APBIOevolution

LAB 3-BLAST lab Gene Files Gene 1 Gene 2 Gene 3 Gene4
You must download these files. They will NOT open on your computer. They only work when loaded into the BLAST website.

BLAST lab WEBSITE

Remember: Biology is more than "just the facts". It's all about connections.
(That said... you have to know the vocab and concepts to be able to see the "big picture" and make those connections)

UNIT 7-NATURAL SELECTION
TOPIC 7.1 Introduction to Natural Selection
ENDURING UNDERSTANDING EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.
LEARNING OBJECTIVE EVO-1.C Describe the causes of natural selection.	ESSENTIAL KNOWLEDGE EVO-1.C.1 Natural selection is a major mechanism of evolution.
	EVO-1.C.2 According to Darwin’s theory of natural selection, competition for limited resources results in differential survival. Individuals with more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations
EVO-1.D Explain how natural selection affects populations.	EVO-1.D.1 Evolutionary fitness is measured by reproductive success..
	EVO-1.D.2 Biotic and abiotic environments can be more or less stable/fluctuating, and this affects the rate and direction of evolution; different genetic variations can be selected in each generation

TOPIC 7.2 Natural Selection
ENDURING UNDERSTANDING EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.
LEARNING OBJECTIVE EVO-1.E Describe the importance of phenotypic variation in a population.	ESSENTIAL KNOWLEDGE EVO-1.E.1 Natural selection acts on phenotypic variations in populations.
	EVO-1.E.2 Environments change and apply selective pressures to populations. ILLUSTRATIVE EXAMPLES § Flowering time in relation to global climate change § Peppered moth
	EVO-1.E.3 Some phenotypic variations significantly increase or decrease fitness of the organism in particular environments. ILLUSTRATIVE EXAMPLES § Sickle cell anemia § DDT resistance in insects

TOPIC 7.3 Artificial Selection
ENDURING UNDERSTANDING EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.
LEARNING OBJECTIVE EVO-1.F Explain how humans can affect diversity within a population.	ESSENTIAL KNOWLEDGE EVO-1.F.1 Through artificial selection, humans affect variation in other species
EVO-1.G Explain the relationship between changes in the environment and evolutionary changes in the population.	EVO-1.G.1 Convergent evolution occurs when similar selective pressures result in similar phenotypic adaptations in different populations or species.

Big Idea 1: The process of evolution drives the diversity and unity of life.

Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution.

Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution.

a. According to Darwin's theory of natural selection, competition for limited resources results in differential survival. Individuals with more
favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations.

b. Evolutionary fitness is measured by reproductive success.

c. Genetic variation and mutation play roles in natural selection. A diverse gene pool is important for the survival of a species in a changing
environment.

d. Environments can be more or less stable or fluctuating, and this affects evolutionary rate and direction; different genetic variations can be
selected in each generation.

e. An adaptation is a genetic variation that is favored by selection and is manifested as a trait that provides an advantage to an organism in a
particular environment.

f. In addition to natural selection, chance and random events can influence the evolutionary process, especially for small populations.

g. Conditions for a population or an allele to be in Hardy-Weinberg equilibrium are: (1) a large population size, (2) absence of migration, (3) no
net mutations, (4) random mating and (5) absence of selection. These conditions are seldom met.

         h. Mathematical approaches are used to calculate changes in allele frequency, providing evidence for the occurrence of evolution in a
              population.
            To foster student understanding of this concept, instructors can choose an illustrative example such as:
             • Graphical analysis of allele frequencies in a population
              • Application of the Hardy-Weinberg equilibrium equation

Learning Objectives:
LO 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change. [See SP 1.5, 2.2]

LO 1.2 The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution. [See SP 2.2, 5.3]

LO 1.3 The student is able to apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future. [See SP 2.2]

Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations.

        a. Environments change and act as selective mechanism on populations.
            To foster student understanding of this concept, instructors can choose an illustrative example such as:
          • Flowering time in relation to global climate change
               • Peppered moth

b. Phenotypic variations are not directed by the environment but occur through random changes in the DNA and through new gene
combinations.

