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Q1 – Week 8 – 20-21

week 8


Week of 10/26 – 10/30

*Please REFRESH this Page every time you view!!!
The 4 day – A, B, C, D cycle looks like this:
                                                       Day                      Period
                                                                             7                                  8                              
    Monday                    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
10/26  – Monday  “A” Day   – period 7A, 8A –  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
10/27  – 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
10/28  – Wednesday – “C” Day   – period 7C, 8C -I     7(C) 8(A,C)  AP BIOLOGY – (double period Lab)
                                                              – period 7C, 8C   7(C) 8(A,C)  AP BIOLOGY – REMOTE INSTR
10/29 –  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
10/30  – Friday  “A” Day     – period 7A, 8A –  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

10/26  – Monday  “A” Day   – period 7A, 8A –  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
The Red Team is Remote today. Please move to the Remote Instruction page.
Period 7:  This period will be streamed
1. Collect Pocket Mouse packet for Blue team
2. Tie up loose ends from Cladogram quiz and taster activity
3. Homework Review: Hard Weinberg Form 2

Cladogram quiz

Period 8 (Lab):
4. / Lab setup – Day 0 – Brine Shrimp Lab

Raising Brine Shrimp

Today’s Zoom link:
10/21 – Monday  – Homework – 
1: Please complete the form below using your text if necessary from Chapters 22 and 23.

Chapter 22,23 Book Quiz 2021

End of Monday…

10/27  – 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
The Blue (LOUD TEAM) is Remote today.  Please move to the Remote Instruction Page.
period 7 –  
1, Collect Pocket Mouse Lab Activity from the RED TEAM
2.  Brine Shrimp – 
           Lab – 3 – note-taking
           Lab setup – Dish 1  – 48 hour – Brine Shrimp Lab
period 8 – 
1. Review the Form from last night.
2.  Evolution to speciation class lecture.
Period 8 – Class lecture (instead of recorded zoom):
10/27  – Tuesday – “B” Day – Homework
1) Watch a lecture on possible cause of the 5 mass extinctions:
2) Fill the form below:

Mass Extinction Hypothesis – 2021




Evolution 2

End of Tuesday!!!

10/28  – Wednesday – “C” Day   – period 7C, 8C -I     7(C) 8(A,C)  AP BIOLOGY – (double period Lab)
                                                              – period 7C, 8C   7(C) 8(A,C)  AP BIOLOGY – REMOTE INSTR
The Red Team is remote Today. Please move to the Remote Instruction Page.
Period 7:
1. Brine Shrimp Data gathering – for 48 hour – 0 percent saline solution
            – count hatched cysts or swimmers
2. Set-up petri dishes for .5%, 1.0%, 1.5%, 2.0% solutions to test for Friday.
Period 8:
1: Complete/start –  Hardy Weinberg Ugly/Pretty activity – 
Hardy Weinberg Ugly/Pretty activity – 
Evolution 6- Harvey-Weinberg modeling activity.pdf
View Download
10/28 – Wednesday Homework:
                    Complete form after the paragraph below.

Life continues to evolve within a changing environment.

Speciation and extinction have occurred throughout the Earth’s history, and life continues to evolve within a changing environment. However, the rates of speciation and extinction vary. Speciation can be slow and gradual or, as described by punctuated equilibriumcan occur in “bursts” followed by relatively quiet periods. At times of ecological stress, extinction rates can be rapid, and mass extinctions are often followed by adaptive radiation, the rapid evolution of species when new habitats open. Scientific evidence, including emergent diseases, chemical resistance and genomic data, supports the idea that evolution occurs for all organisms and that evolution explains the diversity of life on the planet.

A species can be defined as a group of individuals capable of interbreeding and exchanging genetic information to produce viable, fertile offspring. New species arise when two populations diverge from a common ancestor and become reproductively isolated. Although speciation can occur by different processes, reproductive isolation must be maintained for a species to remain distinct. Evidence that speciation has occurred includes fossil records and genomic data.


Evolution and Speciation Form 2021

Micro Evolution Presentation:

Evolution 2


End of Wednesday..

