Monday, August 31, 2009
Friday, June 19, 2009
Mountains Beyond Mountains
Mountains Beyond Mountains
Be sure to read the following on Summer Reading BEFORE you work on this summer reading assignment.
1. READ
Read the excerpt from the book, Mountains Beyond Mountains.
2. THINK
Now, this is most definitely a true story. This excerpt is the first three chapters (~40 pages) of a 300-page book written about Harvard physician, Dr. Paul Farmer. Think about the life this man is choosing to live as compared to the reasons you hear that most people become doctors. Also think about how this story shows how, in the real world, science and medicine can be strongly influenced by politics.
If you want to meet Paul Farmer, you can watch a talk he gave recently (May 8, 2007) at NYU by clicking on this link. You can also visit the Partners for Health Web site www.pih.org
3. RESPOND
Be sure to read the following on Summer Reading BEFORE you work on this summer reading assignment.
1. READ
Read the excerpt from the book, Mountains Beyond Mountains.
2. THINK
Now, this is most definitely a true story. This excerpt is the first three chapters (~40 pages) of a 300-page book written about Harvard physician, Dr. Paul Farmer. Think about the life this man is choosing to live as compared to the reasons you hear that most people become doctors. Also think about how this story shows how, in the real world, science and medicine can be strongly influenced by politics.
If you want to meet Paul Farmer, you can watch a talk he gave recently (May 8, 2007) at NYU by clicking on this link. You can also visit the Partners for Health Web site www.pih.org
3. RESPOND
WATCH THIS VIDEO: HERE
Interview with Dr. Paul Farmer: HERE
Pictures of Dr. Farmer: HERE
Interview with Tracy Kidder: HERE
60 minutes interview with Dr. Paul Farmer: HERE
Cambridge Reads, an interview with Dr. Paul Farmer: HERE
This I believe with Dr. Farmer: HERE
Respond to the following on my biology blog:
http://www.marysbiologypage.blogspot.com/
a. Tell me what you thought about the excerpt from this book. Tell me what you think of Dr. Paul Farmer.
b. Margaret Mead (a very famous anthropologist) once said:
"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has."
Explain how Paul Farmer embodies this idea by responding in the comment section.
Interview with Dr. Paul Farmer: HERE
Pictures of Dr. Farmer: HERE
Interview with Tracy Kidder: HERE
60 minutes interview with Dr. Paul Farmer: HERE
Cambridge Reads, an interview with Dr. Paul Farmer: HERE
This I believe with Dr. Farmer: HERE
Respond to the following on my biology blog:
http://www.marysbiologypage.blogspot.com/
a. Tell me what you thought about the excerpt from this book. Tell me what you think of Dr. Paul Farmer.
b. Margaret Mead (a very famous anthropologist) once said:
"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has."
Explain how Paul Farmer embodies this idea by responding in the comment section.
Monday, June 1, 2009
AP Biology Summer Homework 2009
Welcome to Ms. Churchill’s “Summer of Biology 2009
An evolving creation!
Dun….dun…dun…dun…dun…
Is it safe to go back in the water? NO! Like a shark, there lurks the AP Biology Summer Assignment!
This summer you will delve into the world of biology like you never thought you would in those hot months! We will explore many topics to whet your appetite for the coming year of hard work. This summer assignment has been designed for five purposes:
• to get you to think during those summer months to keep your mind sharp, because I will expect a lot out of it come September!
• to expand your vocabulary by familiarizing you with terms that we will be using in class.
• to begin to introduce you to major concepts from AP Biology
• to have you earn three strong grades to help you begin the first quarter with confidence.
• to decrease the amount of new material that you will have to learn during the school year.
# Due Date Assigned Task
1 June 20th
a. Email me and answer six questions about yourself at marymfagan@hotmail.com
2 July 1st
b. Purchase Mountains Beyond Mountains by Tracy Kidder, start reading first few chapters
c. Purchase Biology: The Unity & Diversity of Life 11th edition by Starr and Taggart & begin chapter questions
3 July 31st 1. After reading the first three chapters (40 pages) respond to the text on our class biology page.
http://www.marysbiologypage.blogspot.com/
d. What do you think of Dr. Paul Farmer
e. How does Dr. Farmer embody Margaret Mead’s quote, “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed it is the only thing that ever has.”
4 August 24th 1. Chapter 45 – 49 Questions due first day of class. Bring shoe box with index cards and written responses.
AP Biology
Please email me at marymfagan@hotmail.com before the beginning of July and tell me the following:
1. Why you are taking AP Biology?
2. What other AP classes you are taking?
3. What activities and sports you are involved in.
4. What are your strengths as a student?
5. What do you need to work on as a student?
6. One fun fact about you.
Mountains Beyond Mountains
Be sure to read the following on Summer Reading BEFORE you work on this summer reading assignment.
1. READ
Read the excerpt from the book, Mountains Beyond Mountains.
2. THINK
Now, this is most definitely a true story. This excerpt is the first three chapters (~40 pages) of a 300-page book written about Harvard physician, Dr. Paul Farmer. Think about the life this man is choosing to live as compared to the reasons you hear that most people become doctors. Also think about how this story shows how, in the real world, science and medicine can be strongly influenced by politics.
If you want to meet Paul Farmer, you can watch a talk he gave recently (May 8, 2007) at NYU by clicking on this link. You can also visit the Partners for Health Web site www.pih.org
3. RESPOND
Respond to the following on my biology blog:
http://www.marysbiologypage.blogspot.com/
a. Tell me what you thought about the excerpt from this book. Tell me what you think of Dr. Paul Farmer.
b. Margaret Mead (a very famous anthropologist) once said:
"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has."
Explain how Paul Farmer embodies this idea.
Read Chapters 45-49 and answer the following questions on a separate piece of paper or index card if the question calls for it. These are due the first day of class. You will be assessed on this material the second week of class.
Some of the answers are to be done on paper and some on index cards. Organize your index cards by chapter and put an elastic band around each chapters questions. Use a shoe box to hold your index cards. We will be making index cards all year and adding them to your collection as we will be using these to study for the AP exam.
Chapter 45 Questions – pages 800-817
1. What happened to the reindeer population on St. Matthew’s island between 1957 and 1980?
2. What is ecology? – index card
3. Define the following on index cards:
a. Population size
b. Age structure
c. Population density
d. Population distribution – draw pictures of the three distribution patterns: clumped, nearly uniform, and random
4. Describe the two methods of quantifying the number of species in an area: quadrats and capture recapture methods.
5. Name two ways a population can increase and two ways a population can decrease in size.
6. Define on an index card:
a. Zero population growth
b. G=rN (what does this mean)
c. Exponential growth – include a diagram and explanation
d. Biotic potential
7. What is a limiting factor and give an example of a limiting factor on a population.
8. Define on an index card:
a. carrying capacity
b. Draw an explain a graph showing the S shaped curve (Figure 45.8)
9. Give an example of a density dependent control on a population.
10. Give an example of a density independent control on a population.
11. Define on an index card:
a. Survivorship curve
b. Show the three types of curves on an index card and give an example of each curve. Type I, Type II, and Type III
12. Explain the experimental work and significance of Reznick and Endler’s study on
guppies in Trinidad.
13.What was the average rate of increase for the global human population in 2004?
14. On an index card answer the following:
a. Give four explanations to explain the extraordinary rate of human population.
15. What is TFR? What is that number currently per female?
16. Which country has the most far reaching family planning program? What is it?
17. On an index card describe each of the following stages of economic development:
a. Preindustrial stage
b. Transitional stage
c. Industrial stage
d. Postindustrial stage
18. How much of the world’s goods and services does the US use? What % of the world’s population does the US represent?
Chapter 46 Questions
1. Define the following ecological terms on an index card: habitat, niche, community, symbiotic, competition, predation, parasitism, and mutualism.
2. What five factors shape a community on an index card?
3. Compare and contrast facultative and obligatory mutualism on an index card.
4. Compare and contrast interspecific and intraspecific competition on an index card.
5. Explain the theory of competitive exclusion on an index card.
6. Explain the Type I, Type II, and Type III models of Predator/Prey interactions on an index card.
7. Explain the relationship between the Canadian lynx and snowshoe hare.
8. Discuss four types of prey defenses on an index card.
9. What are parasites and parasitoids on an index card?
10. Discuss five attributes that make parasites and parasitoids good controls.
11. Explain the relationship between the cowbirds and the buffalo.
12. Explain the following terms: ecological succession, pioneer species, primary and secondary succession on an index card.
13. What are key stone species on an index card?
14. Name three ways geographic dispersal of species can occur on an index card.
15. What has been the result of the following exotic species?
a. alga Caulerpa
b. Kudzu
c. Rabbits in Autralia
16. What happens to the number of species as you move from the Arctic to temperate to tropical zones?
17. Name three reasons biodiversity is favored in the tropics on an index card.
18. Compare and contrast distance and area affect of islands on an index card.
Chapter 47 Notebook Questions
1. As Louisiana loses its wetlands what type of effect will this have on local wildlife?
2. Name three effects warmer temperatures will have on Louisiana.
3. Define the following on index cards:
a. Primary producers
b. Consumers: (herbivores, carnivores, parasites, omnivores)
c. Detritrivores
d. Decomposers
e. Ecosystem
4. Describe the three levels of a trophic level.
5. Describe and give an example of a food chain.
6. How many energy transfers can energy that producers initially capture pass through?
7. Is all energy conserved as it is passed from one transfer to the next?
8. Where are food webs short and where are food webs long?
9. Compare a complex food web to a simple food web.
10. Compare a grazing food web and a detrital food web.
11. How does energy leave an ecosystem?
12. What was DDT used for?
13. Where does DDT accumulate in organisms and what is the result?
14. What is primary productivity? Index card
15. What is gross primary productivity? Index card
16. What is net ecosystem production? Index card
17. Name four factors that impact net production.
18. Compare a biomass pyramid and an energy pyramid.
19. What percent of energy entering one level of an energy pyramid is available to the next level?
20. What are the three categories of bigeochemical cyles?
21. Index card: Draw a picture of a hydrologic cycle.
22. Index card: Draw a picture of the carbon cycle.
23. Index card: Describe the Greenhouse effect.
24. Index card: Draw a picture of the nitrogen cycle.
25. Describe nitrogen fixation, ammonification, nitrification, and denitrification.
26. Name three ways human activities disrupt the nitrogen cycle.
27. What is the most limiting factor in all natural ecosystems?
28. Where is most phosphorous locked up?
Chapter 48 Notebook Questions
1. What happened to the sea lion population in the Galapagos Islands in 1997-1998? Why did this happen?
2. What happened that winter in the Southwestern Pacific waters?
3. What is climate?
4. How does the movement of air result in deserts?
5. What is seasonal variation a result of?
6. Explain the following types of renewable energy:
a. solar hydrogen energy b. Wind energy
7. Where is ozone located and what does it do?
8. What is the major cause of loss of ozone layer?
9. What can thermal inversion do?
10. What is the difference between industrial smog and photochemical smog?
11. How much of the earth’s surface do ocean waters cover?
12. Why do currents form?
13. What is the rain shadow effect?
14. Where do monsoon rains occur?
15. What is biogeography?
16. What are biomes?
17. What are hot spots and ecoregions?
18. What is soil?
19. Index card: describe the weather process of rocks – rock to clay.
Chapter 49
1. Which bees respond faster – Afrianized bees or European bees?
2. What is the function of isopentyl acetate in bees?
3. Read the example of feeding preferences of garter snakes in CA: compare newborn offspring of coastal parents and offspring of inland parents. How did the offspring “hybrid” snakes respond?
