AP Biology Review Mr. Brandon Boswell Cypress Bay High School 18600 Vista Park Blvd. Weston, FL 33332.

AP Biology Review Mr. Brandon Boswell brandon.boswell@browardschools.com Cypress Bay High School 18600 Vista Park Blvd. Weston, FL 33332

of 60 Background  Undergrad: Philosophy & Biochemistry  Masters in Epidemiology  Adherence to Antiretroviral Therapies  HHMI (Howard Hughes Medical Institute) Cohort  Inaugural Fellow (2008) @ University of Florida  Translational Medicine Institute (2011) @ UF  http://www.cpet.ufl.edu/Bench/Action.html http://www.cpet.ufl.edu/Bench/Action.html  2010 Lemelson MIT-InvenTeam  Led a student team to invent a portable, human powered, UV-based, water filtration device  http://web.mit.edu/inventeams/teams/2010/cypressbay.html http://web.mit.edu/inventeams/teams/2010/cypressbay.html

of 60 AP - Background  AP Summer Institute (2007, 2008, 2009, & 2012)  Nova SE, BCPS, NCS, and Stanford University  AP Annual Conference (2008 & 2012)  2012 AP Fellow Grant recipient from College Board  Gave AP Biology review at 2012 US DOE National Science Bowl in Washington, DC  2012-2013 AP Biology Test Item Contributor

of 60 D-Day: 5/13/13 Source: https://apstudent.collegeboard.org/apcourse/ap-biology/about-the-exam Source 2: https://apstudent.collegeboard.org/exploreap/get-started/ap-calendar#show_exam_datehttps://apstudent.collegeboard.org/apcourse/ap-biology/about-the-examhttps://apstudent.collegeboard.org/exploreap/get-started/ap-calendar#show_exam_date

of 60 2012 Results Source: http://www.collegeboard.com/student/testing/ap/biology/dist.html?biologyhttp://www.collegeboard.com/student/testing/ap/biology/dist.html?biology

of 60 AP Biology 2012 Source: http://www.collegeboard.com/student/testing/ap/biology/dist.html?biologyhttp://www.collegeboard.com/student/testing/ap/biology/dist.html?biology

of 60 The Exam SectionContentTime 1 Part A: 63 Multiple-Choice Part B: 6 Grid-Ins 90 min. Break Varies 2 Long Free Response = 2 Short Free Response = 6 10 min. = Reading Period 80 min. = Writing Period Source: https://apstudent.collegeboard.org/apcourse/ap-biology/about-the-examhttps://apstudent.collegeboard.org/apcourse/ap-biology/about-the-exam

of 60 Calculator for AP Biology?  ONLY 4-function calculator (with square root)  May bring up to 2 calculators  Can be used throughout The Exam Source: https://apstudent.collegeboard.org/apcourse/ap-biology/calculator-policyhttps://apstudent.collegeboard.org/apcourse/ap-biology/calculator-policy

of 60 Section 1  Part A  63 Multiple-Choice  4 answer choices  Understanding and Application  Answer EVERY question  No point penalty for incorrect answers  Part B  6 Grid-In questions  Calculations  Enter answers in a grid on the answer sheet Source: https://apstudent.collegeboard.org/apcourse/ap-biology/about-the-examhttps://apstudent.collegeboard.org/apcourse/ap-biology/about-the-exam

of 60 Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdfhttp://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

of 60 C Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdfhttp://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

of 60 D Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdfhttp://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

of 60 (890 – 200)/2 = 345 OR (880 – 200)/2 = 340 Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdfhttp://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

of 60 Chi-Square = Sum of [(Observed – Expected)^2 / Expected] If heterozygote x homozygous recessive, then 50% purple (73) & 50% yellow (73) Chi-Square = [(87-73)^2/73] + [(59-73)^2/73] = 5.4 (to the nearest tenth) Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdfhttp://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

of 60 Reading Period (Section II)  10 min.  Questions, No response sheet  Read each Free Response Question (FRQs)  Determine which questions OR parts to answer first  Separate into 3 categories:  Clear  Translucent / Moderate  Unclear Source: https://apstudent.collegeboard.org/apcourse/ap-biology/about-the-examhttps://apstudent.collegeboard.org/apcourse/ap-biology/about-the-exam

of 60 Section II  Long Free-Response  2 questions  Multipart (3 – 4)  Time: 40 min. (20 min. per question)  Short Free-Response  6 questions  Time: 39 min. (6.5 min. per question) Source: https://apstudent.collegeboard.org/apcourse/ap-biology/about-the-examhttps://apstudent.collegeboard.org/apcourse/ap-biology/about-the-exam

Short Free Response 1.How many Short FRQs are on the AP Exam? 1.How long should each Short FRQ take? 2.Which questions will be given to you during the Reading Period?

