worksheet that I handed out in class. This is the new video:
Chi-squared Lecture with Mendelian Genetics.:
2: You will be completing the backside with me but the key is posted below if you are running into trouble on the first side.
3. Read my notes on Chi – squared Below the google slide presentation
Chi- Squared Basics – (Notes for those Learners that like to read).
Chi- Squared is our last statistical value that will help us quantify our outcomes when dealing with data from categories, like how many plants have a certain phenotype. It is similar to SEM (Standard Error of the Mean) in that we generate a probability value that helps us measure whether our hypothesis is supported or not supported.
Probability values that are within 95% is generally the line in the sand between accepting or not accepting an outcome. Remember that 95% interval in SEM is +/- 2 SEM reliability from the true mean of the population. If two means overlap WITHIN their respective 95% intervals there is no real difference between these 2 means and the probability that there is a statistical difference has a very low probability (less than or equal to a 5% probability).
SEM is really a variance (spread of measure values) around the True Mean of the population.
Chi- Squared is really a variance value around the “NULL HYPOTHESIS” which is a NULL statement that say’s “There is no difference between the observed results and the expected results.” The line in the sand here is: How much difference is there from what we observe and what we expect? To measure how much difference between the observed and expected values in a research investigation we must measure from a “NULL” or a starting point of ZERO Difference. If we measure how tall I am aren’t we measuring how many inches or centimeters I am from zero or “NULL”? The key in CHi-Squared is that we ALWAYS measure from an expectation that there will be no difference between the observed and expected values and THUS we always run a Chi- Squared from AGAINST a NULL HYPOTHESIS.
Now you can setup your NULL Hypothesis so that you are testing a certain outcome. For instance in the example in the lecture above we setup our Null Hypothesis (line in the sand) so that THERE WILL BE NO DIFFERENCE between the observed phenotypes and a 9:3:3:1 ration of phenotypes expected in Mendelian Genetics. If our Chi-Squared value is small that means that their is not much variance between the observed and the expected values and OUR NULL HYPOTHESIS will be accepted, meaning any small differences are due to sampling errors or Chance Events. Sampling errors are errors in that a random sample was not generated and that that there may have been a bias. Example: Measuring the height from a basketball team will not reflect the mean of the true population. Chance events are those events that occur in the experiment that caused outcomes to differ because of “flipping a coin” does not always give us the same number of heads as tails. In order to achieve a 9 : 3 : 3: 1 outcome the probabilities of chromosomes segregating into gametes must be 50% (heads or tails). But there is chance that the probabilities are not 50%, especially in small samples. How many families do you know have more boys than girls yet there is 50 – 50 chance to a have a girl or boy? In the entire world the amount of males and females are about 50 – 50 but in single family there is usually a deviation from 50% chance of males and females.
If our Chi-Squared value is LARGE that means that their is so much variance between the observed and the expected values and OUR NULL HYPOTHESIS will be rejected, meaning the difference is so large that the THERE MUST BE AN ALTERNATIVE REASON that is DRIVING THE difference (beyond sampling errors and Chance events)! We often will provide an Alternative Hypothesis as the possible reason that the NULL is rejected. In the case of the example in the worksheet that is used in the lecture above, the Alternative Hypothesis could be that the alleles do not follow the Law of Independent Assortment (due to crossover).
What determines if we accept or reject the Null Hypothesis? The Chi-Squared critical values table! This is given to you in your AP Biology reference table. Once we determine the degrees of freedom ( subtract 1 from the number of categories used) we see if the Chi-Squared value IS LARGE ENOUGH to fit in box that has a p value of 0.05 (5%) or a p value of 0.01% (1 %).
If it is LARGE enough that “fit” into those boxes then THERE IS TOO SMALL OF A PROBABILITY TO SUPPORT THE NULL HYPOTHESIS and we REGECT the NULL, which means that there is something (alternative hypothesis) DRIVING or causing the change. Remember the significance of 5%? If the change or variance from the NULL is OUTSIDE the 95% range then THERE MUST BE A SIGNIFICANT DIFFERENCE (REGECT the NULL).
*Remember that the Chi-Squared is ALWAYS A TEST on the NULL and the p values determined from the Chi – Squared critical values table are ALWAYS probabilities FOR THE NULL HYPOTHESIS!
The table reveals how much support the there is for the NULL. If the Chi-squared value is BIG ENOUGH to fit in the box for p value of 0.05 or 0.01 there is TOO little support for the NULL meaning there is TOO small of a probability that the NULL is supported.
If the Chi-squared value DOES NOT fits in the box for p value of 0.05 or 0.01 there is TOO MUCH support for the NULL meaning there is a LARGE ENOUGH of a probability that the NULL is supported and we accept the NULL. IS the NULL within the 95% probability range (high probability that the NULL is TRUE) or is it outside 95% probability range (low probability that the NULL is TRUE). Chi- Squared is always based on the Null and the line in sand is the 95% probability range.
