DP Biology 5th Period-Johnson 002 Assignments

Definitions of cladistic, clade, cladogram
Comparison of natural classification with traditional Linnaean classification  
An example cladogram (for example between 4 plant phyla)
Explanation /example of how a cladogram can be used to determine if traits are homologous or analogous (vitamin C synthesis/scurvy is a good example to reference)
Benefits of bioinformatics tools to store and align sequence data 
Explanation of how to estimate species divergence dates using molecular clocks 
An example of a species/group that needed to be reclassified using natural classification

These are found on pages 7 & 8 of the notes packet

We will complete these notes together in class. 
State the source of differences between biological sequences (nitrogenous base or amino acid).
Outline the use of a “molecular clock” to determine time since divergence between two species.

Define bioinformatics.
State that DNA and amino acids sequences can be molecular homologies.
Outline the relationship between time, evolutionary relationships, and biological sequences (nitrogenous base or amino acid).

For page 11 (last page) of the notes packet

Use these slides to complete pages 4 & 5 of the notes packet.  The notes packet was linked on Classroom for yesterday's assignment.

Define classification and homology.
Outline the process of natural classification. 
Outline how natural classification allows for the prediction of characteristics and evolutionary relationships between species. 
Compare natural classification to traditional classification schemes.
A copy of the notes packets is attached for those of us who are at home. If you don't have a printer at home, recreate the pages on your own paper exactly as they appear in the packet.

All A&B articles are due before the quiz on the unit for which they were assigned.

All A&B articles are due on the day of the quiz for which they were assigned.

All A&B assignments for Unit 5 are due December 17th @ 7:45 AM.  No exceptions will made to this deadline

You are going to .  
Search for examples of THREE of these four kingdoms:
protist (may seem impossible, but remember algae and seaweed are protists you can see with your eye)
fungus
plant
animal
  You must take three pictures of different kingdoms (don't submit 2 animals for instance).  Please be sure you are visible in the photo. These must be actual photos you took of actual organisms. Don't take images from the internet. Don't use stuffed animals (or the like) as examples. Make sure the organism is clear and easy to see.
Pictures have to be under 100 megabytes, so you may need to save them as a .pdf.  
Each picture is worth 2 points, for a total of 6 lab points.

Outline characteristics of the six kingdoms.
List the four kingdoms of eukaryotes.

State the two groups of prokaryotes.
List the three domains of life.
Outline differences between the three domains of life.
Interpret the tree diagram that illustrates the evolutionary relationship between organisms of the three domains.

Arranged around the room are various specimens you need to classify using a variety of dichotomous keys.


The dichotomous keys you'll need to identify the species are at the lab station and linked at each question. 


You do not need to go in order.


Do your best- you are welcome to resubmit as many times as you like.

Review your understanding of the domains of life.

This will be due before the Unit 4 Quiz.

This will be due before the Unit 4 Quiz

Objectives:

Define gene pool, gene, allele, heterozygous, homozygous, dominant, recessive, and evolution.
Given data, calculate allele frequencies of genes in a gene pool.
State that change in the allele frequencies of a gene is evidence of evolution.

There is WAY more information on the slides than the IB expects you to know.  The notes are yours and you get to decide how much or how little you want to annotate.   which is that there is continuous variation across a geographical range (clines) which may eventually lead to speciation.

The IB Biology students will illustrate some of the major fossils that have been discovered to create a timeline of the history of life on Earth.   Upload the photos of your two fossil organisms and notecards to the Google Form on Classroom
 
Look up information about the fossils that were randomly assigned to you.  
On a notecard, write:
The name of the organism.
The date(s) the organism lived.
The organism's niche
Summarize unique or interesting characteristics of the organism (3-5 sentences).
Add a solid line edge around the outside of the index card, in the color for the geological time period in which your organism lived. 
Please be sure that you use clear handwriting that is legible for all people to read.  
Draw your organism on a half-page of unlined, white paper.
Use color.
Cut out around the drawing.
Add a solid line around the edge of the cutout shape in the color for the geological time period in which your organism lived.