Short Free Response 1.How many Short FRQs are on the AP Exam? 6 short FRQs 2. How long should each Short FRQ take? About 6 minutes and 30 seconds 3. Which questions will be given to you during the Reading Period? Both the 2 long FRQs and the 6 short FRQs

of 60 Your Turn  What does each of the 2 Sections of the AP Exam contain?  If you are not sure of an answer to a multiple choice question should you answer it?  How many minutes for each long FRQ?

of 60 Your Turn  What does each of the 2 Sections of the AP Exam contain?  Section 1 = 63 Multiple Choice & 6 Grid-Ins  If you are not sure of an answer to a multiple choice question should you answer it?  Yes, since there is no point deduction for incorrect answers  How many minutes for each long FRQ?  About 20 minutes

Course Content

of 60 Source: http://apcentral.collegeboard.com/apc/public/repository/AP-Biology_Txtbk-Correlations_Feb2012.pdfhttp://apcentral.collegeboard.com/apc/public/repository/AP-Biology_Txtbk-Correlations_Feb2012.pdf

of 60 Source: http://media.collegeboard.com/digitalServices/pdf/ap/1_Curriculum_Framework_for_Pearson_Campbell_Bio7e_1.14.11.pdf http://media.collegeboard.com/digitalServices/pdf/ap/1_Curriculum_Framework_for_Pearson_Campbell_Bio7e_1.14.11.pdf

of 60 Source: http://www.ap-bio.com/APBio_Correlation_CB_Starr12.pdfhttp://www.ap-bio.com/APBio_Correlation_CB_Starr12.pdf

of 60 The Four Big Ideas  Big Idea 1 - The process of evolution drives the diversity and unity of life  Big Idea 2 – Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain homeostasis  Big Idea 3 – Living systems store, retrieve, transmit and respond to information essential to life processes  Big Idea 4 – Biological systems interact, and these systems and their interactions possess complex properties Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdfhttp://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

of 60 Hierarchy of Understanding  Big Ideas (4)  Enduring Understanding (17)  Essential Knowledge (55)  LEARNING OBJECTIVES (149)

of 60 Big Idea 1 - Evolution  Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution.  Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry.  Enduring understanding 1.C: Life continues to evolve within a changing environment.

of 60 Essential Knowledge 1.A.1  a. According to Darwin’s theory of natural selection, _______ for limited resources results in differential _______. Individuals with more favorable _______ are more likely to survive and produce more _______, thus passing traits to subsequent generations.  b. Evolutionary fitness is measured by _____ ______.  c. Genetic variation and mutation play roles in natural selection. A diverse gene pool is important for the ________ of a ______ in a changing environment.

of 60 Essential Knowledge 1.A.1  a. According to Darwin’s theory of natural selection, competition for limited resources results in differential survival. Individuals with more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations.  b. Evolutionary fitness is measured by reproductive success.  c. Genetic variation and mutation play roles in natural selection. A diverse gene pool is important for the survival of a species in a changing environment.

of 60 Summary  Evolution by natural selection  Are there other mechanisms for evolution?  Setup: Competition for limited resources; only some will win. Those that win have the favorable phenotype (not genotype).  What does this mean in terms of recessive alleles?  Fitness is defined NOT as survival, but as reproductive success (number of viable, fertile offspring produced)  Who has higher fitness your parents or you?

of 60 Essential Knowledge 1.A.1  e. An adaptation is a ______ variation that is favored by selection and is manifested as a trait that provides an _________to an organism in a particular _________.  f. In addition to natural selection, _____ and _____ events can influence the evolutionary process, especially for _____ populations.

of 60 Essential Knowledge 1.A.1  e. An adaptation is a genetic variation that is favored by selection and is manifested as a trait that provides an advantage to an organism in a particular environment.  f. In addition to natural selection, chance and random events can influence the evolutionary process, especially for small populations.

of 60 Summary (Part 2)  Though phenotypes are selected for, evolution is a change in the genetic constitution of a population.  An adaptation MUST be heritable.  Adaptation are NOT static, they change as environmental needs change.  What random events result in evolution?

