1. Stamp labwork & final notes
concurrent: discuss lab discussion Q as a lab group
2. Discuss lab results together
3. Wrap up notes: Eukarya; Prezi on cladistics
HW: Finish up vocab
Quiz yourself: 6e Raven online MC (link at Bio+logia)
two of the following: chapters, 20, 21, 22, 32.
email or print results; < 85%, write corrections
Study some more!
1. Diversity ppt specifics discussed
2. Phylogeny notes, cont.
(FYI: The text has an entire chapter (5e 22? , 6e 23)
on Human Evolution)
3. Class phylogeny, quantified
Graph results: Time (# shared ancestors) vs % similar
HW: Read/Take notes: 5e 28.3, 6e 32.3
Analyze Phylogeny activity results
Begin to study for unit exam Friday/Monday
1. Hardy-Weinberg Lab write up due
2. Systematics, continued
@ Lab: class phylogeny
3. Diversity Lottery
HW: Do research (text, 'net) for the ppt slide on your taxon - the traits that define the grouping, & images. See requirements/example slide on Evolution page of this website
1. H-W lab part B analysis discussed
2. On to Systematics...
Classification as a hierarchical system
HW: • Type up H-W lab, including background information
about H-W equilibrium
Check your quiz scores on JupiterGrades; if you scored 0
or 1 on the H-W quiz Q, study and try again Thursday
(5, 6B) Friday (4A) at lunch
_Select and submit, via the online portal, your class choices for next year by Tuesday. Help available in the library Tuesday, 5-7pm.
Sign up for a science class!
Like math? try:
Physics or chem (concurrent with Alg 2)
(AP Physics concurrent with Calc)
Like vocab? Try Anatomy!
Like lab more than content? Consider Biotech
1. Zonkeys discussed; SOAPS turned in
2. Get thumbnail sketches of each others graphs of the H-W lab data
4. On to systematics
5. HW: Lab notebook analysis of H-W labs
1.Stamp home notes (speciation; H-W & heterozygote
2. Zonkeys, discussed. Turn in SOAPS evidence.
3. H-W lab part B, continued: class data generated. Decide
within lab group who will graph which case.
4. Review together: Heterozygote Advantage; Practice problems
HW: One data set from both A and B of the lab graphed
Want more H-W practice? link on evolution page
Quiz next class: evolution terms (list 6 + first set on List
1. Recap of The Nature of Species notes via Prezi; hybrids happen (Zonkeys!)
2. Review together H-W part A calculation process, results, via ppt,
3. H-W Lab, continued - Start Part B, as a class
4. HW: Read/take notes: 5e ch 28.1 & 28.2 6e, ch 32.1 & 32.2
Thank you for the feedback. Most of you are fine with the course. Grading/tests got the most negative scores (27%), but less than the number of positive marks. Most comments about notes indicated you like the current approach (86%). Organization & expectations are unclear to some (10%). A few things warrant a response:
• NOTES - If you find the reading too arduous, you might print out an outline first, read/highlight, then annotate in class or after class discussion. Alternatively, the Campbell Biology text we use in Advanced Biology is, I think, a great book, and there are copies on reserve in the library, or you can start with your test prep book for an overview of a topic. You can't expect to be able to get the bulk of the written notes from class, sorry; we would move too slow.
• ORGANIZATION/EXPECTATIONS - Trust I am not being obtuse on purpose. Maybe use the blog feature on this page to send out questions to classmates/me for clarification?
• ASSIGNMENTS - I can't read much because my time is spent creating the lessons. The ppts are especially time consuming. Are they worth it, do you need them? I will try to assign the occasional thing I can grade easily, like the article/SOAPS.
• GRADE/CATEGORIES - I will continue to consider this, however, I feel the grades the current scheme generated for fall are, when I look at them subjectively, pretty accurate. The curve is skewed to A and B's and only a few did not make the C. This is in part because I am setting the upper limit on tests based on the class average score, regardless of how low. Also remember that an A grade indicates excellence and C is average - for AP students - and those are in respect to demonstrating knowledge, not willingness to do the assigned work. If you are getting a C, I do not think your work will pass muster on the exam, but you pass the class.
• LAB - They can be complex and it's easy to get hung up on the protocol and lose sight of the purpose. Best practice is to ask yourself at the end of each day why we did what we did. If you can't answer it, and we don't go over it the next class, bring it up. Others no doubt have the same question.
• CONTENT/TIME CONSTRAINTS - You (and I) have to give up the notion that we will 'cover it all'. Evidently no one does, and yet students pass the exam. I will try to start class more promptly and reduce the tangents, as suggested. I will post exam rubrics too, rather than use class time for this. Help me out by getting to class on time.
1. Compare your class Thiourea taste test results with lab group & then with teacher. See ppt/lab handout for help. Got it? Complete for the other two taste tests
2. Each person in the group graph the allele and genotype frequencies of a different taste test; analyze in lab notebook
3. Compare my notes from the homework reading (on whiteboard) to yours. Highlight & addend yours where necessary
4. HW: A. Read/take notes on Hardy-Weinberg & Heterozygote
5e: 19.2 beginning; plus handout (a reprint from 6e)
6e: 20.2 first and last sections
B. Read the reprint Zonkeys...; do a SOAPS analysis as you
read (on separate paper, or on the reprint, either is fine)