Q1 – Week 9 – 20-21
week 9
Week of 11/02 – 11/06
*Please REFRESH this Page every time you view!!!
The 5 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
11/02 – 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
11/03 – 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
11/04 – 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
11/05 – 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
11/06 – 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
11/02 – 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
The blue (loud) team is remote today. Please move to the remote instruction page.
Period 7 –
1. We will setup 0ur 1.0%, 1.5%, 2.0% test groups for our brine shrimp lab.
Period 8 – Class that will be streamed
1: Genetic Drift/Natural Selection/Gene Flow —-> Speciation ——> Extinction ——> Adaptive radiation
2: Review Speciation to Grola bears / punctuated equilibrium —> polyploidy
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Some People are very serious about phytoplankton. This is a tattoo from a graduate assistant at Hofstra University. I believe this tattoo are dinoflagellates:  |
Today’s Class:
11/02 – Monday – “B” Day Homework:
1. Please make another submission to this weekends form (if you need to).
2. Please complete the Evolution of Oxygen Form form using the videos listed below:
Video 1:
Video 2: (1:30 – 3:00)
Video 3 : (0nly up to about 14 min)
Video 4: complete video
Tonights Form:
End of Monday..
11/03 – 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
The RED Team is remote today. Please move to the Remote Instruction Page.
Period 7, Period 8 –
1. Brine shrimp Data Compilation –
We will add our Brine Shrimp Data to the shared class Google Sheet that tomorrows class will add to.
2. Identify the phenotypes for Lab 1 –
a) we will do a punnet square in our Lab Notebooks
b) We will identify one of the four possible phenotypes that resulted in the F2 generation.
Both classes will help here as I will use the camera to view the offspring.
c) *Connections – Todays FAST PLANT Calculation Demo
Today we looked at the second generation of the of our Fast Plants and we discovered and calculated the frequency of the Non-purple Stem Color allele (q) which is a recessive allele.
We did this by recognizing that our F1 population were 100% heterozygotes, thus every individual had the recessive (q) AND the Dominant allele (p).
Have all heterozygote individuals thus ensures that our: F1 generation = q = . 5 and q = .5
We wanted to see if there was micro evolution at the Stem Color allele in the second generation.
Remember the the Hypocotyl – (stem below the cotyledons) was
Purple Or Non- purple (green)
ANL/anl or ANL/ANL anl/anl
ANL is the p anl is the q
The codlydon (baby leaves) was
Green Or Yellow
YGR/YGR or YGR/ygr ygr/ygr
Because Baby leaf color was easier to identify we will use only the baby leaf allele to test for EVOLUTION.
p = YGR q = ygr
Now we are after the q for the second generation to see if there was EVOLUTION but we had some work to do calculate the q.
NOW the jumping off point is the homozygous individuals BECAUSE WE KNOW THEIR DEFINITE GENOTYPE (q2) if we identify the expressed recessive phenotype. Homozygous and Heterozygous genotypes share the same phenotype so we cannot get allele frequencies directly from those individuals.
This was our class data for the F2 generation from our FAST PLANTS:
|
purple green: 23 purple yellow: 9
non-purple green: 8
non-purple yellow: 4
|
23 + 9 + 8 + 4 = 44 total individuals 9 + 4 = 13 individuals that are homozygous recessive |
| Yellow baby leaf *Individuals/ total |
q2 = 13/44 | q2= .295 |
√q2= √.295 q = .543 |
p = .457
1 – .543 |
q = .543 |
Lets compare the 2 generations:
F1 F2
q= .5 .543
The second generation q changed?? We are NOT in Hardy-Weinberg Equilibrium and thus there is evolution!
Only 3 things that will cause evolution. Gene Flow, Natural Selections and Genetic Drift.
Clearly there were no pollinators (bees) that had pollen from other FAST Plants from other AP CLASSES THus Gene Flow is not a factor.
