AP Biology How to prepare for the new AP Biology exam; Tips, tools, strategies to get you ready.

AP Biology Part 1 - Planning to Review Time to get ready:  Gather all your notes, old quizzes, tests, essays, study guides, and labs  Organize your materials by content/unit  Pace yourself; make a study plan and stick to it (i.e. study for 1 hour/day for x weeks)  Go over the new Curriculum Frameworks for AP Biology

AP Biology Study Strategies Find a study strategy that works for you:  Flash cards, rewriting notes, outline book chapters, flowcharts, diagrams, videos  Study in a comfortable place away from distractions, but not in isolation  Study groups – need to have focus

AP Biology Exam Structure 3 hours long:  90 minutes for 63 multiple choice questions with 6 grid-in numerical responses 50% of grade Calculators allowed for both sections Formula sheet provided  90 minutes for free response questions 10 minute reading period 2 long response questions 6 short response questions

AP Biology Big Idea 1 – Evolution Natural Selection  Darwin, Galapagos  Finches, tortoises, iguanas  Adaptations, fitness  Organisms are subject to their environment  Mechanisms of selection  Sexual, physiological, predation

AP Biology Big Idea 1 – Evolution Evidence for Evolution  Fossil record  Anatomical record  Analogous, homologous, vestigial structures, embryology  Parallel, co-evolution  Molecular record  DNA, proteins  Artificial selection

AP Biology Big Idea 1 – Evolution Population Genetics  Populations evolve, not individuals  Selection acts on variation  Agents of evolution  Genetic drift: migration  Gene flow: bottlenecks, founder effect  Selection: directional, disruptive, stabilizing  Mutation: usually random, sometimes inherited  Non-random mating: sexual reproduction increases diversity

AP Biology Big Idea 1 – Evolution  Hardy-Weinburg  p pq + q 2 = 1  p + q = 1  p is dominant allele  q is recessive allele  Gives “snapshot” of non-evolving population  Used to compare to actual populations

AP Biology Big Idea 1 – Evolution Speciation  What is a species? Mechanisms of speciation (allopatric vs. sympatric)  Geographic isolation  Ecological isolation  Temporal isolation  Behavioral isolation  Mechanical isolation  Gametic isolation  Reduced hybrid viability, fertility, and hybrid breakdown

AP Biology Lab Review

AP Biology Investigation 1: Artificial Selection Objectives:  Evaluate changes in a population over time  Use qualitative and quantitative date to determine changes in a population over time  Using mathematical methods to make predictions about a population  Use evidence to connect change in the environment to changes in a population

AP Biology Lab 2: Population Genetics  Description  simulations were used to study effects of different parameters on frequency of alleles in a population  selection  heterozygous advantage  genetic drift

AP Biology Lab 2: Population Genetics  Concepts  Hardy-Weinberg equilibrium  p + q = 1  p 2 + 2pq + q 2 = 1  required conditions  large population  random mating  no mutations  no natural selection  no migration  gene pool  heterozygous advantage  genetic drift  founder effect  bottleneck

AP Biology Lab 2: Population Genetics  Conclusions  recessive alleles remain hidden in the pool of heterozygotes  even lethal recessive alleles are not completely removed from population  know how to solve H-W problems!  to calculate allele frequencies, use p + q = 1  to calculate genotype frequencies or how many individuals, use, p 2 + 2pq + q 2 = 1

AP Biology Lab 2: Population Genetics ESSAY 1989 Do the following with reference to the Hardy-Weinberg model for practice. a. Indicate the conditions under which allele frequencies (p and q) remain constant from one generation to the next. b. Calculate, showing all work, the frequencies of the alleles and frequencies of the genotypes in a population of 100,000 rabbits of which 25,000 are white and 75,000 are agouti. (In rabbits the white color is due to a recessive allele, w, and agouti is due to a dominant allele, W.)‏ c. If the homozygous dominant condition were to become lethal, what would happen to the allelic and genotypic frequencies in the rabbit population after two generations?

AP Biology Investigation 3: Comparing DNA with BLAST Objectives:  To create cladograms that depict evolutionary relationships  To analyze biological data with a sophisticated bioinformatics online tool  To use cladograms and bioinformatics tools to ask other questions of your own and to test your ability to apply concepts you know relating to genetics and evolution