AP & Regents Biology

Science Practices and Lab ReviewApproximately half of the questions on the 2013 exam were lab sets!AP BiologyAP BiologyScience Practices ReviewThere are 8 practices you should have mastered during this class.Lets review!AP BiologyScience Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.

What this means? You can create, describe, refine, and use models.What is a model? On the AP exam most models will be diagrams or flow charts. On the 2013 examtested this practice18 Multiple Choice Questions3 Free Response Questions You need to be able to draw a model OR describe a given model.

Science Practice 2: The student can use mathematics appropriately.

What this means?You can justify the selection of a mathematical, apply mathematical routines and estimate numerically quantities that describe natural phenomena.On the 2013 examtested this practice4 Multiple Choice Questions5 Grid In Questions2 Free Response Questions Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

What this means? You can pose, refine and evaluate scientific questions.

On the 2013 examtested this practice4 Multiple Choice Questions6 Free Response Questions

Example of posing a question: What effect does temperature have on photosynthesis?Science Practice 4: The student can plan and implement data collection strategies appropriate to a particular scientific question.

What this means? You can justify the selection of the kind of data needed, design a plan for collecting data , collect data and evaluate sources of data to answer a particular scientific question.

On the 2013 examtested this practice5 Multiple Choice Questions3 Free Response Questions You need to be able evaluate an experimental design AND design your own experiment.

Science Practice 5: The student can perform data analysis and evaluation of evidence.

What this means? You can analyze data, refine observations and measurements, evaluate the evidence provided by data sets in relation to a particular scientific

On the 2013 examtested this practice8 Multiple Choice Questions4 Free Response Questions You need to GRAPH, calculate rate, analyze a graph that is given to you.

Science Practice 6: The student can work with scientific explanations and theories.

What this means? You can justify claims with evidence, construct explanations of phenomena based on evidence, articulate the reasons that scientific explanations and theories are refined or replaced, make claims and predictions about natural phenomena, and evaluate alternative scientific explanations.On the 2013 examtested this practice18 Multiple Choice Questions5 Free Response Questions You need to make conclusions and support them using evidence (data).

Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

What this means? You can connect phenomena and models and connect concepts in and across domains (big ideas.)On the 2013 examtested this practice10 Multiple Choice Questions5 Free Response Questions You need to make connections between topics possible connections:Connections between photosynthesis/respiration (big idea 2) and ecology (big idea 4)Connections between genetics (big idea 3) and evolution (big idea 1)

In a nutshell...ModelingMathProblems / HypothesisExperimental DesignData ConclusionsMaking connections

Basically what you do in every lab!AP BiologyLab ReviewThere are 12 old labs and 13 new labs.The expectation of the College Board is that you complete at least 8 total labs.We completed 13 labs this year they were an assortment of old and new.I am going to review the 13 new labs realize we did not do all of these!AP Biology11Lab 1: Natural SelectionWe did not do this lab here is just a quick overview in case you see it referenced on the testLab 1: Natural SelectionObjective: To breed Wisconsin Fast Plants for three generations and carry-out artificial selection for plants with high numbers of trichomes (hairs) on their leaves.

Lab 1: Natural SelectionConcepts Natural Selection vs Artifical SelectionGenetics often students are asked to do punnet square problems on fast plants BIG TAKE AWAYArtificial selection Punnet Squares - you do not need to know anything about fast plants to do a punnet square on them!Lab 2: Population GeneticsObjectiveCalculate allele frequencies over generations. Given different situations (selection) calculate how it changed the frequencies.

Note this was the Hardy-Weinberg Lab with cards. We could have also used a computer simulation or excell.

15Lab 2: Population GeneticsConceptsHardy-Weinberg equilibriump + q = 1p2 + 2pq + q2 = 1required conditions large populationrandom matingno mutationsno natural selectionno migrationgene poolheterozygous advantage genetic driftfounder effectbottleneck

16Lab 2: Population GeneticsBIG TAKE AWAY:recessive alleles remain hidden in the pool of heterozygoteseven lethal recessive alleles are not completely removed from populationknow how to solve H-W problems!to calculate allele frequencies, use p + q = 1to calculate genotype frequencies or how many individuals, use, p2 + 2pq + q2 = 117Lab 2: Population GeneticsESSAY 2008B-3. Evolution is one of the unifying themes of biology. Evolution involves change in the frequencies of alleles in a population. For a particular genetic locus in a population, the frequency of the recessive allele (a) is 0.4 and the frequency of the dominant allele (A) is 0.6. (a) What is the frequency of each genotype (AA, Aa, aa) in this population? What is the frequency of the dominant phenotype? (b) How can the Hardy-Weinberg principle of genetic equilibrium be used to determine whether this population is evolving? (c) Identify a particular environmental change and describe how it might alter allelic frequencies in this population. Explain which condition of the Hardy-Weinberg principle would not be met.

