1. Sit Juniors vs Seniors Go to weeblyA210 examples of natural selection Pick 2 to look over including #8

2. FLT
I can communicate my findings to my peers through the mini-poster presentation
Need 7 post-its to leave

3. In your table, come up with the best definition of natural selection

5. Announcements Monday B1 mingle. Written notes on videos
TestThursday, Oct 19 A1, A2, A3, B1

6. FLT
I can draw and explain examples of natural selection to revise my model of how a population changes by natural selection

8. Inheritance of traits

19. Should we use antibacterial soap?

20. You are infected with a bacterial disease
You are infected with a bacterial disease. Your sister had this same illness last week, and took a full cycle of antibiotics. She quickly became better. You started taking the same antibiotic,
but they had no effect. In fact, you had to return to the doctor after a week, because you did not feel better. What has happened? Why did you remain sick after taking antibiotics,
while your sister quickly recovered? There are three possible hypotheses:
A) you developed a tolerance for the antibiotic (i.e. you experienced a non-genetic change that made you less sensitive to the effects of the antibiotic). B) the bacteria infecting you developed a tolerance for the antibiotic (i.e. individual bacteria experienced a non-genetic change that made them less sensitive to the effects of the antibiotic). C) the bacteria infecting you evolved to be resistant to the antibiotic (i.e. a genetic mutation for resistance occurred in a bacterial cell, it had a reproductive advantage and increased in the population).
a) Which hypothesis (A, B, or C) do you think is most likely? _________________ b) Explain why you chose this one.

22. When you first visited your doctor, she told you that she is conducting research on antibiotics, and asked you to be a part of the study. You agree.
As part of the study, you go to the doctor every day and let her take a new sample from your infection, which she then conducts tests on.
She discovered that on the first day, your bacteria were susceptible to the antibiotic (i.e. the bacteria were killed by the antibiotic).
She then prescribed the antibiotic to you, which you immediately began taking.
Later in the week, the bacteria from your infection were found to be resistant to the antibiotic (i.e. the bacteria were not killed by the antibiotic).
This result rules out which of the three hypotheses
(A, B, or C)? ______________
b) Why does this result rule out this particular hypothesis?

23. Another result from the study is that initially, all the bacteria were susceptible to the antibiotic, but by the third day, some of the bacteria were resistant to the antibiotic. With each passing day, more of the bacteria were resistant, until finally all of the bacteria were resistant.
a) Does this result support either (or both) of the remaining hypotheses? ________ b) Does it allow you to rule out either of them? ______________ c) Explain your answers to a) and b).

24. Your doctor performs a DNA analysis of the bacteria causing your infection, and discovers that the resistant bacteria differ from the susceptible bacteria by one gene: the gene that encodes the protein on the bacterial cell that is the “target” of the antibiotic (the target site is the place in the bacterial cell where the antibiotic binds and does its dirty work).
The resistant bacteria have an altered form of this target site, with the result that the antibiotic is unable to bind to the target site, and thus is unable kill the bacterium.
a) How did the resistant bacteria come to be different genetically from their susceptible ancestors?
b) Which hypothesis does this result support? _______________ c) Why does this result support this particular hypothesis?
Given all of the above evidence, which hypothesis (A, B, or C) do you think is most likely correct? Explain.

25. Watch

26. Revise your model a second time

27. Explain the diagram

28. Evolution on a micro level
Looking at alleles (A, a)
Looking at the DNA
DARWIN DIDN’T KNOW DNA

29. How do the alleles change after bottle neck?
The Bottleneck Effect: type of genetic drift resulting from a reduction in population (natural disaster) such that the surviving population is no longer genetically representative of the original population

30. Bottle Neck

31. Founder Effect

32. Genetic Drift
A change in the gene pool of a population over a succession of generations
1- Genetic drift: changes in the gene pool of a small population due to chance (usually reduces genetic variability)

33. Genetic Drift Animation
hill.com/sites/dl/free/ /126997/animation45.html

34. Genetic Drift Activity

35. 2) A3 diagram interpretations
Inquiry activity—
On whiteboards make a large (50) and small population (10) with variation.
Show that small populations are more likely to have a shift in allele frequency (genetic drift) than large populations when a bottle neck event occurs
2) A3 diagram interpretations

36. Bacteria, relative to humans, have very short generation times
Bacteria, relative to humans, have very short generation times. A generation time is the time it takes to go from one generation to the next. For example, in humans, it takes on average about 20 years to go from the birth of a child to the birth of that child’s child. Therefore, the generation time for humans is approximately 20 years. Contrast this with the average bacterial generation time of hours or even minutes! Under favorable conditions, a single bacterial cell will very quickly reproduce into a colony containing many generations of its offspring and their offspring. These colonies can have so many individual cells that, within hours or days, it will be large enough to see with the naked eye. Organisms with fast generation times, like bacteria, have the capacity for very rapid adaptation to a changing environment. Since evolutionary change occurs across generations, organisms with fast generation times (like bacteria) can evolve much faster than organisms with slow generation times (like humans). Some bacteria species can go through thousands of generations in a single year.
Bacterial populations are also very high in numbers and are quite genetically variable. Mutations are the primary source of genetic variation. Mutations (accidents in DNA replication) are rare events. In bacteria, a mutation at a particular gene occurs on average once in about every 10,000,000 cell divisions. Since bacteria are so numerous and divide so often, even these rare events actually occur quite often. As an example, E. coli cells in a human colon divide 2 x 1010 times every day. That means that every day in an E. coli population, approximately 2000 cells will have a mutation at a particular gene5 . So, even though mutations are rare events, they occur often enough in bacterial populations to create a lot of genetic variation within populations.

