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AP Biology Review

AP Biology Review. Mr. Brandon Boswell b randon.boswell@browardschools.com Cypress Bay High School 18600 Vista Park Blvd. Weston, FL 33332. Background. Undergrad: Philosophy & Biochemistry Masters in Epidemiology Adherence to Antiretroviral Therapies

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AP Biology Review

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

  2. 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 • 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

  3. 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

  4. D-Day: 5/13/13 Source: https://apstudent.collegeboard.org/apcourse/ap-biology/about-the-examSource 2: https://apstudent.collegeboard.org/exploreap/get-started/ap-calendar#show_exam_date

  5. 2012 Results Source: http://www.collegeboard.com/student/testing/ap/biology/dist.html?biology

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

  7. The Exam Source: https://apstudent.collegeboard.org/apcourse/ap-biology/about-the-exam

  8. 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-policy

  9. 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-exam

  10. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  11. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  12. C Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  13. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  14. D Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  15. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  16. (890 – 200)/2 = 345 OR (880 – 200)/2 = 340 Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  17. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  18. 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.pdf

  19. 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-exam

  20. 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-exam

  21. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  22. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

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

  24. Short Free Response 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

  25. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  26. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  27. 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?

  28. 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

  29. Course Content

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

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

  32. Source: http://www.ap-bio.com/APBio_Correlation_CB_Starr12.pdf

  33. Source: http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf

  34. 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.pdf

  35. Hierarchy of Understanding • Big Ideas (4) • Enduring Understanding (17) • Essential Knowledge (55) • LEARNING OBJECTIVES (149)

  36. 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.

  37. 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.

  38. 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.

  39. 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?

  40. 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.

  41. 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.

  42. 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?

  43. 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

  44. 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

  45. 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

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