Q2 – Week 3 – 20-21
week 3
Week of 11/30- 12/4
*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
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
11/30 – 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
12/1 – 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
12/2 – 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
12/3 – 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
12/4 – 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
11/30 – 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 Team is remote today. Please move to the Remote Instruction Page!
1: Part 1 – DNA Activity – watch me build a DNA fragment!
Everyone needs to have a completed 6 nucleotide fragment that codes for 2 of your first 2 amino acids in your protein you folded last week.
a) Reviewed important structural aspects of DNA
b) Students makes 2 dimensional cutouts of 6 nucleotides.
c) Labeled Nucleotides, Direction, and code on the cutout that student keeps as notes.
You should now have slides 1 – 4 completed of the presentation – The guidelines are posted below.
2. Part 2 – Model building (3 dimensional models)
a) Add to Student DNA presentation (linked last week) by identifying the nitrogenous bases
take picture of 4 nitrogenous bases (models) and identify on the presentation.
Today’s DNA activity –
Proteins actual fold into tertiary structures in 6 microseconds but this a close second!
Thanks Conner and Charlie!
11/30 – Monday – “B” Day Homework:
1. Please complete tonights form. You have a total of 2 submissions.
Tonights form:
DNA Activity Guidelines:
1: Title Page, with your name: slide page 1
2: 1st Notes page:
General Label Nucleotide: nucleotide, sugar, phosphate and nitrogenous base on slide page 2
3. 2nd Notes page: Pyrimidines, Purines, Name of the nucleotides based on nitrogenous bases on slide page 3
4: 2nd Notes page with small DNA fragment(6 nucleotides total with 3 on each complimentary strand):
Illustrate and label: phosphodiester bonds, identified all nucleotides (Adenine, Thymine, Guanine, Cytosine),
On slide 4 5′ or 3′ direction of DNA fragment, correct H-Bonds with dots between the nucleotide
pairs, Make sure your nucleotide pairs are correct and your orientation of your
complimentary strands.
Write the DNA’s fragment code for both strands: example: 5′ ATA 3′
3′ TAT 5′
Part 2 : 3D DNA model building.
5: Take a photo of the 4 nucleotides of the model kit of your color and
Label: nucleotide name, Purines, Pyrimidines and place carbons, Nitrogens and oxygens on top of the models
On slide 5
6. Take a photo of the Sugar Phosphate backbone and
Identify and label: the phosphate, and deoxyribose (sugar).
On slide 6
Number the carbons on the sugar.
7. Try to Build the SAME 6 nucleotide DNA segment that you created in step 4 above.
8. Take a Photo of the DNA segment and label the image with arrows and labels with the same list from step 3.
On slide 7
9. Connect your segment with others in your group or class to create a very large DNA segment.
a) Take a photo and label the direction on a new slide On slide 8
b) and Write the DNA Code for both strands on the slide
10. Make sure you have Titled every page.
End of Monday…
12/1 – 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 7,8
1: Thomas Hunt Drosophila Experiment (#1) – Sex- linked!
What was important about this experiment was that is was the 1st time that an allele was associated on a particular chromosome (the X chromosome). It was the 1st evidence of the chromosomal line of inheritance and although it used parts of Mendelian genetics (dominant and recessive alleles) it also demonstrated that the Law of Independent assortment was not always the case. THERE ARE SCENARIOS where alleles travel on the same chromosome! This is not rare as we have 30,0000 genes in our human DNA and only 23 different chromosomes!
Most genes are linked. Mendel was lucky to pick alleles on pea plants that were not linked so that he could establish the Punnet Squares and the laws of probability that result from unlinked alleles.
Part 2 : 3D DNA model building.
Slides 1 – 4 should be completed in the presentation
We will be completing slides 5 – 8 today..
5: Take a photo of the 4 nucleotides of the model kit of your color and
Label: nucleotide name, Purines, Pyrimidines and place carbons, Nitrogens and oxygens on top of the models
On slide 5
6. Take a photo of the Sugar Phosphate backbone and
Identify and label: the phosphate, and deoxyribose (sugar).
On slide 6
Number the carbons on the sugar.
7. Try to Build the SAME 6 nucleotide DNA segment that you created in step 4 above.
8. Take a Photo of the DNA segment and label the image with arrows and labels with the same list from step 3.
On slide 7
9. Connect your segment with others in your group or class to create a very large DNA segment.
a) Take a photo and label the direction on a new slide On slide 8
b) and Write the DNA Code for both strands on the slide
10. Make sure you have Titled every page.
12/1 – Tuesday – “C” Day Homework:
1: Watch the lecture on the Pedigree Diagrams and take notes using the
Pedigree Diagram Notes 1718.pdf worksheet that I gave you in class or posted below. If you cannot print then just do so with a piece of paper.
