Q1 – Week 4 – 19-20
Week of 9/23 – 9/27
9/23 – Monday period – 7,8 Lab
1. Evolution basics —-> Angiosperms and pollinators = Coevolution
2. pollinate Fast Plants/marble notes on reproductive parts of a flower/seeds
*We kept the Test Cross Plants separate so that we did not contaminate our dihybrid cross. Everyone pollinated all test groups EXCEPT the true breeders that we will use for the test cross.
5 people pollinated the test cross plants with the bee sticks AFTER they were done with the Dihybrid Cross pollination. These 5 people threw out their bee sticks after the test cross pollination.
3. Count Leaves, size of leaves, buds per flower to gather other health data to test your hypothesis.
Most did a random sample from each group.
4. Add to lab!
9/23 – Monday Homework:
1: Extra Credit Form below: (I will replace this grade IF it is better than from one of your lowest grades from the ant article or the Stickleback form.) No risk!
Stickleback Form grades will be posted later..
2. STUDY FOR STATISTICS QUIZ TOMORROW:
mean, Sd, SEM, Chi squared, Independent variable, Dependent Variable, Hypothesis,
AP BIOLOGY REFERENCE TABLE will be given for quiz:
Biology statistics 1 – IV & DV.pdf
Biology statistics 2 – Central Tendency Key.pdf
Statistics Presentation:
Extra Credit Form Tonight: (I will replace this grade IF it is better than from one of your lowest grades from the ant article or the Stickleback form.) No risk!
It on automatic reply.
Video for the extra credit Form:
End of Monday..
9/24 – Tuesday – Period 7 – Academic Study hall
1. Please pollinate one more time.
2. Handback graded Finch Form
Period 8:
1: IN class Quiz on statistics.
9/24 – Tuesday Homework: No homework tonight! 🙂
Really!!!!
I mean it!
9/25 – Wednesday period – 7/8 Lab
1. Handback and Review of Statistics Quiz.
2. Evolution Notes:
3. Lab 2 – Data Collection and refinement
Today’s Notes:
Evolution Basics:
Also Individuals do not evolve!! Populations due by shifting the “normal distribution” toward individuals that have the greatest reproductive fitness = THEY LIVE LONG ENOUGH TO REPRODUCE MORE and pass on their alleles to the next generation. This increased reproductive fitness is due to the SELECTIVE PRESSURE that the CHANGE provides!
IF there is not already an allele present THAT WILL HELP in the NEW ENVIRONMENTAL Conditions (Change) THERE WILL BE No EVOLUTION. This means that if an allele is not already present in low frequency BEFORE the change THERE WILL BE NO SELECTIVE PRESSURE for any allele and the population will suffer and eventually become extinct.
NOTICE that SEXUAL REPRODUCTION increases Genetic Diversity so much more than ASEXUAL REPRODUCTION does and thus produces more various alleles. This variety of alleles creates the ABILITY for species to have a better chance to Evolve or survive NEW Changes in the environment. How many current advanced species are alive today that undergo asexual reproduction? Not many why? Could we as humans evolved into the extremely complicated life form we are now if we did not sexual reproduce?
Asexual Reproducers ONLY get get variety when a mutation occurs while sexual reproduction Amplifies the diversity (from a mutation) by segregating chromosomes randomly, crossover, and random fertilization.
ALL Evolution however starts with a mutation or a Random change of code in our DNA that creates new proteins that can stop current chemical reactions (recessive) OR START NEW REACTIONS (that make new alleles!!!)
9/25 – Wednesday HW:
1: Please watch the lecture below on codominance and the probablity rules:
I will complete the first side of the worksheet with you.
2: Please complete Mendelian Genetics 2 backside worksheet.
3: Review with the key.
If you are having problems with the pedigree chart problem, I will review that in class tomorrow.
