Q1 – Week 3 – 20-21
Week of 9/21 – 9/25
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
Monday 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
9/21 – Monday – “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
9/22 – Tuesday – “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
9/23 – Wednesday – “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
9/24 – Thursday “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
9/25 – Friday – “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
9/21 – Monday – “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
-period 7B, 8B -R 7(B) 8(B,D) AP BIOLOGY – REMOTE INSTR – BLUE Team is remote today.
Please move to the week 3 – REMOTE INSTRUCTION PAGE.
period 7B, 8B– I 7(B) 8(B,D) AP BIOLOGY – (double period Lab)
1. REVIEW of Weekend Form.
2. Excel Activity continues – Use your saved Excel file from last Friday or you can download what we completed up to on Friday..
a) Making of excel graphs with “practice data”
3. Observations in Lab notebooks –
b) final height measurements
4. Begin data collection, table, and graph for Lab 2 –
LAB 2 – Data Google Sheet Link
Class Google Sheet:
Excel Activity 1 video: (last Friday’s Excel Lesson )
9/21 – Monday Homework:
1: Please try to make a graph from the Excel ACTIVITY with error bars
Make sure you expand the graph to see the changes. Save the file.
Students today in class accomplished this.
2: Please watch the video “Excel Activity 2” below and try to follow along:
Those of you that were in class Friday were able to complete part 1 and should be able to follow along from today’s class lecture.
2)I did have trouble making a break in the data as the version I am using this year is updated and not the same as i was used to.
To separate the lines more so you can observe the trends more I will show you tomorrow.
My graph from today:
2 : 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
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 | |
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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. |
And yes I posted this last Friday but I posted it again today for your convenience for tonights homework. Everything in one place. Nice! right Theo! 🙂
End of Monday..
9/22 – Tuesday – “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
–period 7C, 8C –R 7(C) 8(A,C) AP BIOLOGY – REMOTE INSTR –
RED TEAM is REMOTE today..
period 7: -Blue Team is here!
1. Review of last nights homework – This is what we will be doing in LAB 1 !
Review of Chi-squared analysis-
a) Null Hypothesis: Statement to test to see if there is a small enough difference between the expected and
observed outcomes so that the probability is high enough (with the 95%) that the NULL is true.
b) Review Basics of Chi – squared – used Critical Values (p – values determin
2. Chi- Squared Analysis of possible cheaters in this class.
Using the first submission from the Meiosis and Mitosis Form from last Thursday, we statistically determined whether the class was cheating on the form using Chi- Squared analysis.
Basically we were investigating whether the early submitter were helping the later submitters in the form. We compared the number of individuals from the early time that scored above the mean and compared it to the number of individuals that scored above the mean in the later submission time period. The idea here is that possibly the early submitters, who get their answers back, are helping the later submitters.
We ran a null against the idea that there was no cheating going on and thus the expected outcomes should approximate the observed number.
expected outcome = equal number of individuals from the EARLY group and the LATER group will have EQUAL number of individuals that score above the mean iF there is no cheating
Null Hypothesis: Students in the Late group do not have an advantage over the early submitters in the form.
We used the following the do the chi- squared analysis:
Period 7 Class lecture (Cheaters?): Today’s Remote students please view:
Period 8:
2. Final measurement of plants in test groups –
3. Continue with Excel data table/graph building – Lab 2
a:Please add your heights today into the shared Google Sheet below INSTEAD OF YOUR MARBLES!
b: Please add the previous days data. We will cut and paste this into our EXCEL files.
9/22 – Tuesday – “C” Day Homework
1: Complete the Chi squared Practice Problem.pdf worksheet below (handed out in class) and review with the key.
2: If you need help please view the lecture below that will explain step by step how to complete the worksheet.
End of Tuesday..
9/23 – Wednesday – “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
– period 7D,8D – R 7(D) REMOTE INS / 7(B) 8(B,D) AP BIOLOGY REMOTE INSTR
Blue Team is REMOTE today.
Today I will switch the academic study hall to period 8.
– period 7 – Class –
1. Review the Chi-squared cheating lesson
a) Class demonstration of statistic based on whether my students cheat?!
Last year:
2019 2020 Classroom Ch- squared demo KEY p.pdf
This year:
2. Review the Homework:
3. Enter your All growth data into the Google Sheet:
Be careful not to erase your data or someone elses.
LAB 2 – Data Google Sheet Link
9/23 – Wednesday – “D” Day Homework:
1. Please complete the Chi-Squared Form below:
End of Wednesday..
9/24 – Thursday “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 remote today..Please move to the REMOTE INSTRUCTION PAGE.
period 7 (Class):
1. Chi – Squared Activity:
Period 8 (Academic Study Hall):
(Open): You could Start the Homework…
9/24 – Thursday “A” Day – Homework
1: Complete the M & M Chi-Squared Activity (BLUE TEAM only!)