We only had 2 generations occur and natural selection requires a significant selective pressure to demonstrate changes in allele frequency. We only gave some plants LED lights which we found in Lab 2 NOT to have a significant difference in health or fitness of the LED plants and thus natural selection is not a factor.
NOW because we had a small population we most definitely had Genetic Drift occurring. Small populations can make chance events occur that can result in the change in the frequency of the alleles and possibly lead to the “death of an allele”.
Play the AlleleA1 simulation
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Using the AlleleA1 simulation, Genetic Drift of allele A1 (p) or the dominant allele LEAD to the “death of A1 alelle” after 300 generations of 400 individuals. This is due to random events in producing gametes in meiosis AND in Random fertilization. This what is meant by the drift! With no other forces working, No Natural Selection, Gene Flow, or inbreeding an allele is lost from the population. Remember we are tracking only 1 allele and that is very possible that this happening at other alleles in the genome of the species. Genetic diversity is decreasing and this population is becoming less like the populuation it once belonged to. |
Genetic Drift can lead to loss of alleles as I have shown you in the Excel Spreadsheet or the simulation that I have demonstrated for you. If these alleles are connected to ANY part of the reproductive genes then Speciation can occur as reproductive isolation will occur between different populations of the same species.
Natural Selection, Gene flow, and Genetic Drift can all lead to decreased genetic diversity in a population. These forces that cause relative allele frequencies to change at the population level can also influence the selection forces that shape them over successive generations. Remember that Evolution is not perfect and reproductive success is determined by alleles that are best favored for the current environmental conditions. These best favored alleles which are selected for due to the selective pressure by the environment of are ones that ARE THE BEST AVAILABLE alleles that the population currently has to choose from. Remember that only Natural Selection is adaptive but this adaptation occurs from what alleles are available and these available alleles are subject to change by the action of Gene Flow and Genetic Drift. So Gene Flow and Genetic Drift are not adaptive but they shape Natural Selection by providing the choices!!!!
Speciation, or reproductive isolation that occurs from the loss of alleles in the reproductive process, almost always occurs from small groups
AND the forces that make Speciation possible are the forces that make a species susceptible to extinction.
Lowering the genetic diversity through Stabilizing Selections or through Genetic Flow and Genetic Drift essentially decreases the variety of alleles that could potentially give the population the ability to survive when environmental conditions change.
THIS IS WHY MOST SPECIES BECOME EXTINCT AND THIS IS THE REASON OLDER SPECIES STILL PREVAIL TODAY.
FOR EXAMPLE: The current 3 elephant species that inhabits Africa and Asia have a distant relative in the
Manatee which is its the closest living ancestor.
What forces are at work?
Let us revisit a phylogenetic tree of Evolution of Humans (Hominids):
Why are the Chimpanzee still with us?
Why have so many of our early ancestors gone extinct?
Notice that bipedalism was an adaption that occurred long before large brains?
What possible selective pressures made bipedalism an advantage OR do you think that bipedalism was just a non adaptive form of evolution?
A very interesting article on this last question:
2. REMIND ME TO GIVE YOU THE TICKETS FOR TOMORROWS RAT QUIZ!
Today’s Class:
11/03- Tuesday Homework:
1. Please read my notes above and then please read the article about Stanley Miller below:
Be prepared to to have a RAT Quiz on this article tomorrow.
I will explain the Rat Quiz tomorrow.
Would you rather have a form tonight??
It might help to make a NORT of the article. 🙂
End of Tuesday..
11/04 – 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
The LOUD TEAM is Remote today. Quietly move to the Remote Instruction Page.
Period 7:
1. Counts hatched cyst’s, swimmers etc for your test groups for the Brine Shrimp Lab.
2. Brine shrimp Data Compilation –
We will add our Brine Shrimp Data to the shared class Google Sheet.
WE are changing the data: We will only count swimmers!
