1. AP Biology c2 in the AP Biology Curriculum
Carol Leibl
National Math and Science Initiative
Dallas, TX

2. Welcome and Contact Information Carol Leibl- NMSI AP Biology Content Specialist
Phone:
Teachers and mentors-please feel free to contact me for assistance at any time. I welcome suggestions for new activities, ideas, and strategies to help you and your students achieve success in your AP Biology course.
Don’t forget to look at the NMSI Teachers Website
nmsiteachers.org
Registration Code gossetguiness

3. Statistics, Analysis, and AP Biology
Comparing Means
Type of Data
Discreet Data or Counting Data
Continous Data or Measuring Data
Calculated on the AP Exam
Graphing
Other Information

4. Statistics, Analysis, and AP Biology
Comparing Means
Type of Data
Discreet Data or Counting Data
Continous Data or Measuring Data
Calculated on the AP Exam
YES NO
Graphing
Other Information
On the AP exam, both multiple choice and free response style questions visit this connection using graphical, analytical, and application-based stems. Let’s take a look at some recent free response questions that illustrate this concept:

5. Statistics, Analysis, and AP Biology
Comparing Means
Type of Data
Discreet Data or Counting Data
Continous Data or Measuring Data
Calculated on the AP Exam
YES NO
Graphing
Other Information
On the AP exam, both multiple choice and free response style questions visit this connection using graphical, analytical, and application-based stems. Let’s take a look at some recent free response questions that illustrate this concept:

6. Statistics, Analysis, and AP Biology
Comparing Means
Type of Data
Discreet Data or Counting Data
Continous Data or Measuring Data
Calculated on the AP Exam
YES NO
Graphing
Other Information
Needs Understanding of Degrees of Freedom and Null Hypothesis
Needs Understanding of Standard Deviation and Standard Error of the Mean and Normal Distribution
On the AP exam, both multiple choice and free response style questions visit this connection using graphical, analytical, and application-based stems. Let’s take a look at some recent free response questions that illustrate this concept:

7. AP Biology Curricula that Incorporates c2
Genetic Problems
Hardy-Weinberg Equilibrium Problems
Behavior Lab
Mitosis Lab
In part b, a number line representation might be helpful to represent f = g’, but students must remember to justify the answer in words since AP graders are instructed to “cover up the number line” and look at what students wrote-students may show a number line to assist, but teachers are recommended to emphasize a “nice, concise” way of writing the reason for the answer as shown on the rubric. Students MUST connect g’(x) to f(x) to receive credit.

8. Statistics, Analysis, and AP Biology
On the AP exam, both multiple choice and free response style questions visit this connection using graphical, analytical, and application-based stems. Let’s take a look at some recent free response questions that illustrate this concept:

9. Student’s Pitfalls in Using c2
Students lack an understanding of the “null hypothesis”.
In part b, a number line representation might be helpful to represent f = g’, but students must remember to justify the answer in words since AP graders are instructed to “cover up the number line” and look at what students wrote-students may show a number line to assist, but teachers are recommended to emphasize a “nice, concise” way of writing the reason for the answer as shown on the rubric. Students MUST connect g’(x) to f(x) to receive credit.

10. Student’s Pitfalls in Using c2
Students lack an understanding of the “null hypothesis”.
Students have difficulties in determining what is expected.
In part b, a number line representation might be helpful to represent f = g’, but students must remember to justify the answer in words since AP graders are instructed to “cover up the number line” and look at what students wrote-students may show a number line to assist, but teachers are recommended to emphasize a “nice, concise” way of writing the reason for the answer as shown on the rubric. Students MUST connect g’(x) to f(x) to receive credit.

11. Student’s Pitfalls in Using c2
Students lack an understanding of the “null hypothesis”.
Students have difficulties in determining what is expected.
Students have difficulties in working with fractions of different denominators.
In part b, a number line representation might be helpful to represent f = g’, but students must remember to justify the answer in words since AP graders are instructed to “cover up the number line” and look at what students wrote-students may show a number line to assist, but teachers are recommended to emphasize a “nice, concise” way of writing the reason for the answer as shown on the rubric. Students MUST connect g’(x) to f(x) to receive credit.

12. The Null Hypothesis
The null hypothesis refers to a general statement or default position that there is no relationship between two measured phenomena, OR a type of hypothesis used in statistics that proposes that no statistical significance exists in a set of given observations. The null hypothesis attempts to show that no variation exists between variables.
If the null hypothesis is rejected or the data does not support it, then one can conclude there is statistical significance between variables.
In part b, a number line representation might be helpful to represent f = g’, but students must remember to justify the answer in words since AP graders are instructed to “cover up the number line” and look at what students wrote-students may show a number line to assist, but teachers are recommended to emphasize a “nice, concise” way of writing the reason for the answer as shown on the rubric. Students MUST connect g’(x) to f(x) to receive credit.

13. Activities for Null Hypothesis
Statistics and the Null Hypothesis
Materials Needed
Bag of Skittles
Bag of M&M’s
Calculators
Small Cups

14. Easy c2 Problem OR “Get Your Feet Wet!”
Homozygous green peas were crossed with homozygous yellow peas. All the offspring were phenotypically yellow. A test cross was performed with one of the offspring from the F1.
A. Using Y as the symbol for pea color, what are the genotypes of the parents used in this cross?
B. If the F2 generation consisted of 20 offspring, predict how many will be green and how many will be yellow.