4. What are hormones?
5. What happens if oxytocin is injected into a female?
6. What happens if a female is given an oxytocin blocking drug?
7. What is instinctive behavior?
8. How do newly hatched cuckoos respond to eggs in the nest?
9. Name three traits that are instinctive in garter snakes.
10. What do human infants mimic?
11. What is a learned behavior?
12. What is imprinting?
13. How do white crowned sparrows learn the specific dialect of their songs? What is the period for this learning? Can they learn this from a recording?
14. What is natural selection?
15. Index cards for the following definitions:
a. Reproductive success
b. Adaptive behavior
c. Social behavior
d. Selfless behavior
e. Altruistic behavior
16. What is social behavior?
17. What is the difference between signaling pheromones and priming pheromones?
18. What is a visual signal?
19. How do male baboons show a threat display to a rival?
20. What do fireflies use for signaling?
21. What are tactile signs?
22. Why do bees perform the waggle dance?
23. How do assassin bugs use illegitimate signals to fool termites?
24. Index card: sexual selection definition and an example
25. How is reproductive success measured in males?
26. How is reproductive success measured in females?
27. Explain the following on an index card:
a. Cooperative Predator Avoidance: what is it and an example
b. The Selfish Herd: what is it and an example
c. Cooperative Hunting: What is it and an example
28. What is a cost of animals living in close association with each other?
29. Give an example of an altruistic behavior in insects.
30. What are the only eusocial mammals? What does that mean?
31. Explain the theory of inclusive fitness.
32. Compare and contrast the social organization of chimpanzees and bonobos.
33. What explanation for the differences observed in chimps and bonobos do scientists give?
34. What is a VNO? What would be the purpose of this?
Wednesday, May 27, 2009
Tuesday, May 19, 2009
Some Inspiration
"Twenty years from now you will be more disappointed by things you didn't do than by the things you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover."
~Mark Twain
~Mark Twain
Monday, May 18, 2009
Thesis Topic for Project
Avi: It is a social injustice that basic curable diseases such as tuberculosis runs rampant through third world countries and causes thousands of deaths when the cure is easily accessible to the rest of the world.
Ellen: The use of technology to more more accurately copy previous performances of piano composers and performers is a benefit to the rest of musicians and those who enjoy music.
Jamie & Dominic:
"Universe" enables the world to immerse themselves in contemporary mythology of the stars in the night sky.
Mark & Jennifer: By creating more opportunities for young, interested students to participate in scientific studies, we can not only prepare them with the facilities they need for productive careers in medicine, but we can also introduce different yet valuable perspectives into the medical world.
Katherine&McKenzi: Through the study of California Coast Redwood trees, the tallest trees in the world, a whole new world of unique organism have been discovered adding to the biodiversity of this BEAUTIFUL world!
Regi and Julianna: Because we do not know where meat comes from, we should eat real/natural food such as plants (vegetables that are not artificially grown).
Tim: Reducing emissions alone won't be enough to solve the climate problem; we must look at alternate solutions such as injecting a layer of ash or sulfur that will block sunlight and lower the planet's temperature.
Soledad: Are you tired of having to pay hundreds of dollars for gas just for your car? If you are why not try the hydrogen car? Larry Burns shares the future design by GM, a vehicle that runs on hydrogen and pumps energy back into the electrical grid when they’re idle. This brilliant idea is everything that people have been asking for in a car. The hydrogen car will eliminate stress over high gas prices, improve the environment, and will provide convenience.
Kate & Alex: Most people do cheat but only cheat a little bit and are more likely to cheat when they are seperated froms the reward or when people see there peers cheating and are less likely to do so when reminded of their morality.
Jordan Kmetz: Because our brain has a way of being happy with what it gets, we should have preferences that drive us towards one choice, but should not drive ourselves mad with what the other choice might have been.
Joe: http://www.ted.com/index.php/talks/david_deutsch_on_our_place_in_the_cosmos.html
David Deutsch on our place in the Cosmos
Ellen: The use of technology to more more accurately copy previous performances of piano composers and performers is a benefit to the rest of musicians and those who enjoy music.
Jamie & Dominic:
"Universe" enables the world to immerse themselves in contemporary mythology of the stars in the night sky.
Mark & Jennifer: By creating more opportunities for young, interested students to participate in scientific studies, we can not only prepare them with the facilities they need for productive careers in medicine, but we can also introduce different yet valuable perspectives into the medical world.
Katherine&McKenzi: Through the study of California Coast Redwood trees, the tallest trees in the world, a whole new world of unique organism have been discovered adding to the biodiversity of this BEAUTIFUL world!
Regi and Julianna: Because we do not know where meat comes from, we should eat real/natural food such as plants (vegetables that are not artificially grown).
Tim: Reducing emissions alone won't be enough to solve the climate problem; we must look at alternate solutions such as injecting a layer of ash or sulfur that will block sunlight and lower the planet's temperature.
Soledad: Are you tired of having to pay hundreds of dollars for gas just for your car? If you are why not try the hydrogen car? Larry Burns shares the future design by GM, a vehicle that runs on hydrogen and pumps energy back into the electrical grid when they’re idle. This brilliant idea is everything that people have been asking for in a car. The hydrogen car will eliminate stress over high gas prices, improve the environment, and will provide convenience.
Kate & Alex: Most people do cheat but only cheat a little bit and are more likely to cheat when they are seperated froms the reward or when people see there peers cheating and are less likely to do so when reminded of their morality.
Jordan Kmetz: Because our brain has a way of being happy with what it gets, we should have preferences that drive us towards one choice, but should not drive ourselves mad with what the other choice might have been.
Joe: http://www.ted.com/index.php/talks/david_deutsch_on_our_place_in_the_cosmos.html
David Deutsch on our place in the Cosmos
Friday, May 15, 2009
New Date for Picnic
AP STUDENTS
We have to change the date of our picnic.
We need permission slips.
We can do the picnic either next Tuesday the 19th or Wednesday the 27th once we have all permission slips in!
We have to change the date of our picnic.
We need permission slips.
We can do the picnic either next Tuesday the 19th or Wednesday the 27th once we have all permission slips in!
Presentation Dates
Thursday May 21st
1. Ellen
Friday May 22nd (5-8 minutes per presentation)
1. Tim
2. Avi
3. Mark and Jennifer
4. Soledad & Brianna
5. Kristin & Sobedya
6. Caitlin
Tuesday May 26th
1. Julie & Regi
2. Kristin & Sobeyda
3. Hannah
4. Richard
5. Paige
6. Jordan
Wednesday May 27th
PICNIC
Thursday May 28th
1. Codale, Ryan, Jack
2. Hannah
3. Natasha
4. Katherine & McKenzi
5. Alex & Kate
6. Dominic & Jaimie
7. Gary
1. Ellen
Friday May 22nd (5-8 minutes per presentation)
1. Tim
2. Avi
3. Mark and Jennifer
4. Soledad & Brianna
5. Kristin & Sobedya
6. Caitlin
Tuesday May 26th
1. Julie & Regi
2. Kristin & Sobeyda
3. Hannah
4. Richard
5. Paige
6. Jordan
Wednesday May 27th
PICNIC
Thursday May 28th
1. Codale, Ryan, Jack
2. Hannah
3. Natasha
4. Katherine & McKenzi
5. Alex & Kate
6. Dominic & Jaimie
7. Gary
Monday, May 11, 2009
TED IDEAS
TED: Technology, Entertainment, and Design
Some videos to consider:
Sean Gourley: Mathematics of War HERE
Al Gore: Climate Crisis HERE
Niels Diffrient: rethinks the way we sit down HERE
Adam Grosser and his sustainable refrigerator HERE
Louise Fresco on feeding the world HERE
Saul Griffith on everyday inventions HERE
Bill Gross ideas for finding new energy HEREBonnie Bassler: How do bacteria talk? HEREDennis vanEngelsdorp: Where have the bees gone? HERE
Jane Goodall helps humans and animals live HERERobert Full, how engineers learn from evolution HERE
E.O.Wilson: help build the Encyclopedia of Life HERE
Janine Benyus: 12 sustainable ideas from nature HERE
Philippe Starck: why design? HERE
Don Norman: 3 ways good design makes you feel good HERE
Ben Saunders: 3 things to know before you ski to the North Pole HERE
Ueli Gegenschatz soars in a wind suit HERE
John Wooden: Coaching for people not points HERE
Bill Gates: How I am trying to change the world NOW HERE
Ernest Madu on world class health care HERE
Kamal Meattle on how to grow your own fresh air HERE
Mark Brittman on what's wrong with what we eat HERE
Larry Burns on reinventing the car HERE
James Watson on how DNA was discovered HERE
Richard Preston: climbing the world's tallest trees HERE
Some videos to consider:
Sean Gourley: Mathematics of War HERE
Al Gore: Climate Crisis HERE
Niels Diffrient: rethinks the way we sit down HERE
Adam Grosser and his sustainable refrigerator HERE
Louise Fresco on feeding the world HERE
Saul Griffith on everyday inventions HERE
Bill Gross ideas for finding new energy HERE
Bonnie Bassler: How do bacteria talk? HEREDennis vanEngelsdorp: Where have the bees gone? HEREJane Goodall helps humans and animals live HERE
Robert Full, how engineers learn from evolution HEREE.O.Wilson: help build the Encyclopedia of Life HERE
Janine Benyus: 12 sustainable ideas from nature HERE
Philippe Starck: why design? HERE
Don Norman: 3 ways good design makes you feel good HERE
Ben Saunders: 3 things to know before you ski to the North Pole HERE
Ueli Gegenschatz soars in a wind suit HERE
John Wooden: Coaching for people not points HERE
Bill Gates: How I am trying to change the world NOW HERE
Ernest Madu on world class health care HERE
Kamal Meattle on how to grow your own fresh air HERE
Mark Brittman on what's wrong with what we eat HERE
Larry Burns on reinventing the car HERE
James Watson on how DNA was discovered HERE
Richard Preston: climbing the world's tallest trees HERE
Ted Videos
Saul Griffith - using kites to tap wind energy HERE
Dave Eggers - Once upon a school HERE
Aimee Mullins on running HERE
Elizabeth Gilbert HERE
Michael Pollan - the omnivores next dilemma HERE
Sign up for your TED video by THURSDAY - first come first serve. Let me know who you are working with and which TED video you are using - it must involve SCIENCE or TECHNOLOGY.
