EVOLUTION MATTER & ENERGY  INFORMATION INTERACTIONS
 
Biology Place Lab Bench
Biology in Focus  log in
ALBERT IO
What You Should Know 
Homework Calendar
Slide shows     videos
Handouts
Review games for this Chapter
Webstites for this chapter
Tutorials, animations, etc
 
Other AP BIO websites
STUDENTS:Get ready for the AP Exam
T

EVOLUTION

Chapters 19-23


E.coli outbreak
PHYLO    NPR story
LIVE FEED REVIEWS
AP BIO INFO
 BHS Biology webpage
(Stuff you should already know)
DDN GRADE CHECK
Riedell Science Home
APBIO HOME
Countdown May 11 2022 AP BIO EXAM
(Time change to Noon!)
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AP Central past FRQ's
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2019-1999    
FRQ's by topic
 
Note02.gif (247 bytes) Teacher help links
SCIENCE IN THE NEWS
Is Ricin Dangerous?

Changes/alignment to 2019-2020 CED

What do scientists think? 
Proceedings of the National Academy of Sciences book-
Science, Evolution, and Creationism
Links allow you to read online, order book, or free download it.

Homework Calendar

           
MONDAY  3/19 TUESDAY  3/20 WEDNESDAY  3/21 THURSDAY 3/22 FRIDAY 3/23 SAT 3/24
  TEST- METABOLISM



FRQs in class

REFRESH YOUR "BIO BRAIN" See to do list


You learned about EVOLUTION in BIO/HONORS BIO
We are NOT going to spend class time going over the BASICS.  If you don't remember.... refresh your "Bio Brain" outside of class

HW:
SEE TO DO LIST

WATCH: How Does Evolution Really work?  complete BILL?’s by TOMORROW

Watch 2 min video convergent vs divergent evolution and complete                           
Patterns of evolution Bio review due MON 4/9

Bill Notes-
TED talks-Five fingers of Evolution
EK 1.A.1.g

FILL IN BILL
-5 fingers


HARDY & WEINBERG


HW:
First 5 Hardy Weinberg Problems due MON
Finish rest of HW packet by WED 4/4
NO SCHOOL
Watch videos and take notes in your BILL by TUES 4/3
Natural Selection

Examples of Natural Selection

Evidence for Evolution

Evolution continues

TAKE Google Docs quiz  by WED 4/4
EARTH HOUR
Turn off your lights from 8:30 - 9:30 pm to show your support for the planet
Video

Video-10th
anniversary
MONDAY  3/27 TUESDAY  3/28 WEDNESDAY 3/29 THURSDAY 3/30 FRIDAY 3/31 SAT/SUN
Stanley Miller's B-DAY


Video

Bozeman videos
Hardy Weinberg equation

Solving Hardy
Weinberg Problems

Hardy Weinberg Punnett Square


HW:

First 5 Hardy Weinberg Problems due tomorrow
Finish rest of HW packet by WED 4/4

"Old" Lab 8
PTC sampling

Collect data PTC lab
EK 1.A.1.f, EK 1.A.3; SP1


HW:
SEE TO DO LIST
Finish first 5 HW  problems by today
SELF CHECK IN CLASS
Watch videos and take notes in your BILL by TODAY
Natural Selection

Examples of Natural Selection

Evidence for Evolution

Evolution continues

TAKE Google Docs quiz  by WED 4/4

Watch 2 min video convergent vs divergent evolution and complete

Patterns of evolution Bio review DUE by FRI 4/6

Case I & II
Data sheet

Population Modeling

EK 1.A.1.f, EK 1.A.3; SP1

HW: SEE TO DO LIST
Hardy Weinberg Problems due WED 4/4

Old Lab 8 Case III & IV
Old Lab 8 data sheet
EK 1.A.1.f, EK 1.A.3; SP1

HW: SEE TO DO LIST
LAB 8 DUE
Hardy Weinberg Problems due WED 4/4



NO SCHOOL
SPRING BREAK


NO SCHOOL
SPRING BREAK


 
MONDAY 4/2 TUESDAY  4/3 WEDNESDAY 4/4 THURSDAY 4/5 FRIDAY 4/6 SAT/SUN
NO
SCHOOL

SNOW DAY

Hardy Weinberg problem packet due

Juniors gone for testing

We watched
Your inner reptile

Seemore
Your Inner fish
Your InnerMonkey



HW:
BILL- SEE TO DO LIST

Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by
FRIDAY

Juniors gone for testing

Bozeman video-Genetic Drift
Speciation

Evolution of Populations & species slide show slides 35-46
Fill in: What prevents species from interbreeding

BILL practice-Reproductive barriers
due tomorrow


Hybrid sage grouse video clip

Blue Footed Booby dance

HW: SEE TO DO LIST

TURN IN Lab 8 PTC/Cases I-IV data sheets/?'s

Patterns of evolution Bio review DUE
BILL practice-Reproductive barriers
self check

Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by today

Bozeman video-
Speciation


Speciation and Extinction

Blue People of Kentucky

Founder effect in the Amish

 


 
MONDAY 4/9 TUESDAY  4/10 WEDNESDAY 4/11 THURSDAY 4/12 FRIDAY 4/13 SAT/SUN

Bozeman Biology
Comparing DNA


Hands on Phylogeny

From Madhav Nepal

Genetic drift vs gene flow?

CLADOGRAMS

Bozeman video-Cladograms

How to build a cladogram

HW:
Study for Evolution TEST MONDAY



A LUNCH - TEST CORRECTION HELP SESSION

What's the difference?
Finish gene flow vs genetic drift by tomorrow

Make a prediction

Finish this by THURS

HW:
Study for Evolution TEST MONDAY

Finish gene flow vs genetic drift by today

CER-chromosomes #2

Human chromosome #2

HW:
Study for Evolution TEST MONDAY


A LUNCH- TEST CORRECTION HELP SESSION

Make a prediction

Finish this by TODAY

HW problem corrections due

IN CLASS FRQ practice

Cladogram practice
2011 #4c & 2009 #3b Make a rubric

Watch Rock Pocket mice video
HW:
Study for Evolution TEST MONDAY
ENDOCRINE system project DUE

BLIZZARD EARLY OUT
Use rubrics 1 & 2 to check your cladogram list


Clicker review
Kahoot

HW: Watch

Rock Pocket mice video
Take home FRQ due TUES
 

STUDY FOR EVOLUTION TEST MONDAY

SATURDAY 4/15-
2017 AP BIO ONLINE REVIEW
Matter & Energy-


SUNDAY 4/16-
2017 AP BIO REVIEW
-Evolution
MONDAY  4/16 TUESDAY  4/17 WEDNESDAY 4/18 THURSDAY 4/19 FRIDAY 4/20 SAT/SUN

EVOLUTION TEST

Chapters 23,24,25

METABOLISM TEST CORRECTIONS DUE by 3:30 pm

HW:
Watch

Rock Pocket mice video
Take home FRQ due TOMORROW


Watch
Bozeman
 
Biogeochemical cycles and fill in ?'s in BILL by 
WED

Watch Bozeman video-Ecological Succession AND fill in video guide notes by wuerthapbiology in YOUR BILL by THURSDAY

Watch video first
Rock pocket mice TAKE HOME FRQ DUE

Start plant transpiration lab


Watch
Biogeochemical cycles video and 
fill in video guide notes in
BILL by TODAY
Watch Bozeman video-Ecological Succession AND fill in video guide notes by wuerthapbiology in YOUR BILL by TODAY







SAT 4/22
2017 AP BIO REVIEW
- Genetics & Information transfer


SUN 4/23
2017 AP BIO ONLINE REVIEW- Interactions


PROM
SKETCH NOTES POSTER DUE MON 5/7          


LAB 3-BLAST lab Gene Files    Gene 1       Gene 2         Gene 3         Gene4
You must download these files. They will NOT open on your computer. They only work when loaded into the BLAST website.

BLAST lab WEBSITE

 

 

 

Bird Flu

 

Videos from:
University of California College prep AP BIOLOGY
http://www.ucopenaccess.org/course/view.php?id=8

Darwin in Historical content
Mechanisms of Evolution
Population genetics and evolution
Origin of species

Gradualism vs punctuated equilibrium
Peppered Moths Interactive

PBS Evolution videos

PBS Evolution videos     Youtube
Who Was Charles Darwin? Youtube version
Isn't Evolution just a theory?  Youtube version
How does Evolution really work?  Youtube version
How do we know evolution happens?    Youtube version
Why does evolution matter now? Youtube version
   
HHMI-
Sickle cell (15 min)
Rock pocket mice (10 min)
Cyclops sheep
hedgehog & signaling
Neil Shubin videos
Your inner reptile
Your Inner fish
Your Inner Monkey
 
Video-Evolutionary biologist
OR Scientists aren't all "nerdy white guys"
Cladogram
Whale phylogeny

Genetic data
Tree of life

Genetic drift


2 minute videos
Genetic drift-Founder effect & Bottleneck effect

PBS What Darwin Never Knew


Evolving Switches
Evolving bodies


The Making of the Fittest: Evolving Switches, Evolving Bodies Evolution of switches
Student modeling activity

It's OK to be smart
How your DNA Proves Evolution is real
12 Days of Evolution series
Evolution #1- What is Evolution?
Evolution #2- Is it random?
Evolution #3- See it happen?
Evolution #4- Make an Eye
Evolution #5- New species
Evolution #6-Evolution is dumb
Evolution #7- Why men have nipples?
Evolution #8-2nd Law of Thermodynamics
Evolution #9- Can evolution create information?
Evolution #10- Why are there still apes?
Evolution #11-Are humans still evolving?
Evolution #12- Does Evolution have a point?