        c. Some phenotypic variations significantly increase or decrease fitness of the organism and the population.
            To foster student understanding of this concept, instructors can choose an illustrative example such as:
           • Sickle cell anemia
             • Peppered moth
             • DDT resistance in insects

        d. Humans impact variation in other species.
             To foster student understanding of this concept, instructors can choose an illustrative example such as:
           • Artificial selection
             • Loss of genetic diversity within a crop species
               • Overuse of antibiotics

Learning Objectives:
LO 1.4 The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time. [See SP 5.3]

LO 1.5 The student is able to connect evolutionary changes in a population over time to a change in the environment.[See SP 7.1]

Essential knowledge 1.A.3: Evolutionary change is also driven by random processes.

a. Genetic drift is a nonselective process occurring in small populations.

b. Reduction of genetic variation within a given population can increase the differences between populations of the same species.

Learning Objectives:
LO 1.6 The student is able to use data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations. [See SP 1.4, 2.1]

LO 1.7 The student is able to justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations. [See SP 2.1]

LO 1.8 The student is able to make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population. [See SP 6.4]

Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics.

a. Scientific evidence of biological evolution uses information from geographical, geological, physical, chemical and mathematical
applications.

        b. Molecular, morphological and genetic information of existing and extinct organisms add to our understanding of evolution.
            Evidence of student learning is a demonstrated understanding of each of the following:
                  1. Fossils can be dated by a variety of methods that provide evidence for evolution. These include the age of the rocks where a fossil is
                   found, the rate of decay of isotopes including carbon-14, the relationships within phylogenetic trees, and the mathematical calculations
                   that take into account information from chemical properties and/or geographical data.
                 ✘✘ The details of these methods are beyond the scope of this course and the AP Exam.

2. Morphological homologies represent features shared by common ancestry. Vestigial structures are remnants of functional structures,
which can be compared to fossils and provide evidence for evolution.

3. Biochemical and genetic similarities, in particular DNA nucleotide and protein sequences, provide evidence for evolution and
ancestry.

                  4. Mathematical models and simulations can be used to illustrate and support evolutionary concepts.
                   To foster student understanding of this concept, instructors can choose an illustrative example such as:
                 • Graphical analyses of allele frequencies in a population
                 • Analysis of sequence data sets
                         • Analysis of phylogenetic trees
                • Construction of phylogenetic trees based on sequence data

Learning Objectives:
LO 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. See SP 5.3]

LO 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [See SP 5.2]

LO 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [See SP 4.2]

LO 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [See SP 7.1]

LO 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [See SP 1.1, 2.1]

Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry.

Essential knowledge 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among
organisms today.

         a. Structural and functional evidence supports the relatedness of all domains.
            Evidence of student learning is a demonstrated understanding of each of the following:
               1. DNA and RNA are carriers of genetic information through transcription, translation and replication. [See also 3.A.1 ]

2. Major features of the genetic code are shared by all modern living systems. [See also 3.A.1]

3. Metabolic pathways are conserved across all currently recognized domains. [See also 3.D.1]

          b. Structural evidence supports the relatedness of all eukaryotes. [See also 2.B.3, 4.A.2]
        To foster student understanding of this concept, instructors can choose an illustrative example such as:
          • Cytoskeleton (a network of structural proteins that facilitate cell movement, morphological integrity and organelle transport)
            • Membrane-bound organelles (mitochondria and/or chloroplasts)
          • Linear chromosomes
            • Endomembrane systems, including the nuclear envelope

Learning Objectives:
LO 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [See SP 3.1]

LO 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [See SP 7.2]

LO 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [See SP 6.1]

Essential knowledge 1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.

           a. Phylogenetic trees and cladograms can represent traits that are either derived or lost due to evolution.
             To foster student understanding of this concept, instructors can choose an illustrative example such as:
              • Number of heart chambers in animals
              • Opposable thumbs
              • Absence of legs in some sea mammals

b. Phylogenetic trees and cladograms illustrate speciation that has occurred, in that relatedness of any two groups on the tree is shown by
how recently two groups had a common ancestor.

             c. Phylogenetic trees and cladograms can be constructed from morphological similarities of living or fossil species, and from DNA and
                 protein sequence similarities, by employing computer programs that have sophisticated ways of measuring and representing relatedness
                 among organisms.

d. Phylogenetic trees and cladograms are dynamic (i.e., phylogenetic trees and cladograms are constantly being revised), based on the
biological data used, new mathematical and computational ideas, and current and emerging knowledge.

