Category: My Classroom Material

AP Lecture Guide 04 – Carbon & the Molecular Diversity of Life

AP Biology: CHAPTER 4

 

CARBON & THE MOLECULAR DIVERSITY OF LIFE

 

1. Define organic chemistry.

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2. What are the major groups of organic compounds studied in biology?

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3. Describe some of the shapes of carbon skeletons.

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4. Define the following:

a. Isotopes ________________________________________________________________

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b. Geometric isotopes ________________________________________________________

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c. Enantiomers _____________________________________________________________

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5. Why are enantiomers of biological interest?

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6. What is the significance of functional groups?

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7. For each of the functional groups, complete the chart:

Group Formula Properties
Hydroxyl .. .
Carbonyl .. aldehyde
Carbonyl . ketone
Carboxyl . .
Amino . .
Sulfhydryl . .
Phosphate . .

 

 

 

 

Alien Taxonomy Project

 

Alien Taxonomy

 

In the year 2525:

Humans, after hundreds of years of constant effort, have successfully polluted all bodies of water on Earth. As a result, almost all previously known species of plants, animals, and other life forms have become extinct. Through natural selection, genetic engineering, and selective breeding programs, a portion of the Earth has been successfully repopulated. The following organisms are all that remain:

  1. Photosynthetic humanoids with green chlorophyll-containing hair (autotrophs)
  2. Chemosynthetic dolphin-like organisms who derive their energy for food production from the contaminants in the water (autotrophs)
  3. Aquatic humanoids who work on the dolphin’s aquaculture farms (heterotrophic)
  4. Aqua wheat, a heterotrophic crop grown by the dolphins that feeds on bacteria
  5. Legless, photosynthetic humanoid space travelers with arm-like tentacles that visit the Earth every 6 weeks
  6. Anaerobic humanoids designed for space living, but when on Earth for space training, they must wear deoxygenated space suits (heterotrophs)
  7. Cockroach-like organisms that feed on humanoid and dolphin excrement (Decomposers)
  8. Heterotrophic giant squids that feed on humanoids & dolphins
  9. Green-skinned, photosynthetic rats
  10. Parasitic mosquitoes that feed on humanoids

Your Assignment:

As an alien taxonomist, it is your responsibility to classify these existing organisms.

  1. Create Latin-sounding Genus and species names for each organism. Remember that the species name should reflect a characteristic of the organism.
  2. Create a taxonomic scheme for each organism including a kingdom, phylum, and the genus and species name you created. Use only two kingdoms that you create. Be sure to also include the number of the organism with the scheme
  3. Illustrate your interpretation of each organism’s appearance including all the characteristics given to you.  All illustrations should be numbered and colored on a single sheet of unlined paper.
  4. Prepare a dichotomous key using the scientific names for these organisms so that your fellow aliens can also identify them when they come to Earth for summer vacations. 
  5. Make a cover sheet with your name, date, and period and paper clip your sheets together.

 

CLICK HERE FOR PRINTABLE COPY OF ACTIVITY & WORKSHEET

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AP Monthly Calendar

 

 

 

1st Semester AP Biology

 

 

The following are approximate dates and are subject to changes that may occur.

   AP Biology
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AP Biology
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AP Biology
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AP Biology
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AP Biology
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Enjoy Your Christmas Vacation!


 

 

2nd Semester Biology 

 

 

AP Biology
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MLK DAY!
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AP Biology
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AP Biology
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BREAK BREAK BREAK BREAK BREAK
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AP Biology
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AP Biology
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Eye Dissection

 

Cow Eye Dissection

Introduction:
How do we see? The eye processes the light through photoreceptors located in the eye that send signals to the brain and tells us what we are seeing. There are two types of photoreceptors, rods and cones. These photoreceptors are sensitive to the light. Rods are the most sensitive to light and therefore provide gray vision at night. Cones are mainly active in bright light and enable you to see color. There are 100 million rods compared to the 3 million cones located in your retina. The photoreceptors help you adjust to night and day. For example, if you walk inside from the sun, you can not initially see anything. This is due to the activity of the cones and the lack of activity of the rods. The rods become activated and adapted to the dim light, resulting in gray images formed in the dark. The same thing happens when you leave a dark movie theatre during the day. The rods are mainly activated and the cones have to adjust to sunlight when you leave the theatre.

Objective:
By dissecting the eye of a cow, which is similar to the eyes of all mammals including humans, you will gain an understanding of the structure and function of the parts of the eye.

