AP BIOLOGY WARM-UPS

Schukow 13-14

WARM-UPS 9/4/131. What is the purpose of the syllabus?

(cite evidence from the document to support your claim)

2. Answer two of the following questions.1. What makes you feel comfortable in the

classroom?2. What are some things the teacher can do

to support your learning?3. What are some things your classmates

can do to support your learning?4. What would get in the way of your

learning?

WARM-UPS 9/5/131. The marshmallow tower challenge had

nothing directly to do with biology so why would I have you do it?

2. Have your class norms ready for discussion.

WARM-UPS 9/6/131. On the student information cards you

filled out on day 1, 0% of you drew a picture of a female scientist. Why?

2. Also on the student information cards, many people said they wanted to “pass or do well” the AP test. Be specific, write down your goal for that test. A 1 is the lowest score you can receive and a 5 is the highest.

7.4

29.5

36.5

21.45.4

2013 AP Bio National Score Breakdown 1

2345

WARM-UPS 9/9/131. Did you complete the reading over the

weekend? If so, how did it go?2. If you didn’t set a goal for the AP test

last Friday, do so today.

WARM-UPS 9/10/131. Based on the CH 1 reading and your

prior knowledge, which of the shapes/lines below best represents the science process? Why?

2. Biology is the study of life. Can biologists (scientists) answer all questions about life? If not, provide an example of a question which cannot be answered by science.

WARM-UPS 9/11/13 “Air is matter. We found that the weight

of the ball increases each time we pumped more air into it. This shows that air has weight, one of the characteristics of matter.”

1. Does the above quote show claim, evidence, and reasoning? If not, which is missing.

WARM-UPS 9/12/131. How did the cube activity demonstrate

the following: the importance of patterns in the science process, the limitations of science conclusions/knowledge, and the need for revising hypotheses when newly found evidence does not support them?

2. What is/are the purpose(s) of constructing a graph or data table when data from an experiment is collected?

WARM-UPS 9/13/131. What aspect(s) of a graph can be used

to indicate the degree of confidence a scientist has in the correlation (linear dependence) between two variables?

2. After you compile raw data from an experiment, what question(s) should you ask yourself when constructing a graph using that data?

WARM-UPS 9/16/131. Explain the importance of chemical

bonds and reactions in the development and function of molecules.

2. Explain how the unique properties of water make Earth inhabitable for life.

WARM-UPS 9/17/131. Name one feature of Excel that you

understand how to use and one feature you are struggling with.

WARM-UPS 9/18/13 Which of the following statements about

the graph below are true?1. There is a statistically significant

difference between the control and treated group.2. The sample size was 5.3. The standard error was greater for the control.

WARM-UPS 9/19/13

Data set 1 Data set 2 Data set 3 Data set 4

10 10 8 12

15 15 10 20

20 12 12 15

  13 14 28

  18 9 19

  24 10 17

  13 11  

  28 13  

    14  

Which set of data below is the most reliable (precise)? Why do you think so? Prove it.

WARM-UPS 9/20/131. What is the purpose of performing a

chi-squared test during an experiment?

2. If we determine that the M and M lab fails the chi-squared analysis, propose a plausible explanation for this occurrence.

WARM-UPS 9/23/13 No warm-up today, take this time to

prepare for the quiz.

WARM-UPS 9/25/131. What did you learn about this class

when you took the quiz yesterday?2. How have you been studying for

tomorrow’s test? 3. What questions do you have regarding

the Excel part of the test?

WARM-UPS 9/26/131. Using prior knowledge and an

understanding of root words, what are “macromolecules”? What makes a macromolecule different from a molecule such as oxygen (O2)?

WARM-UPS 9/27/13Learning Target: I can explain how dehydration synthesis and hydrolysis contribute to the emergent properties of macromolecules. 1. How does the presence of a functional

group on a molecule contribute to the emergent properties of the molecule?

WARM-UPS 9/30/13Learning Target: I can relate the affect of function groups, dehydration synthesis, and hydrolysis, to the idea of emergent properties by completing a gots and needs exit slip.

1. How do the articles assigned for homework this weekend illustrate emergent properties?

2. In what ways are the two articles similar and how are they different?

WARM-UPS 10/1/13Learning Target: I can identify the major characteristics of macromolecules by completing a station lab.1. Draw the molecule that forms as a

result of dehydration synthesis between these monomers.

2. What is the general name for the molecule formed as a result of this bonding?

WARM-UPS 10/2/13Learning Target: I can identify the major characteristics of macromolecules by completing the Matching II worksheet.

1. List defining characteristics (based on the work from yesterday) of each class of macromolecule.

Warm-Up Check Today: 9/16, 9/17, 9/18, 9/19, 9/20, 9/23, 9/25, 9/26, 9/27, 9/30, 10/1, 10/2

WARM-UPS 10/3/13Learning Target: I can identify the major characteristics of macromolecules by completing the Matching II worksheet.

