Meet the Elements
Feb 8th
Those of you that showed up for class on Friday got to experience the always thrilling They Might Be Giants and their DVD “Here Comes Science.” While the videos are designed for kids, the science described in each song is right on. Because we are getting into our discussion of proteins and macromolecules, it is important that we first discuss elements – the building blocks of these larger molecules. As you will find, most everything in biology as a “building block” that helps put it all together.
Before we talk a little more about elements, lets take a look at the video:
Think about what you just watched and consider some of the following facts that are important to remember as we move forward in class:
- The six most important biological elements can be remembered by using the “word” N‘CHOPS. (Nitrogen, Carbon, Hydrogen, Oxygen, Phosphorus, and Sulfur).
- These six elements make up 99% of all living things.
- The most abundant of these molecules, making up 98% of all living organisms, are Nitrogen, Carbon, Hydrogen and Oxygen.
- The most abundant element (by weight) in the human body is Oxygen, followed by Carbon. (In the universe, hydrogen is my abundant by far – thanks to all the stars.)
- These elements are put together in order to make molecules (water, oxygen gas, carbon dioxide, etc.) that are essential for life.
- Even more elements can be put together to make very large molecules called macromolecules – we will talk more about these once school is back in.
Unit 1: The Beginning
Feb 3rd
Today, because of the weather class was relatively sparse – twelve people showed up. However, as the saying states, “The show must go on.” And in our case, the “show” is the beginning of Unit 1: Evolution. In groups of four students worked in team to read about the problem that we will be working on for the next three weeks or so.
After carefully reading through the scenario and learning about some background information, each team constructed a list of vocabulary that needs to be understood in order to complete the project. Once they had the vocabulary pulled out, they completed a “Know / Need to Know / Need to Do” column chart. Done individually initially, each student constructed their own list and then they put all of their information on one poster to post as their group “information.”
All students that missed class today will be grouped tomorrow and begin their work through the same work that was done today.
AP Biology: “Questions of the Day”
Feb 3rd
Upon the conclusion of our study of Chapter 19 (Chapter 18 in the Seventh Edition text) you should be able to answer all of the questions below with reasonably little external help. While that may not take place immediately in your head, the knowledge may need to “set it” and “process” over night or the next day, but you should eventually have a solid understanding of this information.
In order to help it ALL sink in, please write up a brief response (a few sentences) for each of the following questions:
- Explain how capsids and envelopes are formed
- Distinguish between the lytic and lysogenic reproductive cycles
- Explain why viruses are obligate intracellular parasites
- Describe the reproductive cycle of an HIV retrovirus
- Describe three processes that lead to the emergence of new diseases
AP Biology Essay Exam Question
Jan 28th
Assume that a particular genetic condition in a mammalian species causes an inability to digest starch. this disorder occurs with equal frequency in males and females. In most cases, neither parent of affected offspring has the condition.
- Describe the most probable pattern of inheritance for this condition. Explain your reasoning. Include in your discussion a sample cross(es) sufficient to verify your proposed pattern.
- Explain how mutation could cause this inability to digest starch.
- Describe how modern techniques of molecular biology could be used to determine whether the mutant allele is present in a given individual.
The Scientific Method
Jan 26th
Today we began to look at one that science is done: “The Scientific Method.” In class we described the steps that we would be using throughout the class, our projects and eventually the science fair. There are lots of different opinions of what the scientific method looks like and how many steps that it has; however, it is important to understand that no matter how many steps that it may have or what each step may entail, each is simply a guide to do good science. Doing a quick search I found an example that looks a lot like what we discussed and even a version that has only four steps.
In case you missed one or two or all of the steps we talked about today, I have included them below:
- Observe the world around you. (Unless you are aware of what is happening around you, you will not even know what to question.)
- Form a problem statement or question. (What are you trying to figure out?)
- Conduct research on your question. (Learn everything you can about your topic.)