Good Luck and have fun researching. We can't have duplicate videos - so pick carefully and sort of quickly. Pick one that inspires YOU!
Dave Eggers - Once upon a school HERE
Aimee Mullins on running HERE
Elizabeth Gilbert HERE
Michael Pollan - the omnivores next dilemma HERE
Sign up for your TED video by THURSDAY - first come first serve. Let me know who you are working with and which TED video you are using - it must involve SCIENCE or TECHNOLOGY.
Good Luck and have fun researching. We can't have duplicate videos - so pick carefully and sort of quickly. Pick one that inspires YOU!
Friday, May 1, 2009
Thursday, April 30, 2009
Chapter 44 Animations
Wednesday, April 29, 2009
Tuesday, April 28, 2009
Sunday, April 26, 2009
Last 4 Chapters and Homework Assignments
Chapter 41 - Digestion & Human Nutrition Powerpoint HERE
Chapter 41 Study Questions HERE
Chapter 41 Take Home Quiz HERE
Chapter 42 - The Internal Environment - Powerpoint HERE
Chapter 42 Take home Quiz HERE
Chapter 43 - Principles of Animal Reproduction & Development - Powerpoint HERE
Chapter 43 Take Home Quiz HERE
Chapter 44 - Human Reproduction & Development - Powerpoint HERE
Chapter 44 Take Home Quiz HERE
Chapter 41 Study Questions HERE
Chapter 41 Take Home Quiz HERE
Chapter 42 - The Internal Environment - Powerpoint HERE
Chapter 42 Take home Quiz HEREChapter 43 - Principles of Animal Reproduction & Development - Powerpoint HERE
Chapter 43 Take Home Quiz HERE
Chapter 44 - Human Reproduction & Development - Powerpoint HERE
Chapter 44 Take Home Quiz HERE
Saturday, April 25, 2009
AP Lab 1-6 Review
Lab 1: Diffusion & Osmosis
Part 1: Diffusion - Will starch or iodine move through the semi permeable membrane?
Procedure: In a beaker place a dialysis bag filled with starch. Then add iodine to the beaker. Wait for 20 minutes and observe a color change at the end.
Results: Water in dialysis bag turns black
Conclusion: The iodine is small enough to move through the permeable membrane but the starch is unable to move through the membrane
Part 2: Osmosis - Which bag will show the greatest change in mass?
Procedure: Set up six beakers with dialysis bags that contain different concentrations of sucrose - place the bags in water. Mass the bags day 1 and 24 hours later. Record and find % change in mass.
Results: The bag with the most sugar will show the greatest change in mass
Part 3: Osmosis: Which concentration of sugar most resembles the potato?
Procedure: Set up six beakers with six different concentrations of sucrose. Place a potato in each beaker. Record mass of potato on day 1 and day 2. Find % change in mass.
Results: Make a graph of % change of mass on the Y axis and Concentration of sucrose on the X axis. Make a best fit line and the place where the line crosses the X axis at zero is equal to the concentration of the potato.
Lab 2: Enzymes
Part 1: Does heat affect enzymes?
Procedure: Hydrogen peroxide -> gets broken down in the liver to water and oxygen
This is done very quickly with an enzyme. Hydrogen peroxide is a poison and must be disposed of. In this part of the lab we took a piece of liver which contains enzymes and placed it in hydrogen peroxide. We also put a piece of liver that had been boiled into hydrogen peroxide.
Results: The beaker with liver and hydrogen peroxide boiled showing water and oxygen was being made. The beaker with cooked liver did not boil showing enzyme had been boiled.
Part 2: Will the reaction above occur without an enzyme?
Procedure: leave a beaker with just hydrogen peroxide out over night containing 10 ml. The next day measure the amount of hydrogen peroxide using a titration of potassium permagnate. The amount of potassium permagnate used is equal to hydrogen peroxide left. The solution turns pink when it is equal.
Part 3: Does the concentration of enzyme affect the rate of the reaction?
Set up six beakers and add hydrogen peroxide to each beaker. Add your catalysis and then add sulfuric acid at different intervals for each beaker. The sulfuric acid stops the reaction. After stopping the reaction titrate the samples to find out how much hydrogen peroxide was left.
Results: The initial rate is high and then levels off at a certain point. The higher the concentration of enzyme in general the faster the rate up until a point. jamie is really awesome
Lab 3: Mitosis & Meiosis
Part 1: Observe the phases of mitosis
(Interphase - before Mitosis) Prophase, Metaphase, Anaphase, Telophase, (Cytokinesis - after)
Part 2: Compare Mitosis and Meiosis
Mitosis - produces identical cells (diploid), occurs only in somatic cells, 1 phase of mitosis
Meiosis - produces different cells (haploid), occurs only in sex cells, crossing over occurs, 2 phases
Part 3: Calculate Map Units
# of cross overs/total # of chromosomes = x 100/2
Lab 4: Plant Pigments & Photosynthesis
Part 1: Chromotography - separates pigments
Rf = distance pigments moved/distance solvent moved
Pigment that travels the least - chlorophyll a and b
Pigment that is in the middle - orange - xanthophyll
Pigment that travels the farthest - yellow - beta carotene
Part 2: Does light influence rate of photosynthesis?
Procedure: Take a vial with chlorophyll and place it in the light and another one in the dark
Take a vial with boiled chlorophyll and place one in the light and one in the dark.
Add DPIP to each vial - DPIP is blue and turns clear when it is oxidized in the process of photosynthesis.
Use a spectrophotometer to measure the amount of light each emits. The more photosynthesis that the chlorophyll participates in the more clear the vial or the higher the rate of transmittance.
Results: The boiled chlorophlyll did not have results. The chlorophyll in the light showed an increase in light transmittance.
Lab 5 Cellular Respiration
Objective: Measure the rate of cellular respiration in germinating and nongerminating peas.
Procedure: Take a vial and place cotton balls at the bottom and KOH. The KOH will absorb any CO2 produced during cellular respiration. Above the cotton balls place your seeds (you need six vials - one for germinating seeds at room temperature, one for germinating at warm temperature, one for nongerminating at room temperature, one for nongerminating at warm termperature, and two with beads at each temperature. The beads are the control. Place a pipette through a stopper and put the pipette at the end of the vial. Place the vial under water and add some food coloring. Over time record the amount of water that enters the pipette. The more water that enters the pipette the more oxygen has been used in respiration.
Results: The peas at warm temperature and germinating used the most oxygen, followed by germinating at room temperature
Lab 6: Molecular Genetics
Part 1: Transformation: We will insert a gene using a plasmid to make bacteria resistant to antibiotics
Procedure: Get four petri dishes - 2 with agar, 2 with agar and antibiotics - obtain a bacteria and mix the plasmid in a solution with bacteria. Place bacteria with no plasmid on each type of plate, place bacteria with plasmid on each type of plate. Count the number of bacteria that grow on day 2
Results: Plates with agar and bacteria with and without bacteria show lawns - bacteria grow everywhere. Plates with antibiotics and bacteria with no plasmid show no growth - plates with antibiotics and bacteria with plasmid show a little bit of growth - few colonies
Part 2: Gel Electrophoresis - use restriction enzymes to cut DNA into fragments.
Procedure: Obtain DNA and cut with two restriction enzymes, HIND III and ECORI. Load DNA into a gel and observe the number of bands that are formed.
Factors the affect the rate of movement:
1. Size of the Fragment
2. Current - amount of electricity
3. Concentration of Agar
This technique is used for:
1. Forensics
2. Paternity
3. Comparative DNA - evolution
Part 1: Diffusion - Will starch or iodine move through the semi permeable membrane?
Procedure: In a beaker place a dialysis bag filled with starch. Then add iodine to the beaker. Wait for 20 minutes and observe a color change at the end.
Results: Water in dialysis bag turns black
Conclusion: The iodine is small enough to move through the permeable membrane but the starch is unable to move through the membrane
Part 2: Osmosis - Which bag will show the greatest change in mass?
Procedure: Set up six beakers with dialysis bags that contain different concentrations of sucrose - place the bags in water. Mass the bags day 1 and 24 hours later. Record and find % change in mass.
Results: The bag with the most sugar will show the greatest change in mass
Part 3: Osmosis: Which concentration of sugar most resembles the potato?
Procedure: Set up six beakers with six different concentrations of sucrose. Place a potato in each beaker. Record mass of potato on day 1 and day 2. Find % change in mass.
Results: Make a graph of % change of mass on the Y axis and Concentration of sucrose on the X axis. Make a best fit line and the place where the line crosses the X axis at zero is equal to the concentration of the potato.
Lab 2: Enzymes
Part 1: Does heat affect enzymes?
Procedure: Hydrogen peroxide -> gets broken down in the liver to water and oxygen
This is done very quickly with an enzyme. Hydrogen peroxide is a poison and must be disposed of. In this part of the lab we took a piece of liver which contains enzymes and placed it in hydrogen peroxide. We also put a piece of liver that had been boiled into hydrogen peroxide.
Results: The beaker with liver and hydrogen peroxide boiled showing water and oxygen was being made. The beaker with cooked liver did not boil showing enzyme had been boiled.
Part 2: Will the reaction above occur without an enzyme?