18Lab 3: Comparing DNA Using BLASTDescriptionPart I: draw a cladogram based on gene and protein similarities among four different species Part II: BLAST to compare gene sequences from an unknown fossil to extant gene sequences. placed that organism on a cladogram with known living organisms.Lab 3: Comparing DNA Using BLASTConceptsCladogramUsed to show evolutionary relationships between organismsBLASTNCBI Compare genetic sequences

20Lab 3: Comparing DNA Using BLASTESSAY 2009Phylogeny is the evolutionary history of a species.(a) The evolution of a species is dependent on changes in the genome of the species. Identify TWO mechanisms of genetic change, and explain how each affects genetic variation.(b) Based on the data in the table below, draw a phylogenetic tree that reflects the evolutionary relationships of the organisms based on the differences in their cytochrome c amino-acid sequences and explain the relationships of the organisms. Based on the data, identify which organism is most closely related to the chicken and explain your choice.

THE NUMBER OF AMINO ACID DIFFERENCES IN CYTOCHROME c AMONG VARIOUS ORGANISMS

21Lab 4: Diffusion & OsmosisPart I- Diffusion in Agar CubesOverview: Various size cubes of agar were placed in solution and then diffusion rates were calculated.V = L x W x HV diffused = Vt V not pink % diffusion = V diffused/ Vt x 100SA of a cube = L x W x # of sides, surface area/volume ratio.

Lab 4: Diffusion & OsmosisPart IV- Design Your Own Experiment (Dialysis Bags)Overview: Students were provided with dialysis bags, colored sucrose solutions of unknown molarities, and basic lab equipment to use to design an experiment on how to determine the molarities of the colored solutions.

Lab 4: Diffusion & OsmosisConceptssemi-permeable membranediffusionosmosissolutionshypotonichypertonicisotonicwater potential

24Lab 4: Diffusion & OsmosisBIG TAKE AWAYwater moves from high concentration of water (hypotonic=low solute) to low concentration of water (hypertonic=high solute)solute concentration & size of molecule affect movement through semi-permeable membrane 25Lab 4: Diffusion & OsmosisBIG TAKE AWAYWater Potential Problems

26Lab 4: Diffusion & OsmosisESSAY 1992A laboratory assistant prepared solutions of 0.8 M, 0.6 M, 0.4 M, and 0.2 M sucrose, but forgot to label them. After realizing the error, the assistant randomly labeled the flasks containing these four unknown solutions as flask A, flask B, flask C, and flask D.

Design an experiment, based on the principles of diffusion and osmosis, that the assistant could use to determine which of the flasks contains each of the four unknown solutions.

Include in your answer:a description of how you would set up and perform the experiment;the results you would expect from your experiment; andan explanation of those results based on the principles involved.

Be sure to clearly state the principles addressed in your discussion.27Lab 5: PhotosynthesisWe did not do this lab here is just a quick overview in case you see it referenced on the test

Lab 5: PhotosynthesisDescriptionSpinach cut out disks were placed in two different syringes (bicarbonate and without) photosynthetic rate was calculated by measuring the number that floated over time. Students then designed their own experiment to see what factors affected photosynthesis.29

Lab 5: PhotosynthesisConceptsPhotosynthesisExperimental designIV: presence of bicarbonate (CO2)DV: number of disks floatingBIG TAKE AWAYWhat factors affect the rate of PhotosynthesisHow to calculate rate30Lab 5: PhotosynthesisESSAY 1999-1: The rate of photosynthesis may vary with changes that occur in environmental temperature, wavelength of light, and light intensity. Using a photosynthetic organism of your choice, choose only ONE of the three variables (temperature, wavelength of light, or light intensity) and for this variabledesign a scientific experiment to determine the effect of the variable on the rate of photosynthesis for the organism;explain how you would measure the rate of photosynthesis in your experiment31Lab 6: Cellular RespirationDescriptionusing respirometer to measure rate of O2 production by pea seedsnon-germinating peasgerminating peaseffect of temperaturecontrol for changes in pressure & temperature in room32Lab 6: Cellular RespirationConceptsrespirationexperimental designcontrol vs. experimentalfunction of KOHfunction of vial with only glass beads

33Lab 6: Cellular RespirationBIG TAKE AWAYWhat factors affect the rate of cellular respirationtemp = respirationgermination = respirationHow to calculate rate

Lab 6: Cellular RespirationESSAY 1990The results below are measurements of cumulative oxygen consumption by germinating and dry seeds. Gas volume measurements were corrected for changes in temperature and pressure.

