Schukow 13-14
1.
2.
What is the purpose of the syllabus? (cite
evidence from the document to support
your claim)
Answer two of the following questions.
1.
2.
3.
4.
What makes you feel comfortable in the
classroom?
What are some things the teacher can do to
support your learning?
What are some things your classmates can do
to support your learning?
What would get in the way of your learning?
1.
2.
The marshmallow tower challenge had
nothing directly to do with biology so why
would I have you do it?
Have your class norms ready for discussion.
1.
2.
On the student information cards you filled
out on day 1, 0% of you drew a picture of a
female scientist. Why?
Also on the student information cards,
many people said they wanted to “pass or
do well” the AP test. Be specific, write
down your goal for that test. A 1 is the
lowest score you can receive and a 5 is the
2013 AP Bio National Score
highest.
Breakdown
5.4 7.4
21.4
36.5
29.5
1
2
3
4
5
1.
2.
Did you complete the reading over the
weekend? If so, how did it go?
If you didn’t set a goal for the AP test last
Friday, do so today.
1.
Based on the CH 1 reading and your prior
knowledge, which of the shapes/lines
below best represents the science process?
Why?
2.
Biology is the study of life. Can biologists
(scientists) answer all questions about life?
If not, provide an example of a question
which cannot be answered by science.
 “Air
is matter. We found that the weight of
the ball increases each time we pumped
more air into it. This shows that air has
weight, one of the characteristics of
matter.”
1. Does the above quote show claim,
evidence, and reasoning? If not, which is
missing.
1.
2.
How did the cube activity demonstrate the
following: the importance of patterns in
the science process, the limitations of
science conclusions/knowledge, and the
need for revising hypotheses when newly
found evidence does not support them?
What is/are the purpose(s) of constructing
a graph or data table when data from an
experiment is collected?
1.
2.
What aspect(s) of a graph can be used to
indicate the degree of confidence a
scientist has in the correlation (linear
dependence) between two variables?
After you compile raw data from an
experiment, what question(s) should you
ask yourself when constructing a graph
using that data?
1.
2.
Explain the importance of chemical bonds
and reactions in the development and
function of molecules.
Explain how the unique properties of water
make Earth inhabitable for life.
1.
Name one feature of Excel that you
understand how to use and one feature you
are struggling with.
 Which
of the following statements about the
graph below are true?