Procedure: leave a beaker with just hydrogen peroxide out over night containing 10 ml. The next day measure the amount of hydrogen peroxide using a titration of potassium permagnate. The amount of potassium permagnate used is equal to hydrogen peroxide left. The solution turns pink when it is equal.
Part 3: Does the concentration of enzyme affect the rate of the reaction?
Set up six beakers and add hydrogen peroxide to each beaker. Add your catalysis and then add sulfuric acid at different intervals for each beaker. The sulfuric acid stops the reaction. After stopping the reaction titrate the samples to find out how much hydrogen peroxide was left.
Results: The initial rate is high and then levels off at a certain point. The higher the concentration of enzyme in general the faster the rate up until a point. jamie is really awesome
Lab 3: Mitosis & Meiosis
Part 1: Observe the phases of mitosis
(Interphase - before Mitosis) Prophase, Metaphase, Anaphase, Telophase, (Cytokinesis - after)
Part 2: Compare Mitosis and Meiosis
Mitosis - produces identical cells (diploid), occurs only in somatic cells, 1 phase of mitosis
Meiosis - produces different cells (haploid), occurs only in sex cells, crossing over occurs, 2 phases
Part 3: Calculate Map Units
# of cross overs/total # of chromosomes = x 100/2
Lab 4: Plant Pigments & Photosynthesis
Part 1: Chromotography - separates pigments
Rf = distance pigments moved/distance solvent moved
Pigment that travels the least - chlorophyll a and b
Pigment that is in the middle - orange - xanthophyll
Pigment that travels the farthest - yellow - beta carotene
Part 2: Does light influence rate of photosynthesis?
Procedure: Take a vial with chlorophyll and place it in the light and another one in the dark
Take a vial with boiled chlorophyll and place one in the light and one in the dark.
Add DPIP to each vial - DPIP is blue and turns clear when it is oxidized in the process of photosynthesis.
Use a spectrophotometer to measure the amount of light each emits. The more photosynthesis that the chlorophyll participates in the more clear the vial or the higher the rate of transmittance.
Results: The boiled chlorophlyll did not have results. The chlorophyll in the light showed an increase in light transmittance.
Lab 5 Cellular Respiration
Objective: Measure the rate of cellular respiration in germinating and nongerminating peas.
Procedure: Take a vial and place cotton balls at the bottom and KOH. The KOH will absorb any CO2 produced during cellular respiration. Above the cotton balls place your seeds (you need six vials - one for germinating seeds at room temperature, one for germinating at warm temperature, one for nongerminating at room temperature, one for nongerminating at warm termperature, and two with beads at each temperature. The beads are the control. Place a pipette through a stopper and put the pipette at the end of the vial. Place the vial under water and add some food coloring. Over time record the amount of water that enters the pipette. The more water that enters the pipette the more oxygen has been used in respiration.
Results: The peas at warm temperature and germinating used the most oxygen, followed by germinating at room temperature
Lab 6: Molecular Genetics
Part 1: Transformation: We will insert a gene using a plasmid to make bacteria resistant to antibiotics
Procedure: Get four petri dishes - 2 with agar, 2 with agar and antibiotics - obtain a bacteria and mix the plasmid in a solution with bacteria. Place bacteria with no plasmid on each type of plate, place bacteria with plasmid on each type of plate. Count the number of bacteria that grow on day 2
Results: Plates with agar and bacteria with and without bacteria show lawns - bacteria grow everywhere. Plates with antibiotics and bacteria with no plasmid show no growth - plates with antibiotics and bacteria with plasmid show a little bit of growth - few colonies
Part 2: Gel Electrophoresis - use restriction enzymes to cut DNA into fragments.
Procedure: Obtain DNA and cut with two restriction enzymes, HIND III and ECORI. Load DNA into a gel and observe the number of bands that are formed.
Factors the affect the rate of movement:
1. Size of the Fragment
2. Current - amount of electricity
3. Concentration of Agar
This technique is used for:
1. Forensics
2. Paternity
3. Comparative DNA - evolution
Thursday, April 23, 2009
Extra Credit Assignments - to be used as study aids
You can do one or all three of these assignments for two good reasons.
1. To help you study for the AP exam
2. To help you improve a quiz grade or two depending on how many you do.
The first two are word pairs - tell me the relationship of the word pairs.
The third is an animation and practice about biomolecules with a quiz you take at the end and then print and show me.
Word Pair Option #1 HERE
Word Pair Option #2 HERE
Biomolecules practice & Quiz Option #3 HERE
This review sheet with questions will be due next Friday May 1st HERE
1. To help you study for the AP exam
2. To help you improve a quiz grade or two depending on how many you do.
The first two are word pairs - tell me the relationship of the word pairs.
The third is an animation and practice about biomolecules with a quiz you take at the end and then print and show me.
Word Pair Option #1 HERE
Word Pair Option #2 HERE
Biomolecules practice & Quiz Option #3 HERE
This review sheet with questions will be due next Friday May 1st HERE
Monday, April 20, 2009
AP EXAM REVIEW DAYS
Wednesday April 22nd 3:00 - 5:00
Friday April 24th 3:30 - 5:30
Saturday April 25th 3:00 - 5:00
EXAM SUNDAY APRIL 26th 9:00 - 12:00
Friday April 24th 3:30 - 5:30
Saturday April 25th 3:00 - 5:00
EXAM SUNDAY APRIL 26th 9:00 - 12:00
Lab Groups
Room Temperature and 0% light - 8 screens
1. Mark, Julianna, Jennifer
2. Avi, Richard, Tim
Warm and 10% light - 5 screens
1. Paige, Ellen, Nathasha
2. Ryan, Gary, Jack
Cold and 25% light - 3 screens
1. Regi, Soledad, Brianna
2. Hannah, Kristin, Kate
Room Temperature and 65% light - 1 screen
1. Dominic, Caitlin, Jordan
2. Jaimie, Joe, Alex
Warm and 100% light - 0 screens
1. Sobeyda, Co'Dale
2. McKenzi, Katharine
1. Mark, Julianna, Jennifer
2. Avi, Richard, Tim
Warm and 10% light - 5 screens
1. Paige, Ellen, Nathasha
2. Ryan, Gary, Jack
Cold and 25% light - 3 screens
1. Regi, Soledad, Brianna
2. Hannah, Kristin, Kate
Room Temperature and 65% light - 1 screen
1. Dominic, Caitlin, Jordan
2. Jaimie, Joe, Alex
Warm and 100% light - 0 screens
1. Sobeyda, Co'Dale
2. McKenzi, Katharine
Saturday, April 18, 2009
Review for Final Exam - Sunday April 26th!
Lab 12 Write Up Expectations
Hopefully this feels modified to you. These are the expectations for our last lab write up.
These will be due by Friday April 24th! If you did not receive the lab email me at marymfagan@hotmail.com
Also I will be giving you a hard copy in class on Monday!
Dissolved Oxygen and Primary Productivity Lab Requirements:
Introduction:
1. Describe differences in oxygen levels found in terrestrial and aquatic environments.
2. Describe Henry’s Law
3. Describe factors that can affect oxygen concentration in a lake.
4. Describe the two experiments we will conduct in the lab.
5. State your hypothesis for each section of the lab.
Procedure:
Summary of Procedure
Data:
Turn in lab sheets
Conclusion:
One paragraph for each part of the lab summarizing results and findings.
These will be due by Friday April 24th! If you did not receive the lab email me at marymfagan@hotmail.com
Also I will be giving you a hard copy in class on Monday!
Dissolved Oxygen and Primary Productivity Lab Requirements:
Introduction:
1. Describe differences in oxygen levels found in terrestrial and aquatic environments.
2. Describe Henry’s Law
3. Describe factors that can affect oxygen concentration in a lake.
4. Describe the two experiments we will conduct in the lab.
5. State your hypothesis for each section of the lab.
Procedure:
Summary of Procedure
Data:
Turn in lab sheets
Conclusion:
One paragraph for each part of the lab summarizing results and findings.
Thursday, April 16, 2009
Chapter 49 Questions on Take Home Test Corrections
The take home test for Ecology does not have the correct questions on it for Chapter 49.
I used some old questions from an older edition text book.
If you found this error you can try these questions which are appropriate for your text
book edition.
Sorry and hope you are enjoying your SPRING break.
Chapter 49 Questions HERE
I used some old questions from an older edition text book.
If you found this error you can try these questions which are appropriate for your text
book edition.
Sorry and hope you are enjoying your SPRING break.
Chapter 49 Questions HERE
Wednesday, April 8, 2009
Tuesday, April 7, 2009
Summary of Cell Mediated Immunity vs Humoral Immunity
I have made diagrams of these which I will scan tomorrow with Katharine in the library!
CELL MEDIATED IMMUNITY (uses T cells to lyse the cell)
Step 1: Begins with an antigen (virus) enters a body cell.
Step 2: The cell becomes infected with the virus. The cell uses the virus's machinery to make copies of itself.
Step 3: During the infection some of the viral proteins (antigens) are broken down by the cell and attached to class 1 MHC marker proteins.
Step 4: Through exocytosis Class 1 MHC marker proteins present themselves on the cell surface.
Step 5: Cytotoxic T cells participate in this phase. It has T cell receptors that are SPECIFIC for the displayed antigen. The T cell binds to the MHC marker protein.
Step 6: Binding activates the T cell and the T cell is able to divide and make numerous copies of itself with the same marker.
Step 7: Effector Phase: Binding during the effector phase causes the T cell to release PERFORIN - little tiny weapon that breaks open the cell membrane and causes the cell membrane to break (lysis) leading to cell death.
HUMORAL IMMUNITY - uses antibodies to inactivate the antigen
Step 1: Begins with the ACTIVATION phase when the cell of the immune system (macrophage) engulfs and antigen.
Step 2: Inside the cell the vesicle with the antigen (phagosome) fuses with the lysosome which contains digestive enzymes. This enzyme breaks antigen into particles. The fragments combine with class 2 MHC marker proteins. The MHC marker protein displays itself on the macrophage outer cell membrane.
Step 3: Helper T cells have specific binding sites for Class II MHC marker proteins and bind to protein complex.
Step 4: Activation occurs and because of the binding of the Helper T cell and MHC protein clones of the T cell are made that have specific binding sites for the antigen of interest.
Step 5: Effector phase begins with a B CELL. The B cell has an IgM receptor or Antibody specific for the antigen. The antigen fits into the antibody.
