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1. Lab: Population Genetics : taste tests as illustrative example
Lab slides 5-7.; data table (Sheets or pdf)
got water? Yes/no cards?
2. H-W Practice Problems
worksheet and Sheets versions
4. Read and take notes section 16.1
5. Choose any of the labs thus far - Variation within a Population (Lab A), Variation between Populations (Lab B), or Evolution via Selection (when returned) and draft a lab paper. as follows.
• Use MLA formatting and make the title a hook
• Write in complete sentences and well-organized paragraphs. Section headings are okay.
• Include all components, background through discussion, in sequence.
• Use the Lab Elements checklist to make sure your work is complete.
1. Evolution via Selection Lab results, discussed
2. On the lab Discussion paragraph
3. SS: Quantifying Evolution
Optional: Video Bulletin/Class feedback via this Form
4. H-W POGIL: make corrections, resubmit if not yet credited
5. Lab Background: Population Genetics
summarize from the Lab SS, or mark up the document version
6. Write a discussion paragraph for each of the three labs thus far: Variation in a Population, Variation between Populations, and Evolution via Selection.
7. Find the lab envelope; you'll need the taste test strips in class tomorrow
1. 'Origin' excerpt paraphrased/vocab reviewed
2. Quizzes (2), in Jupiter
3. Share your graphs with your group, discuss
Start the lab analysis
4. Vocab quiz harder than expected? If you scored 5 or less, you may retake W during office hours (9:30 - 12)
5. Selection Lab analysis : CER and discussion
Turn in results table, graph of same, and the analysis for feedback (Thursday)
6. POGIL: The Hardy Weinberg Equation (Monday)
7. Lab: Population Genetics: read & summarize, or annotate, the lab background (Monday)
1. 'Median' text SOAPS
2. SS/POGIL: Types of Selection
3. Selection Lab: data to results (# in population to frequency/generation)
Disrupt the model (env. change), write a reasoned prediction (or take the null), run the model three more generations. Graph frequency of each beak variation over time
4. Make a copy of the group lab data, or open a new Sheet, and create a graph of the frequency of each phenotype over time (one graph, all generations). See if you can somehow denote between which generations the changed conditions occurred. Not familiar with Sheets? Use the tutorial.
5. Review the vocabulary; vocab and s'math quiz tomorrow
1. Group reorg: more beans!
2. Lab: Modeling Natural Selection
no sloppy science - establish the feeding rules (think lab constants)
run the control trial(s); record in Sheets; share with all (and me)
3. Define the pressure on the population; use to finish the pre-lab
4. POGIL: Selection & Speciation
5. TEXT: The Median isn't the Message
Read & annotate for the elements of a SOAPS* analysis. Add your ideas to the class padlet. *Speaker, Occasion, Audience, Purpose, Subject
6. Start the Unit Vocabulary
• Quiz Tuesday: Terms and definitions, applying math. Timed.
Presumed math skills: mode, median, etc metrics; percent; percent change (you can use the IS formula sheet). On formula sheet: mean, rate, SD & SE
1. Starter: Whiteboarding SD and SE
Variation lab graph examples - pros and cons
2. SS/notes - Selection "winners and losers
3. Lab: Evolution via Selection: Background
on lab notebooks
4. Start the Pre-Lab: Evolution via selection
just IV, DV, as you'll need to consider the beak variations and agree upon the environmental change in order to predict
Pre-Lab template available in a Sheet
5. Got beans? Get a beak, read through methods, practice
No beans? Read the methods, draft a data table
6. Read and annotate as directed the excerpt from On the Origin of Species
1. Lab A results: is your population varied? Quantitative evidence?
SS Sidebar: No sloppy science
2. SD recap; SE Slide deck
3. Breakout groups:
Calculate the SE for your population sample.
Post your populations mean, SD, SE to this shared Sheet
4. Review SE via Bozeman science
5. Revisit your Stats in Biology work; make revisions as indicated/needed (by Wed.)
6. Variation Lab B: comparing two populations (by Thurs.)
7. Lab analysis: CER for part A and part B (by Monday)
and if you haven't yet done so...
8. Join AP Classroom, register for the online textbook, pick up a hard copy of your books
1. Jamboard results: class norms
2. Run the lab, generate the data, results, graph
3. Download this reference sheet on two more population statistical measures, standard deviation (SD) and standard error (SE). Learn about standard deviation via this SS and/or this Bozeman science video.
4. Find both SD & SE for your peanut data set; add to results table. Check your Sheet for suggestions from me; make any edits
5.. Practice finding SD and SE for a population, and interpreting those results via this Statistics In Biology worksheet. Work on paper, or in a copy of the attached Sheets model.