 

 

The Colbert Report  
Neil Shubin
www.colbertnation.com
 
 
The Colbert Report  
Kenneth Miller
www.colbertnation.com
 
 
Neil Shubin Video Ken Miller Video

 

 

BOZEMAN BIOLOGY VIDEOS
AP BIO LAB 8
Population genetics
& Evolution 
Evolution

Evolution continues
Examples of
Natural Selection
Evidence for Evolution Cladograms
5/11/12
Comparing
DNA Sequences

TED talks-Five fingers of Evolution Hardy-Weinberg
Punnett Squares
Phylogenetics
Population Modeling 
Speciation & Extinction Speciation Coevolution Abiogenesis  Origin of Life
Hardy Weinberg equation Solving Hardy
Weinberg Problems
Hardy Weinberg Punnett Square   Evolving Switches
Evolving bodies
     
3.5 'till infinity Mr. Parr-
Evolution
What Darwin Never Knew Population Variation HHMI-Stickleback evolution Lizards Show Evolution in Action    
2 minute videos convergent vs divergent evolution Homologous vs analogous structures Genetic drift
Founder effect vs bottleneck
Evo-Devo              
Science Practices
Science Practice 1 Models and Representations Science Practice 2 Using Mathematics Appropriately Science Practice 3 Formulate Questions Science Practice 4  Data Collection Strategies Science Practice 5 Analyze Data and Evaluate Evidence Science Practice 6 Scientific Explanations and Theories Science Practice 7 Connecting Knowledge  
               
It's A Math Thing
A Beginner's Guide to Graphing Data Graphing Data by Hand Graphing Data by Spreadsheet Statistics for Science Standard Deviation Standard Error  Chi Square TEST  
Correlation vs causation              
           

 

 

Mr. Knuffke's Prezis

Evolution 1- Intro to Evolution
Evolution 2-Evolutionary Forces
Evolution 3- Evidence for Evolution
Evolution 4-Measuring Evolution
Evolution 5-Speciation
Evolution 6-Brief History of Life

NCBI

NCBI2


Slide shows

POWERPOINT version

DOWNLOAD POWERPOINT
VIEWER HERE

Natural selection virtual lab

History of Life

Chapter 19 Descent with Modification A Darwinian view of life

Chapter 21 + 22 Evolution of Populations & species
Modified from Kim Foglia @  www.explorebiology.com

Hardy-Weinberg
Modified from Kim Foglia @  www.explorebiology.com

Polygenic inheritance

Lizards activity

Misconceptions

 

 

Hardy Weinberg Problems

Hardy-Weinberg problems 
- Mr. Knight

What to know - Ch 19

What to know - Ch 21-22

Mr. Knight's notes
Ch 25
Ch 26-Early Earth

Chapter concept map
from Mary Wuerth
Hardy Weinberg #2

Bozeman Video Guides
from Mary Wuerth

Abiogenesis
Evidence for Evolution

Handouts

Vocab Chapter 22-24

OBJECTIVES Chap 22-24

Evolution for Dummies

Patterns of Evolution- Bio Review

What do you know?

Who influenced Darwin? organizer

Darwin's theory organizer

Darwin ?'s

Causes of microevolution organizer

Polygenic activity handouts

Reproductive barriers opener
FROM http://www.dwm.ks.edu.tw/bio/activelearner/19/ch19summary.html

Evolution comics

Examples of Darwin Projects     Darwin Tree of life
Darwin Facebook
Darwin Mobile

 

DOWNLOAD POWERPOINT
VIEWER HERE
to watch Powerpoint presentations

Remember: Biology is more than "just the facts". It's all about connections.
(That said... you have to know the vocab and concepts to be able to see the "big picture" and make those connections)

Review Games

Review What you should already know?
(Old BIO I & II slideshows/review games)

ONLINE QUIZZES/ACTIVITIES

Evolution review

KAHOOTS
Evolution

Ch 22 Evolution Interactive Crossword

Ch 23 Evolution of Populations Crossword

Chapter 24-Speciation Crossword

Concept review

Whose the guy?

Design your own test

QUIA
Evolution quiz
Evolution Multiple choice
Natural Selection review
Hardy Weinberg Challenge
Evolution quiz review

Bubbabrain review games

Biology Junction-Evolution Quiz

ZeroBio Evolution

Evolution lab

PBS evidence for evolution

NOVA-Fossil evidence interactive

Peppered Moth Interactive

Peppered Moths -
interactive model

Evolution Lab by Leif Saul

Khan evolution quiz

Cliff notes quiz

BiologySpace self quiz

Genetic drift w/quiz

Science Geek
Beak Adaptations Matching Activity - Match images of bird profiles with the feeding adaptation of their beaks
Evolution 
Hardy-Weinberg Principle 
Evolution in Populations 
Unit 6 Test Review

TUTORIALS

What do scientists think? 
Proceedings of the National Academy of Sciences book-
Science, Evolution, and Creationism

http://ngm.nationalgeographic.com/ngm/0411/feature1/fulltext.html
Order book     
Free download

National Science Teachers Association position

National Geographic-Was Darwin Wrong?

Animal embryos

Evolution 101 homepage
Mechanisms of evolution
Speciation tutorial

Talk Origins

29+ evidences for macroevolution

Myths about evolution

Responses to creationist arguments

Misconceptions about Evolution

Tree of Life

Behind the Controversy: How evolution works

Top 10 Useless limbs (and other vestigial organs)

Natural selection still working

How stuff works-Evolution

LIZARDS WEBSITE

Becoming human activity

Myths about Evolution

Tiktaalik-
What has the head of a crocodile and the gills of a fish?

Humans with tails?

Smithsonian-
Human evolution in Fossils

Darwin-On the Origin of Species

Complete works of Darwin-online

Nothing in Biology Makes Sense Except in the Light of Evolution
Essay from American Biology Teacher, March 1973
by Theodosius Dobzhansky

A fin is a limb is a wing
National Geographic
YouTube Videos

Blue Footed Booby mating dance

FOR FUN:
Darwin awards

Website dedicated to honoring those who improve the species by removing themselves from the gene pool

PBS Evolution videos   
Who Was Charles Darwin?    
Isn't Evolution just a theory?  
How does Evolution really work?
How do we know evolution happens?  
Why does evolution matter now? 

EVOLVE videos Eyes Skin
Venom Size Speed
Communication Jaws Shape
Flight Sex Guts

ANIMATIONS/VIDEOS

PBS Evolution videos

BBC Tiktaalik video

Sickle cell, malaria, & evolution video

Visualizing the similarities of chimp and human DNA

Evolution of the eye video

Cool Evolution animation

Miller Urey experiment

Rock Pocket mice

HHMI-Origin of species

HHMI-Neil Shubin
Your Inner Fish series

 

HARDY WEINBERG
Practice problems

Hardy Weinberg problems

Massengale Hardy Weinberg problems

Hardy Weinberg tutorial & practice problems

Strategies for solving HW problems and sample problems

Hardy Weinberg practice

North Harris College-
Hardy Weinberg

Hardy Weinberg help and 
  practice problems with answers

Hardy Weinberg practice problems with answers

HW Tutorial animation

TUTORIALS
Hardy Weinberg animations

Hardy Weinberg tutorial-
Biology place

Hardy Weinberg tutorial
Oklahoma State

Hardy-Weinberg Population Genetics Simulation

Hardy-Weinberg OnLine Simulation
 

  WEBSITES FOR THIS CHAPTER  
Comparing genomes Antibiotic resistance The Age of the Earth
Getting a leg up on land What makes us different? Sequencing Mammoth DNA
HIV- 
the ultimate evolver
Radiometric dating Penicillin  resistant staph
The Truth about Peppered moths Fossil hominids Press release-Society for College Science Teachers
Eye genes History of the Universe Understanding Evolution
Natural Selection Females seals select mates  
Human chromosome 2 How half-life works Becoming Human
NOVA-Family that Walks on All Fours Survival of the sudsiest Hox genes
Galapagos  Peppered Moths T.rex and chickens
About Darwin.com Ear Evolution Human chromosome #2
Evolution What's Vitamin C have to do with Evolution? The Origin of Modern Humans HHMI
Darwin-
American Museum of Natural History
Position Statement- Society for College Science Teachers Human Evolution Annenberg/CPB
The genes we share with yeast, flies, & worms Clermont College
Evolution
Origins of Life
Evolution and Darwin
Natural selection & Speciation
On Becoming Human Institute of Human Origins
Scientists revive life in frozen Antarctic Fossil find adds twist to
human evolution
Evolution/Populations
The advantage of sex
Essay by Matt Ridley
Timeline of Discovery The Leakey Foundation The Genographic Project
National Geographic
Why Pregnant women don't tip over?

Study finds humans still evolving

Science in the NEWS
Oldest reptile tracks discovered
Penicillin resistant Staph
Creationism battle
Prehistoric Life BBC

 

Platypus genome    

 

What You Should Know 

What to know - Ch 19

What to know - Ch 21-22

2020 NEW CED

UNIT 7-NATURAL SELECTION

TOPIC 7.1 Introduction to Natural Selection

ENDURING UNDERSTANDING
EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.

LEARNING OBJECTIVE

EVO-1.C Describe the causes of natural selection.

 

 

ESSENTIAL KNOWLEDGE
EVO-1.C.1 Natural selection is a major mechanism of evolution.

EVO-1.C.2 According to Darwin’s theory of natural selection, competition for limited resources results in differential survival. Individuals with more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations

EVO-1.D

Explain how natural selection affects populations.

EVO-1.D.1 Evolutionary fitness is measured by reproductive success..

EVO-1.D.2 Biotic and abiotic environments can be more or less stable/fluctuating, and this affects the rate and direction of evolution; different genetic variations can be selected in each generation

 

TOPIC 7.2 Natural Selection

ENDURING UNDERSTANDING

EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.

LEARNING OBJECTIVE

EVO-1.E

Describe the importance of phenotypic variation in a population.

ESSENTIAL KNOWLEDGE

EVO-1.E.1 Natural selection acts on phenotypic variations in populations.

EVO-1.E.2 Environments change and apply selective pressures to populations.

 

ILLUSTRATIVE EXAMPLES

§ Flowering time in relation to global climate change

§ Peppered moth

EVO-1.E.3 Some phenotypic variations significantly increase or decrease fitness of the organism in particular environments.

 

ILLUSTRATIVE EXAMPLES
 § Sickle cell anemia

 § DDT resistance in insects

 

TOPIC 7.3 Artificial Selection

ENDURING UNDERSTANDING

EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.

LEARNING OBJECTIVE

EVO-1.F

Explain how humans can affect diversity within a population.

ESSENTIAL KNOWLEDGE

EVO-1.F.1 Through artificial selection, humans affect variation in other species

EVO-1.G Explain the relationship between changes in the environment and evolutionary changes in the population.

EVO-1.G.1 Convergent evolution occurs when similar selective pressures result in similar phenotypic adaptations in different populations or species.

 


 

TOPIC 7.4 Population Genetics

ENDURING UNDERSTANDING
EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.