15. Easy c2 Problem OR “Get Your Feet Wet!”
C. If the offspring consisted of eight yellow peas and twelve green peas, would this be statistically different from your prediction?

16. Easy c2 Problem OR “Get Your Feet Wet!”
C. If the offspring consisted of eight yellow peas and twelve green peas, would this be statistically different from your prediction?

17. Easy c2 Problem OR “Get Your Feet Wet!”
D. If there were 200 offspring and they consisted of 80 yellow peas and 120 green peas, would this be statistically different from your prediction?

18. 2003 AP Biology Question 1
In fruit flies, the phenotype for eye color is determined by a certain locus. E indicates the dominant allele and e indicates the recessive allele. The cross between a male wild-type fruit fly and a female white-eyed fruit fly produced the following offspring.
The wild-type and white-eyed individuals from the F1 generation were then crossed to produce the following offspring.
Wild Type Male
Wild Type Female
White-eyed Male
White-eyed Female
Brown-eyed Female
F1 Generation 45 55 1
Wild Type Male
Wild Type Female
White-eyed Male
White-eyed Female
Brown-eyed Female
F2 Generation 23 31 22 24

19. 2003 AP Biology Question 1
Determine the genotypes of the original parents (P generation) and explain your reasoning. You may use Punnett squares to enhance your description, but the results from the Punnett squares must be discussed in your answer.
(b) Use a Chi-squared test on the F2 generation data to analyze your prediction of the parental genotypes. Show all your work and explain the importance of your final answer.
(c) The brown-eyed female in the F1 generation resulted from a mutational change. Explain what a mutation is, and discuss two types of mutations that might have produced the brown-eyed female in the F1 generation.

20. 2003 AP Biology Question 1

21. 2003 AP Biology Question 1

22. Question Using Different Denominators
In certain strains of corn, the phenotype for color can be yellow or purple. Also the texture of the kernels can be “plump” (smooth) or the kernels can be wrinkled. The cross between a homozygous purple and wrinkled strain of corn was crossed with a homozygous yellow and smooth strain of corn. The offspring from this cross produced were all smooth and purple. The F1 offspring were crossed with one another and the phenotypes of the kernels from several ears of corn were counted and recorded in the data table below for the F2 generation.
Purple, Smooth
Purple Wrinkled
Yellow Smooth
Yellow Wrinkled
F2 Generation
375
133
118 47

25. Question Using Different Denominators
Use a Chi-squared test on the F2 generation data to analyze the results of the cross to determine if the results supports that these genes are unlinked. Show all your work and explain the importance of your final answer.
Purple, Smooth
Purple Wrinkled
Yellow Smooth
Yellow Wrinkled
F2 Generation
375
133
118 47

26. Question Using Different Denominators
Purple, Smooth
Purple Wrinkled
Yellow Smooth
Yellow Wrinkled
F2 Generation
375
133
118 47

27. Behavior Problem Using c2
In an investigation of pill bug behavior, a covered choice chamber is used to test whether the distribution of pill bugs is affected by the presence of a sliced potato. A slice of potato is placed at one end of the chamber and dry cotton is placed at the other end. To test the pill bugs preference for the potato 25 pill bugs are placed on each side of the choice chamber. The positions of pill bugs are observed and recorded every 10 minutes for 30 minutes.
Time (minutes)
Side with Potato
Side with Cotton 25 10 21 29 20 17 33 30 14 36

28. Behavior Problem Using c2
What is the null hypothesis for this investigation?
Perform a chi-square test on the data for the last data collected at the 30-minute time point in the investigation. Explain whether your hypothesis is supported by the chi-square test and justify your explanation.
Time (minutes)
Side with Potato
Side with Cotton 25 10 21 29 20 17 33 30 14 36

29. Mitosis Using c2
Root tip with no treatment
Root tip treated with caffeine
Phase
Count
Interphase
212
370
Mitosis 72 51
Total Cell Count
284
421
% Cells in Mitosis
% Cell in Mitosis
5. Onion roots were treated with 1 M solution of caffeine, and other onion roots were just submerged in water with no treatment. After three days, four samples of the roots were removed and a root tip squash was done. The tips were observed under the microscope. The total number cells observed were counted and the number of cells undergoing of mitosis were also counted.

30. Mitosis Using c2 Root tip treated with caffeine # cells in mitosis
# of cells in interphase
Observed
Expected
Difference
What is the null hypothesis for this investigation?
b. Perform a chi-square test on the data for the data collected caffeine treatment t in the investigation. Explain whether your hypothesis is supported by the chi-square test and justify your explanation.

31. Hardy-Weinberg Equilibrium Problem Using c2
In a field of flowers, there were three phenotypic colors for a particular species, and they were purple, violet and white. It was determined that the color was controlled by a single autosomal gene that exhibited partial dominance. The following counts were made: a. Determine the allelic frequency for the P and P’ alleles.
Purple Flowers PP
Violet Flowers PP'
White Flowers P'P'
Number
243
440 36

32. Hardy-Weinberg Equilibrium Problem Using c2
Number
Counts
# P Alleles
# P' Alleles
Purple Flowers PP
243 X
Violet Flowers PP'
440
White Flowers P'P" 36
Grand Total Alleles
Total
% Total

33. Hardy-Weinberg Equilibrium Problem Using c2
a. Determine if this field was in Hardy-Weinberg equilibrium using the chi-square test.

36. AP Biology Content Specialist
Carol Leibl
AP Biology Content Specialist