2: Complete the Pedigree autosomal and linked.pdf worksheet and review with the key.
3: Complete the Pedigree Diagram Form
with the worksheets below
Pedigree Diagram Lecture:
Pedigree Diagram Form:
End of Tuesday.
12/2 – 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 Blue Team is Remote today. Please move to the remote instruction page.
Period 7 –
1. Types of pedigree’s –
A) autosomal recessive – sickle cell anemia, Tay Sachs, types of hemophilia
B) autosomal dominant – Huntington’s disease
C) X – linked recessive – color blindness, Duchenne muscular dystrophy
D) X- Linked dominant – Rett syndrome
E) Y – linked – Y – chromosome infertility
From Wikipedia:
Tay–Sachs disease is caused by a genetic mutation in the HEXA gene on chromosome 15, which codes for a subunit of the hexosaminidase enzyme known as hexosaminidase A. It is inherited from a person’s parents in an autosomal recessive manner. The mutation disrupts the activity of the enzyme, which results in the buildup of the molecule GM2 ganglioside within cells, leading to toxicity.[1] Diagnosis may be supported by measuring the blood hexosaminidase A level or genetic testing. Tay–Sachs disease is a type of GM2 gangliosidosis and sphingolipidosis.
From Grodskipedia:
Chromosomes (coiled up DNA) segregating in anaphase into gametes in meiosis is the mechanism that these pedigree diagrams are based on. There is a 50 – 50 chance that you get the allele from the chromosome recessive or dominant that causes the disorder.
The disorder results from the cells of an organism not being able to to its normal functions BECAUSE its proteins are NOT being coded for properly due to a mutation in the nitrogenous bases of the DNA. These proteins will have the WRONG amino sequence due to the WRONG DNA code that results from mutation. These proteins have different 3 dimensional shapes due to different R – groups on the Wrong amino acids that result from the mutated code. These proteins with a different shape or form will no longer have the same function which results in all of the disorder patterns or pedigree diagrams above.
Where do these mutations originate from?
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Look at the chromosomes! WHY IS THIS DIAGRAM INACCURATE? When are the chromosomes duplicated? When do these mutations that lead to Do individuals that have the disorders
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DNA Replication: Note taking!!!
2. Whiteboard activity – Draw the replication fork in DNA Replication
a) Identify and label the template strands with 5′ and 3 ‘ ends.
b) Draw in with a different color primers and the daughter strand.
c) Identify the Leading and Lagging strand.
d) Identify the Okazaki fragments and direction of nucleotide addition by DNA polymerase III
Here is a picture of my whiteboard:
3 (LAB) – complete the activity – . Final assembly of the complete Class DNA molecule with its code. You will use this last picture for the last slide.
Part of the DNA Replication Lesson – leading and lagging strands
12/2 – Wednesday – “D” Day – Homework:
1. You can make one more submission on last nights form if you need to.
2: Please view the three college lectures to answer the questions from the form below.
THE FORM WILL DIRECT YOU TO EACH VIDEO!
College Lecture 1:
College Lecture 2:
College Lecture 3:
Tonights form:
End of Wednesday..
12/3 – 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 REMOTE today!
I am out today because I am closing on my house.
Period 7,8
Please continue to work on the Brine Shrimp lab. I have already emailed everyone a link to start the lab a few weeks ago. You should have already written a background and Hypothesis!
TODAY YOU NEED TO ADD A PROCEDURE, DATA TABLES and GRAPHS, RESULTS , and begin your conclusion.
Please check you private email for Brine Shrimp Lab!
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
This is a simpler Lab than the lab 2 write-up in that we have only one independent variable, the swimmers who represents hatching viability.
There is a shared google sheet that has the data.
You need to make a data table with error bars!!
We also adjusted the % hatching viability to the number of swimmers, if you remember.
YOUR DISCUSSION REGARDING THE BACKGROUND SHOULD BE CENTERED ON EVOLUTION, SPECIATION, GENETIC HEREDITY (DNA)!
GENERAL GUIDELINES:
Brine Shrimp Lab requirements –
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.
CONCLUSION RUBRIC:
Conclusion: This section will be heavily scrutinized. YOU NEED 3 PARTS.