So from the homework you can see that the Chi-squared value of 2.04 is not BIGGER or EQUAL to 7.82 for 3 degrees of freedom so the p value is TOO large (greater than 0.05 or 5 %). This means there is enough probability (with the 0.95 or 95% range) to accept the NULL to be true. WE setup the Null so that the expected values would equal the 9 : 3 : 3: 1 ratios expected if Mendelian Genetics is supported. OUR statistical analysts of Chi-Squared supports the Null and thus supports the outcome of Mendelian Genetics. The reason there is some differences from EXACTLY 9: 3 : 3 : 1 ration is due to only sampling errors and chance events.
Here is a table that could help:
| High Chi – Squared Value | Low Chi – Squared Value | |
| Large difference between observed and expected values | Small difference between observed and expected values | |
| Large enough to fit in 0.05 or 0.01 box in the Critical value table. | Small enough to NOT fit in 0.05 or 0.01 box in the Critical value table. | |
| p value = or < 0.05 or 0.01 (NOT in the 95th %) | p value > 0.05 (IN THE 95th %) | |
| REJECT THE NULL HYPOTHESIS | ACCEPT THE NULL HYPOTHESIS | |
|
Sampling errors and Chance Events are responsible for the small differences between the observed and the expected results BUT there is no “Real Difference” between observed and expected values. |
End of week 2!
Remote Instruction:
9/14 – Monday “A” Day – period 7A, 8A – I 7(A) AP BIO ACADEMIC STUDY / 7(C) 8(A,C) AP BIOLOGY
–period 7A, 8A -R 7 (A) REMOTE INSTR / 7(C) 8(A,C) 20-21 REMOTE INSTR
RED TEAM is REMOTE Today – –period 7A, 8A -R 7 (A) REMOTE INSTR -ASH / 7(C) 8(A,C) 20-21 REMOTE INSTR
Period 7: Academic Study hall – I will take questions on the SEM (standard error of the mean) that was learned this weekend.
I will live Stream period 7 starting at 12:05 pm so that you all can view and ask questions.
Topic: 9/14 AP Biology – ASH – SEM
Time: Sep 14, 2020 12:00 PM Eastern Time (US and Canada)
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LINK TO TODAY”S RECORDED ZOOM:
https://drive.google.com/file/d/1nuErPR2jSlunSDIQZv0NiS9tyXXdpEW7/view?usp=sharing
Period 8 is a lab period that students will be using to gather data from their FAST PLANTS –
REMOTE STUDENTS can start homework.
Homework as always in posted in the class webpage – week 2!
End of Monday..
9/15 – Tuesday – “B” Day -period 7B, 8B -R 7(B) 8(B,D) AP BIOLOGY – REMOTE INSTRUCTION
BLUE TEAM is on remote instruction today. Its a double period REMOTE. You will only connect for period 7.
I will live Stream period 7 starting at 12:05 pm.
Topic: 9/15 AP Biology – Ant article intro review
Time: Sep 15, 2020 12:05 PM Eastern Time (US and Canada)
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The Link to Today’s Recorded Zoom Stream:
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1. Review the basics of the Ant Article –
with NPR Video of the ANT research media.
NPR Video of the ANT research:
b) DATA Analysis with Box Plots –
Please go to week 2 page to view the homework..
9/16 – Wednesday – “C” Day –
Please visit the week 2 page as we are FULL REMOTE INSTRUCTION TODAY.
9/17 – Thursday – “D” Day – period 7D,8D – R 7(D) REMOTE INS / 7(B) 8(B,D) AP BIOLOGY REMOTE INSTR
Blue Team is on Remote: 7(D) REMOTE INS / 7(B) 8(B,D) AP BIOLOGY REMOTE INSTR
THere will be a Zoom Stream today:
Topic: AP BIO 9/17
Time: Sep 17, 2020 12:00 PM Eastern Time (US and Canada)
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Link to today’s zoom stream:
Period 8: Excel Activity – How to determine the mean, sd, standard error of the mean with lab data.
Please check the class website for the homework.
9/18 – Friday “A” Day –period 7A, 8A -R 7 (A) REMOTE INSTR – ASH / 7(C) 8(A,C) 20-21 REMOTE INSTR
RED team is on remote today:
–period 7A, 8A -R 7 (A) REMOTE INSTR – ASH / 7(C) 8(A,C) 20-21 REMOTE INSTR
CAN SOMEONE PLEASE EMAIL YOUR FILE FROM YESYERDAY!!!
– period 7A – STUDY HALL – we will have a study hall today
– Period 8. – Single class
The internet is not working very well today at the high school so I will POST a video of the class completing the excel activity that we started yesterday. My earlier zoom stream crashed because of the poor internet connection.
Internet is back and we will try again!
Topic: AP BIOLOGY – 9/18
Time: Sep 18, 2020 12:30 PM Eastern Time (US and Canada)
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Todays class will measure there plants and split their plants into 2 groups, fluorescent light and LED.
They will upload their data into the shared google sheet.
WE will get that data MONDAY in class.
YOU could start your homework but skip number 1 as you will need the video of the beginning of period 8 to complete.
Class Google Sheet:
End of week 2!