· Web viewStudent generated Mind Maps Mitosis and Meiosis Cell cycle and mechanism Chromosomes Sexual verses Asexual reproduction Stages of Meiosis Genetic variation in offspring

Biology II—Honors

(I) Curriculum Content Portfolio Evidence

1. Teacher Rationale and Curriculum Content:

Honors courses are designed for students who consistently exceed the objectives and expectations of the essential curriculum, both in terms of content knowledge and application. The Biology-II Honors course is taught in greater depth and includes an emphasis on abstract materials, thus requiring extensive independent work, self-discipline, and commitment to meet rigorous expectations and timelines. The honors course teacher should possess the skills, knowledge, and dispositions to challenge and inspire thought processes of honors level students through a differentiated curriculum and a variety of instructional strategies. The honors curriculum student should possess the motivation, interest and ability to meet the prepare students for post-high school education.

The Biology- II Honors course follows the goals and objectives set forth by the College Board AP Biology course description. It is designed to cover concepts and principles in biology that are representative of an introductory college level biology course. Students may receive college credit upon successful completion of the course and passing the College Board AP Biology exam.

The course has shifted from a traditional “content coverage” model of instruction to one that focuses on enduring, conceptual understandings and the content that supports them. Students will focus on inquiry-based learning of essential concepts which will help them to develop the reasoning skills necessary to engage in the science practices. Students taking this revised course will also develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains.

Big Ideas:

The AP Biology Curriculum is framed around core scientific principles called the big ideas. There are four big ideas and for each of these there are enduring understandings that incorporate the core concepts and essential knowledge. These will be used to guide the AP Biology course curriculum. Below are the Big Ideas that this course will focus on: 1) The process of evolution drives the diversity and unity of life. 2) Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. 3) Living systems store, retrieve, transmit and respond to information essential

to life processes. 4) Biological systems interact, and these systems and their interactions possess complex properties.

Our goal is to expose students to a wide range of biological topics that may spark an interest in various science, technological, engineering and/or mathematics fields. This class is designed to help students understand and build skills needed in science and fulfill the college readiness standards. In an effort to ensure your child’s success, high but obtainable goals will be set for your child.

2. Standards and Objectives:

Big Ideas Enduring UnderstandingOne: The process of evolution drives the diversity and unity of life.

A. Change in the genetic makeup of a population over time is evolution. 1. Natural selection is a major mechanism of evolution. 2. Natural selection acts on phenotypic variations in populations. 3. Evolutionary change is also driven by random processes 4. Biological evolution is supported by scientific evidence from many disciplines, including mathematicsB. Organisms are linked by lines of descent from common ancestry. 1. Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today 2. Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be testedC. Life continues to evolve within a changing environment. 1. Speciation and extinction have occurred throughout the Earth’s history 2. Speciation may occur when two populations become reproductively isolated from each other 3. Populations of organisms continue to evolveD. The origin of living systems is explained by natural processes. 1. There are several hypotheses about the natural origins of life on Earth, each with supporting scientific evidence. 2. Scientific evidence from many different disciplines supports models of the origin of life

Two: Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis.

A. Growth, reproduction, and maintenance of the organization of living systems require free energy and matter. 1. All living systems require constant input of free energy 2. Organisms capture and store free energy for use in biological processes 3. Organisms must exchange matter with the environment to grow,

reproduce and maintain organizationB. Growth, reproduction, and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. 1. Cell membranes are selectively permeable due to their structure 2. Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes 3. Eukaryotic cells maintain internal membranes that partition the cell into specialized regionsC. Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. 1. Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes 2. Organisms respond to changes in their external environmentsD. Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment. 1. All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy 2. Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments 3. Biological systems are affected by disruptions to their dynamic homeostasis 4. Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis

E. Many biological processes involved in growth, reproduction, and dynamic homeostasis include temporal regulation and coordination. 1. Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms 2. Timing and coordination of physiological events are regulated by multiple mechanisms 3. Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection

Three: Living systems retrieve, transmit, and respond to information essential to life processes.