Step 6: When the antigen is bond to the antibody the B cell engulfs both the antigen and antibody through endocytosis.
Step 7: Inside the cell this vesicle binds with lysosomes which break this complex down into fragments.
Step 8: The fragments bind to MHC class II proteins and present themselves on the outside of the cell.
Step 9: The cloned Helper T cells can now bind to this B cell.
Step 10: Binding stimulates the B cell to divide and produce two types of cells:
a. Long living memory cells
b. Plasma cells which have endoplasmic reticulum and make antibodies.
When the antibody binds to the antigen it INACTIVATES the antigen!!!!
CELL MEDIATED IMMUNITY (uses T cells to lyse the cell)
Step 1: Begins with an antigen (virus) enters a body cell.
Step 2: The cell becomes infected with the virus. The cell uses the virus's machinery to make copies of itself.
Step 3: During the infection some of the viral proteins (antigens) are broken down by the cell and attached to class 1 MHC marker proteins.
Step 4: Through exocytosis Class 1 MHC marker proteins present themselves on the cell surface.
Step 5: Cytotoxic T cells participate in this phase. It has T cell receptors that are SPECIFIC for the displayed antigen. The T cell binds to the MHC marker protein.
Step 6: Binding activates the T cell and the T cell is able to divide and make numerous copies of itself with the same marker.
Step 7: Effector Phase: Binding during the effector phase causes the T cell to release PERFORIN - little tiny weapon that breaks open the cell membrane and causes the cell membrane to break (lysis) leading to cell death.
HUMORAL IMMUNITY - uses antibodies to inactivate the antigen
Step 1: Begins with the ACTIVATION phase when the cell of the immune system (macrophage) engulfs and antigen.
Step 2: Inside the cell the vesicle with the antigen (phagosome) fuses with the lysosome which contains digestive enzymes. This enzyme breaks antigen into particles. The fragments combine with class 2 MHC marker proteins. The MHC marker protein displays itself on the macrophage outer cell membrane.
Step 3: Helper T cells have specific binding sites for Class II MHC marker proteins and bind to protein complex.
Step 4: Activation occurs and because of the binding of the Helper T cell and MHC protein clones of the T cell are made that have specific binding sites for the antigen of interest.
Step 5: Effector phase begins with a B CELL. The B cell has an IgM receptor or Antibody specific for the antigen. The antigen fits into the antibody.
Step 6: When the antigen is bond to the antibody the B cell engulfs both the antigen and antibody through endocytosis.
Step 7: Inside the cell this vesicle binds with lysosomes which break this complex down into fragments.
Step 8: The fragments bind to MHC class II proteins and present themselves on the outside of the cell.
Step 9: The cloned Helper T cells can now bind to this B cell.
Step 10: Binding stimulates the B cell to divide and produce two types of cells:
a. Long living memory cells
b. Plasma cells which have endoplasmic reticulum and make antibodies.
When the antibody binds to the antigen it INACTIVATES the antigen!!!!
Chapter 36-40 Review Question Solutions
Chapter 36-40 Review Question Solutions HERE
thanks to Katharine for typing these! :)
thanks to Katharine for typing these! :)
Chapter 45-49 Take Home Test
Chapter 45 -49 Take Home Test HERE
due Monday April 20th
70 multiple choice and 1 essay
Q 1-14 - chapter 45
Q 15-28 chapter 46
Q 29-43 chapter 47
Q 44-58 chapter 48
Q 59-70 chapter 49
I will have one practice AP Test with solutions that I encourage all of you to take as well. If you take the test and complete test corrections on index cards you will be able to use that as a make up test grade that I will average into one of your lower test grades. It is highly recommended that you do this practice test over break! Copies will be passed out on Thursday!
due Monday April 20th
70 multiple choice and 1 essay
Q 1-14 - chapter 45
Q 15-28 chapter 46
Q 29-43 chapter 47
Q 44-58 chapter 48
Q 59-70 chapter 49
I will have one practice AP Test with solutions that I encourage all of you to take as well. If you take the test and complete test corrections on index cards you will be able to use that as a make up test grade that I will average into one of your lower test grades. It is highly recommended that you do this practice test over break! Copies will be passed out on Thursday!
Monday, April 6, 2009
Essay Question for Thursday's Test
You will have multiple choice questions on Thursday's Test for the Circulatory System and Respiratory System and two essay questions. Your essay questions will be:
1. Beginning at an axon at rest, describe the conduction of an impulse through a neuromuscular junction to the contraction of a skeletal muscle.
2. Humans live in a sea of germs protected by three lines of defense.
a. Describe the three lines of defense and how each protects us.
b. Compare and contrast the role of T and B cells.
1. Beginning at an axon at rest, describe the conduction of an impulse through a neuromuscular junction to the contraction of a skeletal muscle.
2. Humans live in a sea of germs protected by three lines of defense.
a. Describe the three lines of defense and how each protects us.
b. Compare and contrast the role of T and B cells.
Friday, April 3, 2009
Chapter 39 & 40 Reading Questions
Wednesday, April 1, 2009
Lab #10 Outline
Lab #10 Outline - this lab will be due Thursday April 9th!
Lab outline HERE
AP Lab #10: The Effect of Temperature on Fish Respiration Rate
Introduction:
Paragraph #1: Discuss ectothermic animals. What does ectothermic mean? What is the relationship between environmental activity and metabolism in ectothermic organisms?
Discuss purpose of the lab – indirectly measure respiratory rate of gold fish by measuring breathing rate
Paragraph #2: Discuss the physiology of a fish which regard to respiratory system. How does a fish breath?
Paragraph #3: Summarize the procedure for this lab and state your hypothesis for the lab here.
Paragraph #4: Relate this lab to one of the major themes of this course:
* 1. Science as a Process of Inquiry
* 2. Evolution
* 3. Energy Transfer
* 4. Continuity & Change
* 5. Relationship of Structure to Function
* 6. Regulation
* 7. Interdependence in Nature
* 8. Science, Technology & Society
Procedure:
In paragraph form summarize steps 1-8 of the procedure
Results:
One to two sentence summary of the results.
Table 1: Temperature and Respiratory Rate
Reading Temperature Respiratory Rate Q10
Rate high Temp
Rate lower Temp
1 X
2
3
4
5
Graph: Number of Mouth Openings vs. Temperature
Number of Mouth Openings is on the y axis
Temperature is on the x axis
Draw the best fit line through the data.
Conclusion
Paragraph 1: Restate purpose, procedure, and hypothesis.
Paragraph 2: Discuss results. Does the data support your hypothesis. Use evidence to support this. Refer to the graph.
Paragraph 3: How did your results differ from what the results of an endothermic organisms might look like? Does the behavior of the gold fish help the gold fish to regulate its temperature? Fish use 15% of their energy in ventilation compared to 2% in endothermic organisms – explain this huge difference.
Paragraph 4: Discuss any error that may have occurred in the lab. Discuss ways you can improve the lab.
Paragraph 5: Why is this lab significant? How does this lab relate to the big themes of AP biology and why is this
Lab outline HERE
AP Lab #10: The Effect of Temperature on Fish Respiration Rate
Introduction:
Paragraph #1: Discuss ectothermic animals. What does ectothermic mean? What is the relationship between environmental activity and metabolism in ectothermic organisms?
Discuss purpose of the lab – indirectly measure respiratory rate of gold fish by measuring breathing rate
Paragraph #2: Discuss the physiology of a fish which regard to respiratory system. How does a fish breath?
Paragraph #3: Summarize the procedure for this lab and state your hypothesis for the lab here.
Paragraph #4: Relate this lab to one of the major themes of this course:
* 1. Science as a Process of Inquiry
* 2. Evolution
* 3. Energy Transfer
* 4. Continuity & Change
* 5. Relationship of Structure to Function
* 6. Regulation
* 7. Interdependence in Nature
* 8. Science, Technology & Society
Procedure:
In paragraph form summarize steps 1-8 of the procedure
Results:
One to two sentence summary of the results.
Table 1: Temperature and Respiratory Rate
Reading Temperature Respiratory Rate Q10
Rate high Temp
Rate lower Temp
1 X
2
3
4
5
Graph: Number of Mouth Openings vs. Temperature
Number of Mouth Openings is on the y axis
Temperature is on the x axis
Draw the best fit line through the data.
Conclusion
Paragraph 1: Restate purpose, procedure, and hypothesis.
Paragraph 2: Discuss results. Does the data support your hypothesis. Use evidence to support this. Refer to the graph.
Paragraph 3: How did your results differ from what the results of an endothermic organisms might look like? Does the behavior of the gold fish help the gold fish to regulate its temperature? Fish use 15% of their energy in ventilation compared to 2% in endothermic organisms – explain this huge difference.
Paragraph 4: Discuss any error that may have occurred in the lab. Discuss ways you can improve the lab.
Paragraph 5: Why is this lab significant? How does this lab relate to the big themes of AP biology and why is this
Tuesday, March 31, 2009
Monday, March 30, 2009
Sunday, March 29, 2009
Animations
Looking Ahead
Schedule for APRIL
- March 29th - April 3rd: Chapters 37 & 38, AP Lab #10 (due Tuesday April 7th)
- April 6th - 9th: Chapters 39 & 40 (Test Chapters 37-40 - April 9th)
- April 13th - 17th: VACATION Chapter Questions 47-49 & Take Home Test Ecology Chapters 47-49
- April 20th-24th: AP Lab #11 Monday & Tuesday, Review for Final Exam, Thursday & Friday
- Sunday April 26th AP Biology FINAL EXAM! (Will not include chapters 41-44 but we need to cover these before the actual AP Exam)
- April 27th - May 1st: Chapters 41-44 Outline & Notes
- May 4th - May 8th: STUDY FOR AP EXAMS!
Quick Picture from Today's Review Session
Many thanks to the 9 students who came to school today (Sunday) to study for the AP Test. Here is a picture I took of some of our notes with my blackberry.
Saturday, March 28, 2009
Chapter 37 Questions due by March 31st!
Thursday, March 26, 2009
Study Session for Today Canceled
Today's study session for AP Biology is canceled because of the track meet I will be coaching at in Mill Valley at Tam!
WE DO HAVE A STUDY SESSION SUNDAY FROM 2:00-4:00 and one next Tuesday from 3-4:30 and I can make another for next Wed. 3-4:30!!!