LEARNING OBJECTIVE

EVO-1.H Explain how random occurrences affect the genetic makeup of a population.

ESSENTIAL KNOWLEDGE

 EVO-1.H.1 Evolution is also driven by random occurrences—
a. Mutation is a random process that contributes to evolution.
b. Genetic drift is a nonselective process occurring in small populations—
   
i. Bottlenecks.
  
ii. Founder effect.
c. Migration/gene flow can drive evolution.

EVO-1.I Describe the role of random processes in the evolution of specific populations.

EVO-1.I.1 Reduction of genetic variation within a given population can increase the differences between populations of the same species

EVO-1.J Describe the change in the genetic makeup of a population over time

EVO-1.J.1 Mutation results in genetic variation, which provides phenotypes on which natural selection acts.

 

TOPIC 7.5 Hardy-Weinberg Equilibrium

ENDURING UNDERSTANDING
EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.

LEARNING OBJECTIVE

EVO-1.K Describe the conditions under which allele and genotype frequencies will change in populations.

EVO-1.K.1 Hardy-Weinberg is a model for describing and predicting allele frequencies in a nonevolving population. Conditions for a population or an allele to be in Hardy-Weinberg equilibrium are—
(1) a large population size,
(2) absence of migration,
(3) no net mutations,
(4) random mating, and
(5) absence of selection.

These conditions are seldom met, but they provide a valuable null hypothesis..

EVO-1.K.2 Allele frequencies in a population can be calculated from genotype frequencies

 ILLUSTRATIVE EXAMPLE
~Graphical analysis of allele frequencies in a population

LEARNING OBJECTIVE

EVO-1.L Explain the impacts on the population if any of the conditions of Hardy-Weinberg are not met.

ESSENTIAL KNOWLEDGE
EVO-1.L.1
Changes in allele frequencies provide evidence for the occurrence of evolution in a population.

EVO-1.L.2 Small populations are more susceptible to random environmental impact than large populations.


 

TOPIC 7.6 Evidence of Evolution

ENDURING UNDERSTANDING
EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.

LEARNING OBJECTIVE

EVO-1.M Describe the types of data that provide evidence for evolution.

ESSENTIAL KNOWLEDGE
EVO-1.M.1 Evolution is supported by scientific evidence from many disciplines (geographical, geological, physical, biochemical, and mathematical data).

EVO-1.N  Explain how morphological, biochemical, and geological data provide evidence that organisms have changed over time.

EVO-1.N.1 Molecular, morphological, and genetic evidence from extant and extinct organisms adds to our understanding of evolution—
a. Fossils can be dated by a variety of methods. These include:

   i.The age of the rocks where a fossil is found

   ii. The rate of decay of isotopes including carbon-14

   iii. Geographical data b. Morphological homologies, including vestigial
        structures, represent features shared by common ancestry.

EVO-1.N.2 A comparison of DNA nucleotide sequences and/or protein amino acid sequences provides evidence for evolution and common ancestry

ENDURING UNDERSTANDING
EVO-2 Organisms are linked by lines of descent from common ancestry

LEARNING OBJECTIVE

EVO-2.B Describe the fundamental molecular and cellular features shared across all domains of life, which provide evidence of common ancestry

ESSENTIAL KNOWLEDGE
EVO-2.B.1Many fundamental molecular and cellular features and processes are conserved across organisms.

EVO-2.B.2 Structural and functional evidence supports the relatedness of organisms in all domains

 

TOPIC 7.7 Common Ancestry

ENDURING UNDERSTANDING

EVO-2 Organisms are linked by lines of descent from common ancestry

LEARNING OBJECTIVE

EVO-2.C Describe structural and functional evidence on cellular and molecular levels that provides evidence for the common ancestry of all eukaryotes.

ESSENTIAL KNOWLEDGE
EVO-2.C.1 Structural evidence indicates common ancestry of all eukaryotes—
a. Membrane-bound organelles
b. Linear chromosomes
c. Genes that contain introns

 

TOPIC 7.8 Continuing Evolution

ENDURING UNDERSTANDING
EVO-3 Life continues to evolve within a changing environment

LEARNING OBJECTIVE

EVO-3.A Explain how evolution is
an ongoing process in all living organisms.

ESSENTIAL KNOWLEDGE -
EVO 3.A.1 Populations of organisms continue to evolve.

EVO-3.A.2 All species have evolved and continue to evolve—
a. Genomic changes over time.
b. Continuous change in the fossil record.
c. Evolution of resistance to antibiotics, pesticides, herbicides, or chemotherapy drugs.
d. Pathogens evolve and cause emergent diseases.

 


 

TOPIC 7.9 Phylogeny

ENDURING UNDERSTANDING
EVO-3 Life continues to evolve within a changing environment.

LEARNING OBJECTIVE

EVO-3.B Describe the types of evidence that can be used to infer an evolutionary relationship

 

 

ESSENTIAL KNOWLEDGE
EVO-3.B.1 Phylogenetic trees and cladograms show evolutionary relationships among lineages—

a. Phylogenetic trees and cladograms both show relationships between lineages, but phylogenetic trees show the amount of change over time calibrated by fossils or a molecular clock.

 b. Traits that are either gained or lost during evolution can be used to construct phylogenetic trees and cladograms—

    i. Shared characters are present in more than one lineage.

    ii. Shared, derived characters indicate common ancestry and are
         informative for the construction of phylogenetic trees and cladograms.   
    iii. The out-group represents the lineage that is least closely related to
          the remainder of the organisms in the phylogenetic tree or cladogram.

c. Molecular data typically provide more accurate and reliable evidence than morphological traits in the construction of phylogenetic trees or cladograms.

LEARNING OBJECTIVE

 EVO-3.C Explain how a phylogenetic tree and/or cladogram can be used to infer evolutionary relatedness.

EVO-3.C.1 Phylogenetic trees and cladograms can be used to illustrate speciation that has occurred. The nodes on a tree represent the most recent common ancestor of any two groups or lineages.

EVO-3.C.2 Phylogenetic trees and cladograms can be constructed from morphological similarities of living or fossil species and from DNA and protein sequence similarities.

EVO-3.C.3 Phylogenetic trees and cladograms represent hypotheses and are constantly being revised, based on evidence

 


 

TOPIC 7.10 Speciation

ENDURING UNDERSTANDING
EVO-3 Life continues to evolve within a changing environment.

LEARNING OBJECTIVE

EVO-3.D Describe the conditions under which new species may arise.

ESSENTIAL KNOWLEDGE
EVO-3.D.1 Speciation may occur when two populations become reproductively isolated from each other.

EVO-3.D.2 The biological species concept provides a commonly used definition of species for sexually reproducing organisms. It states that species can be defined as a group capable of interbreeding and exchanging genetic information to produce viable, fertile offspring.

EVO-3.E  Describe the rate of evolution and speciation under different ecological conditions.

EVO-3.E.1 Punctuated equilibrium is when evolution occurs rapidly after a long period of stasis. Gradualism is when evolution occurs slowly over hundreds of thousands or millions of years.

EVO-3.E.2 Divergent evolution occurs when adaptation to new habitats results in phenotypic diversification. Speciation rates can be especially rapid during times of adaptive radiation as new habitats become available

EVO-3.F Explain the processes and mechanisms that drive speciation.

ESSENTIAL KNOWLEDGE
EVO-3.F.1 Speciation results in diversity of life forms.

ILLUSTRATIVE EXAMPLES
§ Hawaiian Drosophilia
§ Caribbean Anolis
§ Apple maggot Rhagoletis

EVO-3.F.2 Speciation may be sympatric or allopatric.

EVO-3.F.3 Various prezygotic and postzygotic mechanisms can maintain reproductive isolation and prevent gene flow between populations.


 

TOPIC 7.11 Extinction

ENDURING UNDERSTANDING
EVO-3
Life continues to evolve within a changing environment.

LEARNING OBJECTIVE

EVO-3.G Describe factors that lead to the extinction of a population.

ESSENTIAL KNOWLEDGE
EVO-3.G.1
Extinctions have occurred throughout Earth’s history.

EVO-3. G.2 Extinction rates can be rapid during times of ecological stress.

EVO-3.H Explain how the risk of extinction is affected by changes in the environment.

EVO-3.H.1 Human activity can drive changes in ecosystems that cause extinctions.

EVO-3.I Explain species diversity in an ecosystem as a function of speciation and extinction rates

EVO-3.I.1 The amount of diversity in an ecosystem can be determined by the rate of speciation and the rate of extinction.

EVO-3.J Explain how extinction can make new environments available for adaptive radiation

EVO-3.J.1 Extinction provides newly available niches that can then be exploited by different species.

 

TOPIC 7.12 Variations in Populations

ENDURING UNDERSTANDING
SYI-3 Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

LEARNING OBJECTIVE

SYI-3.D Explain how the genetic diversity of a species or population affects its ability to withstand environmental pressures.

 

 

ESSENTIAL KNOWLEDGE
SYI-3.D.1 The level of variation in a population affects population dynamics—

a. Population ability to respond to changes in the environment is influenced by genetic diversity. Species and populations with little genetic diversity are at risk of decline or extinction.

ILLUSTRATIVE EXAMPLES
§ California condors
§ Black-footed ferrets
§ Prairie chickens
§ Potato blight
§ Corn rust
§ Genetic diversity and selective pressures
§ Antibiotic resistance in bacteria.
 
(Not all individuals in a diverse population are susceptible to a disease outbreak.)

 b. Genetically diverse populations are more resilient to environmental perturbation  because they are more likely to contain individuals who can withstand the environmental pressure.

 c. Alleles that are adaptive in one environmental condition may be deleterious in another because of different selective pressures.

 

 


 

TOPIC 7.13 Origins of Life on Earth

ENDURING UNDERSTANDING
SYI-3 Naturally occurring diversity among and between components within biological systems affects interactions with the environment

LEARNING OBJECTIVE

SYI-3.E Describe the scientific evidence that provides support for models of the origin of life on Earth.