1. Based on your work over the past few days, has your view on the importance of learning about functional groups changed?

WARM-UPS 10/4/13Learning Target: I can describe the emergent properties that arise in macromolecules by participating in a class discussion. What is this molecule? How do you

know?

WARM-UPS 10/7/13Learning Target: I can describe the 4 major classes of macromolecules by participating in a class discussion.1. Which of the two molecule below is a

sugar and which is part of a fat?

WARM-UPS 10/8/13Learning Target: I can explain the importance of environment on the function of macromolecules by writing a 25 word summary of and identifying the main point of a research article.

1. Based on the chapter and research article, what is denaturation and how does it illustrate the importance of the environment in the function of macromolecules?

WARM-UPS 10/10/13Learning Target: I can explain how enzymes function by completing an enzyme inquiry activity.1. Most of the chemical reactions that

occur in your body require a higher internal body temperature than is required for survival. With this said, how do all of these chemical reactions occur?

WARM-UPS 10/11/13Learning Target: I can explain how enzymes function by completing an enzyme inquiry activity.1. Draw in the effect of adding an

enzyme to the following reaction.

WARM-UPS 10/14/13Learning Target: I can explain how environmental factors affect the function of an enzyme by completing a lab.1. What is the difference between a

competitive inhibitor and a noncompetitive inhibitor?

WARM-UPS 10/15/13Learning Target: I can explain basic concepts about ecology by completing a gots and needs exit slip.1. In yesterday’s lab, fill in what blanks to

describe what each of the following represented.

1. Hands = ________________2. Colored toothpicks = _______________3. Cold = ______________________4. Gloves = __________________

Warm-Up Check tomorrow:10/3, 10/4, 10/7, 10/8, 10/10, 10/11, 10/14, 10/15, 10/16

WARM-UPS 10/16/13Learning Target: I can describe the structure and function of macromolecules and enzymes by completing a test.

1. Immediately get your group slides, open the lab to day 2, and record the number of swimming brine shrimp and un-hatched eggs in the lab packet table on S-5. Remove the swimming brine shrimp with a pipette. You have 10 minutes to complete this task.

2. Have your notebook opened for the notebook check.

Warm-Up Check today:10/3, 10/4, 10/7, 10/8, 10/10, 10/11, 10/14, 10/15

WARM-UPS 10/17/13 Learning Target: I can explain basic

concepts about ecology by completing a gots and needs exit slip.

1. What is the purpose of the different salt solutions in the brine shrimp lab?

WARM-UPS 10/18/13Learning Target: I can explain factors that may affect the hatch rate of brine shrimp by developing a testable hypothesis for a brine shrimp lab.1. We are at the ½ way point. Take a few

minutes to reflect on your current grade and this class. Make a 2 column list. On one side write down things that I can do as your teacher to help you learn more. One the other column, write down things you can do to improve your learning.

WARM-UPS 10/21/13Learning Target: I can explain the effects of humans on the environment by completing the brine shrimp lab.1. What is ecology?2. Discuss two specific ways organisms

communicate with one another.

Reminder: Inconvenient Truth EC due November 6 (see assignment on class website under Ecology unit)

WARM-UPS 10/22/13 Learning Target: I can explain the effects of

humans on the environment by completing the brine shrimp lab.

“The bullied rats still made new neurons at a normal rate, but there was a significant hiccup in the process – an unusually high percentage of the cells would die off before becoming mature.”1. The quote above is from the article, Inside the

Bullied Brain. How does it relate to yesterday’s discussion?

Reminder: Mastering Biology homework for CH 51 and 52 due Thursday at 2:11pm

WARM-UPS 10/23/13Learning Target: I can explain characteristics of populations by participating in a class discussion.1. See the information below on Hamilton’s

rule. How does this illustrate altruism? Hamilton’s rule: rB>C

R = degree of relatedness B = benefit (the average number of extra

offspring that the beneficiary of an altruistic act produces

C = cost (how many fewer offspring would be produced)

WARM-UPS 10/24/13Learning Target: I can explain characteristics of populations by participating in a class discussion. What is the population size at K/2?

WARM-UPS 10/25/13Learning Target: I can explain the characteristics of populations by participating in a class discussion.1. Rate yourself on a scale of 1-5 on your

knowledge and comfort writing lab reports. 1 = no knowledge and little comfort, 5 = lots of knowledge and comfort.

WARM-UPS 10/31/13

Learning Target: I can explain the relationship between populations, communities, and ecosystems by completing a gots and needs exit slip.1. On the lab report, what section did your group

struggle most with? Monday’s HW: Finish the lab report, review populations, communities and ecosystems chapters Happy Halloween!

Here are your treats… The communities and ecosystems MB assignments are Extra

Credit. The reading guides are meant to help you with the reading. I

won’t collect them, but wanted you to do them. The lab report will be due next Monday. I wanted you to

have a completed draft to discuss today.

