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Welcome to AP Biology 2010 Welcome to AP Biology 2010 Intro to AP Bio + Ecology August 27, 2010.

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Presentation on theme: "Welcome to AP Biology 2010 Welcome to AP Biology 2010 Intro to AP Bio + Ecology August 27, 2010."— Presentation transcript:

1 Welcome to AP Biology 2010 Welcome to AP Biology 2010 Intro to AP Bio + Ecology August 27, 2010

2 Dispatch (please write on the second page of the notebook) Take out your AP Bio Summer Homework 1) What is your goal for AP Bio? 2) What is one question you have for Ms. Morris? 3) When is your AP Bio test? 4) Write an example of an appropriate to send a teacher. 5) What are the parts of a lab report? (Look at hw 6) 6) How did you like Cornelle style of notes?

3 Plagiarism Homework Check your answers Okay. 2. Plagiarized. The text is the third sentence of the original (except for “In fact”) and should be placed inside quotation marks. 3. Plagiarized. No page number is provided in the citation. Also, you could discuss whether this would be good information to submit as a quote in a research paper since it could easily be paraphrased and cited. 4. Plagiarized. No citation is provided. 5. Plagiarized. Only a few words have been changed with synonyms.

4 TURN IN NOW Assignment 1: CORNELL NOTES on Chapter 54 (pick up Chapter from Ms. Morris) See Cornell Format on Information Page Assignment 2: Go through 5 Power Points and take NOTES Assignment 5—READ plagiarism information on attached page. FIGURE OUT if student plagiarised. TURN IN AT THE END OF THE PERIOD Assignment 3—FILL IN Biome Chart using Or other websites (cite any other sources used). (Abiotic means non-living factors) Assignment 4--DRAW and EXPLAIN the Water, Carbon, Nitrogen and Phosphorous cycles. You can do an image or document search for them. Use a separate sheet for each cycle.

5 Let’s get to know Ms. Morris

6 Growing Up  I was born in England to a Spanish mom and a Welsh dad

7 I came to the United States when I was five years old

8 Cabrillo Beach

9 Ms. Morris in school I went to Culver City High school. I then went on to UCLA

10 UCLA Graduation

11 My family My brothers are fraternal twins

12 I love to travel

13 Ms. Morris, the teacher  I taught science at Locke High School for seven years  Lawndale for one year  4 th year teaching AP Bio

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15 I am a big BRUIN fan

16 What does Ms. Morris expect?  ASK for help!  Be respectful of others and property  Be self-controlled and hard-working  Have a good attitude  Keep complaints to your self or convey them privately toward whom the complaint is directed. Be positive.  Your own work—no plagiarism and no copying

17 What Ms. Morris CAN NOT control -date of test: May 9, amount of material on the test -12 required labs -length of chapters in the book

18 What Ms. Morris CAN control -how the material is taught -how to delve deeper into a topic -level of organization of the course -advanced notice for tests and labs

19 Goal  100% of students will receive a score of 3 or higher on the AP Biology exam

20 Grade Breakdown Tests—  40% of grade  50 multiple choice  2 free response questions Exit Quizzes—  10% of grade  Every quarter can drop the lowest one Proof of Knowledge  10% of grade  A way to prove that you have learned the material you have heard and read from the unit  Due the day of the test Labs -25% of your grade. -You must have the prelab completed to enter in the lab room on lab day. -All lab days are laid out on the class calendar. -Prelab consists of To find prelab info please go to Ms. Morris' website -Lab reports are always typed -Make sure lab questions are stapled to the back of the report. -Questions can be found on Ms Morris' website -1 of the 12 labs will appear on the AP Bio exam Class Activities + Notebook Check -15% of grade -In notebook include: dispatches, exit quizzes glued in class activities and notes

21 Successful Groups  Work together.  Listen to each other.  Speak politely to one another.  Complete all tasks in a timely manner.  Help each other and do not allow copying.

22 GROUP ACTIVITY: Is it alive?  Seat 1 picks up a container of “thingies.”  Seat 2 picks up a group whiteboard  Make observations on “thingy” on group whiteboard

23 Check your observations  Are they scientific?  Quantitative and Qualitative and Objective

24 Qualitative Observations Qualitative observations are observations based on looks. Color, shape, size and texture can be used to make observations. Example: The frog is green.

25 Quantitative Observations Quanitative observations are observations based on numbers. Make these observations by counting or measuring with a ruler. Example: The frog has 2 legs.

26 Subjective vs. Objective Subjective: Observations made based on personal feelings. We do NOT make subjective observations in science. Objective: Observations based only on what we can see and measure. These are the only observations made in science. The frog is ugly. Would this be an acceptable scientific observation? NO!