A. Heritable information provides for continuity of life. 1. DNA, and in some cases RNA, is the primary source of heritable Information 2. In Eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis or meiosis plus fertilization

3. The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring 4. The inheritance pattern of many traits cannot be explained by simple Mendelian geneticsB. Expression of genetic information involves cellular and molecular mechanisms. 1. Gene regulation results in differential gene expression, leading to cell specialization 2. A variety of intercellular and intracellular signal transmissions mediate gene expressionC. The processing of genetic information is imperfect and is a source of genetic variation. 1. Changes in genotype can result in changes in phenotype 2. Biological systems have multiple processes that increase genetic variation 3. Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hostsD. Cells communicate by generating, transmitting, and receiving chemical signals. 1. Cell communication processes share common features that reflect a shared evolutionary history 2. Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling 3. Signal transduction pathways link signal reception with cellular response 4. Changes in signal transduction pathways can alter cellular responseE. Transmission of information results in changes within and between biological systems. 1. Individuals can act on information and communicate it to others 2. Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses

Four: Biological systems interact and these interactions possess complex properties.

A. Interactions within biological systems lead to complex properties. 1. the subcomponents of biological molecules and their sequence determine the properties of that molecule 2. The structure and function of subcellular components, and their interactions, provide essential cellular processes 3. Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues and organs 4. Organisms exhibit complex properties due to interactions between their constituent parts 5. Communities are composed of populations of organisms that

interact in complex ways 6. Interactions among living systems and with their environment result in the movement of matter and energyB. Competition and cooperation are important aspects of biological systems. 1. Interactions between molecules affect their structure and function 2. Cooperative interactions within organisms promote efficiency in the use of energy and matter 3. Interactions between and within populations influence patterns of species distribution and abundance 4. Distribution of local and global ecosystems changes over timeC. Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 1. Variation in molecular units provides cells with a wider range of functions 2. Environmental factors influence the expression of the genotype in an organism 3. The level of variation in a population affects population dynamics 4. The diversity of species within an ecosystem may influence the stability of the ecosystem

All four of the big ideas are interrelated. During the year students will connect the enduring understandings from each idea with those of at least one of the other big ideas, more than one at times, whenever a practical connection can be established.

3. Curriculum Plan:

Timeline for Course Semester IUnit 1: Chemistry of Life Week 1:Introduction to Biology and the Chemistry of BiologyChapter 1: Introduction: Themes in the Study of Life Chapter 2: The Chemistry Context of LifeThe Significance of Water Molecules and Carbon Atoms for LifeChapter 3: Water and the Fitness of the Environment Chapter 4: Carbon and Molecular Diversity of Life Week 2:

Macromolecules and Metabolism with a Focus on EnzymesChapter 5: The Structure and Function of MacromoleculesChapter 6: An Introduction to Metabolism Unit 2: The Cell Week 3: Cell Structure and Function with a Focus on MembranesChapter 7: A Tour of the CellChapter 8: Membrane Structure and Function Week 4: Cellular RespirationChapter 9: Cellular Respiration: Harvesting Chemical Energy Week 5: PhotosynthesisChapter 10: Photosynthesis Week 6: Cell Communication and Cell Cycle: Focus on MitosisChapter 11: Cell CommunicationChapter 12: The Cell Cycle Unit 3: Genetics Week 7: Meiosis and Mendelian GeneticsChapter 13: Meiosis and Sexual Life CyclesChapter 14: Mendel and the Gene Idea Week 8: Chromosomal and Molecular Basis of InheritanceChapter 15: Chromosomal Basis of InheritanceChapter 16: Molecular Basis of Inheritance Week 9: Transcription, Translation, and the Genetics of MicrobesChapter 17: From Gene to ProteinChapter 18: Microbial Models: The Genetics of Viruses and Bacteria Week10: Eukaryotic Genomes and DNA TechnologyChapter 19: The Organization and Control of Eukaryotic GenomesChapter 20: DNA TechnologyChapter 21: The Genetic Basis of Development Unit 7: Animal From and Function Week 11: Introduction to Morphology and Physiology Chapter 40: An Introduction to Animal Structure and FunctionChapter 41: Animal Nutrition Week 12: Circulatory, Respiratory, and Immune SystemsChapter 42: Circulatory and Gas ExchangeChapter 43: The Body's Defenses Week 13 & 14Homeostasis: Focus on the Excretory and Endocrine SystemsChapter 44: Controlling the Internal EnvironmentChapter 45: Chemical Signals in Animals Week 15:

Concepts: Animal Reproduction and DevelopmentChapter 46: Animal ReproductionChapter 47: Animal Development Week 16: Nervous System and Sensory and Motor MechanismsChapter 48: Nervous SystemChapter 49: Sensory and Motor Mechanisms Unit 8: Ecology Week 17:Basics of Ecology and BehaviorChapter 50: An Introduction to Ecology and the Biosphere Summer ReadingChapter 51: Behavioral Biology &Chapter 52: Population Ecology NotesChapter 53: Community Ecology Chapter 54: EcosystemsChapter 55: Conservation Biology Week 18: Midterm ExamsSemester IIUnit 4: Mechanism of Evolution Week 1: Evolution of Populations and Modes of SpeciationChapter 22: Descent with Modification: A Darwinian View of LifeChapter 23: The Evolution of PopulationsChapter 24: The Origin of Species Week 2: Phylogeny and the Origin of LifeChapter 25: Tracing PhylogenyChapter 26: Early Earth and the Origin of Life Week 3: Analysis of the Kingdoms Monera and Protista and a Quantitative Analysis of RespirationChapter 27: Prokaryotes and the Origin of Metabolic DiversityChapter 28: The Origins of Eukaryotic Diversity Unit 5: Evolutionary History of Biological Diversity Week 4: Plant Diversity and EvolutionChapter 29: Plant Diversity I: The Colonization of LandChapter 30: Plant Diversity II: The Evolution of Seed Plants Week 5: Fungi and Animal EvolutionChapter 31: FungiChapter 32: Introduction to Animal Evolution Week 6:Invertebrates and Vertebrate EvolutionChapter 33: InvertebratesChapter 34: Vertebrate Evolution and Diversity

Unit 6: Plants Form and Function Week 7: Plant Morphology and Growth, Transport and a Quantitative Analysis of TranspirationChapter 35: Plant Structure and GrowthChapter 36: Transport in Plants Week 8: Plant Nutrition and ReproductionChapter 37: Plant NutritionChapter 38: Plant Reproduction and Development Week 9: Control Systems of PlantsChapter 39: Control Systems in Plants

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Unit: AP Exam ReviewWeek 10: Review Ch. 1-4 Week 11: Review Ch. 5-8Spring BreakWeek 12: Review Ch. 9-12Week 13: Review Ch. 13-15AP Biology Exam – Week 14 - 18: Final Projects

(II) Instructional Materials and Methods Portfolio Evidence

1. Teacher Rationale for Instructional Materials and Methods:Biology-II Honors will be aligned with College Board. Students taking the honors courses will be required to cover all standard under Advanced Placement curriculum but will complete more in-depth scientific investigations and will work more independently. Students will expand their knowledge through various extensions that correlate to the Advanced Placement College Board Standards. This will be accomplished through regular class assignments, major projects, reading, critiquing, and presenting findings from scientific articles. Students in Biology-II honors will also be expected to participate in class discussions, outside research, teach mini-lessons, and contribute with class presentations.

2. Instructional Materials and Methods:Materials used during the course will include scientific equipment such as microscopes, dissection equipment, gel electrophoresis machine, and materials that correspond with the lab required by College Board. Students will use these materials for hands-on and inquiry-based activities. Other materials such as laptops and Ipads will be used for web-based labs and interactive activities as well as independent research. Textbooks, websites, and supplemental texts will be used to reinforce topics and objectives.

Below is an outline list each topic with suggested readings, activities, labs, and assessments.

MOLECULES, CELLS, AND ENERGY Big Ideas 1, 2, 3, and 4

Unit- 1st 9 weeks

Topics Chapters to Read/Readings

LABS/ACTIVITIES ASSESSMENT

Molecules, Cells, and

Energy

A. MOLECULES Big Idea 4

Chapter 1-6 Lab 13: Enzyme Activity

Build Macro-Molecule Models with kits

Macromolecule Lab Build-A-Membrane-

http://learn.genetics.utach.edu/>

Unit One Test-The Chemistry of

Life/Biochemistry

Polarity of water and its importance to biological

systems

Carbon’s role in the molecular diversity of

life

Monomers , polymers, and reactions involved

in building and breaking them down considering

polar/nonpolar interactions

Chapter 7-8 Lab 4: Osmosis and Diffusion

What is the Role of the Cell Membrane in Diffusion? Lab

Unit Two Test- Cell and Energy

Free Response Assessment

Reading quizzes

Written Lab Reports

Students will generate small powerpoints on topics covered

Various levels of structures in proteins

and carbohydrates

Enzyme structure as a special protein

Cohesion, adhesion, specific heat of water and its importance to

biological systems

Acids, Bases, and Buffers

Identifying macro-molecules in our foods

Chapter 9-11 Journal Articles

B. History of Life Big Idea 1

Theories of how macro-molecules joined to support origin of life

Was RNA 1st genetic material?