1. There is a statistically significant difference
between the control and treated group.
2. The sample size was 5.
3. The standard error was greater
for the control.
Which set of data below is the most reliable (precise)?
Why do you think so? Prove it.
Data set 1
Data set 2
Data set 3
Data set 4
10
10
8
12
15
15
10
20
20
12
12
15
13
14
28
18
9
19
24
10
17
13
11
28
13
14
1.
2.
What is the purpose of performing a chisquared test during an experiment?
If we determine that the M and M lab fails
the chi-squared analysis, propose a
plausible explanation for this occurrence.
 No
warm-up today, take this time to prepare
for the quiz.
1.
2.
3.
What did you learn about this class when
you took the quiz yesterday?
How have you been studying for tomorrow’s
test?
What questions do you have regarding the
Excel part of the test?
1.
Using prior knowledge and an
understanding of root words, what are
“macromolecules”? What makes a
macromolecule different from a molecule
such as oxygen (O2)?
Learning Target: I can explain how dehydration
synthesis and hydrolysis contribute to the
emergent properties of macromolecules.
1.
How does the presence of a functional
group on a molecule contribute to the
emergent properties of the molecule?
Learning Target: I can relate the affect of
function groups, dehydration synthesis, and
hydrolysis, to the idea of emergent
properties by completing a gots and needs
exit slip.
1.
2.
How do the articles assigned for homework
this weekend illustrate emergent
properties?
In what ways are the two articles similar
and how are they different?
Learning Target: I can identify the major
characteristics of macromolecules by
completing a station lab.
1. Draw the molecule that forms as a result of
dehydration synthesis between these
monomers.
2. What is the general name for the molecule
formed as a result of this bonding?
Learning Target: I can identify the major
characteristics of macromolecules by
completing the Matching II worksheet.
1.
List defining characteristics (based on the
work from yesterday) of each class of
macromolecule.
Warm-Up Check Today: 9/16, 9/17, 9/18,
9/19, 9/20, 9/23, 9/25, 9/26, 9/27, 9/30,
10/1, 10/2
Learning Target: I can identify the major
characteristics of macromolecules by
completing the Matching II worksheet.
1.
Based on your work over the past few days,
has your view on the importance of
learning about functional groups changed?
Learning Target: I can describe the emergent
properties that arise in macromolecules by
participating in a class discussion.
 What is this molecule? How do you know?
Learning Target: I can describe the 4 major
classes of macromolecules by participating in a
class discussion.
1. Which of the two molecule below is a sugar
and which is part of a fat?
Learning Target: I can explain the
importance of environment on the function
of macromolecules by writing a 25 word
summary of and identifying the main point of
a research article.
1.
Based on the chapter and research article,
what is denaturation and how does it
illustrate the importance of the
environment in the function of
macromolecules?
Learning Target: I can explain how enzymes
function by completing an enzyme inquiry
activity.
1. Most of the chemical reactions that occur
in your body require a higher internal body
temperature than is required for survival.
With this said, how do all of these chemical
reactions occur?
Learning Target: I can explain how enzymes
function by completing an enzyme inquiry
activity.
1. Draw in the effect of adding an enzyme to
the following reaction.
Learning Target: I can explain how
environmental factors affect the function of
an enzyme by completing a lab.
1. What is the difference between a
competitive inhibitor and a noncompetitive
inhibitor?
Learning Target: I can explain basic concepts
about ecology by completing a gots and
needs exit slip.
1. In yesterday’s lab, fill in what blanks to
describe what each of the following
represented.
1.
2.
3.
4.
Hands = ________________
Colored toothpicks = _______________
Cold = ______________________
Gloves = __________________
Warm-Up Check tomorrow:10/3, 10/4, 10/7,
10/8, 10/10, 10/11, 10/14, 10/15, 10/16
Learning Target: I can describe the structure and
function of macromolecules and enzymes by
completing a test.
1.
2.
Immediately get your group slides, open the
lab to day 2, and record the number of
swimming brine shrimp and un-hatched eggs in
the lab packet table on S-5. Remove the
swimming brine shrimp with a pipette. You
have 10 minutes to complete this task.
Have your notebook opened for the notebook
check.
Warm-Up Check today:10/3, 10/4, 10/7, 10/8,
10/10, 10/11, 10/14, 10/15
 Learning
Target: I can explain basic
concepts about ecology by completing a
gots and needs exit slip.
1. What is the purpose of the different salt
solutions in the brine shrimp lab?
Learning Target: I can explain factors that
may affect the hatch rate of brine shrimp by
developing a testable hypothesis for a brine
shrimp lab.
1. We are at the ½ way point. Take a few
minutes to reflect on your current grade
and this class. Make a 2 column list. On
one side write down things that I can do as
your teacher to help you learn more. One
the other column, write down things you
can do to improve your learning.
Learning Target: I can explain the effects of
humans on the environment by completing
the brine shrimp lab.
1. What is ecology?
2. Discuss two specific ways organisms
communicate with one another.
Reminder: Inconvenient Truth EC due
November 6 (see assignment on class website
under Ecology unit)

Learning Target: I can explain the effects of
humans on the environment by completing the
brine shrimp lab.
“The bullied rats still made new neurons at a
normal rate, but there was a significant hiccup in
the process – an unusually high percentage of the
cells would die off before becoming mature.”
1. The quote above is from the article, Inside the
Bullied Brain. How does it relate to
yesterday’s discussion?

Reminder: Mastering Biology homework for CH 51
and 52 due Thursday at 2:11pm
Learning Target: I can explain characteristics
of populations by participating in a class
discussion.
1. See the information below on Hamilton’s
rule. How does this illustrate altruism?
 Hamilton’s rule: rB>C



R = degree of relatedness
B = benefit (the average number of extra
offspring that the beneficiary of an altruistic act
produces
C = cost (how many fewer offspring would be
produced)
Learning Target: I can explain characteristics
of populations by participating in a class
discussion.
 What is the population size at K/2?
Learning Target: I can explain the
characteristics of populations by
participating in a class discussion.
1. Rate yourself on a scale of 1-5 on your
knowledge and comfort writing lab reports.
1 = no knowledge and little comfort, 5 =
lots of knowledge and comfort.
Learning Target: I can explain the relationship
between populations, communities, and
ecosystems by completing a gots and needs exit
slip.
1. On the lab report, what section did your group
struggle most with?
Monday’s HW: Finish the lab report, review
populations, communities and ecosystems chapters
 Happy Halloween!