WE DO HAVE A STUDY SESSION SUNDAY FROM 2:00-4:00 and one next Tuesday from 3-4:30 and I can make another for next Wed. 3-4:30!!!
Sunday, March 22, 2009
Wednesday, March 18, 2009
Chapter 34 Animations Continued
Tuesday, March 17, 2009
Monday, March 16, 2009
Sunday, March 15, 2009
Chapter 34 Powerpoint & Notebook Questions Coming Soon!
Chapter 34 Powerpoint HERE
Chapter 34 Notebook Questions will be due Thursday March 19th!
Chapter 34 Notebook Questions will be due Thursday March 19th!
Saturday, March 14, 2009
Chapter 33 Questions
Friday, March 13, 2009
Transpiration Lab Outline
Transpiration Lab
Introduction:
Paragraph 1: Restate in your own words the objectives of the lab and Problem
To understand how water moves from roots to leaves in terms of the physical and
chemical properties of water and the forces provided by differences in water potential.
-- To understand the role of transpiration in the transport of water within a plant.
-- To understand the structures used by plants to transport water and regulate water movement.
-- To test the effects of environmental variables on rates of transpiration using a
controlled experiment
-- To understand how leaf anatomy and photosynthesis relate to the process of transpiration in vascular plants.
PROBLEM: How do some environmental factors influence the rate of transpiration in mums?
Paragraph 2: Discuss Background Information – Summarize the following in your own words:
The amount of water needed daily by plants for the growth and maintenance of tissues is small in comparison to the amount that is lost through the process of transpiration and guttation. If this water is not replaced, the plant will wilt and may die. The transport up from the roots in the xylem is governed by differences in water potential (the potential energy of water molecules). These differences account for water movement from cell to cell and over long distances in the plant. Gravity, pressure, and solute concentration all contribute to water potential and water always moves from an area of high water potential to an area of low water potential. The movement itself is facilitated by osmosis, root pressure, and adhesion and cohesion of water molecules.
The overall process: Minerals actively transported into the root accumulate in the xylem, increase solute concentration and decrease water potential. Water moves in by osmosis. As water enters the xylem, it forces fluid up the xylem due to hydrostatic root pressure. But this pressure can only move fluid a short distance. The most significant force moving the water and dissolved minerals in the xylem is upward pull as a result of transpiration, which creates a negative tension. The "pull" on the water from transpiration is increased as a result of cohesion and adhesion of water molecules.
The details: Transpiration begins with evaporation of water through the stomata, small openings in the leaf surface which open into air spaces that surround the mesophyll cells of the leaf. The moist air in these spaces has a higher water potential than the outside air, and water tends to evaporate from the leaf surface. The moisture in the air spaces is replaced by water from the adjacent mesophyll cells, lowering their water potential. Water will then move into the mesophyll cells by osmosis from surrounding cells with the higher water potentials including the xylem. As each water molecule moves into a mesophyll cell, it exerts a pull on the column of water molecules existing in the xylem all the way from the leaves to the roots. This transpiration pull is caused by (1) the cohesion of water molecules to one another due to hydrogen bond formation, (2) by adhesion of water molecules to the walls of the xylem cells which aids in offsetting the downward pull of gravity. The upward transpiration pull on the fluid in the xylem causes a tension (negative pressure) to form in the xylem, pulling the xylem walls inward. The
tension also contributes to the lowering of the water potential in the xylem. This decrease in water potential, transmitted all the way from the leaf to the roots, causes water to move inward from the soil, across the cortex of the root, and into the xylem. Evaporation through the open stomata is a major route of water loss in the plant. However, the stomata must open allow the entry of CO2 used in photosynthesis. Therefore, a balance must be maintained between the gain of CO2 and the loss of water by regulating the opening and closing of stomata on the leaf surface. Many environmental conditions influence the opening and closing of the stomata and also affect the rate of transpiration. Temperature, light intensity, air currents, and humidity are some of these factors. Different plants also vary in the rate of transpiration and in the regulation of stomata openings.
Paragraph 3: Briefly Summarize Procedure and Predictions. Bag roots of plants, mass plants for Day 1 reading, put plants in control, fan, light, moist, and dark conditions, record mass every day for five consecutive days. Discuss predictions
Paragraph 4: Discuss how this lab relates to one of the major themes of AP Biology.
* 1. Science as a Process of Inquiry
* 2. Evolution
* 3. Energy Transfer
* 4. Continuity & Change
* 5. Relationship of Structure to Function
* 6. Regulation
* 7. Interdependence in Nature
* 8. Science, Technology & Society
PROCEDURE: Write procedure paragraph form.
1. Water the plants well (saturate) the day before beginning the lab
2. Wrap the root ball of plant in a plastic bag
3. Tie bag around the base of the plant with string so that only the leaves are exposed
4. Remove flowers and buds from the plant before massing.
drop off plant during the lab
5. Write the initial mass of the plant and bag on the plastic bag.
6. Weigh the mass of the plant and the bag each day for the next three days. Write the mass
on the plastic bag for each day so data will not get lost
7. If your plant blooms, be sure any leaves or blooms that fall off are put back in the |
center of the plant to be weighed each day so as not to represent water loss.
8. Write a hypothesis about what you think what will happen based on your knowledge
of transpiration and plants.
Set-up the following treatments:
!"Control = normal light conditions in your room.
!"Fan = place plants about 1-2 meters away from a fan on low. Leaves should not be
rustling as this can cause some plants to close their stomata.
!"Light = put one setup in a classroom window getting more light than the window in
our classroom
!"Moist = place inside a closed garbage bag which contained some initial moisture to simulate
humid conditions
!"Dark = Inside a cabinet
DATA
Include Individual Data Table and Class Table Here – see link
Graph – Show % Change in Mass of Plants for Five Conditions over Five Days (Use a Key – you should have five lines on your graph)
CONCLUSION
First Paragraph: Restate Problem, Objective, Procedure, and Hypothesis Briefly
2nd Paragraph: Compare results to hypothesis. Use Data Tables and Graphs as references. Does it agree with what you know about principles of transpiration? Discuss this here
3rd Paragraph: Errors with lab or inconsistent data. Also discuss ways to Improve Lab
4th Paragraph: Relate Lab to theme of biology and importance in Society!
Introduction:
Paragraph 1: Restate in your own words the objectives of the lab and Problem
To understand how water moves from roots to leaves in terms of the physical and
chemical properties of water and the forces provided by differences in water potential.
-- To understand the role of transpiration in the transport of water within a plant.
-- To understand the structures used by plants to transport water and regulate water movement.
-- To test the effects of environmental variables on rates of transpiration using a
controlled experiment
-- To understand how leaf anatomy and photosynthesis relate to the process of transpiration in vascular plants.
PROBLEM: How do some environmental factors influence the rate of transpiration in mums?
Paragraph 2: Discuss Background Information – Summarize the following in your own words:
The amount of water needed daily by plants for the growth and maintenance of tissues is small in comparison to the amount that is lost through the process of transpiration and guttation. If this water is not replaced, the plant will wilt and may die. The transport up from the roots in the xylem is governed by differences in water potential (the potential energy of water molecules). These differences account for water movement from cell to cell and over long distances in the plant. Gravity, pressure, and solute concentration all contribute to water potential and water always moves from an area of high water potential to an area of low water potential. The movement itself is facilitated by osmosis, root pressure, and adhesion and cohesion of water molecules.
The overall process: Minerals actively transported into the root accumulate in the xylem, increase solute concentration and decrease water potential. Water moves in by osmosis. As water enters the xylem, it forces fluid up the xylem due to hydrostatic root pressure. But this pressure can only move fluid a short distance. The most significant force moving the water and dissolved minerals in the xylem is upward pull as a result of transpiration, which creates a negative tension. The "pull" on the water from transpiration is increased as a result of cohesion and adhesion of water molecules.
The details: Transpiration begins with evaporation of water through the stomata, small openings in the leaf surface which open into air spaces that surround the mesophyll cells of the leaf. The moist air in these spaces has a higher water potential than the outside air, and water tends to evaporate from the leaf surface. The moisture in the air spaces is replaced by water from the adjacent mesophyll cells, lowering their water potential. Water will then move into the mesophyll cells by osmosis from surrounding cells with the higher water potentials including the xylem. As each water molecule moves into a mesophyll cell, it exerts a pull on the column of water molecules existing in the xylem all the way from the leaves to the roots. This transpiration pull is caused by (1) the cohesion of water molecules to one another due to hydrogen bond formation, (2) by adhesion of water molecules to the walls of the xylem cells which aids in offsetting the downward pull of gravity. The upward transpiration pull on the fluid in the xylem causes a tension (negative pressure) to form in the xylem, pulling the xylem walls inward. The
tension also contributes to the lowering of the water potential in the xylem. This decrease in water potential, transmitted all the way from the leaf to the roots, causes water to move inward from the soil, across the cortex of the root, and into the xylem. Evaporation through the open stomata is a major route of water loss in the plant. However, the stomata must open allow the entry of CO2 used in photosynthesis. Therefore, a balance must be maintained between the gain of CO2 and the loss of water by regulating the opening and closing of stomata on the leaf surface. Many environmental conditions influence the opening and closing of the stomata and also affect the rate of transpiration. Temperature, light intensity, air currents, and humidity are some of these factors. Different plants also vary in the rate of transpiration and in the regulation of stomata openings.
Paragraph 3: Briefly Summarize Procedure and Predictions. Bag roots of plants, mass plants for Day 1 reading, put plants in control, fan, light, moist, and dark conditions, record mass every day for five consecutive days. Discuss predictions
Paragraph 4: Discuss how this lab relates to one of the major themes of AP Biology.
* 1. Science as a Process of Inquiry
* 2. Evolution
* 3. Energy Transfer
* 4. Continuity & Change
* 5. Relationship of Structure to Function
* 6. Regulation
* 7. Interdependence in Nature
* 8. Science, Technology & Society
PROCEDURE: Write procedure paragraph form.
1. Water the plants well (saturate) the day before beginning the lab
2. Wrap the root ball of plant in a plastic bag
3. Tie bag around the base of the plant with string so that only the leaves are exposed
4. Remove flowers and buds from the plant before massing.
drop off plant during the lab
5. Write the initial mass of the plant and bag on the plastic bag.
6. Weigh the mass of the plant and the bag each day for the next three days. Write the mass
on the plastic bag for each day so data will not get lost
7. If your plant blooms, be sure any leaves or blooms that fall off are put back in the |
center of the plant to be weighed each day so as not to represent water loss.