Age of earth

Chapter 22-25 RNA polymerase activity Journal Articles

Lab 1: Artificial Selection

Lab 2: Mathematical Modeling: Hardy-Weinberg

Lab 3: Comparing DNA Sequences to Understand

Evolutionary Relationships with BLAST

NOVA; PBS Video “What Darwin Never Knew” This video

will be utilized in conjunction with the whole class

discussions to take a look at Charles Darwin’s observation

and conclusion and how modern day molecular Biology

is confirming what Darwin documented

Concept mapsMind maps

Cartoon explaining the

theories of origin

C. Cells (structure and function) Big Idea 1&2

Explain similarities, differences and evolutionary relationships between prokaryotic and eukaryotic cellsCell membrane structure and functionCell communication(signals, receptors, responses hormones) Methods of transport across membranes

Chapter 7 Lab: Microscope lab

Normal vs. Plasmolyzed cells lab

Mind mapsCompare/Contrast

chart on Animal/Plant Cell

Microscope lab report

Unit Test – The Cell

D. Immunity Big Idea 2&3

Innate vs. Acquired ResponseHumoral responses B cells vs. T cells

Chapter 43

E. Cell Energy ATP structure and function

Chapter 8, 9, 10

Enzyme Catalysis lab

Toothpickase Lab

Concept Maps

Reading quizzes

Redox reactions in relation to cellular respiration

Enzyme catalysis

Activation energy and specificity

Cellular respiration glycolysis, citric acid cycle, electron transport chain/chemiosmosis

Photosynthesis

Lab 5: Photosynthesis Lab

Lab 6: Cellular Respiration

Unit Test with free response questions

Lab reports

Heredity, Genetics, and Evolution Big Idea 1 and 3 Topics Readings Activity/Labs

Assessment A. Molecular Basis

of InheritanceDNA structure and replication, RNA structure, protein synthesis- transcription and translation

Mutation

Text Chapter 16, 17

DNA extraction QuizzesJournal ArticleUnit TestStudent generated Mind Maps

B. Mitosis and Meiosis

Cell cycle and mechanism

Chromosomes

Sexual verses Asexual reproduction

Stages of Meiosis

Chapter 12, 13 Lab 7: Mitosis/Meiosis Investigation lab

Karyotyping Exercise

Model of the Cell Cycle

Concept maps

Mind maps

Unit Test with Free response questions

Karyotyping Results

Debate on Genetic and environmental

Genetic variation in offspring and impact on Evolution

Investigating genetics; environmental influences

issues; cloning. Obesity, etc.

C. Mendelian Genetics Mendel’s Law

Patterns of inheritance

Predicting genetic outcomes genetic counseling

Gene linkage and mapping

Mutations

Chapter 14, 15

Scientific American Article Reading

Populations Genetics Lab

Fruit Fly project

Students will count the colors in packages and apply the null hypothesis concept and Chi Square calculations on the data

Unit Test

Quizzes

Cornell Notes

Genetic crosses

D. Molecular Genetics

Regulation of Gene expression

Viruses

Gene expression in bacteria

Biotechnology, DNA technology, Gel electrophoresis

Chapter 18-21

Journal Article Reading

DNA Electrophoresis lab

Lab 8: Biotechnology Bacterial Transformation

Lab 9: Biotechnology; Restriction Enzyme Analysis of DNA

Cornell notes

Student generated concept maps

Unit Test with Free Response questions

Journal article discussion

E. Evolutionary Biology

Darwin’s exploration and theory of descent with modification and natural selection

Galapagos Islands

Chapter 22-25 Activity: Genetics Survey Project analyzing traits of those around us

Students create

Concept maps

Reading quizzes

Book discussions

Unit test with

overview

Evidence for evolution

Phylogeny and systematics

Evolution of populations

Hardy-Weinberg Law

Geologic time Free response practice

Organisms and Populations Big Ideas 1, 3, and 4 Topics Readings Activity/Labs Assessment