Add all swimmers from each day for each salinity/ total eggs = % Hatching Viability
Period 8:
NO RAT QUIZ TODAY: too much I need to tie together!
1. Complete yesterday’s discussion with :
Speciation, or reproductive isolation that occurs from the loss of alleles in the reproductive process, almost always occurs from small groups
AND the forces that make Speciation possible are the forces that make a species susceptible to extinction.
Lowering the genetic diversity through Stabilizing Selections or through Genetic Flow and Genetic Drift essentially decreases the variety of alleles that could potentially give the population the ability to survive when environmental conditions change.
THIS IS WHY MOST SPECIES BECOME EXTINCT AND THIS IS THE REASON OLDER SPECIES STILL PREVAIL TODAY.
FOR EXAMPLE: The current 3 elephant species that inhabits Africa and Asia have a distant relative in the
2: Review Review Speciation to Origin of Life Form, endosymbiosis of chloroplast and mitochondria
When did eukaryotes begin? Endosymbiosis of mitochondria –
From the form did cyanobacteria evolve into plants???
Endosymbiosis –
Symbiogenesis, or endosymbiotic theory, is an evolutionary theory that explains the origin of eukaryotic cells from prokaryotes. It states that several key organelles of eukaryotes originated as a symbiosis between separate single-celled organisms
The Origin of living systems is explained by natural processes.
The process of evolution explains the diversity and unity of life. A number of experimental investigations have provided evidence that the conditions early in the Earth’s history provided an environment capable of generating complex organic molecules and simple cell-like structures. For example, in the “organic soup” model, the hypothesized primitive atmosphere contained inorganic precursors from which organic molecules could have been synthesized through natural chemical reactions catalyzed by the input of energy. In turn, these molecules served as monomers (building blocks) for the formation of more complex molecules, including amino acids and nucleotides. Some models suggest that primitive life developed on biogenic surfaces, such as clay, that served as templates and catalysts for assembly of macromolecules. Under laboratory conditions, complex polymers and self-replicating molecules can spontaneously assemble. It remains an open question whether the first genetic and self-replicating material was DNA or RNA.
Today’s class:
11/04 – Wednesday – “D” Day Homework:
1. Please read the article about Stanley Miller below.
Be prepared to to have a RAT Quiz on this article tomorrow.
Rat Quiz will happen tomorrow – BRING IN YOUR TICKETS!
2. Work on the Brine Shrimp Lab formal Lab Write-up –
It is not due yet!
a) Please Write a Title Page, Background and a Hypothesis for your Brine Shrimp Lab in the shared doc that I sent you today.
WE will work on the Data tables tomorrow.
See the Lab format below for more details:
LAB FORMAT:
1: Write up of Brine Shrimp.
HERE IS AN EXAMPLE (link to a AP BIO student’s lab last year)
Using the general rubric below and the one explained in the Lab Report Rubric link I gave out I would like to see the following sections in your Lab write up.
There is another example posted in the Lab Report Rubric. I am requiring these sections below to be titled and included in your lab report but you are making this lab your own. Although we did the same data collection and experiment, you are to make your lab unique in the lab write-up. You will spin this lab to your interests by writing a unique background that will cover a least a page single spaced or 2 pages double spaced. Use this opportunity to research something about Brine Shrimp that may relate to your experiment. This is something that you will bring back into your discussion in your conclusion. This could really be anything related to your experiment or the Brine Shrimp BUT you must direct your discussion to your Question and then Hypothesis.
1: Title Page – Your name, Date, Title of experiment
2: Background – Your background is like a literary review of the topic in a published study. I am not asking you to write a term paper on the Brine Shrimp but I am asking you to write an essay on the ANYTHING that is remotely related to this investigation. Develop your Background so that your discussion eventually LEADS to a Questionthat you will test with your Hypothesis. I know this is open ended but this is how you make this lab your own. Do make this a cohesive piece of writing and you may probably need to investigate this information. At the end of the lab I will ask for your resources, so make note of where you are gathering information. DO NOT MAKE THIS a bunch of unrelated ideas or facts. I gave you some example below from past students of mine so take a look to get a feel of what I am asking. This part of your lab should be 1 page single spaced or 2 pages double spaced.