a. Plot the results for the germinating seeds at 22C and 10C. b. Calculate the rate of oxygen consumption for the germinating seeds at 22C, using the time interval between 10 and 20 minutes. c. Account for the differences in oxygen consumption observed between: 1. germinating seeds at 22C and at 10C 2. germinating seeds and dry seeds. d. Describe the essential features of an experimental apparatus that could be used to measure oxygen consumption by a small organism. Explain why each of these features is necessary.Cumulative Oxygen Consumed (mL)Time (minutes)010203040Germinating seeds 22C0.08.816.023.732.0Dry Seeds (non-germinating) 22C0.00.20.10.00.1Germinating Seeds 10C0.02.96.29.412.5Dry Seeds (non-germinating) 10C0.00.00.20.10.235Lab 7: Mitosis & MeiosisWe did not do this lab we did the old version which has some similar and some different parts here is just a quick overview in case you see it referenced on the test

36Lab 7: Mitosis & MeiosisDescriptionTwo treatment groups of plant root tips were comparedone group was treated with lectin (increases cell division)the other was a control group that had not been treated with lectin (we used cards for these). Chi-square analysis was used37Lab 7: Mitosis & MeiosisConceptsmitosisinterphaseprophasemetaphaseanaphasetelophasemeiosismeiosis 1separate homologous pairsmeiosis 2separate sister chromatidscrossing overin prophase 1

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Lab 7: Mitosis & MeiosisDescriptioncrossing over in meiosisfarther gene is from centromere the greater number of crossoversobserved crossing over in fungus, Sordariaarrangement of ascospores

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Sordaria analysis% crossovertotal crossovertotal offspring=distance fromcentromere% crossover2=

40Lab 7: Mitosis & MeiosisConclusions / BIG TAKE AWAYMitosiscell divisiongrowth, repairmaking cloneslongest phase = interphaseeach subsequent phase is shorter in durationMeiosisreduction divisionmaking gametesincreasing variationcrossing over in Prophase 141

Lab 8: Molecular Biology /Transformation DescriptionTransformationinsert foreign gene in bacteria by using engineered plasmidalso insert ampicillin resistant gene on same plasmid as selectable marker42Lab 8: Molecular Biology /Transformation Conceptstransformationplasmidselectable markerampicillin resistancerestriction enzyme

43Lab 8: Molecular Biology /Transformation BIG TAKE AWAYcan insert foreign DNA using vectorampicillin becomes selecting agentno transformation = no growth on amp+ plate

44Lab 8: Molecular Biology /Transformation ESSAY 2002The human genome illustrates both continuity and change.

Describe the essential features of two of the procedures/techniques below. For each of the procedures/techniques you describe, explain how its application contributes to understanding genetics.

The use of a bacterial plasmid to clone and sequence a human genePolymerase chain reaction (PCR)Restriction fragment polymorphism (RFLP analysis)

All humans are nearly identical genetically in coding sequences and have many proteins that are identical in structure and function. Nevertheless, each human has a unique DNA fingerprint. Explain this apparent contradiction.

45Lab 9: Molecular Biology / Gel ElectrophoresisGel electrophoresiscut DNA with restriction enzymefragments separate on gel based on size

Lab 9: Molecular Biology / Gel ElectrophoresisConcepts / BIG TAKE AWAYrestriction enzymes cut DNA at specific locationsgel electrophoresis separates DNA fragmentsDNA is negatively chargedsmaller fragments travel faster

47Lab 9: Molecular Biology / Gel ElectrophoresisESSAY 1995The diagram below shows a segment of DNA with a total length of 4,900 base pairs. The arrows indicate reaction sites for two restriction enzymes (enzyme X and enzyme Y).

Explain how the principles of gel electrophoresis allow for the separation of DNA fragmentsDescribe the results you would expect from electrophoretic separation of fragments from the following treatments of the DNA segment above. Assume that the digestion occurred under appropriate conditions and went to completion.DNA digested with only enzyme XDNA digested with only enzyme YDNA digested with enzyme X and enzyme Y combinedUndigested DNAExplain both of the following:The mechanism of action of restriction enzymesThe different results you would expect if a mutation occurred at the recognition site for enzyme Y.

48Lab 10: Energy DynamicsWe did not do this lab here is just a quick overview in case you see it referenced on the testLab 10: Energy DynamicsDescriptionEnergy flow between plants and butterfly larvae plants and caterpillars were massed before and after 3 days of caterpillar consumption. calculate how much energy from plant was used in cell respiration and how much was lost as water.

50Lab 11: TranspirationDescriptiontest the effects of environmental factors on rate of transpirationtemperaturehumidityair flow (wind)light intensity51Lab 11: TranspirationConceptstranspirationstomatesguard cellsxylemadhesioncohesionH bonding

52Lab 11: TranspirationConclusions / BIG TAKE AWAYtranspiration wind lighttranspiration humidity

53Lab 11: TranspirationESSAY 1991A group of students designed an experiment to measure transpiration rates in a particular species of herbaceous plant. Plants were divided into four groups and were exposed to the following conditions.