A. Biological Diversity and Microbiology

Early life on earth

Evolution of prokaryotes and eukaryotes

Chapter 25, 26, 27 29, 30

Microbiology activity Section testArticle presentationStudent generated Concept map

B. Plants and their Diversity

How Plants Colonized land

Evolution of seed plants

Structure, growth, and development

Plant responses to internal and external stimuli

Plant nutrition

Angiosperm Reproduction

Chapter 35, 36 Lab 11: Transpiration Lab

Lab: Flower Dissection

Section Test

Lab analysis

Concept maps

C. Animal Diversity

Characteristics of invertebrates

Chapter 32-34 and 40-49

Cat DissectionMink Dissection

Unit Test Practical Test with dissection specimen

Basic anatomy principles

Analysis of structure and function of body systems

Digestive, Circulatory, Respiratory, Excretory, Endocrine, Nervous, Muscular systems

D. Ecology

Ecological interaction

Behavioral ecology

Population dynamics

Communities and Ecosystems energy levels and flows, cycles, symbiosis, and human influences positive and negative

Chapter 50-55 Lab 12: Fruit fly Behavior Lab

Build an Ecosystem

Build a Model of a Biome that demonstrates knowledge of Biological processes and concepts across the scale.

Unit testReading quizzes

Personal Project “My Footprints” Write a paper discussing their individual impact on Earth

3. Sample Units, Lessons(s) and Assignments:Throughout the Genetics and Evolution unit objectives are covered to explain how physical traits are determined by the structure and function of DNA as well as how the expression of genetic traits may be influenced. Students will be able to predict offspring ratios based on a variety of inheritance patterns. Honor students will be required to explore extensions of this unit. An example may include Hardy-Weinberg. This allows students to examine changes of gene frequencies over time. They will be able to calculate individuals heterozygous for a chosen trait within a population and examine how future generations will display the given trait with or without selection.

Sample Lesson #1:After a class discussion of gene frequency, online tutorial, and guided practice students will complete the following activities. The first activity will be completed in groups. Lesson “2 will be completed independently.

Hardy Weinberg Problem Set

p2 + 2pq + q2 = 1 and p + q = 1 p = frequency of the dominant allele in the populationq = frequency of the recessive allele in the populationp2 = percentage of homozygous dominant individualsq2 = percentage of homozygous recessive individuals2pq = percentage of heterozygous individuals 1. View the Dragons below. The winged trait is dominant.

2. You have sampled a population in which you know that the percentage of the homozygous recessive genotype (aa) is 36%. Using that 36%, calculate the following: A. The frequency of the "aa" genotype. B. The frequency of the "a" allele. C. The frequency of the "A" allele. D. The frequencies of the genotypes "AA" and "Aa." E. The frequencies of the two possible phenotypes if "A" is completely dominant over "a."

3. There are 100 students in a class. Ninety-six did well in the course whereas four blew it totally and received a grade of F. Sorry. In the highly unlikely event that these traits are genetic rather than environmental, if these traits involve dominant and recessive alleles, and if the four (4%) represent the frequency of the homozygous recessive condition, please calculate the following: A. The frequency of the recessive allele. B. The frequency of the dominant allele. C. The frequency of heterozygous individuals.

4. Within a population of butterflies, the color brown (B) is dominant over the color white (b). And, 40% of all butterflies are white. Given this simple information, which is something that is very likely to be on an exam, calculate the following:

A. The percentage of butterflies in the population that are heterozygous. B. The frequency of homozygous dominant individuals.

5. After graduation, you and 19 of your closest friends (let’s say 10 males and 10 females) charter a plane to go on a round-the-world tour. Unfortunately, you all crash land (safely) on a deserted island. No one finds you and you start a new population totally isolated from the rest of the world. Two of your friends carry (i.e. are heterozygous for) the recessive cystic fibrosis allele (c). Assuming that the frequency of this allele does not change as the population grows, what will be the incidence of cystic fibrosis on your island? ______

6. Cystic fibrosis is a recessive condition that affects about 1 in 2,500 babies in the Caucasian population of the United States. Please calculate the following. The frequency of the recessive allele in the population. ______The frequency of the dominant allele in the population. ______The percentage of heterozygous individuals (carriers) in the population. ____