3: Question – testable question that relates to your hypothesis
4: Hypothesis: Use the correct format: If the Independent variable is modified…
5. Materials:
6: Procedure: Step by step instructions on how you would complete this experiment.
7: Data: Graphs, Data Tables, etc.
8: Results: Summarize your data, but do not make conclusion statements. “the trend of the data is that as the salinity increases the … Do not state that Brine Shrimp prefer this or that (those inferences are conclusion statements). THis will be a short section. A couple sentences will usually suffice.
9: Conclusion: This section will be heavily scrutinized. What does the data tell us about the Brine Shrimp? Here is where you get dirty with the data. What is the data inferring about the Brine Shrimp? Was your hypothesis supported or not and Why? What are the implications or possibilities because of your outcomes. What could be further investigated?
If you get vague you will lose points. You must fully develop your points and support them with logic! Remember that many experiments are built from the conclusions of other labs. This means your points in your discussion will not be facts but just very good possible explanations. Another experiment would be needed to test the validity of these statements. However, if you support your statements with solid logic from evidence collected in the lab then you are addressing all the possible implications from YOUR WORK or experiment. In this point of your conclusion you will be MAKING A LEAP from your work based on data analysis to a POSSIBLE implication BIOLOGICALLY for the Brine Shrimp. If you do this by tying the Background discussion with your discussion here it will result in very will impressive lab write – up!
The second part of your conclusion must discuss the limitation of the lab. What are the errors in the lab that may affected your outcomes. You need to be specific and heavily detailed here.
10. Sources – Just give me web address of the sites that you got information from.
End of Wednesday..
11/05 – 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
The RED TEAM is on remote today. Please move to the Remote Instruction Page.
Period 7:
1st 20 minutes:
1. Complete review of the last slides of the last 2 presentations
2nd 20 minutes:
1. Please calculate the percentage for each one your values IN THE SECOND GRAPH.
DO NOT TOUCH THE FIRST GRAPH!
Period 8:
1. The Stanley Miller Experiment RAT Quiz.
a) Everyone including the students in the class will take quiz via the computer individually.
b) Everyone will complete form that will be unlocked at quiz time.
c) You will not get an automatic score back and when everyone is completed the form you will
move into safe social distanced groups with your scratch off tickets.
d) Using the linked quiz you will answer the questions as a group and have a discussion of why you think your answer is correct or not. Come to a consensus and scratch off to see if you got
it correct. If you did not get the star then you must keep going to you determine the answer.
There will be a sliding scale based on how many scratches you need as a group.
There will be one group score fro everyone and I will average in your group score with your
individual score to determine your overall RAT SCORE for this quiz.
11/05 – Thursday “A” Day HOMEWORK
1. DO NOT Complete the RAT scratch – off ticket with your group.
I made a mistake. Everyone please make another submission to today’s form.
It will not auto-email you.
2) Read article on the RNA world Hypothesis – THis one SARAH!!!!!!!!!!
Skip the Self-Replicating Molecules Undergo Natural Selection
2) Watch video : It is important to read the article first.
3) We will have a quiz on this article and reading in class.
The quiz will be in a RAT Format: (better of the 2 RAT quizzes!!)
End of Thursday…
11/06 – 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
The BLUE team is Remote Today. Please move to the remote instruction page.
Period 7:
1. Make another submission to the Stanley Miller Experiment Form posted under Thursday above.
I have already graded and emailed you lasted score.
2. Please calculate the percentage for each one your values IN THE SECOND GRAPH.
DO NOT TOUCH THE FIRST GRAPH!
3. Start your graph and tables that you will add to your shared google doc.
You must have error bars in your graphs thus you need a mean, sd, and SEM.