Materials:
Cow eye, dissecting pan, dissecting kit, safety glasses, lab apron, and gloves

Procedure (External Structure):

  1. Obtain a cow eye, place it in your dissecting pan, & rinse the eye with water.
  2. Rotate the eye until the larger bulge or tear gland is on the top of the eye. The eye is now in the position it would be in a body as you face the body.
  3. On the outside of the eye, locate the following parts:
  • fat– surrounds the eye & cushions it from shock
  • tear or lacrimal gland – forms a bulge on the top outer area of the eye & produces tears to wash the surface of the eye
  • tear ducts – tubes to carry the tears from the gland to the eye
  • optic nerve – a white cord on the back of the eye about 3mm thick just toward the nasal side; carries messages between the eye & brain
  • muscles – reddish, flat muscles found around the eye to raise, lower, & turn (right & left) the eye
  1. Turn the eye so that it is facing you & examine these structures on the front surface of the eye:
  • eyelids – two moveable covers that protect the eye from dust, bright light, and impact
  • sclera – this is the tough, white outer coat of the eye that extends completely around the back & sides of the eye
  • cornea – a clear covering over the front of the eye that allows light to come into the eye (preservative often makes this appear cloudy)
  • iris – round black tissue through the cornea that controls the amount of light that enters the inner part of the eye (may be colored in humans)
  • pupil – the round opening in the center of the eye that allows light to enter and whose size is controlled by the iris

Click here for labeled eye model

Procedure (Internal Structure):

  1. Place the eye in the dissecting pan so it is again facing you. Using your scalpel, pierce the white part of the eye or sclera just behind the edge of the cornea. Make a hole large enough for your scissors.
  2. Using your scissors, carefully cut around the eye using the edge of the cornea as a guide. Lift the eye & turn it as needed to make the cut and be careful not to squeeze the liquid out of the eye.
  3. After completing the cut, carefully remove the front of the eye and lay it in your dissecting pan.
  4. Place the back part of the eye in the pan with the inner part facing upward.
  5. Locate the following internal structures of the eye:
  • cornea – observe the tough tissue of the removed cornea; cut across the cornea with your scalpel to note its thickness
  • aqueous humor – fluid in front the eye that runs out when the eye is cut
  • iris – black tissue of the eye that contains curved muscle fibers
  • ciliary body – located on the back of the iris that has muscle fibers to change the shape of the lens
  • lens – can be seen through the pupil; use your scalpel & dissecting needle to carefully lift & work around the edges of the lens to remove it
  • vitreous humor – fluid inside the back cavity of the eye behind the lens
  • retina – tissue in the back of the eye where light is focused; connects to the optic nerve; use forceps to separate the retina from the back of the eye & see the dark layer below it

10. Answer the worksheet questions on the cow eye dissection.

Click here for eye dissection questions

  1. Dispose of the eye as your teacher advises and rinse and return all equipment to the supply cart. Wash your hands thoroughly.
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Genetic Disorder Project Presentation

 

Genetic Disorders to Present Internet resources to help in research Rubric for project
You have been challenged to incorporate your knowledge about cells, cell division, genetics, and DNA to research and present on a specific genetic disorder. You have already completed your basic study about the ideas of genetics and mutations. Now with the information that you have you are being asked to research a specific genetic disorder and give an oral presentation along with creating either a PowerPoint or poster to explain the genetic disorder.

Your multimedia presentation (powerpoint / poster) along with your oral presentation
should include the following points.

  • What is the name of the disorder and what is the history behind the disorder? Who discovered it or/and who have done research on the disease?
  • How is the disorder diagnosed? How does a person receive the disorder? Is it sex-linked? Is it a mutation? Is it due to heredity?
  • You will need to find out all of the signs and symptoms of the given disorder and share these with the class.
  • What types of treatment there are for the disorder?
  • Include a suggested list of readings and/or Internet sources that may be of interest to the class.
  • You are encouraged to share any other information that you feel is relevant that you feel is important for others to know about the genetic disorder.
List of possible Genetic Disorders to Present:
  • Achondroplasia (Dwarfism)
  • Albinism
  • Adrenal hyperplasia
  • Autism/ Asperger syndrome
  • Cystic Fibrosis
  • Down Syndrome (Trisomy 21)
  • Duchenne Muscular Dystrophy
  • Familial Dysautonomia
  • Gardner syndrome (intestinal polyposis)
  • Gaucher’s Disease
  • Hemophilia
  • Huntington’s Disease
  • Jacobsen Syndrome
  • Klinefelters Syndrome
  • Klippel-Feil Syndrome
  • Leukodystrophy
  • Lou Gehrig’s Disease (ALS)
  • Marfan Syndrome
  • Moebius Syndrome
  • Polycystic Kidney Disease
  • Progeria
  • Proteus Syndrome
  • Retinoblastoma
  • Rett’s Syndrome
  • Spinocerebellar Ataxia
  • Tay-Sachs Disease
  • Tourette Syndrome
  • Turner Syndrome
List of internet resources that may be helpful to you in creating your presentation:

Yahoo – Genetic Disorders http://dir.yahoo.com/Health/Diseases_and_Conditions/Genetic_Disorders/.
Site explains several different disorders and contains links to all of the different types of genetic disorders.

Genetic & Rare Conditions Sitehttp://www.kumc.edu/gec/support/.
links to different types of disorders in alphabetical order.

What can our chromosomes tell us? http://biology.about.com/science/biology/gi/dynamic/offsite.htm?site=http://gslc.genetics.utah.edu/.
A site that talks about karyotyping of genotypes.

Genetic Disorder Library
http://learn.genetics.utah.edu/units/disorders/whataregd
To learn more about different genetic disorders, browse through the Genetic Disorder Library.

A Genetics Glossary http://biology.about.com/science/biology/gi/dynamic/offsite.htm?site=http://helios.bto.ed.ac.uk/bto/glossary/index.html
A basic genetic glossary.

Genetics Education Center http://www.kumc.edu/gec/.
Seeks to help educate people about genetics.

The National Human Genome Research Institute http://www.nhgri.nih.gov/.
Explains about the human genome project.

Department of Energy – Human Genome Project Information http://www.ornl.gov/hgmis/.
Provides a lot of information about the human genome project.

A Gene Map of the Human Genome http://www.ncbi.nlm.nih.gov/science96/.
You can see the mapping of several different chromosomes found within the body.

Learning about the Human Genome Project and Genetics through the World Wide Web http://www.kumc.edu/gec/hgpwww.html.
Looks at the ethical issues of genetic research.

Understanding Gene Testinghttp://www.accessexcellence.org/ae/AE/AEPC/NIH/index.html.
This site talks of how genes are linked to disease and how a gene creates a genetic disorder.

Basics of DNA Fingerprintinghttp://www.biology.washington.edu/fingerprint/dnaintro.html.
Explains the basic understanding of DNA fingerprinting.

What is Genetic Testing? http://www.lbl.gov/Education/ELSI/Frames/genetic-testing-f.html.
Shows the basics of genetic testing and talks about the ethical issues of that happen due to genetic testing.
 

Rubric for Evaluation of Genetic Disorder Presentation.
Beginning
5 points		 Developing
10 Points		 Accomplished
15 Points		 Exemplary
20 Points		 Total
Score
Oral Presentation Quality of Information
 Bare minimums have been accomplished. Little understanding about the genetic disorder delivered in oral presentation. Could only read slides with no further understanding. Minimums plus slight extras added. Answered questions from the intro and at least one question posed to them in the process section. All information present and complete. Some problems with flow and delivery. Shows more or less some understanding of knowledge – has minor flaws. Information is well thought out, flows well, all information is completed, Appears to have been practiced, knowledge shown.
Bibliography

Amount of additional Information for reading and websites found and presented

 no additional reading lists or websites provided or presented in bibliography. At least 2 web sites or books accessed and verified in presentation and presented in bibliography. At least 4 web sites or books accessed and verified in presentation and presented in bibliography. At least 6 web sites or books accessed and verified in presentation and presented in bibliography.
Organization of presentation
 Random information is presented Disorganized at times. Organized Organized effectively with easy understanding.
Use of class time working on project
 Majority of class time was wasted. Half of class time was wasted. Little class time was wasted. No class time was wasted.
Overall Multimedia
Presentation
 Disorganized
Not Completed
Missing Key Component Questions
no graphics.		 Spelling errors present
presentation has some flow to it but is choppy.		 Easily understood by all. Includes graphics and data tables of information retrieved. Neatly done, organized, proper spelling, allparts included,above and beyond effort.
Information that is presented is aesthetically pleasing to the eye.
Link to printable rubric in word document format

Link to Bibliography Citation Machine
TOTAL SCORE
  

 

 
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