10/29 –  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
The LOUD Group is remote today.  Please move to the Remote Instruction Page.
Period 7 – 
1. Brine Shrimp – data collection –
    a) Determine the number of swimmers, hatched eggs, in 0%, .5% 48 hour test groups
Period 8 – 
1.  More discussion with the google presentation – Micro evolution Presentation
    We will pick up were we left off  Tuesday..
1. Discussion of Genetic Drift –> lowering of genetic variability that could make one small population reproductively isolated by a pre – zygotic barrier. —-> creates a new species —> but is genetically susceptible to extinction because of lowered genetic variability.
Mass extinctions prove how susceptible many of the species were!  Dinosaurs were never going to dominate the landscape forever! 
What made the mammals susceptible in the Permian mass extinction made them more suitable after the KT event!

Micro Evolution Presentation:

Evolution 2

Period 8 – Class lecture (instead of recorded zoom):
10/29 –  Thursday  – “D” Day Homework:
1:  Please use the form as your guide to view the following videos and complete the form:
YOU ONLY get 1 response to this form!
I will send out grades tomorrow morning!

The Plankton Form 2021

Video 1:

Video 2:

Video 3:
Video 4
End of Thursday..

10/30  – Friday  “A” Day     – period 7A, 8A –  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

1. Counts hatched cyst’s, swimmers etc for your test groups for the Brine Shrimp Lab.



Period 9:

A gas mask of hydrogen sulfide has the potential to save lives in the future because humans have adapted to have a tolerance for hydrogen sulfide. This was probably a selective pressure that allowed mammals to survive both the Permian, Triassic, and KT extinctions.  Hydrogen sulfide slows down the metabolism and mimics “cold blooded” organisms metabolism who use the environment to maintain their metabolism. Warm blooded organisms spend a lot of energy keeping their own metabolism (temperature high) no matter what the temperature is in the environment and are selected for in colder climates. Coldblooded animals spend far less energy on their metabolism and thus are selected for in warm climates.


Based on the Kump hypothesis, the Permian,  Triassic, and, and KT occurred because of a trigger of increased carbon dioxide that lead to a microbial take-over that produced hydrogen sulfide.  The increased carbon dioxide, will increases the acidity in our oceans that will kill out plankton layer, which is responsible for producing most of our oxygen and all of the food in our oceans. Phytoplankton, the plankton that uses photosynthesis to produce the organic material for life in out oceans. Photosynthesis takes in carbon dioxide and water and produced organic matter (food) for the rest of the ocean AND releases OXYGEN for the rest of us!!

Mammals or their most recent ancestors WHO ALREADY HAD had a mutation that increased reproductive fitness by allowing them to move slower and require less oxygen (less of it was available due to the death of phytoplankton). Only the small mammal ancestors survived as larger mammals who started to dominate the landscape as the biggest creatures on the planet BEFORE the dinosaurs perished because of there LARGER oxygen requirement NEEDED FOR LARGER ENERGY NEEDS to keep their larger bodies maintaining a higher metabolism.


The hydrogen sulfide has the ability to cool down the body long enough to keep a person alive for critical care. A person who is given hydrogen sulfide will come out of it perfectly fine, with the exception of lost brain tissue. However, in a choice between living and loss of brain tissue, losing brain tissue seems like a more advantageous option. This as not an issue with early mammals because their brains were smaller.

Phytosaur: lizard like
Lycaenops: reptilian mammal/ endothermia


Gorgonopsia – reptilian mammal/ endothermia

1. Review Evolution and Speciation Forms 
2. Review Plankton Form (Last Nights Homework –
3. Review Mass extinction form- 
4. Evolution last points, slides, alleleA1 program
mass extinctions to speciation
3: Genetic Drift/Natural Selection/Gene Flow —-> Speciation ——>  Extinction ——> Adaptive radiation
Notes from connections above will Allele a.
Genetic Drift activity – 
Please download
Grodski Excel Modeling HWP lab .xlsx
View Download
10/30 –  Friday – weekend homework:
Complete Form Below on Speciation into the Origin of Life
1:  All students will complete this form this weekend.
Please view the evolution Presentation and the Origin of Life Presentation for the Form Below:

Evolution 2

Origin of life

You will have 3 submissions to the following form:

Speciation into Origin of Life Form 20/21




 Long Range – Next weekend study plan

You may want to start studying vocabulary words (listed below) that will be on the test.
Obviously there some terms that we will learn this next week.
Test 2 – Topics – 
Every topic on test 1 (you have the key linked in power school):
 Item  Key   Concept  Chapters text/Review videos
 chi squared practice problem.pdf
View Download
 Chi-squared practice problem

 Evolution of homo sapiens form


 this was emailed but I can post  Morphology (difference in the structure) of organisms from fossils is used to determine how close organisms are related in terms of when they evolved and which organisms share a common ancestor.
Cladograms and Evolutionary Trees are built from this evidence

Text: 460 – 467

Text: 542 – 547
(general concepts here, if I did not cover something that you are reading then you are not responsible for it.)

 Evolution 1 – Cladograms of Minions.pdf
View Download
 Evolution 1 – Cladograms of Minions key p.pdf
View Download
 Build Cladograms from observable differences in traits.
 Evolution 2 – Cladograms and biotech.pdf
View Download
 Evolution 2 – Cladograms and biotech key p.pdf
View Download
 Build Cladograms based on genetic evidence (nucleotides, protein differences).
 Cladogram Practice Problem new.pdf
View Download
 A more difficult cladogram problem


 Evolution 3- Hardy-Weinberg Principle 1 Student .pdf
View Download
 Evolution 3- Hardy-Weinberg Principle 1 complete key .pdf
View Download
 Based on 5 conditions: No mutations, large population size, no gene flow, random mating, and no natural selection, the frequency of allelles for a train will stay constant.  The equation:
(p + q) = 1 (For total alleles in population)
p2 + 2pq  + q= 1 ( For the individuals)
IN Reference Table:

 Evolution 4- Hardy-Weinberg Principle 2 .pdf

 Evolution 4- Hardy-Weinberg Principle 2 Key p.pdf
View Download
 Hardy-Wienberg Principle 

Text: 474-476

 Hardy – Weinberg Equilibrium practice problem new.pdf
View Download
 Hardy-Wienberg Practice problem

 Evolution 5 – Pocket Mouse Activity.pdf

 Evolution 5 – Pocket Mouse Activity key p.pdf
View Download
 Hardy-Wienberg Principle take home quiz
 Genetic drift/Gene flow/types of Natural selection  Text 477 – 482
 Speciation-  Text 493 – 498
 Types of reproductive isolation  Text 490 – 491
 will be reviewed in class

 Origin of life – Stanley Miller


 Link to article
 will be reviewed in class  RNA World Hypothesis  Link to article
 Protein activity  Amino Acid to Proteins – Form and Function  TEXT pg 80
 Protein Activity  Identify type of R groups and their attraction and bonds in secondary structures, tertiary structures  TEXT 78 – 79
Test 2 will have a vocabulary section.  You will probably need to make definitions for these words FROM the book.  Do not Google them as the online definition may not be different from the biological definition.
 Vocabulary words  Text   Vocabulary words  Text
 Homologous structure  pg 463  sexual dimorphism  pg 482
 Analogous Structure  pg 465   heterozygote advantage  pg 484
 Convergent Evolution  pg 464  Prezygotic barrier  pg 489
 Divergent Evolution  postzygotic barriers  pg 489
 vestigial structures  pg 463  polyploidy  pg 495
 biogeography  pg 466  punctuated equilibria  pg 502
 founder effect  pg 477  endosymbiosis  pg 516
 bottleneck effect  pg 478  adaptive radiation  pg 524
 gene flow  pg 479  mass extinction  pg 521
 genetic drift  pg 477  polypeptides  pg 77
 fitness  pg 480  protein  pg 77
 Directional selection
 pg 481  amino acid  pg 78
 Disruptive selection  pg 481  peptide bond  pg 80
 stabilizing selection  pg 481  primary structure  pg 82
Secondary Structure pg 82
Tertiary Structure  pg 83
 Hydrophobic  pg 51  Quaternary Structure  pg 83
 Hydrophilic  pg 51  Denaturation  pg 84
 non-polar molecules  dehydration reaction  pg 68
 polar molecules  pg 46  hydrolysis  pg 68
 allopatric speciation  pg 493
 sympatric speciation  pg 495
Google Slide presentations (these are links to the presentations I used in class):