On your table you’ll find a WARM-UP sheet. Please put your name on it, and then answer the following question IN COMPLETE SENTENCES in the box for WEDNESDAY

On your table you’ll find a WARM-UP sheet. Please put your name on it, and then answer the following question IN COMPLETE SENTENCES in the box for WEDNESDAY.

Warm-UP: 1. What is biology? What can we learn

by studying it?2. What are your goals for this year in

AP bio? Why did you sign up?

Welcome to AP Biology

Whiteboard: Living or Non-living?

1. Sort the “things” into two categories: living vs non-living.

2. List some characteristics of the living things that separate them from the non-living things.

The Eagle Way in Room 310B RESPECT RESPONSIBILITY EFFORT KINDNESS HONESTYLabs/

Small group work

Listen to others ideas, one speaker at a time Electronics may be used as a resource

Share thinking, ideas and work equally in group Engage in academic conversations

Complete your job within the group

Offer to help other group members. Use positive encouragement

Do your fair share of the group work

The Eagle Way in Room 310B RESPECT RESPONSIBILITY EFFORT KINDNESS HONESTYIndividual wor

k

Mind and eyes on your own work Silence and hide your electronics

Focus: Stay on task, use time wisely Show evidence of your best learning

Push yourself to reach your potential Answer all questions in complete sentences

Silent think time

Record your own original thinking and learning

Characteristics of Living Things

Characteristic Example Non-ExampleGrowConsume and Use EnergyRepair and Maintain SelfReproduceRespond to the EnvironmentMade of matter organized into cellsDie

ALL living things do ALL of the following:

Non-living things may do SOME, but not ALL of these

• DUE tomorrow: a composition notebook

Unit 1: Biochemistry and Statistics

Objectives:• Essential knowledge 2.A.3: Organisms must exchange

matter with the environment to grow, reproduce and maintain organization.

• Essential knowledge 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that molecule.

• Essential knowledge 4.B.1: Interactions between molecules affect their structure and function.

• Essential knowledge 4.C.1: Variation in molecular units provides cells with a wider range of functions.


Warm-UP:

1. What are organisms made of?2. Sort the cards: smallest to biggest

Please have out your warm up sheet and

your composition book


Big Idea: Organisms are made of matter. Matter is atoms organized into biomolecules. The properties of atoms and biomolecules result in bonds (ionic, covalent (polar and nonpolar), hydrogen). Water’s unique properties result in transpiration in plants.

Organisms are made of matter. Matter is atoms organized into biomolecules.

• Matter is anything that takes up space and has mass

• Atoms:

• the basic unit of matter

• C, O, H, N make up 96% of the atoms in living things

• Na, Mg, K, P, S, Cl, Ca make up the other 4%

• Biomolecules:

• atoms bonded

• proteins, carbohydrates, lipids, nucleic acids



• Atoms:




• Biomolecules:

• atoms bonded




• Atoms:




• Biomolecules:

• atoms bonded




• Atoms:



• Na, Mg, K, P, S, Cl, Ca, Fe make up the other 4%

• Biomolecules:

• atoms bonded




• Atoms:




• Biomolecules:

• atoms bonded


Key Ideas

• Not, in general:

• Copied from the text

• Vocabulary

• People’s names

• Small details

• Are more likely:

• Paraphrased

• Big ideas

• Help you understand the section

Key Ideas

• Not, in general:

• Copied from the text

• Vocabulary

• People’s names

• Small details

• Are more likely:

• Paraphrased

• Big ideas

• Help you understand the section


Please have your homework out to show me for a stamp.

Warm-UP:

• Read 1 key idea to your team. Write down one trait of your key idea that your classmates thought was useful, or needs work.

• Write down one key idea that a classmate had that was very different than yours and you think is helpful.