37. Mutation is not the only way that a bacterium can acquire a resistance gene. Bacteria have three other methods of acquiring genes that sexual organisms (like us) do not have. Bacteria can pick up pieces of DNA (containing genes) from their environment (transformation), they can obtain a gene from another bacterium (conjugation), and genes can also be transferred to a bacterium by a virus (transduction). So, even if a resistance gene does not occur through mutation, it can be acquired through one of these methods.
To summarize, bacterial populations evolve resistance to antibiotics so quickly because of their fast generation times, large population sizes, and unique methods of gene acquisition. These are some of the reasons that bacteria have been so evolutionarily successful.

38. So what happens if a bacterial cell has a mutation that allows it to resist the effect of an antibiotic? If that bacterium is in the presence of the antibiotic, then it will have an advantage: the drug will not kill it! It will be able to reproduce, while the susceptible bacteria (which are inhibited or killed by the antibiotic) will not. In the presence of the antibiotic, the resistant mutant has a selective (reproductive) advantage over normal cells3.
Originally, most or all bacteria in the population were susceptible to the antibiotic4 . Over many generations, the resistant type will make up a greater and greater percentage of the population. Eventually, most or all of the individuals in the bacterial population will be resistant to the antibiotic. The population has evolved resistance due to natural selection by antibiotics: the genetic structure of the population has changed, from susceptible to the antibiotic to resistant to the antibiotic.

39. Can you explain how natural selection is acting on this population?

40. This next case study is what you will discuss during your mingle

41. Natural selection in action—show off your diagram Wed

42. A-2_Level 1 Practice Test Answers
A was a collection of new habitats
2) B Natural selection can occur in guppies within a few generations
3) E 190mg
4) A Characteristics acquired during an organism's life are generally not passed on through genes.
5) D More small-beaked birds dying than the larger-beaked birds. The offspring produced in subsequent generations have a higher percentage of birds with large beaks.

43. Evolution is one of the unifying themes of biology
Evolution is one of the unifying themes of biology. Evolution involves change in the frequencies of alleles in a population. For a particular genetic locus in a population, the frequency of the recessive allele (a) is 0.5 and the frequency of the dominant allele (A) is 0.5.
(a) What is the frequency of each genotype (AA, Aa, aa) in this population? What is the frequency of the dominant phenotype?
(b) How can the Hardy-Weinberg principle of genetic equilibrium be used to determine whether this population is evolving?   
(c) Identify a particular environmental change and describe how it might alter allelic frequencies in this population. Explain which condition of the Hardy- Weinberg principle would not be met.

44. Interpret this graph

46. Explain to your neighbor the five fingers of evolution

47. How can you explain bed bug evolution?

48. Answer in complete thoughts!
1. What do the red and blue dots represent in this simulation? What does the coin represent?
2. What does "allele frequency" means? How are allele frequencies related to evolution?
3. What are the "selective forces" in this simulation (the forces changing the allele frequencies)?
4. What was the general trend you observed for Allele A over the three generations (did it increase or decrease)? What was the general trend for Allele S over time? Was your hypothesis supported?
5. Do you anticipate that the trends in question 4 will continue for many generations? Why or why not?
6. Since few people with sickle cell anemia (SS) are likely to survive to have children of their own, why hasn’t the mutant allele (S) been eliminated? (Hint: what is the benefit of keeping it in the population?)
7. Why is the frequency of the sickle cell allele so much lower in the United States than in Africa?
8. Scientists are working on a vaccine against malaria. What impact might the vaccine have in the long run on the frequency of the sickle cell allele in Africa? (Would it increase or decrease? Why?)

49. Take out dojo code and log in to change monster

50. In the computer lab Genetic drift simulation
3 graphs and explanations in notebook
The evolution of __________population
Using your pics explain the evolution of your pop
Calculate allele frequencies before and after
Identify which of the five fingers of evolution occurred in your population

51. Why is losing variation a problem for a population?
Bottle Neck
An example of a bottleneck: Northern elephant seals have reduced genetic variation probably because of a population bottleneck humans inflicted on them in the 1890s. Hunting reduced their population size to as few as 20 individuals at the end of the 19th century.
Their population has since rebounded to over 30,000—but their genes still carry the marks of this bottleneck: they have much less genetic variation than a population of southern elephant seals that was not so intensely hunted.
Why is losing variation a problem for a population?

