Chapter 44 Animations

How Meiosis Works Animation HERE
Comparison of Mitosis and Meiosis HERE

Spermatocyte Formation HERE
& HERE

Stages of Meiosis HERE

Unique Features of Meiosis HERE

Maturation of Oocyte HERE

Positive & Negative Feedback HERE

Positive & Negative Feedback 2 HERE

Menstrual Cycle Animation HERE

Chapter 43 Animations

Stem Cell Animation (process of differentiation) HERE

Gastrulation in Animals HERE

Apoptosis Animation HERE

Pattern Formation HERE

Life Cycle of a Frog HERE

Urinary System Animations

The Mammalian Kidney HERE

How Hemodialysis works HERE

Fluid Balance & Blood Pressure HERE

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

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

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

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

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

Review for Final Exam - Sunday April 26th!

Review Sheet #1 HERE
Review Sheet #2 HERE
(review sheets 1 & 2 did not all get copied - I will give these to you in class Monday)
Review Questions HERE

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.

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

Diagram of Humoral Immune Response

Click to Enlarge Picture!

Diagram of Cell Mediated Immunity

Click to make Diagram bigger

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!!!!

Chapter 36-40 Review Question Solutions

Chapter 36-40 Review Question Solutions HERE
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!

Respiration Animations

Gas Exchange animation HERE

Hemoglobin animation HERE

Anatomy of the Upper Respiratory System HERE

Animations

Bodies Three Lines of Defense Here

Cytotoxic T Cell animation HERE

Cytotoxic T cell animation 2 HERE

Cellular Immune Response HERE

Humoral Immune Response HERE

Antibody Diversity HERE

Action Potential Animation HERE

Neuromuscular Junction Animation HERE

Sliding Filament theory HERE

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.

Chapter 39 & 40 Reading Questions

Chapter 39 Reading Questions due Monday April 6th HERE
Chapter 39 Powerpoint HERE

Chapter 40 Reading Questions due Wednesday April 8th HERE
Chapter 40 Powerpoint HERE

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