The properties of atoms and biomolecules result in bonds (ionic, covalent (polar and nonpolar), hydrogen).Atoms: • made of subatomic particles:

• Neutrons: • no charge• has mass• in nucleus• atomic mass minus the atomic

number• Protons:

• positive charge• has mass• in nucleus• atomic number

The properties of atoms and biomolecules result in bonds (ionic, covalent (polar and nonpolar), hydrogen).Atoms: • made of subatomic particles:

• Electrons: • negative charge• negligible mass• “orbit” the nucleus• equal the number of protons when

the atom has no charge• move in “shells” (or areas)

» 1st shell: holds 2 e-» 2nd shell: holds 8 e-» 3rd shell: holds 8 e-

• the valence (outside) electron determines how the atom will interact with other atoms

» take e- from other atoms when valence shell is almost full

» lose e- to other atoms when valence shell is mostly empty

The properties of atoms and biomolecules result in bonds (ionic, covalent (polar and nonpolar), hydrogen).

(2 protons and 2 neutrons)

Atoms: • made of subatomic particles:

• Electrons: • negative charge• negligible mass• “orbit” the nucleus• equal the number of protons when

the atom has no charge• move in “shells” (or areas)

» 1st shell: holds 2 e-» 2nd shell: holds 8 e-» 3rd shell: holds 8 e-

• the valence (outside) electron determines how the atom will interact with other atoms

» take e- from other atoms when valence shell is almost full

» lose e- to other atoms when valence shell is mostly empty


(2 protons and 2 neutrons)

Practice:

• Draw:

• Na

• oxygen

• nitrogen

• Cl

• Ne

• lithium

Please have your homework out to show me for a stamp.

Warm-UP:

• Write down one question you have from our homework. Be prepared to discuss with your classmates.



Whiteboard:

Draw either:

a. hydrogen

b. chlorine

c. carbon

d. oxygen

e. nitrogen

f. sodium

• Now draw your atom as:

• a cation or an anion • an isotope

Please have your safety contract to TURN IN

Please have your homework out: KEY IDEAS 2.3

Warm-UP:

1. Water and hydrogen peroxide are both made of hydrogen and oxygen atoms. So then why don’t they have the same properties?

2. Key Ideas: Listen to classmates. Write down an example of a really good idea you heard.



Electronegativity:• an atoms affinity for e-• because different atoms have

more/less electronegativity, different bonds are formed

• increases right and up on periodic table

Molecules:• atoms bond together to make molecules• the gaining and losing of e- results in bonds

between atomsTypes of Bonds:1. ionic:

– stealing of valence e- (most extreme difference in electrogativity)

– cation: one atom becomes positive (loses e-)

– anion: one atom becomes negative (adds e-)

– the charge difference causes a bond– ex: NaCl (table salt)

2. covalent: – sharing of a pair of valence e- by 2

atomsa. nonpolar covalent bond

• atoms have equal electronegativity• sharing of e- is equal• ex: O2

b. polar covalent bond• one atom is more electronegative• sharing of e- is unequal• the unequal sharing of electrons

causes the molecule to be polar (have a partial positive or negative charge)

• ex: H2O3. hydrogen:

– attraction between polar molecules due to positive and negative “sidedness”

– causes solubility: tendency for two polar molecules to mix















































Molecules:• atoms bond together to make molecules• the gaining and losing of e- results in bonds between atomsTypes of Bonds:1. ionic:


– cation: one atom becomes positive (loses e-)– anion: one atom becomes negative (adds e-)– the charge difference causes a bond– ex: NaCl (table salt)

2. covalent: – sharing of a pair of valence e- by 2 atomsa. nonpolar covalent bond


b. polar covalent bond• one atom is more electronegative• sharing of e- is unequal• the unequal sharing of electrons causes the

molecule to be polar (have a partial positive or negative charge)





Practice:

Draw:1. H22. NaCl3. CO24. H2O5. O26. NH3

Identify the bond type


–

+ +H H

O

Warm-Up

1. What is the molecule?2. What kind of bond has

formed between the atoms?

3. Explain how this bond happened.

Whiteboard

• Draw a Bohr Model

• Explain:

– Name of bond

– How it happened

– Use electronegativity in your explanation

1. CO2

2. NaCl

3. O2

4. 2 water molecules bonded

5. NH3

6. 1 water molecule and NaCl

Warm-UP:

Look over your homework. Which question was the most difficult for you? What was difficult about it?

Question: Which liquid will fit more drops on a penny? Drops of alcohol or water?