ESSENTIAL KNOWLEDGE
SYI-3.E.1 Several hypotheses about the origin of life on Earth are supported with scientific evidence—
 a. Geological evidence provides support for models of the origin of life on Earth.

    i. Earth formed approximately 4.6 billion years ago (bya). The environment was too
       hostile for life until 3.9 bya, and the earliest fossil evidence for life dates to 3.5
      bya. Taken together, this evidence provides a plausible range of dates when the
      origin of life could have occurred.

 b. There are several models about the origin of life on Earth—

    i. Primitive Earth provided inorganic precursors from which organic molecules
        could have been synthesized because of the presence of available free energy
        and the absence of a significant quantity of atmospheric oxygen (O2).
   ii. Organic molecules could have been transported to Earth by a meteorite or other
          celestial event.

c. Chemical experiments have shown that it is possible to form complex organic |  
        molecules from inorganic molecules in the absence of life—

   i. Organic molecules/monomers served as building blocks for the formation of
        more complex molecules, including amino acids and nucleotides.

   ii. The joining of these monomers produced polymers with the ability to replicate,
         store, and transfer information.

SYI-3.E.2 The RNA World Hypothesis proposes that RNA could have been the earliest genetic material.

 

 

 

 

 

 

 

 

 

 

 

 

 

Use of our material:
All original materials links are created by Kelly Riedell for students in AP BIOLOGY classes at Brookings High School  and are licensed under a Creative Commons Atribution-NonCommercial-ShareAlike 4.0 International License.

We have worked very hard on activities, Powerpoints/games/worksheets, etc to make this a resource for our students. If you are using our materials, please give us credit for our efforts by listing us as a source with links to our site. DO NOT USE these materials for commercial purposes.  PLEASE DO NOT POST ANSWER KEYS FOR OUR MATERIALS TO OTHER WEBSITES!
Any questions, comments, or corrections can be directed to Kelly Riedell at

 

 

 

2015 OLD CED

Big Idea 1: The process of evolution drives the diversity and unity of life.

Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution.

    Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution.

        a. According to Darwin's theory of natural selection, competition for limited resources results in differential survival. Individuals with more
        favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations.

        b. Evolutionary fitness is measured by reproductive success.

        c. Genetic variation and mutation play roles in natural selection. A diverse gene pool is important for the survival of a species in a changing
            environment.

        d. Environments can be more or less stable or fluctuating, and this affects evolutionary rate and direction; different genetic variations can be
        selected in each generation.

        e. An adaptation is a genetic variation that is favored by selection and is manifested as a trait that provides an advantage to an organism in a
            particular environment.

         f. In addition to natural selection, chance and random events can influence the evolutionary process, especially for small populations.

         g. Conditions for a population or an allele to be in Hardy-Weinberg equilibrium are: (1) a large population size, (2) absence of migration, (3) no
             net mutations, (4) random mating and (5) absence of selection. These conditions are seldom met.

         h. Mathematical approaches are used to calculate changes in allele frequency, providing evidence for the occurrence of evolution in a
              population.

            To foster student understanding of this concept, instructors can choose an illustrative example such as:
             •  Graphical analysis of allele frequencies in a population
              •  Application of the Hardy-Weinberg equilibrium equation

Learning Objectives:
LO 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change. [See SP 1.5, 2.2]

LO 1.2 The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution. [See SP 2.2, 5.3]

LO 1.3 The student is able to apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future. [See SP 2.2]

    Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations.

        a. Environments change and act as selective mechanism on populations.
           
To foster student understanding of this concept, instructors can choose an illustrative example such as:
          •  Flowering time in relation to global climate change
              
  Peppered moth

        b. Phenotypic variations are not directed by the environment but occur through random changes in the DNA and through new gene
             combinations.

        c. Some phenotypic variations significantly increase or decrease fitness of the organism and the population.
           
To foster student understanding of this concept, instructors can choose an illustrative example such as:
          
 •  Sickle cell anemia
            
  Peppered moth
            
  DDT resistance in insects

        d. Humans impact variation in other species.
            
To foster student understanding of this concept, instructors can choose an illustrative example such as:
           •  Artificial selection
             •  Loss of genetic diversity within a crop species
      
        •  Overuse of antibiotics

Learning Objectives:
LO 1.4 The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time. [See SP 5.3]

LO 1.5 The student is able to connect evolutionary changes in a population over time to a change in the environment.[See SP 7.1]  

 

    Essential knowledge 1.A.3: Evolutionary change is also driven by random processes.

         a. Genetic drift is a nonselective process occurring in small populations.

         b. Reduction of genetic variation within a given population can increase the differences between populations of the same species.

 Learning Objectives:
LO 1.6 The student is able to use data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations. [See SP 1.4, 2.1]

LO 1.7 The student is able to justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations. [See SP 2.1]

LO 1.8 The student is able to make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population. [See SP 6.4]

    Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics.

         a. Scientific evidence of biological evolution uses information from geographical, geological, physical, chemical and mathematical
             applications.

        b. Molecular, morphological and genetic information of existing and extinct organisms add to our understanding of evolution.
 
           Evidence of student learning is a demonstrated understanding of each of the following:
  
               1. Fossils can be dated by a variety of methods that provide evidence for evolution. These include the age of the rocks where a fossil is
                   found, the rate of decay of isotopes including
carbon-14, the relationships within phylogenetic trees, and the mathematical calculations
                   that take into account information from chemical properties and/or geographical data.
                 ✘✘ The details of these methods are beyond the scope of this course and the AP Exam.

                 2. Morphological homologies represent features shared by common ancestry. Vestigial structures are remnants of functional structures,    
                      which can be compared to fossils and provide evidence for evolution.

                 3. Biochemical and genetic similarities, in particular DNA nucleotide and protein sequences, provide evidence for evolution and
                      ancestry.

                  4. Mathematical models and simulations can be used to illustrate and support evolutionary concepts.
                   To foster student understanding of this concept, instructors can choose an illustrative example such as:
                 •  Graphical analyses of allele frequencies in a population
                 •  Analysis of sequence data sets
                           Analysis of phylogenetic trees
                •  Construction of phylogenetic trees based on sequence data

Learning Objectives:
LO 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. See SP 5.3]

LO 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [See SP 5.2]

LO 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [See SP 4.2]

LO 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [See SP 7.1]

LO 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [See SP 1.1, 2.1]


Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry.

      Essential knowledge 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among
       organisms today.

         a. Structural and functional evidence supports the relatedness of all domains.
            Evidence of student learning is a demonstrated understanding of each of the following:
               1. DNA and RNA are carriers of genetic information through transcription, translation and replication. [See also 3.A.1 ]

               2. Major features of the genetic code are shared by all modern living systems. [See also 3.A.1]

               3. Metabolic pathways are conserved across all currently recognized domains. [See also 3.D.1]

          b. Structural evidence supports the relatedness of all eukaryotes. [See also 2.B.3, 4.A.2]
        To foster student understanding of this concept, instructors can choose an illustrative example such as:
 
          •  Cytoskeleton (a network of structural proteins that facilitate cell movement, morphological integrity and organelle transport)
            •  Membrane-bound organelles (mitochondria and/or chloroplasts)
          •  Linear chromosomes
            •  Endomembrane systems, including the nuclear envelope  

Learning Objectives:
LO 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [See SP 3.1]

LO 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [See SP 7.2]

LO 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [See SP 6.1]

        Essential knowledge 1.B.2: Phylogenetic trees and cladograms are graphical  representations (models) of evolutionary history that can be tested.

           a. Phylogenetic trees and cladograms can represent traits that are either derived or lost due to evolution.  
    
        To foster student understanding of this concept, instructors can choose an illustrative example such as:
              •  Number of heart chambers in animals
              •  Opposable thumbs
              •  Absence of legs in some sea mammals

             b. Phylogenetic trees and cladograms illustrate speciation that has occurred, in that relatedness of any two groups on the tree is shown by
                  how recently two groups had a common ancestor.

             c. Phylogenetic trees and cladograms can be constructed from morphological similarities of living or fossil species, and from DNA and        
                 protein sequence similarities, by employing computer programs that have sophisticated ways of measuring and representing relatedness
                 among organisms.

             d. Phylogenetic trees and cladograms are dynamic (i.e., phylogenetic trees and cladograms are constantly being revised), based on the
                 biological data used, new mathematical and computational ideas, and current and emerging knowledge.

Learning Objectives:
LO 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. [See SP 3.1]

LO 1.18 The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation. [See SP 5.3]

LO 1.19 The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set. [See SP 1.1]

Enduring understanding 1.C: Life continues to evolve within a changing environment.  

    Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth's history.

         a. Speciation rates can vary, especially when adaptive radiation occurs when new habitats become available.

         b. Species extinction rates are rapid at times of ecological stress. [See also 4.C.3]
          To foster student understanding of this concept, instructors can choose an illustrative example such as:
               •  Five major extinctions
               •  Human impact on ecosystems and species extinction rates
                   ✘✘ The names and dates of these extinctions are beyond the scope of this dates of course and the AP Exam.

Learning Objectives:
LO 1.20 The student is able to analyze data related to questions of  speciation and extinction throughout the Earth's history. [See SP 5.1]

LO 1.21 The student is able to design a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred throughout the Earth's history. [See SP 4.2] 

     Essential knowledge 1.C.2: Speciation may occur when two populations become reproductively isolated from each other.

          a. Speciation results in diversity of life forms. Species can be physically separated by a geographic barrier such as an ocean or a mountain
              range, or various pre-and post-zygotic mechanisms can maintain reproductive isolation and prevent gene flow.

           b. New species arise from reproductive isolation over time, which can involve scales of hundreds of thousands or even millions of years, or
               speciation can occur rapidly through mechanisms such as polyploidy in plants.

 Learning Objectives:
LO 1.22 The student is able to use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future. [See SP 6.4]

LO 1.23 The student is able to justify the selection of data that address questions related to reproductive isolation and speciation. [See SP 4.1]

LO 1.24 The student is able to describe speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift. [See SP 7.2]  


    Essential knowledge 1.C.3: Populations of organisms continue to evolve.

         a. Scientific evidence supports the idea that evolution has occurred in all species.

         b. Scientific evidence supports the idea that evolution continues to occur.
          To foster student understanding of this concept, instructors can choose an illustrative example such as:
             •  Chemical resistance (mutations for resistance to antibiotics, pesticides, herbicides or chemotherapy drugs occur in the absence of
                          the chemical)

           •  Emergent diseases
             •  Observed directional phenotypic change in a population (Grants' observations of Darwin's finches in the Galapagos)
             •  A eukaryotic example that describes evolution of a structure or process such as heart chambers, limbs, the brain and the immune
                        system

Learning Objectives:
LO 1.25 The student is able to describe a model that represents evolution within a population. [See SP 1.2]

LO 1.26 The student is able to evaluate given data sets that illustrate evolution as an ongoing process. [See SP 5.3]  

Enduring understanding 1.D: The origin of living systems is explained by natural processes.