Learning Objectives:
LO 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. [See SP 3.1]

LO 1.18 The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation. [See SP 5.3]

LO 1.19 The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set. [See SP 1.1]

Enduring understanding 1.C: Life continues to evolve within a changing environment.

Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth's history.

a. Speciation rates can vary, especially when adaptive radiation occurs when new habitats become available.

         b. Species extinction rates are rapid at times of ecological stress. [See also 4.C.3]
          To foster student understanding of this concept, instructors can choose an illustrative example such as:
               • Five major extinctions
               • Human impact on ecosystems and species extinction rates
                 ✘✘ The names and dates of these extinctions are beyond the scope of this dates of course and the AP Exam.

Learning Objectives:
LO 1.20 The student is able to analyze data related to questions of speciation and extinction throughout the Earth's history. [See SP 5.1]

LO 1.21 The student is able to design a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred throughout the Earth's history. [See SP 4.2]

Essential knowledge 1.C.2: Speciation may occur when two populations become reproductively isolated from each other.

a. Speciation results in diversity of life forms. Species can be physically separated by a geographic barrier such as an ocean or a mountain
range, or various pre-and post-zygotic mechanisms can maintain reproductive isolation and prevent gene flow.

b. New species arise from reproductive isolation over time, which can involve scales of hundreds of thousands or even millions of years, or
speciation can occur rapidly through mechanisms such as polyploidy in plants.

Learning Objectives:
LO 1.22 The student is able to use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future. [See SP 6.4]

LO 1.23 The student is able to justify the selection of data that address questions related to reproductive isolation and speciation. [See SP 4.1]

LO 1.24 The student is able to describe speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift. [See SP 7.2]

Essential knowledge 1.C.3: Populations of organisms continue to evolve.

a. Scientific evidence supports the idea that evolution has occurred in all species.

         b. Scientific evidence supports the idea that evolution continues to occur.
          To foster student understanding of this concept, instructors can choose an illustrative example such as:
             • Chemical resistance (mutations for resistance to antibiotics, pesticides, herbicides or chemotherapy drugs occur in the absence of
                          the chemical)
           • Emergent diseases
             • Observed directional phenotypic change in a population (Grants' observations of Darwin's finches in the Galapagos)
             • A eukaryotic example that describes evolution of a structure or process such as heart chambers, limbs, the brain and the immune
                        system

Learning Objectives:
LO 1.25 The student is able to describe a model that represents evolution within a population. [See SP 1.2]

LO 1.26 The student is able to evaluate given data sets that illustrate evolution as an ongoing process. [See SP 5.3]

Enduring understanding 1.D: The origin of living systems is explained by natural processes.

Essential knowledge 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with supporting scientific
evidence.

           a. Scientific evidence supports the various models.
               Evidence of student learning is a demonstrated understanding of each of the following:
                       1. Primitive Earth provided inorganic precursors from which organic molecules could have been synthesized due to the presence of
                            available free energy and the absence of a significant quantity of oxygen.

2. In turn, these molecules served as monomers or building blocks for the formation of more complex molecules, including amino
acids and nucleotides. [See also 4.A.1]

3. The joining of these monomers produced polymers with the ability to replicate, store and transfer information.

4. These complex reaction sets could have occurred in solution (organic soup model) or as reactions on solid reactive surfaces. [See
also 2.B.1]

5. The RNA World hypothesis proposes that RNA could have been the earliest genetic material.

Learning Objectives:
LO 1.27 The student is able to describe a scientific hypothesis about the origin of life on Earth. [See SP 1.2]

LO 1.28 The student is able to evaluate scientific questions based on hypotheses about the origin of life on Earth. [See SP 3.3]

LO 1.29 The student is able to describe the reasons for revisions of scientific hypotheses of the origin of life on Earth. [See SP 6.3]

LO 1.30 The student is able to evaluate scientific hypotheses about the origin of life on Earth. [See SP 6.5]

LO 1.31 The student is able to evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth.
[See SP 4.4]

Essential knowledge 1.D.2: Scientific evidence from many different disciplines supports models of the origin of life.

         a. Geological evidence provides support for models of the origin of life on Earth.
               Evidence of student learning is a demonstrated understanding of each of the following:
                   1. The Earth formed approximately 4.6 billion years ago (bya), and the environment was too hostile for life until 3.9 bya, while the
                   earliest fossil evidence for life dates to 3.5 bya. Taken together, this evidence provides a plausible range of dates when the origin of
                   life could have occurred.