Hypothesis (with scientific reason):

Lab: Water vs Alcohol

Materials: 20 mL alcohol, 20 mL water, plastic transfer pipettes, 1 penny

Procedure:

1. Place your penny on the paper towel.

2. Add drops of alcohol until the alcohol spills. Record the number of drops.

3. Dry the penny.

4. Repeat steps 2-4 for 10 trials.

5. Repeat steps 2-5 with water.


Materials: 20 mL alcohol, 20 mL water, plastic transfer pipettes, 1 penny

Trial Alcohol Water

1

2

3

4

5

6

7

8

9

10

Total

Average


Before you leave:• return material• pipettes in the garbage• calculate averages• if time, start your

homework: 10 Key Ideas 3.2 (skip “Moderation of Temperature by Water”)

Warm-UP:

1. Compare the molecular structure of water and isopropyl molecules.

2. Look at your hypothesis and data from yesterday. Were you right? Explain.

When done with your warm-up, pile it in the middle of the table for collection.

Whiteboard:

Draw and use the terms: adhesion, cohesion, surface tension, hydrogen bonds:

• Water molecules on penny

• Isopropyl molecules on penny

Explain:

• Can a penny hold more water molecules or isopropyl molecules? Use data

• How does the ratio of oxygen to other atoms affect polarity?

Whiteboard: Expectations:

Explain:

• Can a penny hold more water molecules or isopropyl molecules? Use data

• How does the ratio of oxygen to other atoms affect polarity?

Press your classmates:

• supportive questioning: “Could you tell me about …?”

• Paraphrase your classmate: “What I hear you saying is…?”

• Ask for clarifying questions: “Could you explain this part of your data?” point to a specific data point

• Be ready to present. I will call on people at random. Be ready to answer.

Warm-UP

• New Stamp Sheet/Warm-UP Sheet

• Homework tonight: Alcohol vs Water Lab Stats handout

• Warm-UP:

1. What is the 1st thing that comes to mind when you think of “math”? Da, da, DA

2. What is the best thing YOU do to improve your comfort and ability in math?

Statistics in AP Biology

• alternative hypothesis: there will be an observed effect for our experiment

• Ex: Drinking Gatorade will result in faster runners than drinking water.

• null hypothesis: there will be NO observed effect for our experiment

• Ex: There will be no difference in running speed whether drinking Gatorade or water.

Terms:


• mean: average

• range: description of how spread out the numbers are

• standard deviation: calculates the amount of deviation from the mean

• standard error of the mean: a formula for calculating how big the standard deviation is

Terms:


• t test:

• measures confidence in rejecting the null

• compares two groups that vary

• chi square test:

• measures confidence in rejecting the null

• compares variance between observed and expected

Terms:

Warm-UP

Students had the following data. Which will have a greater standard deviation? Explain why.

Trial Alcohol Water

1 12 12

2 14 19

3 15 50

4 10 45

5 16 32

6 12 12

7 14 60

8 17 55

9 16 48

10 19 24

Homework tonight: finish Stats Practice handout (yellow sheet). SKIP scientific explanations for now.

Warm-UP

Talk to your team about the homework and why we do statistics. Write down one thing you learned. Some guiding questions: Why do statistics? What is the importance of the standard deviation? Why do scientists need a null hypothesis?

Homework tonight: I am COLLECTING your stats practice (the yellow sheet). Finish it if it’s not done and PERFECT. (you can skip the explanation part of the conclusion for now)

Whiteboard: Stats Review

Show your work! Like every step:

1. Question 1, s for DO exercise

2. Question 1, s for DO NOT exercise

3. Question 1, calculated t and estimated p

4. Question 2, s for Eastern WA

5. Question 2, s for Western WA

6. Question 2, calculated t and estimated p

Warm-Up:

This tree used to be a tiny seed. To get big, it had to take in matter from the environment.

1. What does a plant

take in from the environment?

2. How does a plant get what it needs into itself?

Giant Sequoia Tree

Homework: 10 Key Ideas: 36.3

Methods: Estimating Number of Stomata




Procedure1. Dig a small plant from the grass outside. 2. Draw and label the plant and its parts 3. Paint a small patch of nail polish on the under side of one

leaf. Wait for it to dry!4. Once it is dry, take a piece of clear tape and put it over the

nail polish. Rub it gently to make the tape stick5. Peel off the tape and put it on a microscope slide. Adjust

to high power.6. Draw and label the stomata.7. Table talk with your lab team. How could you estimate the

density of stomata per square mm? 8. Explain your method in step by step format.