- Construct a hypothesis. (What is your testable prediction? After you conduct your research, what do you think the outcome will be?)
- Devise an experimental procedure. (What are the steps that you will need to take in order to complete your experiment?)
- Perform your experiment and collect your data.
- Analyze your data. (Does the data you collected support your hypothesis or not?)
- Draw a conclusion based on all your analysis. (What does it all mean?)
As you can see we have eight steps, and we will be revisiting this process throughout the entire semester.
Remember, if you have any questions, drop me an email as soon as possible – stay on top of your work.
AP Biology Extra Credit – End of Semester #1
Jan 16th
Read the following article (completely).
Should Evolutionary Theory Evolve? (http://www.the-scientist.com/2010/1/1/24/1/)
- Based on the article come up with one question that can be answered by the text. (This needs to be a question that takes a paragraph or two to answer – not a one word response.)
- Find an addition resource that can be used to answer your original question.
- Use Bibme.org to create a proper reference for the site that you found.
- Answer your question, again in a paragraph or two, using your new resource.
Only complete submissions will be graded.
Updated Grades
Jan 11th
It is especially important to check your grades as the semester begins to draw to an end. Please take some time to look over any missing assignments you have and try to get them finished by the end of this week. Late work will not be accepted after this week.
Calendar of Events (Due Dates)
Jan 7th
I have updated our class calendar with the information that we talked about today. I know I haven’t been the best at keeping the calendar updated, but maybe you haven’t even noticed. However, it is up-to-date now. Currently I have just posted the upcoming due date, but I think in the future I will try to include upcoming topics and the labs so you can get an idea of what is coming up in the class.
Reminder:
- Friday, 8 January 2010: Chapter 14 Study Guide (I will have this graded by the end of the day so you can use it to study from over the weekend.)
- Monday, 11 January 2010: Exam on Chapter 13, 14, 16, 17 (Paper-based exam.)
- Friday, 15 January 2010: All work (resubmission, extra credit, etc.) is due.
AP Biology Holiday Assignment #5 (Bonus)
Jan 3rd
Review: A Nightmare on Elm Street
The link above is to a review of my all time favorite horror movie. And I don’t just like the first one (but it is definitely the best), I love them all – even that silly “Freddy vs. Jason” mess from a few years back. Besides my family and science, horror movies are probably my most favorite things in the world. Good ones. Bad ones. Old ones. New ones. It doesn’t matter. For your last assignment of break, select one horror movie and write a short review.
The assignment can be completed in Wave or Moodle.
For the review:
- Title
- Year of release
- Director
- Stars
- A brief synopsis of the film.
- A short paragraph about why you like the film.
The end. (Twenty-five points for a good review – must be complete to get any points.)
AP Biology Holiday Break Assignment #4
Jan 1st
Below you will find links to the article required for the assignment both in an online version and PDF. Carefully read the article and then complete the assignment below. Read each question carefully and be sure to answer them completely. Incomplete assignments will receive zero credit.
You can also complete this using Wave or Moodle.
Reading A - Fish Need You (Download PDF)
2005 Fish Need You. PLoS Biol 3(3): e75. doi:10.1371/journal.pbio.0030075
Assignment 4, Part A:
1. Describe the function and importance of the “You-class” mutations in zebrafish.
2. How do Hedgehog signaling proteins function as described in the article?
3. What is hypothesized to be the relationship between “You-class” mutations and Hedgehog proteins?
Reading B - Inhibiting Hedgehog: New Insights into a Developmentally Important Signaling Pathway (Download PDF)
Hoff M, 2006 Inhibiting Hedgehog: New Insights into a Developmentally Important Signaling Pathway. PLoS Biol 4(8): e258.doi:10.1371/journal.pbio.0040258
Assignment 4 Part B:
1. Describe one of the signaling pathways outlined in the article.
2. What do the authors describe as the effect of inhibiting Hedgehog proteins in the pathways they analyzed?