Blood Flow in the heart HERE
Blood Flow in the heart HERE
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
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