      Essential knowledge 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with supporting scientific
      evidence.

           a. Scientific evidence supports the various models.
   
           Evidence of student learning is a demonstrated understanding of each of the following:
                       1. Primitive Earth provided inorganic precursors from which organic molecules could have been synthesized due to the presence of
                            available free energy and the absence of a significant quantity of oxygen.

                       2. In turn, these molecules served as monomers or building blocks for the formation of more complex molecules, including amino
                            acids and nucleotides. [See also 4.A.1]

                       3. The joining of these monomers produced polymers with the ability to replicate, store and transfer information.

                       4. These complex reaction sets could have occurred in solution (organic soup model) or as reactions on solid reactive surfaces. [See
                            also 2.B.1]

                       5. The RNA World hypothesis proposes that RNA could have been the earliest genetic material.

Learning Objectives:
LO 1.27 The student is able to describe a scientific hypothesis about the origin of life on Earth. [See SP 1.2]

LO 1.28 The student is able to evaluate scientific questions based on hypotheses about the origin of life on Earth. [See SP 3.3]

LO 1.29 The student is able to describe the reasons for revisions of scientific hypotheses of the origin of life on Earth. [See SP 6.3]

LO 1.30 The student is able to evaluate scientific hypotheses about the origin of life on Earth. [See SP 6.5]

LO 1.31 The student is able to evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth.
 [See SP 4.4]

    Essential knowledge 1.D.2: Scientific evidence from many different disciplines supports models of the origin of life.

         a. Geological evidence provides support for models of the origin of life on Earth.
               Evidence of student learning is a demonstrated understanding of each of the following:
                   1. The Earth formed approximately 4.6 billion years ago (bya), and the environment was too hostile for life until 3.9 bya, while the
                   earliest fossil evidence for life dates to 3.5 bya. Taken together,
this evidence provides a plausible range of dates when the origin of
                   life could have occurred.

                   2. Chemical experiments have shown that it is possible to form complex organic molecules from inorganic molecules in the absence of
                       life.

         b. Molecular and genetic evidence from extant and extinct organisms indicates that all organisms on Earth share a common ancestral origin of
             life.

                Evidence of student learning is a demonstrated understanding of each of the following:
                    1. Scientific evidence includes molecular building blocks that are
common to all life forms.

                     2. Scientific evidence includes a common genetic code.

 Learning Objective:
LO 1.32 The student is able to justify the selection of geological, physical, and chemical data that reveal early Earth conditions. See SP 4.1]

 

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.

     Essential knowledge 2.D.2: Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments.

          a. Continuity of homeostatic mechanisms reflects common ancestry, while changes may occur in response to different environmental
              conditions. [See also 1.B.1]

          b. Organisms have various mechanisms for obtaining nutrients and eliminating wastes.

            To foster student understanding of this concept, instructors can choose an illustrative example such as:

                •  Gas exchange in aquatic and terrestrial plants

                •  Digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-way digestive systems

                •  Respiratory systems of aquatic and terrestrial animals

                •  Nitrogenous waste production and elimination in aquatic and terrestrial animals

        c. Homeostatic control systems in species of microbes, plants and animals support common ancestry. [See also 1.B.1]

          To foster student understanding of this concept, instructors can choose an illustrative example such as the comparison of:

               •  Excretory systems in flatworms, earthworms and vertebrates

               •  Osmoregulation in bacteria, fish and protists

               •  Osmoregulation in aquatic and terrestrial plants

               •  Circulatory systems in fish, amphibians and mammals

               •  Thermoregulation in aquatic and terrestrial animals (countercurrent exchange mechanisms)

Learning Objectives:

LO 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments. [See SP 6.2]

LO 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments. [See SP 5.1]

LO 2.27 The student is able to connect differences in the environment with the evolution of homeostatic mechanisms. [See SP 7.1]

Enduring understanding 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.

 

Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.

Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Essential knowledge 4.C.3: The level of variation in a population affects population dynamics.

       b. Genetic diversity allows individuals in a population to respond differently to the same changes in environmental conditions.
           To foster student understanding of this concept, instructors can choose an illustrative example such as:
           •  Not all animals in a population stampede.
           •  Not all individuals in a population in a disease outbreak are equally affected; some may not show symptoms, some may have mild
                     symptoms, or some may be naturally immune and resistant to the disease.

         c. Allelic variation within a population can be modeled by the Hardy- Weinberg equation(s). [See also 1.A.1]

 

Chemistry of Life  Cells Cell Division Metabolism
Genetics DNA, RNA, Proteins Evolution Parade
Plants Body systems Ecology Exam Prep

 

 

 

If you find something useful, would like to suggest new links, or have corrections...please let me know. 

 

 

What's up with the Handwalkers?

IMAGES FROM:

Charles Darwin  

 

 

http://ltcms.laketravis.txed.net/?siteid=516

  http://farm1.static.flickr.com/117/296606678_0ce1769c70.jpg

 

http://www.your3dsource.com/winter-cold-animated-gifs.html

 

MONDAY  3/20 TUESDAY  3/21 WEDNESDAY  3/22 THURSDAY 3/23 FRIDAY 3/24
FRQ/SHORT ANSWER DUE

DNA TEST-

DNA, RNA, Proteins, Bacteria, Viruses, DNA technology

It wasn't pretty

HW:
REFRESH YOUR "BIO BRAIN" See to do list


You learned about EVOLUTION in BIO/HONORS BIO

We are NOT going to spend class time going over the BASICS.  If you don't remember.... refresh your "Bio Brain" outside of class

WATCH: How Theory of Natural selection complete BILL?’s
Watch video-
Examples of Natural Selection and take notes in your BILL
WATCH:
Evidence for Evolution and take Google Docs quiz

Watch video- Evolution continues

BILL- Patterns of evolution Bio review
Countdown
"41 SCHOOL DAYS" till AP BIO EXAM

Bill Notes-
TED talks-Five fingers of Evolution
EK 1.A.1.g


HARDY & WEINBERG

Hardy Weinberg animations

Bozeman videos -
Hardy Weinberg equation

Solving Hardy
Weinberg Problems


Hardy Weinberg Punnett Square

3. First 5 Hardy Weinberg Problems due tomorrow
Rest due MONDAY


4. BODY SYSTEMS PROJECT
ENDOCRINE SYSTEM DUEoming soon
Finish first 5 HW  problems by today
SELF CHECK IN CLASS
"Old" Lab 8
PTC sampling

Class data


Blue People of Kentucky


Founder effect in the Amish

HW: SEE TO DO LIST
Test corrections due
WED 3/16


Finish rest of HW packet by WED 3/16

Watch Bozeman video-Genetic Drift

Lab 8
Case I & II

lab tally sheet
Lab 8 Data sheet


HW:
Watch Bozeman Videos

Evidence for Evolution

and take Google Docs quiz
by tomorrow

NO SCHOOL
MONDAY  3/27 TUESDAY  3/28 WEDNESDAY 3/29 THURSDAY 3/30 FRIDAY 3/31
By today you should have Watched Bozeman Video
Evidence for Evolution

and take Google Docs quiz

Patterns of evolution Bio review due


Old Lab 8 Case III & IV
Old Lab 8 IV
EK 1.A.1.f, EK 1.A.3; SP1


HW:TO DO LIST

BILL gene flow vs genetic drift

due THURS
Lab 8 I-IV ?'s due TUES 3/22

Hardy Weinberg problem packet due


Stanley Miller's B-DAY


IN CLASS ESSAYS

REFRESH YOUR BIO BRAIN BY FRIDAY


(SEE TO DO LIST)






Who is Linus Pauling DUE







MONDAY 4/3 TUESDAY  4/4 WEDNESDAY 4/5 THURSDAY 4/6 FRIDAY 4/7

SCIENCE AND SOCIETYLIBRARY eBOOKS
Pick FollettShelf e-books

Use your lunch/library # as your USER and LOGIN

2 essays due FRIDAY 2/6
(One from lab book pS123 and read one chapter from ebook "For the Good of Mankind" book and answer discussion questions at end of chapter
DUE FRI
4/1


HW:
SEE
TO DO LIST
1.

2.
Test corrections due WED
LAB 8: Case 1 - IV ?'s due TUESDAY

Mutagen mice
Refresh your brain

BILL- TO DO LIST

Gene flow vs genetic drift
due FRI





What prevents species from interbreeding organizer due FRI


Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by MONDAY
Evolution of Populations & species slide show

Hybrid sage grouse video clip


Blue Footed Booby dance


HW:
Lab 8 PTC/Cases I-IV ? due TUESDAY

BILL- Gene flow vs genetic drift due

HW:
What prevents species from interbreeding organizer due TOMORROW

What prevents species from interbreeding organizer due

What's the difference-
Genetic drift vs gene flow due

Bozeman Biology
Comparing DNA


Hands on Phylogeny

From Madhav Nepal

Population Modeling

HW: Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by MONDAY

MONDAY 4/10 TUESDAY  4/11 WEDNESDAY 4/12 THURSDAY 4/13 FRIDAY 4/14
Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by TODAY

Finish collecting data on transpiration experiment graph/discussion due MON 4/6

HW:

Lab 8 PTC/Cases I-IV data sheets/? due tomorrow
Causes of Microevolution organizer due tomorrow

Watch Rock Pocket mice video and complete
BILL- ROCK POCKET MICE
?'s
by WED

Lab 8 PTC/Cases I-IV data sheets/? due

Causes of Microevolution organizer due

CLADOGRAMS

How to build a cladogram

Bozeman video-Cladograms


Cladogram FRQ


HW:
Hardy Weinberg corrections due tomorrow
Watch Rock Pocket mice video and complete
BILL- ROCK POCKET MICE ?'s  
DUE WED 3/30


HW problem corrections due

Clicker review

GLO trees

HW:
Endocrine Body system project due TUESDAY

Watch Rock Pocket mice video and complete
BILL- ROCK POCKET MICE
?'s
DUE WED

SPRING BREAK

SPRING BREAK

 
MONDAY  3/28 TUESDAY  3/29 WEDNESDAY 3/30 THURSDAY 3/31 FRIDAY 4/1

SPRING BREAK
ENDOCRINE system project DUE Watch Rock Pocket mice video and complete
BILL- ROCK POCKET MICE
?'s
DUE WED

