1. 17.3/19.1/17Q stamp
(what/how many stamps?)
2. PPT: Rates of evolution
3. POGIL: Phylogenetic trees
4? Lab: Systematics
HW: • Final edits to lab paper
• Read/take notes 19.3
1. 17.2 notes stamped
reviewed via PPT
2. Artificial Selection lab: plant f1 seeds
3. Population Modeling Lab: compare claims, generate the evidence to support, propose why (reasoning). Write a second claim, backed by evidence, reflecting on some other pattern in the data. Write the discussion paragraph. Create a shared doc for the write up; divvy up the paper sections.
HW: • Draft your part of the group lab paper
• Buffet: Read Zonkeys; SOAPS annotations
1. Midterms returned, reviewed
2. Speciation, continued
POGIL, PPT, examples
3. Lab: Pre-Lab reviewed
graphed data; CER
HW: • Make sure your pre-lab is written, data tables are done (n!), results are graphed. Make the primary claim that answers the investigation question.
• Read/take notes 17.2
1. PPT: Speciation
2. Fast Plants: Harvest seed pods, store in envelope
Clean up grow systems
3. Lab: population modeling, continued
Control trial data should be generated, graphed
Group agrees on an IV to test; write the pre-lab
Alter the model; run generations to test the IV; record allele frequencies; graph same
Enjoy Homecoming weekend!
1. WWD: Butterfly paternity corrections, stamped
• pick up the Buffet
2. H-W Lab: Feedback
3. Lab: Computer Population Modeling, continued
• generate stable allele frequencies for a control trial (slide 17)
• graph these trial results
• Generate/record descriptive metrics for the control trial as listed in lab
• Write the lab background, discussing the conditions of the H-W equilibrium, and naming and describing the various conditions that can drive change in allele frequencies and therefore cause a population to evolve. Add an illustrative example, from the previous lab, from examples in the book, or from my PPT.
• Finish #3 from above: control trial data table, graph, & relevant metrics
• Buffet - POGIL: Reproductive Isolation
1. Population genetics lab due - tag it & leave your notebook
• Extra stamp SOAPS analysis?
2. AP Classroom help
• I marked 'complete' - do you now see feedback?
• If I reassign is feedback still there? How about if I check 'complete'; a second time?
3. Lab: Computer modeling population genetics
• work in pairs: one reading the model directions, partner building the model
HW: • Make correction (as needed) to the Working with Data: Butterfly Paternity assignment
• Read/take notes: 17.1
1. Midterm Exam
what did you do to study?
HW: • Make sure selection lab is complete in notebook
• Short a stamp? Read/mark up (SOAPS) either of these texts on sickle cell disease.
Nadler, Spencer. 2001. The Language of Cells, Random House, N.Y. The Burden of Sickle Cells – JSTOR. (Sign up for free account) Reprint
Begley, Sharon. "We know what causes sickle cell disease. Where's the cure?" STAT. STAT, 09 Aug. 2016. Web. 02 Aug. 2017. Reprint
1. Turn in (!) the WWD homework
2. Selection Lab, continued
make a copy of the data to work in; generate allele frequencies, graph of same
3. Lab follow up Q on the final slide of each lab ppt (Selection, Population Genetics)
4. Review Book Q
HW: • Lab analysis
• Review the unit for an exam Thursday
review resources on this webpage at unit resources > unifying theory, scroll down to tools for review
1. Quizzes reviewed
Ch 16 notes and Q finished? Stamped
2. H-W Practice problems - check your work
come in for help if you need a tutorial
3. Population Genetics Lab, continued
IV, DV, Q ,Hypotheses
Data Dance Party
HW: • Buffet: WWD Butterfly paternity (absent? use this edited version)
• Test Thursday; start reviewing via AP Classroom assignment 'Selection'. (not yet signed up for AP Classroom? Go to myAP.collegeboard.org> join the AP Bio course > submit the join code (YMADGM ) > verify course info > fill out registration info.