Here are your treats…



The communities and ecosystems MB assignments are
Extra Credit.
The reading guides are meant to help you with the
reading. I won’t collect them, but wanted you to do
them.
The lab report will be due next Monday. I wanted you to
have a completed draft to discuss today.
Learning Target: I can explain the
relationship between populations,
communities, and ecosystems by completing
a gots and needs exit slip.
1.
What questions do you have in regards to
the lab report that is due tomorrow?
 Reminder:
Monday
Quiz on Wednesday and test next
Learning Target: I can
explain the relationship
between populations,
communities, and
ecosystems by
completing a gots and
needs exit slip.
1. What concept is
illustrated in the
figure ?
Reminder: Quiz
tomorrow
Learning Target: I can cite specific textual
evidence to support analysis of a science
text by producing a claim-evidencereasoning response to an article on global
climate change.
1.
2.
Based on your current understanding, what
is climate? Is it the same as weather?
When you are researching on the Internet,
how do you determine if a source is
credible?
Reminder: MB HW due on Monday and
Ecology Test next Tuesday, study session on
Monday after school
 Learning
Target: I can cite specific textual
evidence to support analysis of a science
text by producing a claim-evidencereasoning response to an article on global
climate change.
1.
How did yesterday’s video on global clmate
change illustrate the relationship between
science and society?
Reminder: Ecology test next Tuesday
Learning Target: I can explain the effect of
humans on Earth by participating in a class
discussion.
1.
Make a prediction. What does the term
sustainability mean?
Test moved to Wednesday, study session
tomorrow after school
Learning Target: I can design an
experiment to identify behaviors of
isopods.
1.
How is conservation biology connected
to global climate change?
Reminders: Ecology test tomorrow, study
session today after school
Learning Target: I can design an experiment to
identify the behaviors of isopods.
1.
Was the test difficult and if so, what was
the most difficult part?
Learning Target: I can explain basic
concepts of evolution by completing
a gots and needs exit slip.
1. Based on your current knowledge,
what is evolution?
Reminder: Final exam and post-test
next Friday. Isopod behavior lab
report due at the beginning of the
hour next Wednesday.
Learning Target: I can explain basic
concepts of evolution by completing a
gots and needs exit slip.
1.
At this point, how much studying have
you done for the final exam? Did you
look on our class website for the posttest scaffold?
Reminder: Final exam and post-test on
Friday. Isopod behavior lab report due at
the beginning of the hour Wednesday.

Learning Target: I can explain basic concepts of evolution
by completing a gots and needs exit slip.
Why is this
wrong?

Reminder: Study exam session tomorrow after school from
2:30-3:30pm in my room. Isopod lab reports due tomorrow
at the beginning of the hour.
Learning Target: I can explain basic concepts
of evolution by completing a gots and needs
exit slip.
1.
In your own words, describe natural
selection.
Reminder: Final exam review after school
today in our classroom from 2:30-3:30pm.
Learning Target: I can explain evolution by
responding to an article on HIV.
1. Reflect on the grade you received during 1st
trimester. Were you satisfied with it? If
not, what can you do differently this
trimester to be more successful?
2. Write down one goal you have for ths
trimester.
Learning Target: I can explain evolution by
responding to an article on HIV.
1. List words that were difficult from the
article. Were you able to figure out any of
these words? If so, what strategies did you
use?
Learning Target: I can identify the big ideas of
AP Biology TRI 2 by completing the course pretest.
1. Write down at least one question you have
from the HIV article.
Learning Target: I can discuss evolution by
completing a poster on HIV.
1.
Why must patients with HIV be treated with
a cocktail of medications?
Learning Target: I can discuss natural selection
by completing the speciation and selection
POGIL.
There is no warm-up today because it’s a quiz
day. Get ready for the quiz over HIV.
Reminders: the speciation and selection POGIL
is due tomorrow, the MB work is due Friday at
2:11, and the Hardy-Weinberg equilibrium
POGIL is due by the end of class Thursday.
Learning Target: I can solve Hardy Weinberg
problems by completing a POGIL.
1.
What are the different modes of evolution?
Learning Target: I can solve Hardy-Weinberg
problems by completing a lab.
1.
2.
What are the 5 modes of evolution which
must not be occurring for a population to
be in Hardy Weinberg equilibrium?
What is Hardy-Weinberg equilibrium?
 Learning
Target: I can solve Hardy-Weinberg
problems by completing a lab.
1. The allele for purple color (P) is dominant
while the allele for yellow color (p) is
recessive. Use a Punett Square to predict
the genotypic and phenotypic frequencies
for offspring produced between a
heterozygous purple plant and a yellow
plant.