1. FROM YOUR DATA, determine whether the hypothesis was supported or not supported! Your hypothesis is never wrong!!! You need to explain in detail why you believe your hypothesis was not supported. This is not a one word or one sentence response. It requires you to think!!! Think of the data that is obvious but also think hard about what the data may be implying. Error bars should be part of the discussion, and a description that you are using +/- 2 SEM. Error bars are helpful in our discussion but they are not the end of the story. Even if the error bars overlap there may still be some “possible” trend. You need something to sink your teeth into. There is always something that you can imply from the data. Think of a prosecuting attorney. You are building your case or arguments for or against your Hypothesis.
2. MAKE A LEAP from your DATA. What does the data imply or suggest about the Biology of the Brine Shrimp? Do not get lost in the sauce. What was the major purpose of the lab? What was you question that you tested with your hypothesis? That question is what you are trying to answer based on the data! Make a leap from numbers (data) and try to logically describe what this means in term of the living organism. You cannot be wrong here unless you use poor logic. This area is conjecture and IT MAY NOT BE TRUE and that is why OTHER experiments are needed to test these ideas. Experiments in the future will measure your ideas. I am asking you to fully develop your ideas regarding how the data reflects the Brine Shrimps biology. This takes thought!
3. Write and error analysis. Discuss the limitations of this experiment. Every experiment has limitations as these limitations will affect our outcome by some margin. Most experiments test one dependent variable against the independent variable by controlling other dependent variables. What was the control and did we control the other variables that COULD affect the Hatching viability besides Saline percentages? Fully develop your ideas on how these limitations may have affected you results. DO not just list the possible error but describe how these errors or limitation could have skewed our data. DO NOT INCLUDE HUMAN ERROR.
General Comments:
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!
YOU WILL NEED A LEAST A PAGE (SINGLE SPACED) TO COMPLETE A CONCLUSION!
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BRINE SHRIMP CONClUSION REQUIREMENTS: 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 Brine Shrimp ……. 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.
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12/3 – Thursday – “A” Day Homework:
1. Please read the article below from Newsday 2 years ago.
2: Please view my lecture on DNA replication to the lecture below:
3: Please read the article on Telomeres.
4: Answer the questions on the DNA Duplication form.
*Be prepared to have only 1 submission!
Newsday article: – You could also read it online with this LINK:
Mr. Grodski Lecture on DNA replication (including DNA shortening) :
Article on Telomeres:
Telomeres:
A very interesting article on the current research in Telomeres.
Tuesday’s night homework form:
End of Thursday…
12/4 – 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.
I am out again today. I thought I could come in today and teach you but I need to enroll my kids in their new school and close on my new house.
Period 7,8 – DNA STRANDs from paper are DUE!
1. “VOICE OVER PROJECT” – DNA replication
“VOICE OVER PROJECT” – DNA replication
Your group will make a story board of all the steps of DNA Replication.
Please place a screenshot of the video into a new page of the Google Doc and add as many screenshots of the animation as necessary to completely and thoroughly describe the video using captions that you will synthesize from your text book.
Link to video file for “VOICE OVER PROJECT” – DNA replication”
You will need to use your text pages 313 – 318 to help learn or review all the important steps of DNA replication. Whenever you use an important vocab word please bold it and add its definition below the caption. Presentation counts and well as content.
So you will need to make screenshots of the video that you will open on your computer. These screen shots will be placed into the Google Doc THAT I SHARED WITH YOUR GROUP. Each screenshot will have words below it that you will makes with your group (using the textbook) to describe the step in the replication of DNA. Make as many as slides as possible to describe the entire process.
Work together by adding comments and chatting by clicking comments above. Do not let the LVP (least valuable player) off the hook. Get them involved. Everyone is responsible for understanding the content. This graded project will be based on presentation, content, and accuracy. Humor is appreciated but accuracy is still important.
You will need a minumum of 10 slides to accomplish the goal of describing DNA replication.
Good Luck!
Look for the link for the google doc for each group THAT I JUST SENT Today. It is already linked by each lab group. Check your private email (gmail) account!
12/4 – Friday – “B” Day Homework:
1. Make sure your story boards are completed and they accurately describe the steps of DNA replication.
2. Complete you Brine Shrimp Lab write-up! You should include the concepts that we have been discussing in your conclusion.
How exactly did the Brine Shrimp attain the alleles to survive in salty water? Speak to evolution (macro) and bring in the micro components that we are learning into your discussion.
Micro leads to macro! Or the small tiny details lead to the outward large observations.
I will heavily scrutinize your conclusion!
Have a great weekend!
I hope to see you Monday!!!
End of week 3!
NOT UPDATED BEYOND THIS POINT!