8. Write a hypothesis about what you think what will happen based on your knowledge
of transpiration and plants.
Set-up the following treatments:
!"Control = normal light conditions in your room.
!"Fan = place plants about 1-2 meters away from a fan on low. Leaves should not be
rustling as this can cause some plants to close their stomata.
!"Light = put one setup in a classroom window getting more light than the window in
our classroom
!"Moist = place inside a closed garbage bag which contained some initial moisture to simulate
humid conditions
!"Dark = Inside a cabinet
DATA
Include Individual Data Table and Class Table Here – see link
Graph – Show % Change in Mass of Plants for Five Conditions over Five Days (Use a Key – you should have five lines on your graph)
CONCLUSION
First Paragraph: Restate Problem, Objective, Procedure, and Hypothesis Briefly
2nd Paragraph: Compare results to hypothesis. Use Data Tables and Graphs as references. Does it agree with what you know about principles of transpiration? Discuss this here
3rd Paragraph: Errors with lab or inconsistent data. Also discuss ways to Improve Lab
4th Paragraph: Relate Lab to theme of biology and importance in Society!
Sunday, March 8, 2009
MARCH AP REVIEW SESSIONS
In March we will review all 12 AP Labs. We will complete a summary of all 12 labs, discuss purpose, procedure, experimental design, results, and look at some practice lab questions that you may see on the AP exams. You may choose any of the following dates. This will be a hands on review session. Expect to make a review card for each lab & try practice quizzes & look at sample lab free response questions.
Tuesday March 17th 3:00 - 4:30 (5ish) EDIT THIS DATE TO WED. MARCH 18th!!!
I have an AP Biology meeting with all of the Marin County AP Bio teachers on Tuesday the 17th!
Tuesday March 24th 3:00 - 4:30 (5ish)
SUNDAY March 29th 2:00 - 4:00
Tuesday March 31st 3:00 - 4:30 (5ish)
Tuesday March 17th 3:00 - 4:30 (5ish) EDIT THIS DATE TO WED. MARCH 18th!!!
I have an AP Biology meeting with all of the Marin County AP Bio teachers on Tuesday the 17th!
Tuesday March 24th 3:00 - 4:30 (5ish)
SUNDAY March 29th 2:00 - 4:00
Tuesday March 31st 3:00 - 4:30 (5ish)
Saturday, March 7, 2009
Plant Animations
Fern life cycle HERE
Evolution of Plant Structure - very good summary HERE
Life Cycle of an Angiosperm HERE
Secondary Growth Animation HERE
Cambium Growth HERE
Pressure Flow in a Plant HERE
and HERE
Nitrogen and Iron Deficiencies HERE
Tropism HERE
AUXIN HERE
Photoperiodism HERE
Auxin affects on Cell Walls HERE
Double Fertilization - Flowering Plants HERE
Signaling Between Plants & Pathogens HERE
Label of Leaf & its Cells HERE
Plant Life Cycles HERE
Transpiration HERE
Sucrose Transplant HERE
Animation of Plant Growth HERE
Regulation of Guard Cells HERE
The Effects of Interrupted Day & Night HERE
Evolution of Plant Structure - very good summary HERE
Life Cycle of an Angiosperm HERE
Secondary Growth Animation HERE
Cambium Growth HERE
Pressure Flow in a Plant HERE
and HERE
Nitrogen and Iron Deficiencies HERE
Tropism HERE
AUXIN HERE
Photoperiodism HERE
Auxin affects on Cell Walls HERE
Double Fertilization - Flowering Plants HERE
Signaling Between Plants & Pathogens HERE
Label of Leaf & its Cells HERE
Plant Life Cycles HERE
Transpiration HERE
Sucrose Transplant HERE
Animation of Plant Growth HERE
Regulation of Guard Cells HERE
The Effects of Interrupted Day & Night HERE
Friday, March 6, 2009
Essay Questions Ch. 28-32
Two of the four essay questions will appear on your test next Friday.
20 multiple choice & 2 essay questions.
ESSAY QUESTIONS CHAPTERS 28-32
1. Define the following plant responses and explain the mechanism of
control for each. Cite experimental evidence as part of your discussion.
a) Phototropism
b) Photoperiodism
2. Describe the effects of plant hormones on plant growth and development.
Design an experiment to demonstrate the effect of one of these plant
hormones on plant growth and development.
3. Trace the pathway in a flowering plant as the water moves from the soil through the tissues of the root, stem, and leaves to the atmosphere. Explain the mechanisms involved in conducting water through these tissues.
4. In the life cycle of a fern and a flowering plant, compare and contrast each of the following:
A. The gametophyte generation
B. Sperm transport and fertilization
C. Embryo protection
20 multiple choice & 2 essay questions.
ESSAY QUESTIONS CHAPTERS 28-32
1. Define the following plant responses and explain the mechanism of
control for each. Cite experimental evidence as part of your discussion.
a) Phototropism
b) Photoperiodism
2. Describe the effects of plant hormones on plant growth and development.
Design an experiment to demonstrate the effect of one of these plant
hormones on plant growth and development.
3. Trace the pathway in a flowering plant as the water moves from the soil through the tissues of the root, stem, and leaves to the atmosphere. Explain the mechanisms involved in conducting water through these tissues.
4. In the life cycle of a fern and a flowering plant, compare and contrast each of the following:
A. The gametophyte generation
B. Sperm transport and fertilization
C. Embryo protection
Monday, March 2, 2009
Transpiration Lab Assignments
The following individuals will perform the following study of their plant:
Control: Julianna, Co'Dale, McKenzi, Kristin, Joe, Ellen
Fan: Mark, Katharine, Natasha, Jordan, Jenn, Dominic, Caitlin
Light: Avi, Tim, Jordan, Jack, Hannah, Paige
Moist: Alex, Richard, Katie, Gary, Jaimie
Dark: Brianna, Soledad, Ryan, Sobeyda, Regi
Control: Julianna, Co'Dale, McKenzi, Kristin, Joe, Ellen
Fan: Mark, Katharine, Natasha, Jordan, Jenn, Dominic, Caitlin
Light: Avi, Tim, Jordan, Jack, Hannah, Paige
Moist: Alex, Richard, Katie, Gary, Jaimie
Dark: Brianna, Soledad, Ryan, Sobeyda, Regi
Saturday, February 28, 2009
Review Session Sunday 2:00 - 4:00
SUNDAY REVIEW SESSION
FEBRUARY 29 ROOM 402 (AP BIO ROOM)
FROM 2:00 TO 4:00
SEE YOU THERE!
FEBRUARY 29 ROOM 402 (AP BIO ROOM)
FROM 2:00 TO 4:00
SEE YOU THERE!
Friday, February 27, 2009
Monday, February 23, 2009
Essay Questions which you will write on Friday!
This Friday you will be asked to write 3 out of the 4 essay questions posted here
Sunday, February 22, 2009
Biodiversity & E.O.Wilson Videos
Thursday, February 19, 2009
Sunday, February 15, 2009
UPDATED AP REVIEW STUDY SESSIONS!
* Please email me and let me know which of these NEW updated study sessions you can attend.
Email me at marymfagan@hotmail.com
or mchurchill@marincatholic.org
Remember you must attend 1 per month
REVISED FEBRUARY STUDY SESSIONS
Tuesday February 24th: Afterschool - until 5:00
Wednesday February 25th: Flex Day - after school until 3:00
Sunday March 1st: 1:00-4:00
Email me at marymfagan@hotmail.com
or mchurchill@marincatholic.org
Remember you must attend 1 per month
REVISED FEBRUARY STUDY SESSIONS
Tuesday February 24th: Afterschool - until 5:00
Wednesday February 25th: Flex Day - after school until 3:00
Sunday March 1st: 1:00-4:00
Chapter 25 Powerpoint & 26 Powerpoint
Friday, February 13, 2009
Thursday, February 12, 2009
Chapter 21-24 Test will be 3 Essay Questions
The test on Friday will be Three Essay Questions. You will have about 20 minutes per essay question on Friday. We will review these in class today!
#1: Discuss the three domain system.
a. History of the system of classification.
b. Description and comparisons of Three Domain System.
c. Discuss characteristics of Protista and Fungi Kingdom including their characteristics, modes of metabolism, and examples.
#2: Discus the structure and definition of a Virus, two methods of viral replication, and two examples of viruses.
#3 Evolution of Land Plants from Green Algae
a. How long ago did land plants evolve?
b. Discuss two groups of plants.
c. Adaptations made by plants to help them adapt to land.
#1: Discuss the three domain system.
a. History of the system of classification.
b. Description and comparisons of Three Domain System.
c. Discuss characteristics of Protista and Fungi Kingdom including their characteristics, modes of metabolism, and examples.
#2: Discus the structure and definition of a Virus, two methods of viral replication, and two examples of viruses.
#3 Evolution of Land Plants from Green Algae
a. How long ago did land plants evolve?
b. Discuss two groups of plants.
c. Adaptations made by plants to help them adapt to land.
Tuesday, February 10, 2009
February 12th - Darwin's Birthday!!!
Thursday is Charles Darwin's Birthday Anniversary - 200th!!!
We will have a mini celebration on Thursday! Watch the video below and consider upcoming events in the Bay Area. I may try to get in on Thursday to the Academy of Science!
We will have a mini celebration on Thursday! Watch the video below and consider upcoming events in the Bay Area. I may try to get in on Thursday to the Academy of Science!
SF Debate: The Ethics of Personal Genetics - Exploratorium 2/11 7:00pm
An intelligent debate on the ethical questions emerging around sequencing one's personal genome and how that information may be used.
EVOLVE 2009 Kick-Off Party @ Nightlife - California Academy of Sciences 2/12 6:00pm
Explore the Academy's Islands of Evolution exhibit while sipping cocktails and grooving to the beat of an Om Records DJ. Even Charles could appreciate a nice cocktail and some good beats.
Explore Amour: Tracing the Origins of Love - Exploratorium 2/14 2:00pm
Discover the science behind sweet nothings with Dr. Thomas Lewis as he offers a Darwinian twist on modern romance. In a Q&A following his presentation, Dr. Lewis will respond to your passionate questions on love.
Bad Science Film Festival - San Francisco Public Library 2/21 1:00pm
Come to the San Francisco Public Library for an afternoon of movies featuring wacky and weird scientific inaccuracies. Somehow Keanu Reeves avoided this festival.