2. Chemical experiments have shown that it is possible to form complex organic molecules from inorganic molecules in the absence of
life.

         b. Molecular and genetic evidence from extant and extinct organisms indicates that all organisms on Earth share a common ancestral origin of
             life.
                Evidence of student learning is a demonstrated understanding of each of the following:
                    1. Scientific evidence includes molecular building blocks that are common to all life forms.

Learning Objective:
LO 1.32 The student is able to justify the selection of geological, physical, and chemical data that reveal early Earth conditions. See SP 4.1]

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.

Essential knowledge 2.D.2: Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments.

a. Continuity of homeostatic mechanisms reflects common ancestry, while changes may occur in response to different environmental
conditions. [See also 1.B.1]

b. Organisms have various mechanisms for obtaining nutrients and eliminating wastes.

To foster student understanding of this concept, instructors can choose an illustrative example such as:

• Gas exchange in aquatic and terrestrial plants

• Digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-way digestive systems

• Respiratory systems of aquatic and terrestrial animals

• Nitrogenous waste production and elimination in aquatic and terrestrial animals

c. Homeostatic control systems in species of microbes, plants and animals support common ancestry. [See also 1.B.1]

To foster student understanding of this concept, instructors can choose an illustrative example such as the comparison of:

• Excretory systems in flatworms, earthworms and vertebrates

• Thermoregulation in aquatic and terrestrial animals (countercurrent exchange mechanisms)

LO 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments. [See SP 6.2]

LO 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments. [See SP 5.1]

LO 2.27 The student is able to connect differences in the environment with the evolution of homeostatic mechanisms. [See SP 7.1]

Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.

Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Essential knowledge 4.C.3: The level of variation in a population affects population dynamics.

       b. Genetic diversity allows individuals in a population to respond differently to the same changes in environmental conditions.
           To foster student understanding of this concept, instructors can choose an illustrative example such as:
           • Not all animals in a population stampede.
           • Not all individuals in a population in a disease outbreak are equally affected; some may not show symptoms, some may have mild
                     symptoms, or some may be naturally immune and resistant to the disease.

c. Allelic variation within a population can be modeled by the Hardy- Weinberg equation(s). [See also 1.A.1]


EVOLUTION	MATTER & ENERGY	INFORMATION	INTERACTIONS

BOZEMAN BIOLOGY VIDEOS
AP BIO LAB 8 Population genetics & Evolution	Evolution Evolution continues	Examples of Natural Selection	Evidence for Evolution	Cladograms 5/11/12	Comparing DNA Sequences	TED talks-Five fingers of Evolution	Hardy-Weinberg Punnett Squares
Phylogenetics	Population Modeling	Speciation & Extinction	Speciation	Coevolution	Abiogenesis	Origin of Life
Hardy Weinberg equation	Solving Hardy Weinberg Problems	Hardy Weinberg Punnett Square		Evolving Switches Evolving bodies
3.5 'till infinity	Mr. Parr- Evolution	What Darwin Never Knew	Population Variation	HHMI-Stickleback evolution	Lizards Show Evolution in Action
2 minute videos	convergent vs divergent evolution	Homologous vs analogous structures	Genetic drift Founder effect vs bottleneck
Evo-Devo
Science Practices
Science Practice 1 Models and Representations	Science Practice 2 Using Mathematics Appropriately	Science Practice 3 Formulate Questions	Science Practice 4 Data Collection Strategies	Science Practice 5 Analyze Data and Evaluate Evidence	Science Practice 6 Scientific Explanations and Theories	Science Practice 7 Connecting Knowledge

It's A Math Thing
A Beginner's Guide to Graphing Data	Graphing Data by Hand	Graphing Data by Spreadsheet	Statistics for Science	Standard Deviation	Standard Error	Chi Square TEST
Correlation vs causation