Warm-Up:

This tree used to be a tiny seed. To get big, it had to take in matter from the environment.

1. How does the

properties of water help the plant get what it needs?

2. This big ol’ tree is constantly losing matter. How?

Giant Sequoia Tree

Homework:10 Key Ideas: 36.4

Lab: Effect of Different Density of Stomata on Transpiration Rate

Transpiration: the process of water movement through a plant and its evaporation through stomata.

Question: Does a plant with a higher density of stomata have a higher rate of transpiration?

HA: with scientific reason

H0:

Procedure1. Determine Density of Stomata on Group 1 (use

your method)2. Wrap root ball in saran wrap.3. Mass whole plant with saran wrap. Record.4. Place back in “box” until tomorrow.5. Mass whole plant again. Record.6. Calculate transpiration rate (percent mass of

water lost per minute).7. Repeat steps 1-6 2 more times.8. Repeat steps 1-7 with Group 2


Data: Density of Stomata

Group 1 Group 2

Trial 1 2 3 Avg. 1 2 3 Avg.


Data: Determing Transpiration RateGroup 1 Group 2

Trial 1 2 3 1 2 3

Mass Before

Mass After

Mass Lost

Percent Mass Lost

Transpiration Rate (percent mass lost per minute)


Warm-UP: What do you need to finish in class today in order to do your t test tonight for homework?


TO DO:• Determine density of stomata in Group 1 vs 2• Determine mass after for Group 1 vs 2• Calculate your transpiration rate for each of

your trials.• Ensure you know how to do your stats.

Homework: stats

CLEAN-UP:• shake the dirt into the dirt bucket• plants (without their dirt) into the plant bucket• Stack your empty pot with the others• Plastic wrap in the garbage


TO DO:• Determine density of stomata in Group 1 vs 2• Determine mass after for Group 1 vs 2• Calculate your transpiration rate for each of your

trials.• Ensure you know how to do your stats.

Homework: stats


Homework: stats

Group 1 Group 2mean (ẍ)

standard deviation (S) TOTAL degrees of

freedom (df)

calculated t value estimated p value estimated percent

confidence (%)

Warm-UP

1. As a team: Discuss your teammates’ statistics. Whose looks right? Write it down.

2. TACT stands for Tension, Adhesion, Cohesion, and Transpiration. How did our lab address TACT?

http://www.youtube.com/watch?v=At1BJJDcXhk



Water’s unique properties result in transpiration in plants.

TACT:1. Tension:

• at the interface with air, water hydrogen bonds to water “even better”

• Causes water to behave as if it has an invisible film

2. Adhesion: • water hydrogen bonds to other polar

molecules and ions• causes polar molecules and ions to

dissolve in water• molecules that dissolve are termed

hydrophilic; those that don’t are termed hydrophobic

• water hydrogen bonds to the xylem3. Cohesion:

• water hydrogen bonds to other water molecules

• water that evaporates from a leaf pulls on and is replaced by water from vessels (xylem) in the leaf. This upward pull is transmitted to the roots.

4. Transpiration:• water evaporates from plants through

stomata• due to tension, adhesion, and cohesion

Copyright © 2002 Pearson Education, Inc., publishing as Benjamin Cummings

Fig. 3.7


TACT:1. Tension:













TACT:1. Tension:













TACT:1. Tension:













TACT:1. Tension:













TACT:1. Tension:













TACT:1. Tension:













TACT:1. Tension:












Whiteboard

HA:Ho:STATS:

Conclusion:• Reject or fail to reject your Ho. Answer your investigative question.• Use your data.• How does this help us understand transpiration?

Communicate Our FindingsPresent:

– Summarize your findings– Consider alternative hypotheses– New questions to investigate?

Probing Questions: Turn and talk to your teammates: 1. Does their data match their conclusion? Is there something they

didn’t think of that may explain their data better?2. Did they correctly use their data to explain TACT?