7. This is a classic data set on wing coloration in the scarlet tiger moth (Panaxia dominula). Coloration in this species had been previously shown to behave as a single-locus, two-allele system with incomplete dominance. Data for 1612 individuals are given below: White-spotted (AA) =1469 Intermediate (Aa) = 138 Little spotting (aa) =5 Calculate the allele frequencies (p and q)

8. REAL WORLD APPLICATION PROBLEM Choose a human trait to study and survey a population at your school. (Aim for at least a sample size of 50 to get meaningful results). Use your sample to determine the allele frequencies in the human population. Traits (dominant listed first)

Hitchhiker's Thumb vs. Straight Thumbs

Widow's peak vs. straight hairline

PTC taster vs. non-taster

Short Big toe vs. long big toe

Free earlobes vs. attached earlobes

Tongue rolling vs. non-rolling

Bent little fingers vs. straight little fingers

Arm crossing (left over right) vs. right over left

Ear points vs. no ear points

Sample Lesson #2:

Roger Rabbit's Family --- A Study of Population GeneticsIntroduction:

Roger Rabbit and his family have lived in Toontown for quite a while. Roger himself settled down and married a cute little bunny named Rita Rabbit, and they have added on to their hutch several times making room for all of their new little bunnies. On special occasions whenever the Rabbit family gets together, Roger Rabbit has grandparents, great grandparents, aunts and uncles, and more cousins than he can count to visit and munch carrots with. Recently at the Rabbit family reunion, Roger noticed that there were two fur colors in the Rabbit clan --- those with brown colored fur and those with albino (white) fur like Roger. These phenotypes had been recorded over several generations in the Rabbit family pedigree. The pedigree showed that two albino rabbits could only have albino offspring, while two brown rabbits or one brown rabbit could have both brown and albino bunny offspring.

The number and frequency of a particular gene or allele in a population is known as the frequency of that allele and is usually expressed as a percent or decimal. In stable environmental conditions, the frequency of alleles for a trait in a genetically balanced population that mates randomly tends to remain the same. Thus, if the environment doesn't change, the frequency of the alleles for either albino or brown fur should remain the same. The maintenance of gene or allele frequencies in populations is known as the Hardy-Weinberg principle.

Objective:Students will determine the frequency of alleles in a population through the use of the Hardy-Weinberg principle.

Procedure (Part A) – Counting Alleles:1. Let B stand for the dominant allele (brown fur color) and b stand

for the recessive allele (albino or white fur).2. Rabbits with the genotype BB or Bb will have brown fur and

those with the genotype bb will have albino fur.3. Table 1 has the genotypes of 200 rabbits from the Roger Rabbit

family. To determine the frequency of these alleles in the Roger Rabbit population, count the total number of alleles or genes, the number of B alleles, and the number of b alleles. Record these numbers in Table 2.

Table 1

Genotypes for 200 Roger Rabbit Family Members

bb bb BB Bb bb BB bb Bb bb Bb bb bb BB bb bb

BB bb bb Bb bb Bb bb bb bb Bb bb Bb bb bb Bb

Bb BB bb bb Bb bb Bb bb bb Bb bb bb Bb bb Bb

bb Bb bb Bb Bb Bb Bb bb BB Bb Bb bb Bb bb bb

bb bb Bb bb bb Bb bb Bb bb bb Bb bb bb Bb BB

bb bb bb Bb Bb bb BB bb Bb bb bb Bb bb bb Bb

Bb bb Bb BB bb Bb bb Bb bb Bb bb Bb bb bb Bb

bb Bb bb bb Bb bb Bb bb bb bb BB bb Bb Bb Bb

Bb bb BB Bb bb Bb bb Bb bb Bb bb Bb bb Bb Bb

Bb Bb bb Bb BB Bb Bb bb Bb bb Bb bb Bb bb Bb

bb Bb Bb bb Bb bb Bb BB bb Bb bb Bb bb Bb bb

Bb Bb Bb bb bb Bb Bb bb Bb bb BB Bb bb Bb bb

bb Bb bb Bb Bb bb Bb Bb bb bb bb bb bb BB bb

BB Bb Bb BB BB

Table 2

Total Number of Alleles(B + b)

Total Number of B Alleles

Total Number of b Alleles

Procedure (Part B) – Determining Allele Frequency:1. Use the following formulas to calculate the allele frequency of

recessive allele b and dominant allele B. Make sure your answer is in the form of a decimal.