I have posted tutorials of the graph building below:
Period 8:
1. The RNA world Hypothesis RAT Quiz.
a) Everyone including the students in the class will take quiz via the computer individually.
b) Everyone will complete form that will be unlocked at quiz time.
c) You will not get an automatic score back and when everyone is completed the form you will
move into safe social distanced groups with your scratch off tickets.
d) Using the linked quiz you will answer the questions as a group and have a discussion of why you think your answer is correct or not. Come to a consensus and scratch off to see if you got
it correct. If you did not get the star then you must keep going to you determine the answer.
There will be a sliding scale based on how many scratches you need as a group.
There will be one group score fro everyone and I will average in your group score with your
individual score to determine your overall RAT SCORE for this quiz.
11/06 – Friday “A” Day – Homework –
1) Make Tables and graphs for your Brine Shrimp Lab.
You will need a data table on YOUR OWN Data and a data table from the whole class.You will also need a graph from your OWn Data and a graph from The Entire Classes data.
Both graphs will illustrate the changes in Hatching Viability (in 48 hours) in different saline salt solutions (0%, 0.5%, 1.0%, 1.5%, 2.0%). These graphs must have error bars (+/- 2 SEM).
We have done this once in class but I am making a tutorial that you will follow to make YOUR OWN individual graphs for this Lab. YOU ARE TO ADD THESE DATA TABLES and GRAPHS MADE IN EXCEL INTO YOUR google doc that I linked to you previously.
Videos on how to make the Brine Shrimp data tables and graphs:
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.
2. redo the pocket mouse packet – more to follow
3. Study for Test 2 – TEST 2 – MONDAY – 11/9 –
Evolution, Speciation, Microevolution, Cladistics,
Please be ready for the Vocab!!!
I have a list of study materials that is posted at the end of week 8. Please note that I will be removing all Biochemistry sections on this test.
Test 2 will have a vocabulary section. You will 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.
The words in RED ARE NOT ON THIS TEST!
| 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 |
End of week 9!
LAB 2 Conclusion requirements: (this not for this year)
Conclusion: This section will be heavily scrutinized. What does the data tell us about the Fast Plants? Here is where you get dirty with the data. What is the data inferring about the Fast Plants? Was your hypothesis supported or not and Why? What are the implications or possibilities because of your outcomes. What could be further investigated?
If you get vague you will lose points. You must fully develop your points and support them with logic! Remember that many experiments are built from the conclusions of other labs. This means your points in your discussion will not be facts but just very good possible explanations. Another experiment would be needed to test the validity of these statements. However, if you support your statements with solid logic from evidence collected in the lab then you are addressing all the possible implications from YOUR WORK or experiment. In this point of your conclusion you will be MAKING A LEAP from your work based on data analysis to a POSSIBLE implication BIOLOGICALLY for the Fast Plants. If you do this by tying the Background discussion with your discussion here it will result in very will impressive lab write – up!
Please make sure your conclusion covers three basics:
A: DATA analysis: complete detailed analysis of the the hard data collected.
This has nothing to do with error analysis!!! You should be taking into consideration the error bars that you have created in your graph. The error bars tell us something about the reliability of the data. Also we are NOT proving a hypothesis correct or wrong. The
data “suggests” or there is a possibility..
B: A LEAP: You need to explain what the data means in terms of the biology of the organism. The data
suggests that the Fast Plants……. This really the reason for the investigation. Fully develop your
thoughts based on your evidence. Be logical and make your case as if you were a lawyer trying to
convince a jury of your argument.
C: Error Analysis: What are the possible limitations in your lab. Every experiment has limitations. What
were the limitations in this experiment. What could be done to narrow our approach to better the
questions you laid out in this lab.
* DO NOT MAKE comments that are not logical and are not supported by the evidence. This is an area of conjecture and speculation so it cannot be wrong unless you do not fully develop your thoughts and support your statements with sound logic.