Team Talk:– FEEDBACK: What questions did we get from post-its? How should

we change our conclusion based on others’ questioning?– RETHINKING: What new thinking has your data pressed you to do?

New hypotheses? New questions?– Homework: DUE WEDNESDAY: FINISHED LAB REPORT (make sure

you write down your team’s conclusion before you leave today!)

2 3: first day of school: living vs non living; plant beans and radishes: Unit 1 Slides 1-6

4: Unit 1 Slides 7-16; Homework 2.2 (skip orbitals): book checkout

5:Unit 1 Slides 17-21: Homework: Atoms 101:

8: whiteboard Atoms 101 and Practice from Slide 20-21Safety ContractSyllabus2.3

9Molecules 101

10Molecules Share OutCheck-In on Matter

11Alcohol vs Water DataHMWK: 3.2

12Data, Graph, some sense-makingWhiteboard Data ExplanationHomework: ?

15Course Fee DUEAlcohol vs Water T Test

16Stats Worksheet: Practice (page 2)

17Stats Presentations

18Viewing and Counting Stomata

19Transpiration Lab Day 1

22Transpiration Lab Day 2: Data

23Transpiration Lab Day 3: Finish Collecting Data

24Stats Share Out

25Main Computer Lab: Write your report

26Main Computer Lab: Write your report

29UNIT 1 TEST: Biochem and Stats

Lab Report DUE

30 1 2 3

SEPTEMBER

OCTOBER

Lab: TranspirationQuestion: How does _____ affect transpiration rate in plants?

Alternative Hypothesis (with scientific reason):

Null Hypothesis:

Procedure: sketch is enough

Variables: independent (manipulated), dependent (responding), controls

Variables• Independent Variable:

– what you’re changing; a.k.a. manipulating variable• Dependent Variable:

– what you’re measuring; a.k.a. responding variable• Controlled Variable:

– all the factors that MIGHT affect the dependent variable BUT that you don’t want to affect the dependent variable

• Experimental Group:– the group you’re changing

• Control Group:– the group you’re comparing to your experimental group

• Example: Does the drug 3TC stop HIV replication?– Independent Variable: 3TC– Dependent Variable: number of HIV in a 1ml blood sample of infected patient– Controlled Variables: diet, gender, age, number of years with HIV, number of

HIV at beginning of experiment should be statistically similar– Experimental Group: a group of HIV infected patients who are taking 3TC– Control Group: a group of HIV infected patients who are taking a placebo

Investigating Transpiration in Plants

Warm-UP: As a team: Discuss your teammates’ ideas for a question. Decide whose experiment you will use. On your warm-up sheet:1. record the question you decided on.2. Explain what factor lead you as a team to decide on this

idea.

Investigating Transpiration in Plants

On whiteboard: YOUR EXPERIMENTAL DESIGN• Investigation Question• Hypothesis: Alternative • Procedure:

– Include a SKETCH of your set-up• Experimental Group• Control Group• Controlled Variables

– Describe how you plan to make measurements.

• Validity: – your question matches your experiment– your data will address your question

• Reliability: – your experimental design can be repeated– you have sufficient controlled variables that your

data can answer your question

Gallery Walk• Clarifying Questions:

– Do you understand their set-up?– Do you understand their question?

• Probing Questions: Press your classmates1. Do they have a valid experiment? Does their set-up

answer their investigative question?2. Will their experiment be reliable? controls?3. TACT? Does the experiment help us understand factors

that influence Transpiration/Adhesion/Cohesion/Tension? http://www.youtube.com/watch?v=At1BJJDcXhk



Next Step

• Before you leave, in your notebooks: Experimental Design: 2nd draft

• Homework: Introduction:– A one-paragraph explanation– Why the question is interesting or important to

you.– How will your question investigate TACT?

Today’s Agenda

Warm-UP:1. How did your question develop?2. Did your team change your design? Why?3. Why do scientists work together?

Set-UP:

Data:

Homework: Figure 6.8 Plant Cell ONLY: Structure and Function of all parts (except cytoskeleton)

Documents

On your table you’ll find a WARM-UP sheet. Please put your name on it, and then answer the following question IN COMPLETE SENTENCES in the box for WEDNESDAY