Frequency of b = Number of b alleles Total # of alleles (B+b)

Frequency of b = _____________ (answer)

Frequency of B = Number of B alleles Total # of alleles (B+b)

Frequency of B = _____________ (answer)

2. To check to see if you have done your calculations correctly, the sum of the two frequencies should be 1.0 or 100 percent. In the Hardy-Weinberg equations, the frequency of the dominant allele in a population is designated p, and the frequency of the recessive allele is designated as q. Use the following equation to check your answer.

p + q = 1.0 (100 per cent)

Procedure (Part C) – Comparing Allele frequencies and Phenotypic Frequencies:1. Determine the frequency of albino rabbits in the population by dividing

the number of albino rabbits (bb) by the total number of rabbits (200). write your answer as a decimal.

Frequency of albino rabbits = Number of albino rabbits ( bb ) total number of rabbits (200)

Frequency of albino rabbits = __________How does this compare to the frequency of the recessive allele b (larger, smaller, the same)?

2. The frequency of albino rabbits in a population is equal to q2. Look at the frequency of allele b on Procedure B. The value you determined was q in the Hardy-Weinberg equation. Take the square of this number, q2, to determine the frequency of the homozygous recessive genotype (bb).

q2 = _________

Procedure (Part D) – Determining Other Genotypic Frequencies:1. The frequency of each possible genotype, homozygous dominant (BB)

is designated by p2, the homozygous recessive genotype (bb) is designated by q2, and the heterozygous genotype (Bb) is designated by 2pq in the second Hardy-Weinberg equation. The total of these three genotypic frequencies should also equal 1.0.

p2 + 2pq + q2 = 1.0

2. Use the equation above to calculate the frequency of the homozygous dominant genotype (p2) for this trait in the rabbit population. Show your work.

3. Use the equation above to calculate the frequency of the heterozygous genotype (2pq ) for this trait in the rabbit population. Show your work.

Questions:1. In a population of 200 mice, 8 have short tails, which is a recessive

trait. The other mice have long tails. Determine the frequencies of the genotypes and of the dominant and recessive alleles.

2. In this same population, what would be the frequency of the mating between homozygous dominant males and homozygous recessive females.

3. The cross 2pq x 2pq represents the mating of what two types of individuals.

Extension:Go online to the activity, “Flashy Fish.” http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act2.htmlThe activity introduces Professor John Endler who traveled to Trinidad in the 1970’s to study wild guppies. The guppies live in small streams that flow down the mountains from pool to pool. In the activity, you will take part in an online simulation of Endler's work. You will collect data, formulate a hypothesis, and run a series of experiments. You will find out about the interplay between natural selection and sexual selection in this wild population of guppies

.

4. Student Work Samples:Teachers will insert samples from their students.

(III) Assessment Portfolio Evidence:

1. Teacher Rationale for Assessment Practices:Honor students will have a differentiated grading criterion. More emphasis will be placed on projects and lab work. Students will also be required to keep a portfolio of their work.

Pre-assessments to gauge student prior knowledge will be used. A combination of formative and summative assessments will be used to determine mastery learning. Students will be given a set grading criterion illustrating all areas and percentages. This will be explained by individual teachers and presented to students in a syllabus.

Students will participate in hands-on and virtual labs. Students will be assessed on science practice skills, analyzing and interpreting lab results, and presenting information. Upon completion of some labs students will be required to prepare formal lab reports.

Communication between student and teacher will be maintained throughout the course. Data should be used to provide feedback to students and allow them to focus areas of need.

2. Assessment Practices:The following will be used to determine each 9 weeks grade.

Grading Criteria

Tests---------------------------------------------------40%Lab-----------------------------------------------------30%Quizzes/----- -----------------------------------------10%HW/CW----------------------------------------------10%Projects-----------------------------------------------10%

Students should be assessed using a variety of methods. Included should be non-graded, formative assessments. Examples of these may include conversation assessments such as class discussions, Q&A sessions, debates and focus group discussions. Other types may include exit slips, quick writes, think-pair-share activities, closure activities, peer assessments.

Summative assessments should also be used to evaluate student learning and identify any weaknesses that need to be addressed.