TAKE HOME TEST DUE TODAY

EVOLUTION TEST

Chapters 23,24,25


Ethics essay due

IN CLASS ESSAYS (from EVOLUTION FRQ list)


 

 

 

 

MONDAY  2/29 TUESDAY  3/1 WEDNESDAY  3/2 THURSDAY 3/3 FRIDAY 3/4
      You learned about EVOLUTION in BIO/HONORS BIO

We are NOT going to spend class time going over the BASICS.  If you don't remember.... refresh your "Bio Brain" outside of class

WATCH: How Theory of Natural selection complete BILL?’s
Watch video-
Examples of Natural Selection and take notes in your BILL
WATCH:
Evidence for Evolution and take Google Docs quiz

Watch video- Evolution continues

BILL-
Patterns of evolution Bio review

TEST-

Bacteria, Viruses, DNA technology

It wasn't pretty

HW:
REFRESH YOUR "BIO BRAIN" See to do list
MONDAY  3/7 TUESDAY  3/8 WEDNESDAY 3/9 THURSDAY 3/10 FRIDAY 3/11
Stanley Miller's B-DAY


IN CLASS ESSAYS

Look at
Past FRQ list
I pick

REFRESH YOUR BIO BRAIN BY FRIDAY
(SEE TO DO LIST)

Countdown
"41 SCHOOL DAYS" till AP BIO EXAM

LUNCH REVIEW TEST CORRECTION HELP


Bill Notes-
TED talks-Five fingers of Evolution
EK 1.A.1.g


HARDY & WEINBERG

Hardy Weinberg animations

Bozeman videos -
Hardy Weinberg equation

Solving Hardy
Weinberg Problems


Hardy Weinberg Punnett Square

First 5 Hardy Weinberg Problems due WEDNESDAY
Rest of packet due MON


3. First 5 Hardy Weinberg Problems due tomorrow
Rest due WED 3/16


4. BODY SYSTEMS PROJECT
IMMUNE SYSTEM DUE TUES 3/coming soon

LUNCH REVIEW TEST CORRECTION HELP

Who is Linus Pauling DUE


Finish first 5 HW  problem
s by today
SELF CHECK IN CLASS

"Old" Lab 8
PTC sampling

Class data


Blue People of Kentucky


Founder effect in the Amish

HW: SEE TO DO LIST
Test corrections due
WED 3/16


Finish rest of HW packet by WED 3/16

LUNCH REVIEW TEST CORRECTION HELP


Watch Bozeman video-Genetic Drift


Lab 8
Case I & II

lab tally sheet
Lab 8 Data sheet


HW:
Watch Bozeman Videos

Evidence for Evolution

and take Google Docs quiz
by tomorrow

LUNCH REVIEW TEST CORRECTION HELP


By today you should have Watched Bozeman Video
Evidence for Evolution

and take Google Docs quiz

Patterns of evolution Bio review due


Old Lab 8 Case III & IV
Old Lab 8 IV
EK 1.A.1.f, EK 1.A.3; SP1


HW:TO DO LIST

BILL gene flow vs genetic drift

due
THURS
Lab 8 I-IV ?'s due TUES 3/22
MONDAY  3/14 TUESDAY  3/15 WEDNESDAY 3/16 THURSDAY 3/17 FRIDAY 3/18
8 am deadline
LAST DAY TO SIGN UP AND PAY FOR AP BIO EXAM

SCIENCE AND SOCIETY
LIBRARY eBOOKS
Pick FollettShelf e-books

Use your lunch/library # as your USER and LOGIN

2 essays due FRIDAY 2/6
(One from lab book pS123 and read one chapter from ebook "For the Good of Mankind" book and answer discussion questions at end of chapter
DUE FRI
4/1


HW:
SEE
TO DO LIST
1.

2.
Test corrections due WED
WORK DAY:
1. DNA TEST #1 & DNA TEST #2 corrections due tomorrow

LAB 8: Case 1 - IV ?'s due
TUESDAY

BILL- TO DO LIST

Gene flow vs genetic drift
due FRI

ALL MISSING/MAKE UP WORK/TEST CORRECTIONS DUE TODAY if you want it to show on your 3rd Q grad

Hardy Weinberg problem packet due

DNA TECH REVISIT
due WED

What prevents species from interbreeding organizer due FRI


Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by MONDAY
Evolution of Populations & species slide show

Hybrid sage grouse video clip


Blue Footed Booby dance


HW:
Lab 8 PTC/Cases I-IV ? due TUESDAY

BILL- Gene flow vs genetic drift due

HW:
What prevents species from interbreeding organizer due TOMORROW
END 3rd Quarter Grades due in office by 8:00 am

What prevents species from interbreeding organizer due

What's the difference-
Genetic drift vs gene flow due


Evolving Switches
Evolving bodies


HW: Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by MONDAY

MONDAY 3/21 TUESDAY  3/22 WEDNESDAY 3/23 THURSDAY 3/24 FRIDAY 3/25
Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by TODAY

Bozeman Biology
Comparing DNA


Hands on Phylogeny

From Madhav Nepal

Population Modeling

HW:

Lab 8 PTC/Cases I-IV data sheets/? due tomorrow
Causes of Microevolution organizer due tomorrow

Lab 8 PTC/Cases I-IV data sheets/? due

Causes of Microevolution organizer due

CLADOGRAMS
Cartoon

Bozeman video-
Cladograms
DNA TECH REVISIT due

HW problem corrections due

HW:
Endocrine Body system project due TUESDAY
Rock Pocket mice ?'s due WED

SPRING BREAK

SPRING BREAK

 
MONDAY  3/28 TUESDAY  3/29 WEDNESDAY 3/30 THURSDAY 3/31 FRIDAY 4/1

SPRING BREAK
ENDOCRINE system project DUE BILL- ROCK POCKET MICE
?'s
DUE

Clicker review

What should I know musical chairs

Design your own test


HW: STUDY FOR EVOLUTION TEST TOMORROW



EVOLUTION TEST

Chapters 23,24,25


Ethics essay due

IN CLASS ESSAYS (from EVOLUTION FRQ list)


 

 

 

MONDAY  2/17 TUESDAY  2/18 WEDNESDAY 2/19 THURSDAY 2/20 FRIDAY 2/27
      IN CLASS ESSAYS

Look at Past FRQ list
I pick

REFRESH YOUR BIO BRAIN:Go through Mr. Knuffke's Evolution Prezi

TEST-
Metabolism Chap 8,9,10
Enzymes, Photosynthesis,
Respiration

FEB 28- Anniversary of the Discovery of DNA

REFRESH YOUR "BIO BRAIN"
Watch the 4 videos below take notes in your BILL AND complete EVOLUTION FOR DUMMIES ?'s DUE TUES

Who was Charles Darwin?Isn't Evolution Just a Theory?

How Does Evolution Really work?

Bozeman Biology Natural selection

MONDAY  3/2 TUESDAY  3/3 WEDNESDAY 3/4 THURSDAY 3/5 FRIDAY 3/6
Countdown
"47 SCHOOL DAYS" till AP BIO EXAM

Bill Notes-
TED talks-Five fingers of Evolution
EK 1.A.1.g

HARDY & WEINBERG

Hardy Weinberg animations

Bozeman videos -
Hardy Weinberg equation

Solving Hardy
Weinberg Problems


Hardy Weinberg Punnett Square
HW: Finish last HW example by tomorrow
First 5 Hardy Weinberg Problems due WEDNESDAY
Rest of packet due MON
"Read for understanding" 
Ch 22
Evolution for dummies due tomorrow

 

You should have watched the 4 videos (See Fri 2/27)
and complete the
Evolution for dummies by today
SNOW DAY

HW:
1. Watch Bozeman video-Genetic Drift


2. BILL entry- How is genetic drift different from gene flow?

3. First 5 Hardy Weinberg Problems due tomorrow
Rest due FRIDAY 3/12


4. BODY SYSTEMS PROJECT
coming soon

SEE TO DO LIST
Go through Mr. Knuffke's
Evolution Prezi's

BILL- Gene flow vs genetic drift due

Finish first 5 HW  problem
s by today
SELF CHECK IN CLASS

"Old" Lab 8
PTC sampling

Class data


Blue People of Kentucky


Founder effect in the Amish

Test corrections due
TUES 3/17
Lab 8
Case I & II

m&m lab tally sheet
Lab 8 Data sheet


HW:
BILL entry
Hardy Weinberg problem packet due

Old Lab 8 Case III &
Old Lab 8 IV
EK 1.A.1.f, EK 1.A.3; SP1


HW: By Monday
Watch Bozeman Videos
Evidence for Evolution

and take Google Docs quiz

TO DO LIST

Body system project-Endocrine due March 20
MONDAY  3/9 TUESDAY  3/10 WEDNESDAY 3/11 THURSDAY 3/12 FRIDAY 3/13
By today you should have Watched Bozeman Video
Evidence for Evolution

and take Google Docs quiz

Chap 23 & 24 Slide show

SEE TO DO LIST
Lab 8 ? due WED

What prevents species from interbreeding organizer due THURS

Bio homework review
Convergent divergent evol
due FRI


HW:
1.
"Read for understanding" 
Ch 23
2.
Test corrections due
TUES 3/17
Finish Chap 23 & 24 Slide show

Hybrid sage grouse video clip


Blue Footed Booby dance

EXIT TICKET

Reproductive barriers
 

HW:
Lab 8 PTC/Cases I-IV ? due TOMORROW

What prevents species from interbreeding organizer due THURS

Bio homework review
Convergent divergent evol
due FRI

Lab 8 PTC/Cases I-IV ? due
HW problem corrections due

Population Modeling


CLADOGRAMS
Cartoon

Bozeman video-
Cladograms


Transitional fossils
Homologous structures


HW:
What prevents species from interbreeding organizer due TOMORROW

Bio homework review
Convergent divergent evol
due FRI

Bio Review ?'s #2 due TUES
Stanley Miller's B-DAY


What prevents species from interbreeding organizer due

Bozeman Biology
Comparing DNA



HW: Bio homework review
Convergent divergent evol
due TOMORROW

Watch Abiogenesis video, take notes in your BILL, and take Google Docs quiz by MONDAY