	WEBSITES FOR THIS CHAPTER
Comparing genomes	Antibiotic resistance	The Age of the Earth
Getting a leg up on land	What makes us different?	Sequencing Mammoth DNA
HIV- the ultimate evolver	Radiometric dating	Penicillin resistant staph
The Truth about Peppered moths	Fossil hominids	Press release-Society for College Science Teachers
Eye genes	History of the Universe	Understanding Evolution
Natural Selection	Females seals select mates
Human chromosome 2	How half-life works	Becoming Human
NOVA-Family that Walks on All Fours	Survival of the sudsiest	Hox genes
Galapagos	Peppered Moths	T.rex and chickens
About Darwin.com	Ear Evolution	Human chromosome #2
Evolution	What's Vitamin C have to do with Evolution?	The Origin of Modern Humans HHMI
Darwin- American Museum of Natural History	Position Statement- Society for College Science Teachers	Human Evolution Annenberg/CPB
The genes we share with yeast, flies, & worms	Clermont College Evolution Origins of Life Evolution and Darwin Natural selection & Speciation	On Becoming Human Institute of Human Origins
Scientists revive life in frozen Antarctic	Fossil find adds twist to human evolution	Evolution/Populations
The advantage of sex Essay by Matt Ridley	Timeline of Discovery The Leakey Foundation	The Genographic Project National Geographic
Why Pregnant women don't tip over? Study finds humans still evolving	Science in the NEWS Oldest reptile tracks discovered Penicillin resistant Staph Creationism battle	Prehistoric Life BBC
Platypus genome

TOPIC 7.4 Population Genetics
ENDURING UNDERSTANDING EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.
LEARNING OBJECTIVE EVO-1.H Explain how random occurrences affect the genetic makeup of a population.	ESSENTIAL KNOWLEDGE EVO-1.H.1 Evolution is also driven by random occurrences— a. Mutation is a random process that contributes to evolution. b. Genetic drift is a nonselective process occurring in small populations— i. Bottlenecks. ii. Founder effect. c. Migration/gene flow can drive evolution.
EVO-1.I Describe the role of random processes in the evolution of specific populations.	EVO-1.I.1 Reduction of genetic variation within a given population can increase the differences between populations of the same species
EVO-1.J Describe the change in the genetic makeup of a population over time	EVO-1.J.1 Mutation results in genetic variation, which provides phenotypes on which natural selection acts.

TOPIC 7.5 Hardy-Weinberg Equilibrium
ENDURING UNDERSTANDING EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.
LEARNING OBJECTIVE EVO-1.K Describe the conditions under which allele and genotype frequencies will change in populations.	EVO-1.K.1 Hardy-Weinberg is a model for describing and predicting allele frequencies in a nonevolving population. Conditions for a population or an allele to be in Hardy-Weinberg equilibrium are— (1) a large population size, (2) absence of migration, (3) no net mutations, (4) random mating, and (5) absence of selection. These conditions are seldom met, but they provide a valuable null hypothesis..
	EVO-1.K.2 Allele frequencies in a population can be calculated from genotype frequencies ILLUSTRATIVE EXAMPLE ~Graphical analysis of allele frequencies in a population
LEARNING OBJECTIVE EVO-1.L Explain the impacts on the population if any of the conditions of Hardy-Weinberg are not met.	ESSENTIAL KNOWLEDGE EVO-1.L.1 Changes in allele frequencies provide evidence for the occurrence of evolution in a population.
	EVO-1.L.2 Small populations are more susceptible to random environmental impact than large populations.