27 Let’s practice making observations Make 1 qualitative and 1 quantitative observations on your dry erase board.

28 GROUP ACTIVITY 1: Is it alive?  Discuss how you can conclusively prove if “the organism” is alive? Seat 3: Use your 7 characteristics of life to show if “thingy” is alive

29 Characteristics of Life  Cells  Metabolism  Evolution  Reacts on environment  Growth and Development  Reproduction  Homeostasis

30 Theme #1 - Cells  All living things are composed of one or more cells. Different types of cells have different "jobs" within the organism. Each life form begins from one cell, which then will split. These cells split, and so on. After this has happened several times, differentiation is undergone, when the cells change so that they are not the same thing anymore. Then they are used to begin to put together the final organism, some cells, for example, as the eyes, some as the heart, etc. The only arguable exception to this is viruses. They are not composed of cells, but are said to be "living." Theme#2 - Organization  Complex organization patterns are found in all living organisms. They arrange themselves on very small levels, grouping like things together. On larger levels, they become visible. This also has to do with differentiation, as the cells are organized in a manner that makes sense for the organism after they change to what they’ll be in the final organism. Theme#3 - Energy Use  All organisms use energy. The sum of the chemical energy they use is called metabolism. This energy is used to carry out everything they do. Autotrophs (plants) use energy from the sun for photosynthesis, to make their own ‘food’ (glucose). Heterotrophs ( animals and humans) must ingest food for this purpose. energy chemical photosynthesis animals Theme#4 - Homeostasis  All organisms have stable internal conditions which must be maintained in order to remain alive. These include temperature, water content, heartbeat, and other such things. In a way, this has to do with energy use, because a certain level of energy must be kept within the body at all times. For this, obviously, humans must then ingest food on a regular basis. Not all conditions are for the body to maintain itself; though most are. water energy use Theme#5 - Growth  All organisms grow and change. Cells divide to form new, identical cells. Differentiation happens, as well, when cells mutate into other types of cells, making a more complex organism. Organisms growing, changing, and becoming more complex is called development. Single-celled organisms do grow as well, but they will only become slightly larger – this is nearly immeasurable. Theme#6 - Reproduction  All organisms reproduce in order to continue the species' life. This is combining genetic information (in sexual reproduction) or splitting into two organisms (in asexual reproduction) in order to create another of the same species. In sexual reproduction, the new organism will have some characteristics from the mother, and some from father. It may look like either of them, or it may not. In asexual reproduction, the new organism is an exact copy of the first. Sometimes, not every member of a species is able to reproduce. As long as others are (which we know they can, if they still exist today) then it does not threaten the species. (Except for mules, but don't worry about them, they are a bizarre anomoly.) genetic information sexual reproduction Life

31 Reflection of group activity  Did I hear academic talk only?  Did I see all members involved?  Did the tasks get completed on time?

32 AP Biology deals with life  Are there nonliving factors that affect life? (individual whiteboard)

33 GROUP ACTIVITY 2: Abiotic: Water, Carbon, Nitrogen cycles  Look at your cycle drawings— creatively present all 3 cycles  Your group has 15 minutes to prepare. You may have props

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36 Biomes  Tundra  Taiga  Deciduous forest  Evergreen forest  Tropical savanna  Desert scrub  Temperate grassland  Mediterranean scrub/chaparral

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38 ACTIVITY 3: Biome Stations  Station 1 (Graphs) Big Question: How do precipitation and temperature differ in the biomes of the world?  Station 2 (Manipulatives) Big Questions: How does organisms differ in the biomes of the world? How do abiotic factors affect organisms present in the biomes?  Station 3 (Flashcards) Big Question: What factors are unique to each biome?

39 Our fish need oxygen. Where will we find the highest amount of oxygen?

40 Dissolved Oxygen Factors Oxygen is essential for cellular respiration in most organisms. In an aquatic environment, oxygen availability is influenced by a variety of chemical and physical factors.respiration Some of the factors that affect the amount of oxygen dissolved in water are:  Temperature: As water becomes warmer, its ability to hold oxygen decreases.  Photosynthetic activity: In bright light, aquatic plants are able to produce more oxygen.  Decomposition activity: As organic material decays, microbial processes consume oxygen.  Mixing and turbulence: Wave action, waterfalls, and rapids all aerate water and increase the oxygen concentration.  Salinity: As water becomes more salty, its ability to hold oxygen decreases.

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44 Checking for Understanding . Which environment has the greater concentration of dissolved oxygen: salt water or fresh water?  2. Which environment has the greater concentration of dissolved oxygen: warm water (31°C) or cool water (18°C)?  3. Which environment has the greater concentration of dissolved oxygen: a clear pond or a pond with a heavy algal mat? Explain.

45 Checking for Understanding Answers 1) Fresh water can hold more oxygen than salt water. 2) Cool water can hold more dissolved oxygen than warm water. Now you know why the fish died in a hot aquarium. 3) Clear water holds more dissolved oxygen than water with a heavy algal mat. Although photosynthesis in the algal mat will produce a great deal of oxygen, the decay of so much organic matter will result in a net depletion of oxygen.

46 Dissolved Oxygen Lab  Madrona Marsh has no water so the new location is Wilderness Park 1102 Camino Real Redondo Beach, CA Saturday 9 am  Prelab due must be turned in at 9 am (before the lab)

47 Prelab  Background  Materials and Methods/Procedures  Hypothesis (in park)

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49 Exit Quiz  A)How do abiotic factors influence biotic factors? Give specific examples from at least 2 biomes  B) Carbon and Nitrogen are two molecules that cycle through an ecosystem. Explain 1 cycle and how organisms play a role.


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