of 60 Essential Knowledge 1.A.1  g. Conditions for a population or an allele to be in Hardy-Weinberg equilibrium are: (1) a large_______ ____, (2) absence of immigration, (3) no net ______, (4) random ______ and (5) absence of ______.  These conditions are ______ met.  Mathematical application of the Hardy-Weinberg equilibrium equation

of 60 Essential Knowledge 1.A.1  g. Conditions for a population or an allele to be in Hardy-Weinberg equilibrium are: (1) a large population size, (2) absence of immigration, (3) no net mutations, (4) random mating and (5) absence of selection.  These conditions are seldom met.  Mathematical application of the Hardy-Weinberg equilibrium equation

of 60 Learning Objective 1.2  1.2 - The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution.  Qualitatively – describe how a population is changing  Quantitatively – Use Hardy-Weinberg equations to demonstrate whether the population is evolving

of 60 Learning Objective 1.3  The student is able to apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future.  Is the population in Hardy-Weinberg equilibrium?  If not, what is occurring?

Laboratory Exercises

of 60 Source: http://media.collegeboard.com/digitalServices/pdf/ap/bio-manual/CB_Bio_Full_Manual_2012.pdfhttp://media.collegeboard.com/digitalServices/pdf/ap/bio-manual/CB_Bio_Full_Manual_2012.pdf

of 60 Overview of Labs  Student-Driven or Student-Directed  My goal: Guided Inquiry  Main drawback: Time Intensive  Overview and recommendations are provided in the “Lab Manual”  Your teacher may choose to do equivalent investigations rather than those in the “Lab Manual”

of 60 Big Idea 1: Evolution  Lab 1: Artificial Selection  Follow a plant population as you select for certain traits  Quantitatively monitor the population phenotypic frequencies  Lab 2: Mathematical Modeling  Computer based quantitative simulation of population evolution or stasis utilizing Hardy-Weinberg equations  Lab 3: Comparing DNA Sequences  Use NCBI’s BLAST (Basic Local Alignment Search Tool) to investigate evolutionary relationships between provided genetic sequences

of 60 Big Idea 2  Lab 4 – Diffusion & Osmosis  Surface Area & Cell Size – gelatin & phenolphthalein  Predict relative molarities of colored solutions  Plasmolysis – plant cells in hypertonic solutions

of 60 Big Idea 2  Lab 5 – Photosynthesis  Floating disks & photosynthetic gas production

of 60 Big Idea 2  Lab 6 – Cellular Respiration  Use a microrespirometer, peas (living organism), and measure O 2 consumption under different conditions

of 60 Big Idea 3  Lab 7: Cell Division (Mitosis and Meiosis)  Onion Root tip cells (Chi Square)  Visual investigation of HeLa cells  Soridaria images & Meiosis  Lab 8: Bacterial Transformation  I intend to do the old version, but update the analysis  Lab 9: Restriction Enzyme Digest of DNA & Gel Electrophoresis

of 60 Big Idea 4  Lab 10 – Energy Dynamics (I will avoid this one)  Lab 11 – Transpiration (Not on AP Exam?)  Guided Inquiry - Fruit flies & Water bottles  Lab 12 – Animal Behavior  Made for Open inquiry  Lab 13 – Peroxidase (Enzyme) Activity

Appendix

of 60 Big Idea 2 – Molecular Biology  Enduring understanding 2.A: Growth, reproduction and maintenance of the organization of living systems require free energy and matter.  Enduring understanding 2.B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.  Enduring understanding 2.C: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis.

of 60 Big Idea 2 – Molecular Biology  Enduring understanding 2.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment.  Enduring understanding 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.

of 60 Big Idea 3 - Genetics  Enduring understanding 3.A: Heritable information provides for continuity of life.  Enduring understanding 3.B: Expression of genetic information involves cellular and molecular mechanisms.  Enduring understanding 3.C: The processing of genetic information is imperfect and is a source of genetic variation.

of 60 Big Idea 3 - Genetics  Enduring understanding 3.D: Cells communicate by generating, transmitting and receiving chemical signals.  Enduring understanding 3.E: Transmission of information results in changes within and between biological systems.

of 60 Big Idea 4 – Biological Systems  Enduring understanding 4.A: Interactions within biological systems lead to complex properties.  Enduring understanding 4.B: Competition and cooperation are important aspects of biological systems.  Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

AP Biology Review Mr. Brandon Boswell Cypress Bay High School 18600 Vista Park Blvd. Weston, FL 33332.

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AP Biology Review Mr. Brandon Boswell Cypress Bay High School 18600 Vista Park Blvd. Weston, FL 33332.

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