Lecture on codominance and probability rules:
Test 1 – Topics/Review Material –
| Item | Key | Concepts | chapters | |
| Mitosis – Cell Cycle.pdf View Download |
Mitosis – Cell Cycle KEY.pdf Link for review video: |
Mitosis, phases of Mitosis, Interphase, Cell Cycle, Mitotic index, eukaryotes, prokaryotes Sexual reproduction is driving force in evolution due to genetic diversity |
12.1, 12.2 | |
| Biology statistics 1 – IV & DV.pdf View Download |
Biology statistics 1 – IV & DV KEY.pdf link for review video: |
Writing Hypothesis, determining Independent , Dependent Variable, control from research scenarios | ||
| Biology statistics 2 – Central Tendency.pdf View Download |
Biology statistics 2 – Central Tendency Key.pdf link for review video: |
Determining mean, median, mode, range, variance, standard deviation. Predicting range of population values from +/- 1, 2, and 3 standard deviations | ||
|
Biology statistics 3 – SEM Key p.pdf link for review video: |
Determining the Standard Error of the Mean, SEM, and Error Bars | |||
|
ant odometer full article – student.pdf You have your graded |
link for review video: |
Determining IV, DV, Hypothesis, and interpreting Data, error bars | ||
| Mitosis vs Meiosis |
Mitosis and Meiosis WhiteBoards week 2 – |
Dipliod, Hapliod, cross-over, zygotes, gametes ***Skip the variety of Sexual Life Cycles in 13.2 |
13.1, 13.2,13.3, 13.4 | |
| Biology statistics 4a – Mendelian Chi squared analysis.pdf View Download |
Biology statistics 4a – Mendelian Chi squared analysis key p .pdf Link to grodski teaching you Chi-Squared using the above worksheet!! |
Determining Chi-Squared, the Null Hypothesis, and p value. Understanding what the Chi-squared, Null Hypothesis, and the p value represents in terms of the results of a research study. |
||
| Biology statistics 4 – M&M Chi squared analysis.pdf View Download |
Applying Chi-Squared to the M & M species | |||
|
Practice Chi-squared value | |||
| Mendelian Genetics | **Skip Pleiotropy and everything after that topic. | 14.1, 14.2,14.3, | ||
|
Mendelian Genetics 1 summer assignment 2 |
|
Punnet Square, Dihybrid Cross, test cross, phenotypes, genotypes, probability rules, addition, multipication |
||
| Mendelian Genetics 2 – blood types probability Key p.pdf View Download |
Codominance is not on the test but the rules of probability are on the test. | 14.2 | ||
| Evolution intro | examples: StickleBack Fish, Peppered Moth, |
Natural selection is a major mechanism of evolution. Natural selection acts on phenotypic variations in populations.
|
22.1, 22 | |
| Marbled Notebook: | Please read all your notes | Fastplants | ||
| Week 3 | Please Read the Chi – squared Basics | Chi – Squared | ||
| Week 4 | Please read your Evolution Basics | Evolution Basics |
Statistics Quiz: Key in Powerschool
These forms are now on auto reply with handwritten keys for your review:
| Form: | Form Link: | Accompanying Video or Resource: |
| Week 1 round Up | https://goo.gl/forms/I4tmZ3H3ArdSEg6k1 | https://youtu.be/mSf0zK2arMY |
| Mitosis Meiosis Form Quiz | https://goo.gl/forms/qX8peLc0h59VaLvJ3 | Chapter 12 and 13 of your TexT |
| Chi-Squared Form | https://goo.gl/forms/iQMksMR9LTqNZmyq2 | https://youtu.be/vlRL5zH3Tlk |
| *Stickleback Form | https://goo.gl/forms/AFPL0u3M586rldD72 | |
| Finches Form | https://goo.gl/forms/e17OPbNomZBL1N5m2 | |
| Peppered Moth Form |
*Long response form that does not have auto reply
9/26 – Thursday- period 7 – Academic Study Hall
1. Evolution Basics Review
2. Chromosome Blood Type probability ACTIVITY
I am grading one shared google presentation per group
This Lab activity is Due next Wednesday.
9/27 – Thursday- HW: Peppered Moths Critical Thinking Form
Peppered Moths Video:
End of Thursday..
9/27 – Friday period – 7/8
1: Complete Blood allele/chromosome activity.
2: Lab 2 – Write-up
3: 2nd submission to last nights form.