Porchlight: Evolve - Verdi Club 2/23 8:00pm
Join writer-sketch comedian Beth Lisick and writer-editor Arline Klatte as they begin their 7th year for a special evening with stories centered around evolution.
Finding Darwin
Students tune into KQED tonight and here the following report - Chasing Beetles, Finding Darwin
Link is here
Tune in at 7:30 or listen to the podcast.
Visit me at lunch and tell me what you thought about the program or write a short commentary about the program and turn it in.
Can't wait to hear the program... hope you too get to listen!
Link is here
Tune in at 7:30 or listen to the podcast.
Visit me at lunch and tell me what you thought about the program or write a short commentary about the program and turn it in.
Can't wait to hear the program... hope you too get to listen!
Sunday, February 8, 2009
Chapter 24 Notebook Questions & Due Date
Wednesday, February 4, 2009
Retest Opportunity: Chapter 19 & 20 Test
If you would like to have a retest where your grade from the original test will be averaged with this essay you may do so. Please turn in this essay question to me no later than Friday Feb. 13th!
You can place it in my box or email it to me - thank you.
a. Explain Charles Darwin's theory of evolution by natural selection.
b. Each of the following refers to one aspect of evolution. Explain each in terms of natural selection.
1. Convergent evolution and the similarities among species in a particular biome.
2. Insecticide resistance.
3. Speciation and isolation.
4. Heterozgyote advantage.
You can place it in my box or email it to me - thank you.
a. Explain Charles Darwin's theory of evolution by natural selection.
b. Each of the following refers to one aspect of evolution. Explain each in terms of natural selection.
1. Convergent evolution and the similarities among species in a particular biome.
2. Insecticide resistance.
3. Speciation and isolation.
4. Heterozgyote advantage.
Sunday, February 1, 2009
Saturday, January 31, 2009
Chapter 22 Questions here
Chapter 22 Questions
Tiny Critters, Big Impacts
1. What is Dover, England known for and how did this form?
a. How was the Hagar Qim temple formed?
b. What does Phytophthora infestans infect?
c. What does P.ramorum infect?
An Evolutionary Road Map
2. Describe the characteristics of protists.
Parabasalids and Diplomonads
3. What does protozoa mean?
a. What are two of the most evolutionary distant groups of Protists?
b. Describe the characteristics of the Parabasalids.
c. Describe the characteristics of the Diplomonads.
d. Where does Trichonympha campanula live?
e. Where does Trichomonas vaginalis live and cause?
f. What is intriguing about Giardia lamblia and where is it common and what does it cause?
g. What is Giardiasis caused by and what are its symptoms?
Euglenoids and Kinetoplastids
4. Describe the charateristics of the euglenoids.
a. How do euglenoids move and what does the pellicle do?
b. What is the function of the contractile vacuole?
c. How do euglenoids reproduce?
5. Describe the characteristics of kinetoplastids.
a. Where are Trypanosoma and Leishmania notorious agents of disease and what are their primary hosts?
b. What does T. brucei cause? What are the symptoms?
c. What does T.cruzi cause in South America and Mexico? What chronic symptoms may develop?
d. How is L. Mexicana transmitted and what can result from this disease?
e. What causes skin leishmaniasis, who has gotten this disease, and how is it treated?
Forams and Radiolarians
6. Describe the characteristics of foraminiferans.
a. How are foraminiferan shells useful to climatologists?
7. Describe the characteristics of radiolarian.
a. What are plankton?
b. Where do dense populations of radiolarian reside?
Ciliated Alveolates
8. Describe the ciliates.
a. Describe Paramecium.
b. What is the function of the ciliate’s pellicle?
c. What is the function of the trichocyts?
d. How do ciliates reproduce?
Flagellated Alveolates
9. Describe the dinoflagellates.
a. What do all dinoflagellates store in their alveoli and what is the function of this?
b. What is an algal bloom? And which species can tint the water red?
c. What happens when Karenia brevis blooms along the Gulf of Mexico and Atlantic Seaboard?
d. What are the symptoms of neurotoxic shell fish poisoning and how is it caused?
10. Describe the characteristics of apicomplexans.
Malaria and the Night Feeding Mosquitoes
11. What does malaria mean?
a. Which gender of mosquito can cause malaria?
b. What are symptoms of malaria?
c. Why can’t gametocytes of Plasmodium mature in humans?
d. Where has malaria traditionally been prevalent and what are three causes for its recent appearance and rise in North America and elsewhere.
e. What is a vaccine?
f. How often does a child in Africa die of Malaria?
The Mostly Photosynthetic Stramenopiles
12. Describe the chrysophytes.
a. Describe golden algae.
b. Describe yellow green algae.
c. Describe the cocoolithophores.
d. Describe the diatoms.
e. Why are diatoms considered pastures of the sea?
f. Describe brown algae.
The Colorless Stramenopiles
13. Describe the oomycotes.
a. Describe water molds.
b. What did P.infestans cause in Ireland?
Red Algae
14. Describe the characteristics of red algae.
a. Where do red algae live?
b. Where does agar come from and what is it used for?
Green Algae
15. Describe the characteristics of green algae.
a. What are the two groups of green algae?
b. What are the closest relatives of plants?
Amoeboid Cells at the Crossroads
16. What is a pseudopod?
a. Describe amoebas.
b. Describe slime molds.
c. What does cyclic AMP induct solitary amoeboid cells to do? What is the significance of this?
Tiny Critters, Big Impacts
1. What is Dover, England known for and how did this form?
a. How was the Hagar Qim temple formed?
b. What does Phytophthora infestans infect?
c. What does P.ramorum infect?
An Evolutionary Road Map
2. Describe the characteristics of protists.
Parabasalids and Diplomonads
3. What does protozoa mean?
a. What are two of the most evolutionary distant groups of Protists?
b. Describe the characteristics of the Parabasalids.
c. Describe the characteristics of the Diplomonads.
d. Where does Trichonympha campanula live?
e. Where does Trichomonas vaginalis live and cause?
f. What is intriguing about Giardia lamblia and where is it common and what does it cause?
g. What is Giardiasis caused by and what are its symptoms?
Euglenoids and Kinetoplastids
4. Describe the charateristics of the euglenoids.
a. How do euglenoids move and what does the pellicle do?
b. What is the function of the contractile vacuole?
c. How do euglenoids reproduce?
5. Describe the characteristics of kinetoplastids.
a. Where are Trypanosoma and Leishmania notorious agents of disease and what are their primary hosts?
b. What does T. brucei cause? What are the symptoms?
c. What does T.cruzi cause in South America and Mexico? What chronic symptoms may develop?
d. How is L. Mexicana transmitted and what can result from this disease?
e. What causes skin leishmaniasis, who has gotten this disease, and how is it treated?
Forams and Radiolarians
6. Describe the characteristics of foraminiferans.
a. How are foraminiferan shells useful to climatologists?
7. Describe the characteristics of radiolarian.
a. What are plankton?
b. Where do dense populations of radiolarian reside?
Ciliated Alveolates
8. Describe the ciliates.
a. Describe Paramecium.
b. What is the function of the ciliate’s pellicle?
c. What is the function of the trichocyts?
d. How do ciliates reproduce?
Flagellated Alveolates
9. Describe the dinoflagellates.
a. What do all dinoflagellates store in their alveoli and what is the function of this?
b. What is an algal bloom? And which species can tint the water red?
c. What happens when Karenia brevis blooms along the Gulf of Mexico and Atlantic Seaboard?
d. What are the symptoms of neurotoxic shell fish poisoning and how is it caused?
10. Describe the characteristics of apicomplexans.
Malaria and the Night Feeding Mosquitoes
11. What does malaria mean?
a. Which gender of mosquito can cause malaria?
b. What are symptoms of malaria?
c. Why can’t gametocytes of Plasmodium mature in humans?
d. Where has malaria traditionally been prevalent and what are three causes for its recent appearance and rise in North America and elsewhere.
e. What is a vaccine?
f. How often does a child in Africa die of Malaria?
The Mostly Photosynthetic Stramenopiles
12. Describe the chrysophytes.
a. Describe golden algae.
b. Describe yellow green algae.
c. Describe the cocoolithophores.
d. Describe the diatoms.
e. Why are diatoms considered pastures of the sea?
f. Describe brown algae.
The Colorless Stramenopiles
13. Describe the oomycotes.
a. Describe water molds.
b. What did P.infestans cause in Ireland?
Red Algae
14. Describe the characteristics of red algae.
a. Where do red algae live?
b. Where does agar come from and what is it used for?
Green Algae
15. Describe the characteristics of green algae.
a. What are the two groups of green algae?
b. What are the closest relatives of plants?
Amoeboid Cells at the Crossroads
16. What is a pseudopod?
a. Describe amoebas.
b. Describe slime molds.
c. What does cyclic AMP induct solitary amoeboid cells to do? What is the significance of this?
Friday, January 30, 2009
Thursday, January 29, 2009
Wednesday, January 28, 2009
Tuesday, January 27, 2009
More Practice Options for the Enthusiastic!
Hi! If you want to try your practice again I have made you all a second id number - simply take the number I gave you and add 30 to it.
For example: If I gave you number 3 you second number is 33
If I gave you number 17 your second number is 47
If I gave you number 23 your second number is 53
Practice Away!
Thanks for trying! I am crossing my fingers that this is helpful!
UPDATE: I HAVE FIGURED OUT A WAY TO TAKE THE TEST AND THEN HAVE THE CORRECT ANSWERS SHOWN AFTER YOU HAVE TAKEN THE TEST! PLEASE TRY AGAIN SO YOU CAN SEE THE CORRECT ANSWERS!! I AM SO HAPPY I FOUND THIS FEATURE! I HOPE IT HELPS YOU!!
For example: If I gave you number 3 you second number is 33
If I gave you number 17 your second number is 47
If I gave you number 23 your second number is 53
Practice Away!
Thanks for trying! I am crossing my fingers that this is helpful!
UPDATE: I HAVE FIGURED OUT A WAY TO TAKE THE TEST AND THEN HAVE THE CORRECT ANSWERS SHOWN AFTER YOU HAVE TAKEN THE TEST! PLEASE TRY AGAIN SO YOU CAN SEE THE CORRECT ANSWERS!! I AM SO HAPPY I FOUND THIS FEATURE! I HOPE IT HELPS YOU!!
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