Bio Review ?'s #2 due
TUES

EARLY OUT

BIO Review ?'s due

What Darwin Never Knew


Evolving Switches
Evolving bodies


EXTRA CREDIT:
Genome OR
EvoDevo from above videos DUE WED

HW: Watch Abiogenesis video, take notes in yoiur BILL, and take Google Docs quiz by MONDAY

Bio Review ?'s #2 due TUES
MONDAY 3/16 TUESDAY  3/17 WEDNESDAY 3/18 THURSDAY 3/19 FRIDAY 3/20
8 am deadline
LAST DAY TO SIGN UP AND PAY FOR AP BIO EXAM

Watch Abiogenesis video and take Google Docs quiz by TODAY

Hands on Phylogeny

From Madhav Nepal

HW:
Extra credit due WED
Study for Evolution test THURS



METABOLISM TEST CORRECTIONS DUE BY
4:00 pm

HW:
Study for EVOLUTION test THURS

Inuk's genome

Computer time
BLAST LAB

EXTRA CREDIT:
Genome OR
EvoDevo from video
DUE WED
Clicker review

What should I know musical chairs

Design your own test

HW: STUDY FOR EVOLUTION TEST TOMORROW

EVOLUTION TEST

Chapters 23,24,25


 

IN CLASS ESSAYS (from EVOLUTION FRQ list)
MONDAY  3/23 TUESDAY  3/24 WEDNESDAY 3/25 THURSDAY 3/26 FRIDAY 3/27










MONDAY  3/30 TUESDAY  3/5 WEDNESDAY 3/6 THURSDAY 3/7 FRIDAY 3/8
BODY SYSTEM-ENDOCRINE PROJECT DUE







 

 

 

MONDAY  2/11 TUESDAY  2/12 WEDNESDAY 2/13 THURSDAY 2/14 FRIDAY 2/15



SNOW DAY

Who Was Charles Darwin?

How do we know evolution happens?

How does evolution really work?

Why does evolution matter now?

Isn’t evolution “just a theory”?

HW: "Read for understanding" 
Ch 22

Darwin's Birthday!
(FEB 12, 1809)



HW: "Read for understanding" 
Ch 22
HW:
1. Darwin's theory organizer due THURS
3. What did Darwin say? due FRI
4. Test corrections due FRI
2/22

Go through Mr. Knuffke's Evolution Prezi

What's up with Linus Pauling? DUE

Data collection Fast plants
Pollinate


HW: "Read for understanding" 
Ch 22
1. Darwin's theory organizer due TOMORROW
2. What did Darwin say? due FRI
4. Test corrections due FRI
2/22

5.Go through Mr. Knuffke's Evolution Prezi

Darwin's theory organizer DUE

HARDY & WEINBERG

Hardy Weinberg animations

Hardy Weinberg Problems
  
Transitional fossils
Homologous structures

HW:
1.
"Read for understanding" 
Ch 23
2. First 5 Hardy Weinberg Problems due TUES
3. Test corrections due FRI
2/22
Hardy Weinberg opener

What did Darwin say? DUE

Old Lab 8
 IV
PTC sampling

Work on Endocrine system projects


HW:
1.
"Read for understanding" 
Ch 23
2. Test corrections due FRI 2/22

3. Endocrine system project due TUES
MONDAY 2/18 TUESDAY  2/19 WEDNESDAY 2/20 THURSDAY 2/21 FRIDAY 2/22
NO
SCHOOL


First 5 Hardy Weinberg Problems due

ENDOCRINE BODY SYSTEM PROJECT DUE

Lab 8

Case I & II

m&m lab tally sheet
Lab 8 Data sheet

Inuk's genome


HW:Hardy Weinberg Problems due THURS



2010 AP FRQ

Old Lab 8 Case III & IV


HW:
Types of Evolution worksheet & Pre/post zygotic isolation examples
due MON end of class
Study for test THURS

Hardy Weinberg Problems due

Types of Evolution

HW: Study for test THURS
METABOLISM TEST CORRECTIONS DUE BY END OF DAY

Chap 23 & 24 Slide show

Hybrid sage grouse video clip


Blue Footed Booby dance

Reproductive barriers due MON

MONDAY  2/20 TUESDAY  2/21 WEDNESDAY 2/27 THURSDAY 2/28 FRIDAY 3/1
Reproductive barriers due

Lab 2
Bozeman Biology
Population Modeling 


What keeps species from interbreeding? Organizer

HW
:
Causes of microevolution organizer
Due Tomorrow
Opener

1. HW- M&M lab due FRIDAY
2.
Study for Evolution TEST THURS 3/7
SUB HERE

Computer time
LAB 2

1. Lab HW-m&m lab due FRIDAY
2. Excretory system project due MON
3.
Study for Evolution TEST THURS 3/7
Anniversary of the Discovery of DNA

CLADOGRAMS

Bozeman video-
Cladograms

2011 #4c & 2009 #3b

1. Lab HW-m&m lab due FRIDAY
2. Excretory system project due MON
3.
Study for Evolution TEST THURS 3/7
Design your own test

HW:
MONDAY  3/4 TUESDAY  3/5 WEDNESDAY 3/6 THURSDAY 3/7 FRIDAY 3/8
Two Hour late start

Body system Check point- Excretory system due


Bozeman Videos

Abiogenesis   

Evidence for Evolution

Video Guides
Abiogenesis
Evidence for Evolution

Video guides from Mary Wuerth

HW:
Finish video guide ?'s due tomorrow
Hardy Weinberg #2
from Mary Wuerth
due WED
Bozeman Video guide ?'s due

What Darwin Never Knew

Bozeman Biology
Comparing DNA


NCBI

NCBI2



Hardy Weinberg #2 due
from Mary Wuerth

REVIEW FOR TEST TOMORROW




TEST EVOLUTION
(Ch 22-24)
IN CLASS ESSAYS (from EVOLUTION FRQ list)

2012

MONDAY  2/6 TUESDAY  2/7 WEDNESDAY 2/8 THURSDAY 2/9


What's up with Linus Pauling? DUE

Lab 6 Graph REDO's are due

Talk about Body system project

Body system Wiki
Project directions


Test results

Who Was Charles Darwin?

How do we know evolution happens?

How does evolution really work?

Why does evolution matter now?

Isn’t evolution “just a theory”?

HW: "Read for understanding" 
Ch 22

HW:
1.
Darwin's theory &
Who influenced Darwin? organizer due WED
3.
Holtzclaw
?'s due WED 2/16
4. Test corrections due FRI
2/17
5. Digestive/Circulatory systems due Fri 2/24




HW: "Read for understanding" 
Ch 22
HW:
1. Darwin's theory &
Who influenced Darwin? organizer due WED
3. Holtzclaw
?'s due WED 2/16
4. Test corrections due FRI
2/17
5. Digestive/Circulatory systems due Fri 2/24

Go through Mr. Knuffke's Evolution Prezi

Sign up for a Prezi if you are doing this for your project (Its FREE)
How to make a great Prezi

Darwin's theory & Who influenced Darwin? organizer DUE

HARDY & WEINBERG

Hardy Weinberg animations

Hardy Weinberg Problems

HW:
"Read for understanding" 
Ch 23
HW:
1. First 5 Hardy Weinberg Problems due FRI
2. Holtzclaw
?'s due WED 2/16
3. Test corrections due FRI
2/17
4. Digestive/Circulatory systems due Fri 2/24

4.Go through Mr. Knuffke's Evolution Prezi

Hardy Weinberg opener  

Transitional fossils
Homologous structures

HW: "Read for understanding" 
Ch 23
HW:
1. First 5 Hardy Weinberg Problems due FRI
2. Holtzclaw
?'s due WED 2/16
3. Test corrections due FRI
2/17
4. Digestive/Circulatory systems due Fri 2/24
MONDAY 2/13 TUESDAY  2/14 WEDNESDAY 2/15 THURSDAY 2/16

Darwin's Birthday!
(FEB 12, 1809)

Lab 8
Case I & II

m&m lab tally sheet
Lab 8 Data sheet

Inuk's genome


HW:


Finish lab 8

Case III & IV
PTC sampling

Holtzclaw ?'s due

2010 AP FRQ

Chap 23 & 24 Slide show

Hybrid sage grouse video clip


Blue Footed Booby dance

Reproductive barriers

HW:
Types of Evolution worksheet & Pre/post zygotic isolation examples
due MON end of class
Study for test THURS

Hardy Weinberg Problems due

Finish Ch 24 slide show
Types of Evolution worksheet & Pre/post zygotic isolation examples due at end of class


Types of Evolution

HW: Study for test THURS
MONDAY  2/20 TUESDAY  2/21 WEDNESDAY 2/22 THURSDAY 2/23
NO
SCHOOL

Review

1. Lab 8 due FRIDAY
2. Body System project (*Digestive & Circulatory checkpoint Friday)
3. Study for Evolution TEST tomorrow


Computer time
Review for test
Work on Body system projects

1. Lab 8 due FRIDAY
2. Body System project (*Digestive & Circulatory checkpoint Friday)
3. Study for Evolution TEST tomorrow
TEST EVOLUTION

HW:
1.Lab 8 due tomorrow
MONDAY  2/27 TUESDAY  2/28 WEDNESDAY 2/29 THURSDAY 3/1
Domain organizer due
On back: 3 ways bacteria are beneficial







 

 

 

 

 

MONDAY  1/24 TUESDAY  1/25 WEDNESDAY 1/26 THURSDAY 1/27 FRIDAY 1/28

EXTRA CREDIT reading guides 9 & 10 DUE

Opener

Clicker game ?'s
(Answers at end)
#19 fixed


HW: Study for Chapter test
TOMORROW
TAKE HOME ESSAYS (Do both) due TOMORROW

2 Take home essays (Do both) due

TEST- 
CHAPTERS 8, 9, & 10



Test results

HW: 
"Read for understanding" 
Ch 22

What do you know? due THURS

Who influenced Darwin? organizer due FRI
Revisit Lab 5-Respiration
Group Data


HW: T/F What do you know due tomorrow

People who Influenced Darwin organizer due FRI

Test corrections due by FRIDAY 2/4

Lab 5 graph/?'s due by
Wed 2/2
What do you know? DUE

Discuss Darwin Projects

Who Was Charles Darwin?

