I posted the generic weekly schedule for class meeting times and for checking in with me. Please see MSHS Teacher Weekly Schedule posted below
Please join class meeting tomorrow Tuesday via Microsoft Teams- look in Schoology and or receive update in your school e-mail:
- Please read this to access Microsoft Teams from Schoology Website
- 9:00-10:00- 4th Period
- 10:00-11:00 - 5th Period
The focus of the meeting will be:
- to review what changes there are in the AP Biology exam
- to go over our game plan up to the exam on May 18
- review for Big Idea 3- go back through your last diagnostic in AP Classroom
This week's reading from Campbell Biology: Chapter 20- Use a note-taking/study strategy that best serves you as a learner. Chapter 21- assigned for next week will be the last chapter from Campbell.
Big Idea 3 Assessment (about 1 hour) will be held this Thursday and Posted In AP Classroom. I will set up a testing window between 9:00 and 12:00. I wanted to check in before having this assessment before giving it.
This week's lesson- New material
Description: This two-slide tutorial describes how genetic switches, regulatory elements in DNA, control gene expression.Genetic switches can turn genes on and off in different tissues. In this Click & Learn, students explore two examples: the regulation of the Pitx1 gene in stickleback fish, which affects body morphology, and the regulation of the “paintbrush” gene in Drosophila fruit flies, which affects wing pigmentation.
Link to HHMI Click and Learn Lesson -no formal write-up but is a concept we have not gone over that has made an appearance on past exams. Let me know if you have any questions.
April 27 - May 1
Big Idea 1:-
Assignment 1: the making of the fittest:
Evolution in Action: - graphing and statistics-
The PDF below allows you to write your responses into the document. Assignment posted in schoology
1- After you complete the assignment review the key provide below and check your understanding.
2. Copy your assignment into the Google doc in Schoology, include a reflection of how you did and what steps you need to take to reach mastery of this material. A conceptual understanding of standard deviation is one of the quantitative skills you should no for the exam.
past your screen shots into the Google Doc reflect on and is due Next Friday (May 1st) at 3:00.
INTRODUCTION Relatively few researchers have been able to witness evolutionary change in their lifetimes; among them are Peter and Rosemary Grant. The short film The Beak of the Finch focuses on the Grants’ 40-year study of the finches of the Galápagos Islands. In 1973, the Grants began observing and studying finches on several islands in the Galápagos archipelago. They wanted to understand how species change over time and, in particular, how changes in the environment can influence a species’ physical characteristics
- Analyze frequency distribution graphs (i.e., histograms) and identify and describe patterns in data representing the distributions of beak depth measurements in two groups of finches.
- Propose hypotheses to explain the trends illustrated in the graphs, based on an understanding of natural selection.
- Use descriptive statistics (mean and standard deviation) to compare and contrast two sets of similar data.
- Construct scientific explanations using data in graphs as evidence for how and why some characteristics may be adaptive in certain environments.
- Explain the importance of sample size for drawing conclusions about a population.
- Graph primary research data to compare two populations and appropriately label all graph components, including title, axes, units, and legend.
- Identify the adaptive traits that are most important to survival under specific environmental condition