Group I:Room conditions (light, low humidity, 20C, little air movement.) Group II:Room conditions with increased humidity. Group III:Room conditions with increased air movement (fan) Group IV:Room conditions with additional light

The cumulative water loss due to transpiration of water from each plant was measured at 10-minute intervals for 30 minutes. Water loss was expressed as milliliters of water per square centimeter of leaf surface area. The data for all plants in Group I (room conditions) were averaged. The average cumulative water loss by the plants in Group I is presented in the table below.

Construct and label a graph using the data for Group I. Using the same set of axes, draw and label three additional lines representing the results that you would predict for Groups II, III, and IV.Explain how biological and physical processes are responsible for the difference between each of your predictions and the data for Group I.Explain how the concept of water potential is used to account for the movement of water from the plant stem to the atmosphere during transpiration.Average Cumulative Water Loss by the Plants in Group ITime (minutes)Average Cumulative Water Loss (mL H2O/cm2)103.5 x 10-4207.7 x 10-43010.6 x 10-454Lab 12: Animal BehaviorDescriptionset up an experiment to study behavior in an organismpillbug kinesis / taxis

55Lab 12: Animal BehaviorConceptsinnate vs. learned behaviorexperimental designcontrol vs. experimentalHypothesiswhich factors affect pill bug behavior and taxis.choice chambertemperaturehumiditylight intensitysalinityother factors

56Lab 12: Animal BehaviorHypothesis developmentPoor: I think pillbugs will move toward the wet side of a choice chamber.Better: If pillbugs prefer a moist environment, then when they are randomly placed on both sides of a wet/dry choice chamber and allowed to move about freely for 10 minutes, most will be found on the wet side.57Lab 12: Animal BehaviorExperimental design

sample size58Lab 12: Animal BehaviorBIG TAKE AWAYHow to design an experiment using animals

Note the new lab manual uses fruit flies instead of pill bugsDo not get thrown off if you are given a different organism FOCUS on the experimental design and results!Lab 12: Animal BehaviorESSAY 1997A scientist working with Bursatella leachii, a sea slug that lives in an intertidal habitat in the coastal waters of Puerto Rico, gathered the following information about the distribution of the sea slugs within a ten-meter square plot over a 10-day period.

a.For the data above, provide information on each of the following:Summarize the pattern.Identify three physiological or environmental variables that could cause the slugs to vary their distance from each other.Explain how each variable could bring about the observed pattern of distribution.b.Choose one of the variables that you identified and design a controlled experiment to test your hypothetical explanation. Describe results that would support or refute your hypothesis.

time of day12 mid4am8am12 noon4pm8pm12 midaverage distance between individuals8.08.944.8174.0350.560.58.060

Lab 12: Animal BehaviorESSAY 2002The activities of organisms change at regular time intervals. These changes are called biological rhythms. The graph depicts the activity cycle over a 48-hour period for a fictional group of mammals called pointy-eared bombats, found on an isolated island in the temperate zone.

Describe the cycle of activity for the bombats. Discuss how three of the following factors might affect the physiology and/or behavior of the bombats to result in this pattern of activity.temperaturefood availabilitypresence of predatorssocial behavior

Propose a hypothesis regarding the effect of light on the cycle of activity in bombats. Describe a controlled experiment that could be performed to test this hypothesis, and the results you would expect.

61Lab 13: Enzyme CatalysisDescriptionmeasured factors affecting enzyme activityH2O2 H2O + O2

measured rate of O2 productionUsed guaiacol as an indicatorDesign experiment to determine what other factors affect enzyme reaction (light, temperature, pH or concentrations).

peroxidase62Lab 13: Enzyme CatalysisConceptssubstrateenzymeenzyme structureproductdenaturation of proteinexperimental designrate of reactivityreaction with enzyme vs. reaction without enzyme optimum pH or temperaturetest at various pH or temperature values

63Lab 13: Enzyme CatalysisConclusions / BIG TAKE AWAYenzyme reaction rate is affected by:pHtemperaturesubstrate concentrationenzyme concentrationHow to calculate rate

64Lab 13: Enzyme CatalysisESSAY 2000The effects of pH and temperature were studied for an enzyme-catalyzed reaction. The following results were obtained.

a. How do (1) temperature and (2) pH affect the activity of this enzyme? In your answer, include a discussion of the relationship between the structure and the function of this enzyme, as well as a discussion of ho structure and function of enzymes are affected by temperature and pH.

b. Describe a controlled experiment that could have produced the data shown for either temperature or pH. Be sure to state the hypothesis that was tested here.

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