52. Founder effect
A founder effect occurs when a new colony is started by a few members of the original population. This small population size means that the colony may have:
reduced genetic variation from the original population.
a non-random sample of the genes in the original population.
For example, the Afrikaner population of Dutch settlers in South Africa is descended mainly from a few colonists. Today, the Afrikaner population has an unusually high frequency of the gene that causes Huntington’s disease, because those original Dutch colonists just happened to carry that gene with unusually high frequency. This effect is easy to recognize in genetic diseases, but of course, the frequencies of all sorts of genes are affected by founder events.

53. Activity: Genetic Drift on Two Islands

54. 1)What do you know about sickle cell
1)What do you know about sickle cell? 2) What is the allele frequency of dominant eye ALLELE in period 4? Show work. Round to nearest hundreths Get stamp and then look at AP plaques Update your table of contents

55. Keep photos of species with variation— in computer lab Sep 30/Oct 1
Announcements
Keep photos of species with variation— in computer lab Sep 30/Oct 1
1.A.3 due Friday (period 4), Thurs (period 1)
Need power school log in? See me

56. FLT
Using manipulatives I will demonstrate the change in alleles for sickle cell using video, worksheet, and notes

58. Video

59. Genetics and sickle cell
Genotype Phenotype
RR _____________
rr _____________
Rr _____________
Why does the sickle allele persist in the US?

60. Sickle Cell Allele Demo
Red dots (recessive)—sickle cell allele
Green dots (dominant)—no sickle
Need coin
Calculate individual and allele frequency before and after 3 generations.

61. 1) Together with your lab partners, obtain bag—this is your gene pool
Procedure:
1) Together with your lab partners, obtain bag—this is your gene pool
Start with 10 of each allele
2) Simulate fertilization by PICKING OUT two dots WITHOUT LOOKING. Do this until bag is empty. Record
3) For every two dots that are chosen from the gene pool, another person will FLIP A COIN to determine whether the homo’s live or die.
4) Using the table, the coin flipper tells the team which live and go back into gene pool and which die (on table)
5) RECORD remaining alleles as a fraction

62. Total individuals Bag Alleles F2 F3
Total Individuals F2 Total Individuals F3 AA AS SS
Non-surviving
Alleles F F3
Number of A (blue) alleles surviving
Number of S (red) allele surviving

63. AA AS SS Heads Tails Die from malaria Survive malaria—can reproduce
Live
Die from sickle cell anemia
Survive sickle cell—can reproduce AA
(blue) AS SS

64. Pick up worksheet
DNARNA Protein

65. Codon Chart pg ---

66. On a separate sheet of paper
What have you learned in AP Biology so far?
How are you managing the workload/stress?
What suggestions do you have for the class?

67. Watch super bugs

68. Take photos or make drawings to illustrate the super bug evolution
Photo project
Take photos or make drawings to illustrate the super bug evolution
Use bacterial replication info pg 333

69. Structure of assessment day
All students take level 1 as a practice test. Self grade. Record score
If you have 4 items on mastery list show Ms. Morris, put your backpack and personal items along the back board. Come to Tables 6-9 with a pen/pencil, reading guide, and chepo ONLY
Take level 2 and 3 silently. Turn in.
If you are not assessing sit at tables Not allowed to cross the border.

70. A-2 Mingle

71. Warm Up Draw a gene pool. How do brine shrimp show natural selection?
What did you learn about the nature of science from your experiment?
Reasoning is like closing arguments in a court case. Explain.
Pick up mini-poster + other things that have been graded
ANNOUNCEMENTS--Grades this Friday, Back-to-School tonight

72. To redo
Staple new discussion over old
I must be able to see the old discussion
Please write redo on your new discussion

73. AP Biology Game
Moves
1 space—A1 ppt and video notes (expired)
1 space—90% or higher on Brine Shrimp poster
1 space—80% or higher on A1_Level 2
1 space--80% or higher on A1_Level 3
1 space—A2 notes (expired Thurs)
5 spaces=A on 5 week report card

74. FLT
I can extrapolate the allele frequencies for a population undergoing selection and genetic drift using notes and activity

75. Part D—Heterozygous Advantage (Homo dom—may die of maleria (flip coin; homo recessive—die of sickle cell)
Initial Class Frequencies GG____ Gg __ gg___
My initial genotype ___
F1____
F2_____
F3_____
F4_____
F5______
Final Class Frequencies

76. Your turn—how do you show if Hardy is met or if evolution occurred
Scenario 1—Selection
Scenario 2—Genetic Drift
For each scenario
-explain how you will set up the class (ex students start with 4 alleles—all hetero and then__________
-how many generations in your game
-what you expect to happen to the allele frequencies

77. Level 1 Answers
1) A 2) E 3) E 4) C 5) C q2=40/1000 q2=0.04 q=.2

78. Warm Up Pick up A2 Mastery Checklist and Hardy Problem Set
A2 notes and video EXPIRES THURSDAY
Work on Hardy Set—key in 3 places in the room
Assessments and grades this week—look at my office hours for this week