Hand in Tuesday 9/29.
2: Stickleback evolution: (BLUE TEAM and Red TEAM )
A: Please watch the short movie on the Stickleback fish:
B: Complete the form which is based on the Stickleback video above:
End of Thursday..
9/25 – Friday – “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!
period 7, 8 – Double Period:
1. Pollinate our Fast Plants. Remember we are doing a dihybrid cross:
FAST PLANTs do not self pollinate.
F1: ANL/anl, YGR, ygr x ANL/anl, YGR, ygr
F2: 4 different phenotypes!
Side 19 – 21 – Notes in your Lab notebook:
2. Review Lab 2 Graph – or Excel activity – Making Data Tables and Graphs for Lab 2
LAB 2 – Data Google Sheet Link
Class Google Sheet:
https://docs.google.com/spreadsheets/d/1E-0JKbjdvbv1xFEZD28WdOf33c38O6bbVZmtKP9QMpQ/edit?usp=sharing
Screencast lecture on how to complete this if yesterday was a disaster:
3. Complete the M & M Chi-Squared Activity (BLUE TEAM only!)
Hand in Wednesday 9/30.
9/25 – Friday – “B” Day homework:
Lab 2: Begin formal write- up:
LAB WRITE- UP REQUIREMENTS:
Weekend HW: : LAB 2
HERE IS A LINK to an example of a lab writeup from a student from last years class:
Please add a Title page, Background, Hypothesis, Materials, Procedure, Data sections to your Lab to the shared doc for Lab 2 that I sent you a link for on Friday.
In the lab Report Rubric LINK I outline how to do all of the above.
I want you now to complete your Data section by presenting your Calculated Data in an organized professional Data Table and Corresponding Graphs that are visual representations of your calculated data.
DATA TABLE:
OK So I want you to create a Nifty Data Table that represents your calculated data from YOUR RAW data.
I do not need to se every piece of data that you are using in your table. You should be presenting the overall calculated values FROM your raw data (from marbles). For instance If you have a tested a group and a control you should at least have an average, standard deviation, SEM and SEM +2/- 2 values for each group.
THESE ARE THE VALUES YOU ARE GOING TO USE FOR YOUR GRAPH! You are required to use EXCEL to make this data Table. I am posting how to create a basic table from Excel below.
*After you have completed this table in Excel, Please cut and paste this Table into the shared Google doc for the lab. There are any ways to accomplish this and please try to find which way works best for you and your group.
GRAPHS:
Please create an appropriate graph from data table that illustrates the significance or insignificance of your data calculated the best in Excel Based on your study a line graph may be better than a bar graph, especially if you are measuring rate (how fast). These graph must have error bars unless you are doing a Chi- squared statistic.
Graphs must be labeled in each axis, have a title, and clearly illustrate outcomes, significant or not. The graph should be a clear representation of your outcomes. Presentation is key!!!!
Annotation in the Google Doc:
You need to make an annotation under each image that you bring into your google doc. For instance, you might write Table 1 under the Data Table or give it a formal name. This is so that when you write the Conclusion you can refer to the table appropriately. “In table 1, or in figure 1 we see that ….”
This is due at 4:30 am Tuesday!!!
Tutorial video on creating Graphs (from your data table) in Excel:
I am making a line graph in this tutorial but you can just select a bar graph instead in the initial stage of the video and all of the other things I demonstrate would be the same in the video below.
End of week 3..
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Week of 9/21 – 9/25
9/21 – Monday – “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
-period 7B, 8B -R 7(B) 8(B,D) AP BIOLOGY – REMOTE INSTR – BLUE Team is remote today.
ATTENDENCE FORM:
We will zoom stream today:
Link to come later..
1. REVIEW of Weekend Form.
2. Excel Activity continues – Use your saved Excel file from last Friday or you can download what we completed up to on Friday..
a) Making of excel graphs with “practice data”
3. Observations in Lab notebooks –
b) final height measurements
4. Begin data collection, table, and graph for Lab 2 –
9/22 – Tuesday – “C” Day –period 7C, 8C –R 7(C) 8(A,C) AP BIOLOGY – REMOTE INSTR
Period 7: RED TEAM is REMOTE:
The internet is not stable at the school so ZOOM STREAMING will not work out. I will post a video of the class lecture I will have today in week 3 (under Tuesday). Please watch it later.
In the meantime please start your homework.
1. Review of last nights homework – This is what we will be doing in LAB 1 !
Review of Chi-squared analysis-
a) Null Hypothesis: Statement to test to see if there is a small enough difference between the expected and
observed outcomes so that the probability is high enough (with the 95%) that the NULL is true.
b) Review Basics of Chi – squared – used Critical Values (p – values)
Please go to week 3 for your homework!