Complete the Google Form linked below with a picture of your card(s) and picture(s)

Homologous structures are similar structures in organisms that share common ancestry.  Through the process of natural selection, the basic structure has become adapted for the organisms' specific niche.  
 
The angiosperms (the flowering plants) arose about 130 million years ago and gave rise to over 250,000 current species that contain a remarkable diversity of floral forms. Although flowers have dramatically different forms in different species, there are some basic structural similarities. Flowers contain stamens (male reproductive organs) and carpels (female reproductive organs) surrounded by petals and sepals.
 
You will select an angiosperm species from the Great Pumpkin. Look up images of a  for the species you have been assigned.  Make sure you select an image with the flower fully open to expose the stamen and carpelsDraw a pencil sketch of the flower on the watercolor paper you were provided.   Use watercolor paints to paint the flower.  
 
Allow the watercolor painting to dry before labeling the parts of the flower:
Stamen
Carpel
Petal
Sepal
Title your painting with the name of the flower speciesTake a picture of your painted flower before turning it in to your teacher. 
 

After viewing the various paintings, answer the following questions:Upload the picture of your labeled flower painting.  Flowers are homologous between angiosperm species.  What does this mean?  Outline the reason why flowers of different species have different shapes even though the structure of the flower is homologous.  On the left is a flower that is pollinated by any type of bee (a generalist) and on the right is a flower that can only be pollinated by a single species of moth (a specialist).  What are the advantages and disadvantages of being a generalist?  What are the advantages and disadvantages of being a specialist?

Define homologous.
Outline examples of different types of homologies. 
Define divergent evolution. 
Describe how divergent evolution explains the pattern found in vertebrate limb structure yet allows for the specialization of different limb functions.

Define selective breeding and artificial selection.
Outline how artificial selection can lead to evolution.
Explain an example of artificial selection in a plant. 
Explain an example of artificial selection in an animal. 
 

You will complete these notes independently. 
Review the slides here (Links to an external site.)
Select  (corn or brassica)  (dog or chicken)
Rather, you will use the information in the slides as background information and independently determine how the example illustrates:
overproduction
variation
selective pressure
differential survival and reproduction
change in the population over time
Annotate the new page given out in class and attach it to the Unit 2 packet

You will randomly pick a card with a photo of a dog breed.
On an index card:
Write the name of the dog breed in bold lettering
List at least three traits that have been artificially selected for in the breed.  For example, the selected traits might be color, size, markings, body shape, or behaviors.  
Tape the picture of the dog to the left side of the card
Write your name on the BACK of the card

The general directions and the specifics for Unit 2 are linked below.

Use this document to complete the back page of the notes

Answer each question to the best of your ability.
Submit the form.
Click to "View Score." A new tab will open and you will be able to see the answers to the questions.
Go back to the original tab and click the link to "Edit your response."
Correct your original answers.
Submit the form.

These notes will be checked and stamped tomorrow at the beginning of class.

Use these slides to complete the variation template provided to you in class.  Each of you will submit your template but you will work with your elbow partner on your chosen species and data point.

Use these slides to anf Google Doc to complete pages 4-6 of the packet

Use these slides to complete page 3 of the handout.  Leave the two large rectangles blank that are at the top pf the page and we will complete those tomorrow.
Sorry, there has been confusion about the notes. The boxes with the population and growth rate are for a simulator we will use tomorrow in class

These slides are for pages 1 & 2 in the notes packet.  These notes will not be collected until the day of our Unit 2 quiz but the dues dates will keep you on schedule with what we will cover in class.

Here is what should be included in your One-page Summary:

This is an "Above and Beyond" (extra-credit) assignment that is optional.  It will be accepted up until 7:45 AM on Friday, September 10th, the day of our Unit 1 Quiz.

We will be doing this in class, today.

Optional 

Parents/Guardians, please complete the linked Form telling me more about your student.

Use the linked slides to complete pages 2 and 3 in the notes packet.

This form will be used to complete the card sort activity.  Only one form per group should be submitted