4: Notes on evolution
9/27 – Friday Weekend (4 day) Homework:
1. Studying for Test 1 – Wednesday October 2 – look above to see the list of items and concepts.
2. Lab 2 Write- up
Please complete the following listed below.
This is an individual assignment so they will no linking of lab partners to your doc. I understand that we all have the same data but the we will write-up these lab individually.
3. Blood type chromosome activity complete.
4. PLEASE MAKE YOUR SECOND SUBMISSION to last night’s form by SUNDAY morning so I can send out the final score and key for your review.
LAB WRITE- UP REQUIREMENTS:
Weekend HW: : LAB 1
HERE IS A LINK to an example of a lab writeup from a student from last years class:
I know its been a while but we need to get back on this Lab 2 horse and continue the ride..
Please add a Title page, Background, Hypothesis, Materials, Procedure, Data sections to your Lab.
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 Monday!!!
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 4!
Extra Thoughts and Maybe totally Unnecessary.
OK there are 2 ways to figure out the problem to figure out the probability of having 6 girls out of 10 children.
There is the long hand method that I did for 3 boys out of 5 kids but I stopped doing it for 6 out of 10 because I would need 1024 possibilities and I do not think I could keep going!
For 3 girls out of 5 children example:
Notice the total combination will be (1/2)5 = out of 32 combination. ALL girls = 1/32 and All boys = 1/32 but 3 out of 5 was 10 of 32 or 10/32 = .31 or 31 % probability when I physically counted all of the possibilities by doing it long hand.
Now I found a better mathematical way from looking at my old statistic book:
Not easy to explain but here it goes:
We know that the denominator is based on our multiplication rule (1/2 x 1/2 x 1/2 x 1/2 x 1/2) = 1/25 = 1/32
The numerator is a little challenging to explain but lets go!
WE have 3 Girls that could be placed in each of the 5 positions or age order of the children. Lets envision the 5 positions below :
1. _____ 2:_____ 3: ______ 4: _____ 5: _____
WE can place the 1st Girl in any of the 5 positions so there is 5 possibilities. ( 5 x )
IF we try to place the Second Girl in the order there are 4 less possibilities
because there is already one position taken by the 1st Girl ( 5 x 4 x )
1. _____ 2:_1st Girl_ 3: ______ 4: _____ 5: _____
The Third Girl would then have only three positions available because of
the placement of the 1st Girl and the 2nd Girl so we complete the formula: ( 5 x 4 x 3 )
1. _____ 2:_1st Girl_ 3: ______ 4: 2nd Girl 5: _____
So we get (5 x 4 x 3 ) = 60 BUT thus value gives me all the combinations of the THREE Girls INCLUDING combinations that we would count as the same. For instance these three combination
of Girls are in the same position but are treated differently because we are labeling them 1st Girl, 2nd Girl, and 3rd Girl.
1. _____ 2:_1st Girl_ 3: ______ 4: 2nd Girl 5: 3rd Girl
1. _____ 2:_2nd Girl 3: ______ 4: 1st Girl 5: 3rd Girl
1. _____ 2:_3rd Girl 3: ______ 4: 1st Girl 5: 2nd Girl
Because we do not care about OUR labeling of the Girls as they are all girls we need to lower our 60 combination value by the following:
There are 3 Girls and they fit in each in each position (3) equally so the 1st Girl has 3 positions to fill and the second Girl would have 2 positions left and thus the 3rd would have only 1 to give us:
3 x 2 x 1 = 6
We take our 60 and divide by 6 = 60 /6 = 10 possibilities OUT of the 32 = 10 /32 or 5/16 = .315 probability
So for 3 out of 5 Girls: 5 x 4 x 3 = 60 = 10 / 1/25 = 10 / 32 = .315
3 x 2 x 1 6
S0 for 6 girls out of 10 the math looks this way:
10 x 9 x 8 x 7 x 6 x 5 = 151200 = 210 / 1/210 = 210 / 1024 = .205
6 x 5 x 4 x 3 x 2 x 1 720
HERE IS MY WORK: I DID THE LONGHAND WORK FOR 3 OUT OF 5 GIRLS FIRST.
End of Week 4!