9/23 – Wednesday – “D” Day – – period 7D,8D – R 7(D) REMOTE INS / 7(B) 8(B,D) AP BIOLOGY REMOTE INSTR
Blue Team – is REMOTE today
THERE IS NO ZOOM STREAM TODAY..
Period: 7 – Class
Period 8 – Academic Study hall
Period 7 –
1. Please Review the Chi-squared cheating lesson from last year.
a) Class demonstration of statistic based on whether my students cheat?!
Last year:
2019 2020 Classroom Ch- squared demo KEY p.pdf
This year:
2. Please Carefully eEnter your All growth data into the Google Sheet:
Be careful not to erase your data or someone else’s.
MAKE SURE YOU stay in your initial column.
MAKE SURE YOU add the date and name in your new area in your column.
LAB 2 – Data Google Sheet Link
3. Start your Homework by visiting the class week three page!
9/24 – Thursday “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
THERE IS NO ZOOM STREAM TODAY!
RED Team is remote today..
period 7 (Class):
1. Chi – Squared Activity: You will do this tomorrow in class
2. Please use the link below to view the completed Google Sheet for Lab 2.
Yesterday I put all the data from the class into the data table TO THE RIGHT. It is organized based on
Class (color) and Test groups.
Example: all the data from day 6 in a certain class and light is in a continuous column under day 6.
What I am asking you to do is copy that data under the correct day and paste inti your EXCEL activity. You may have to change the date in the data table(and we are only doing 1 measured day in the LED test group instead of the 2 we have activity.)
You will have to adjust your RANGE for the mean as you will have more data points than the 20 we had for the activity. Click on the cell that has your first mean, and then change the range in the ( ) by clicking and dragging the entire column. Once you correct for the new range then drop and drag (from the small green corner) across to the table to update all the means. You will have to correct for the sd in the same way. You will have to adjust your standard error of the mean by typing the correct sample size (n=#). Use the row numbers to figure out what the sample size is and type that into ( ) in the equation for SEM.
Add another column from the google sheet, until you finish the data for your class. You should have a graph that has automatically changed with data you have added.
You could do this in Excel from scratch but it would be easier to adjust your EXCEL activity.
DO your best and have this ready for class tomorrow.
I will post a screencast in the homework section of how to do this if you are struggling.
LAB 2 – Data Google Sheet Link
Period 8 (Academic Study Hall):
(Open): You could Start the Homework in the week 3 page!
9/24 – Friday – “B” Day – – period 7D,8D – R 7(D) REMOTE INS / 7(B) 8(B,D) AP BIOLOGY REMOTE INSTR
Blue Team – is REMOTE today
9/25 – Friday – “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!
REMOTE DOUBLE PERIOD:
1. The other class will Pollinate our Fast Plants. Remember we are doing a dihybrid cross:
The Blue Team will pollinate Tuesday.
FAST PLANTs do not self pollinate.
F1: ANL/anl, YGR, ygr x ANL/anl, YGR, ygr
F2: 4 different phenotypes!
Side 19 – 21 – Notes in your Lab notebook:
1a)Please write the diagram of the sexual organs of the plant in your lab notebook for LAB 1.
2. Review Lab 2 Graph – or Excel activity – Making Data Tables and Graphs for Lab 2
RED Team will be doing the MM activity in class while you will be making your graph and data table for Lab 2.
1. Please use the link below to view the completed Google Sheet for Lab 2.
Yesterday I put all the data from the class into the data table TO THE RIGHT. It is organized based on
Class (color) and Test groups.
Example: all the data from day 6 in a certain class and light is in a continuous column under day 6.
What I am asking you to do is copy that data under the correct day and paste inti your EXCEL activity. You may have to change the date in the data table(and we are only doing 1 measured day in the LED test group instead of the 2 we have activity.)
You will have to adjust your RANGE for the mean as you will have more data points than the 20 we had for the activity. Click on the cell that has your first mean, and then change the range in the ( ) by clicking and dragging the entire column. Once you correct for the new range then drop and drag (from the small green corner) across to the table to update all the means. You will have to correct for the sd in the same way. You will have to adjust your standard error of the mean by typing the correct sample size (n=#). Use the row numbers to figure out what the sample size is and type that into ( ) in the equation for SEM.
Add another column from the google sheet, until you finish the data for your class. You should have a graph that has automatically changed with data you have added.
You could do this in Excel from scratch but it would be easier to adjust your EXCEL activity.
If you need the Excel Activity FROM where we just left off here is the file that you will follow along with me in the screencast below:
Screencast video that will show you how to bring your class data into your EXCEL ACTIVITY:
LAB 2 – Data Google Sheet Link
Please go to week 3 for your weekend homework.
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