How do we know evolution happens?

How does evolution really work?

Why does evolution matter now?

Isn’t evolution “just a theory”?

HW:
1. Darwin's theory organizer due Tues
2. Lab 5 due WED
3. Ch 22 Project due TUES 2/8
4. Test corrections due FRI

Who influenced Darwin? organizer DUE

Chap 22 Project Examples-
BE CREATIVE :)
Cell Pirates
Facebook
    template

DNA song
Mitosis song
Make a game
Make . . . ?

Transitional fossils
Homologous structures

HW:
1. Darwin's theory organizer due Tues
2. Lab 5 due WED
3. Ch 22 Project due TUES 2/8
4. Test corrections due FRI
MONDAY  1/31 TUESDAY  2/1 WEDNESDAY 2/2 THURSDAY 2/3 FRIDAY 2/4


SNOW DAY!


HW: Darwin's Theory Organizer due WED
Chap 22 Project due TUES 


SNOW DAY II

Hope you are working on your PROJECTS!


HW: Darwin's Theory Organizer due WED
Chap 22 Project due TUES 

IT's
SNOW DAY III

 

HW:
Chap 22 Project due TUES 
Hardy Weinberg problems due MONDAY

Darwin's Theory organizer due

Hardy Weinberg
Hardy Weinberg animations

 

 

HW:
Chap 22 Project due TUES 
Hardy Weinberg problems due MONDAY

I will be gone to SD Science Teachers Conference

See TO DO LIST
Countdown

Work on Ch 22 Project

Sign up for a Prezi

How to make a great Prezi
MONDAY  2/7 TUESDAY  2/8 WEDNESDAY 2/9 THURSDAY 2/10 FRIDAY 2/11
PRESENTATIONS
Lab 8
Case I & II

m&m lab tally sheet
Lab 8 Data sheet

Inuk's genome
PRESENTATIONS

I will be gone for SDSU Math/Science teacher Panel

Hardy Weinberg Problems due

Finish lab 8

Case III & IV
PTC sampling



TEST CORRECTIONS DUE
Hardy Weinberg opener
   ppt

2010 AP FRQ

Chap 23 & 24 Slide show

Hybrid sage grouse video clip


Blue Footed Booby dance

Reproductive barriers
Types of Evolution

HW:
Types of Evolution worksheet & Pre/post zygotic isolation examples
due MON end of class
Take home essays due TUES
Study for test TUES



Darwin's Birthday!
(FEB 12, 1809)

 

MONDAY  2/14 TUESDAY  2/15 WEDNESDAY 2/16 THURSDAY 2/17 FRIDAY 2/18
Finish Ch 24 slide show
Types of Evolution worksheet & Pre/post zygotic isolation examples due at end of class


HW: Study for test tomorrow; finish both take home essays
TEST EVOLUTION

See test results

HW:
1. Read Chap 27 (prokaryotes)
2. Answer ?'s (pp1-3 in Parade of Kingdoms packet) due THURS
3.Finish evolution essays due THURS
4. Finish Lab 5 & 8 due FRI

Talk about Body system project
Body system Wiki
Project directions


Prokaryotes

Both Take home essays DUE

Parade of Kingdoms Packet (pp1-3 prokaryote ?'s due)


Labs 5 & 8 graph/?'s due
MONDAY  2/21 TUESDAY  2/22 WEDNESDAY 2/23 THURSDAY 2/24 FRIDAY 2/25
NO
SCHOOL
     
MONDAY  2/28 TUESDAY  3/1 WEDNESDAY 3/2 THURSDAY 3/3 FRIDAY 3/4
Linus Pauling's B-day
Feb 28, 1901
      NO
SCHOOL

 

 

MONDAY 2/1 TUESDAY  2/2 WEDNESDAY  2/3 THURSDAY  2/4 FRIDAY  2/5
      TEST-Chap 18, 19, 20
HW: Read Ch 22
What's up with...
the Handwalkers?
 
due Tuesday
MONDAY 2/8 TUESDAY  2/9 WEDNESDAY  2/10 THURSDAY  2/11 FRIDAY  2/12

In class:
Read 22.1
What do you know?

Begin slide show

Ideas that influenced Darwin?

HW: Chapter concept map due at end of chapter

Hand walkers due

In class:
Slide show- Ideas that influenced Darwin

Watch video clips:
Who Was Charles Darwin?

Isn’t evolution “ just a theory”?

HW: Complete Ideas that influenced Darwin? graphic organizer
due tomorrow

Ideas that influenced Darwin due

Slide show: Darwin's theory

HW: Read 22.2 and complete Darwin's theory


Slideshow: Evidence for Darwin's theory

HW: What's up with...The blue people of Troublesome Creek?

THEMES-
(AP Exam review)
Come up with new 3 examples to add to your themes sheets

TEST CORRECTIONS DUE

 

MONDAY 2/15 TUESDAY  2/16 WEDNESDAY  2/17 THURSDAY  2/18 FRIDAY  2/19
NO 
SCHOOL
What's up with Blue People? due

Finish slide show

HW: Read Chapter 23

LIZARDS activity

HW: QUICK START ?:

Discuss thematic examples

Discuss answers to QUICK START ?

Lizard DNA analysis

HW: LIZARDS due tomorrow

Chapter 23 slide show

HW: What did Darwin say?

Lizard ?'s due tomorrow

Skin color graph due tomorrow

 

MONDAY 2/22 TUESDAY  2/23 WEDNESDAY  2/24 THURSDAY  2/25 FRIDAY  2/26

Lizard ?'s due

Skin color graph due

Chapter 23 slide show

HW: Darwin ?'s due MON

What's up with disappearing honeybees? due MON
 

Darwin ?'s due

What's up with disappearing honeybees?

Finish Chap 23 slide show

HARDY-WEINBERG Practice

HW: Hardy Weinberg problems

HW: Hardy-Weinberg problems
Essay ?
Chapter concept map

 

Hardy Weinberg animations

Computer Lab Prelab 8

HW: Hardy-Weinberg
problems

Chapter concept map

 

Population Genetics Lab 8
m&m lab tally sheet
Lab 8 Data sheet

HW: Hardy-Weinberg
problems

Chapter concept map

Chapter 24

Hardy Weinberg problems due

Lab 8 due

Concept map due


Finish Lab 8

Lab 8 Class data

Review for test

Campbell & Reece Use log in, choose Cummulative test link and pick chapters 22-24

QUIA- Evolution quiz

Natural selection & speciation quiz

QUIA Evolution Multiple choice

Evolution quiz- Indiana University NW

North Harris College-
Hardy Weinberg

See more reviews/tutorials below

MONDAY 3/1 TUESDAY  3/2 WEDNESDAY  3/3 THURSDAY  3/4 FRIDAY  3/5

Evolution TEST
Chapters 22-24

Evolution Essay

HW: Parade of Kingdoms

     
MONDAY 3/8 TUESDAY  3/09 WEDNESDAY  3/10 THURSDAY  3/11 FRIDAY  3/12


 

       

 

 

2008

MONDAY 2/11 TUESDAY  2/12 WEDNESDAY  2/13 THURSDAY  2/14 FRIDAY  2/15
      TEST-Chap 18, 19, 20

HW: Take home essay ?'s
What's up with...
the Handwalkers?
 
due Tuesday

NO SCHOOL
MONDAY 2/18 TUESDAY  2/19 WEDNESDAY  2/20 THURSDAY  2/21 FRIDAY  2/22
NO SCHOOL Take home essay ?'s due

Hand walkers due

In class:
Read 22.1
What do you know?

Begin slide show

Ideas that influenced Darwin?

HW: Chapter concept map due at end of chapter

In class:
Slide show- Ideas that influenced Darwin

Watch video clips:
Who Was Charles Darwin?

Isn’t evolution “ just a theory”?

HW: Complete Ideas that influenced Darwin? graphic organizer
due tomorrow

Ideas that influenced Darwin due

Slide show: Darwin's theory

HW: Read 22.2 and complete Darwin's theory
TEST CORRECTIONS DUE

Slideshow: Evidence for Darwin's theory

HW: What's up with...The blue people of Troublesome Creek?

THEMES-
(AP Exam review)
Come up with new 3 examples to add to your themes sheets

MONDAY 2/25 TUESDAY  2/26 WEDNESDAY  2/27 THURSDAY  2/28 FRIDAY  2/29
What's up with Blue People? due

Finish slide show

HW: Read Chapter 23

 

LIZARDS activity

HW: QUICK START ?:

Discuss thematic examples

Discuss answers to QUICK START ?

Lizard DNA analysis

HW: LIZARDS due tomorrow

Chapter 23 slide show

HW: What did Darwin say?

Lizard ?'s due tomorrow

Skin color graph due tomorrow

Lizard ?'s due

Skin color graph due

Chapter 23 slide show

HW: Darwin ?'s due MON

What's up with disappearing honeybees? due MON

MONDAY 3/3 TUESDAY  3/4 WEDNESDAY  3/5 THURSDAY  3/6 FRIDAY  3/7
Darwin ?'s due

What's up with disappearing honeybees?

Finish Chap 23 slide show

HARDY-WEINBERG Practice

HW: Hardy Weinberg problems

HW: Hardy-Weinberg problems
Essay ?
Chapter concept map

Hardy Weinberg animations

Computer Lab Prelab 8

HW: Hardy-Weinberg
problems

Chapter concept map

Population Genetics Lab 8
m&m lab tally sheet
Lab 8 Data sheet

HW: Hardy-Weinberg
problems

Chapter concept map

Finish Lab 8

Lab 8 Class data

Chapter 24

HW: What's up with the Darwin Awards?

MONDAY 3/10 TUESDAY  3/11 WEDNESDAY  3/12 THURSDAY  3/13 FRIDAY  3/14
Darwin awards

Hardy Weinberg problems due

Lab 8 due

Concept map due

 

Review for test

Campbell & Reece Use log in, choose Cummulative test link and pick chapters 22-24

QUIA- Evolution quiz

Natural selection & speciation quiz

QUIA Evolution Multiple choice

Evolution quiz- Indiana University NW

North Harris College-
Hardy Weinberg

See more reviews/tutorials below

Evolution TEST
Chapters 22-24
Evolution Essay

HW: Parade of Kingdoms

 

 

 

  http://www.starteaching.com/j02970431.gif

Zoology lab