WARM-UPS 11/4/13Learning Target: I can explain the relationship between populations, communities, and ecosystems by completing a gots and needs exit slip.

1. What questions do you have in regards to the lab report that is due tomorrow?

Reminder: Quiz on Wednesday and test next Monday

WARM-UPS 11/5/13Learning Target: I can explain the relationship between populations, communities, and ecosystems by completing a gots and needs exit slip.1. What concept is

illustrated in the figure ?

Reminder: Quiz tomorrow

WARM-UPS 11/7/13Learning Target: I can cite specific textual evidence to support analysis of a science text by producing a claim-evidence-reasoning response to an article on global climate change.

1. Based on your current understanding, what is climate? Is it the same as weather?

2. When you are researching on the Internet, how do you determine if a source is credible?

Reminder: MB HW due on Monday and Ecology Test next Tuesday, study session on Monday after school

WARM-UPS 11/8/13 Learning Target: I can cite specific

textual evidence to support analysis of a science text by producing a claim-evidence-reasoning response to an article on global climate change.

1. How did yesterday’s video on global clmate change illustrate the relationship between science and society?

Reminder: Ecology test next Tuesday

WARM-UPS 11/11/13Learning Target: I can explain the effect of humans on Earth by participating in a class discussion.

1. Make a prediction. What does the term sustainability mean?

Test moved to Wednesday, study session tomorrow after school

WARM-UPS 11/12/13Learning Target: I can design an experiment to identify behaviors of isopods.

1. How is conservation biology connected to global climate change?

Reminders: Ecology test tomorrow, study session today after school

WARM-UPS 11/14/13Learning Target: I can design an experiment to identify the behaviors of isopods.

1. Was the test difficult and if so, what was the most difficult part?

WARM-UPS 11/15/13Learning Target: I can explain basic concepts of evolution by completing a gots and needs exit slip.1. Based on your current knowledge,

what is evolution?Reminder: Final exam and post-test next Friday. Isopod behavior lab report due at the beginning of the hour next Wednesday.

WARM-UPS 11/18/13Learning Target: I can explain basic concepts of evolution by completing a gots and needs exit slip.

1. At this point, how much studying have you done for the final exam? Did you look on our class website for the post-test scaffold?

Reminder: Final exam and post-test on Friday. Isopod behavior lab report due at the beginning of the hour Wednesday.

WARM-UPS 11/19/13 Learning Target: I can explain basic concepts of evolution

by completing a gots and needs exit slip.

Why is this wrong?

Reminder: Study exam session tomorrow after school from 2:30-3:30pm in my room. Isopod lab reports due tomorrow at the beginning of the hour.

WARM-UPS 11/20/13Learning Target: I can explain basic concepts of evolution by completing a gots and needs exit slip.

1. In your own words, describe natural selection.

Reminder: Final exam review after school today in our classroom from 2:30-3:30pm.

WARM-UPS 11/25/13Learning Target: I can explain evolution by responding to an article on HIV.1. Reflect on the grade you received

during 1st trimester. Were you satisfied with it? If not, what can you do differently this trimester to be more successful?

2. Write down one goal you have for ths trimester.

WARM-UPS 11/26/13Learning Target: I can explain evolution by responding to an article on HIV.1. List words that were difficult from the

article. Were you able to figure out any of these words? If so, what strategies did you use?

WARM-UPS 11/27/13Learning Target: I can identify the big ideas of AP Biology TRI 2 by completing the course pre-test.1. Write down at least one question you

have from the HIV article.

WARM-UPS 12/2/13Learning Target: I can discuss evolution by completing a poster on HIV.

1. Why must patients with HIV be treated with a cocktail of medications?

WARM-UPS 12/3/13Learning Target: I can discuss natural selection by completing the speciation and selection POGIL.

There is no warm-up today because it’s a quiz day. Get ready for the quiz over HIV.

Reminders: the speciation and selection POGIL is due tomorrow, the MB work is due Friday at 2:11, and the Hardy-Weinberg equilibrium POGIL is due by the end of class Thursday.

WARM-UPS 12/4/13Learning Target: I can solve Hardy Weinberg problems by completing a POGIL.

1. What are the different modes of evolution?

WARM-UPS 12/5/13Learning Target: I can solve Hardy-Weinberg problems by completing a lab.

1. What are the 5 modes of evolution which must not be occurring for a population to be in Hardy Weinberg equilibrium?

2. What is Hardy-Weinberg equilibrium?

WARM-UPS 12/6/13 Learning Target: I can solve Hardy-

Weinberg problems by completing a lab.1. The allele for purple color (P) is

dominant while the allele for yellow color (p) is recessive. Use a Punett Square to predict the genotypic and phenotypic frequencies for offspring produced between a heterozygous purple plant and a yellow plant.