TOPIC 7.6 Evidence of Evolution
ENDURING UNDERSTANDING EVO-1 Evolution is characterized by a change in the genetic makeup of a population over time and is supported by multiple lines of evidence.
LEARNING OBJECTIVE EVO-1.M Describe the types of data that provide evidence for evolution.	ESSENTIAL KNOWLEDGE EVO-1.M.1 Evolution is supported by scientific evidence from many disciplines (geographical, geological, physical, biochemical, and mathematical data).
EVO-1.N Explain how morphological, biochemical, and geological data provide evidence that organisms have changed over time.	EVO-1.N.1 Molecular, morphological, and genetic evidence from extant and extinct organisms adds to our understanding of evolution— a. Fossils can be dated by a variety of methods. These include: i.The age of the rocks where a fossil is found ii. The rate of decay of isotopes including carbon-14 iii. Geographical data b. Morphological homologies, including vestigial structures, represent features shared by common ancestry.
	EVO-1.N.2 A comparison of DNA nucleotide sequences and/or protein amino acid sequences provides evidence for evolution and common ancestry
ENDURING UNDERSTANDING EVO-2 Organisms are linked by lines of descent from common ancestry
LEARNING OBJECTIVE EVO-2.B Describe the fundamental molecular and cellular features shared across all domains of life, which provide evidence of common ancestry	ESSENTIAL KNOWLEDGE EVO-2.B.1Many fundamental molecular and cellular features and processes are conserved across organisms.
	EVO-2.B.2 Structural and functional evidence supports the relatedness of organisms in all domains

TOPIC 7.7 Common Ancestry
ENDURING UNDERSTANDING EVO-2 Organisms are linked by lines of descent from common ancestry
LEARNING OBJECTIVE EVO-2.C Describe structural and functional evidence on cellular and molecular levels that provides evidence for the common ancestry of all eukaryotes.	ESSENTIAL KNOWLEDGE EVO-2.C.1 Structural evidence indicates common ancestry of all eukaryotes— a. Membrane-bound organelles b. Linear chromosomes c. Genes that contain introns

TOPIC 7.8 Continuing Evolution
ENDURING UNDERSTANDING EVO-3 Life continues to evolve within a changing environment
LEARNING OBJECTIVE EVO-3.A Explain how evolution is an ongoing process in all living organisms.	ESSENTIAL KNOWLEDGE - EVO 3.A.1 Populations of organisms continue to evolve.
	EVO-3.A.2 All species have evolved and continue to evolve— a. Genomic changes over time. b. Continuous change in the fossil record. c. Evolution of resistance to antibiotics, pesticides, herbicides, or chemotherapy drugs. d. Pathogens evolve and cause emergent diseases.

TOPIC 7.9 Phylogeny
ENDURING UNDERSTANDING EVO-3 Life continues to evolve within a changing environment.
LEARNING OBJECTIVE EVO-3.B Describe the types of evidence that can be used to infer an evolutionary relationship	ESSENTIAL KNOWLEDGE EVO-3.B.1 Phylogenetic trees and cladograms show evolutionary relationships among lineages— a. Phylogenetic trees and cladograms both show relationships between lineages, but phylogenetic trees show the amount of change over time calibrated by fossils or a molecular clock. b. Traits that are either gained or lost during evolution can be used to construct phylogenetic trees and cladograms— i. Shared characters are present in more than one lineage. ii. Shared, derived characters indicate common ancestry and are informative for the construction of phylogenetic trees and cladograms. iii. The out-group represents the lineage that is least closely related to the remainder of the organisms in the phylogenetic tree or cladogram. c. Molecular data typically provide more accurate and reliable evidence than morphological traits in the construction of phylogenetic trees or cladograms.
LEARNING OBJECTIVE EVO-3.C Explain how a phylogenetic tree and/or cladogram can be used to infer evolutionary relatedness.	EVO-3.C.1 Phylogenetic trees and cladograms can be used to illustrate speciation that has occurred. The nodes on a tree represent the most recent common ancestor of any two groups or lineages.
	EVO-3.C.2 Phylogenetic trees and cladograms can be constructed from morphological similarities of living or fossil species and from DNA and protein sequence similarities.
	EVO-3.C.3 Phylogenetic trees and cladograms represent hypotheses and are constantly being revised, based on evidence

TOPIC 7.10 Speciation
ENDURING UNDERSTANDING EVO-3 Life continues to evolve within a changing environment.
LEARNING OBJECTIVE EVO-3.D Describe the conditions under which new species may arise.	ESSENTIAL KNOWLEDGE EVO-3.D.1 Speciation may occur when two populations become reproductively isolated from each other.
	EVO-3.D.2 The biological species concept provides a commonly used definition of species for sexually reproducing organisms. It states that species can be defined as a group capable of interbreeding and exchanging genetic information to produce viable, fertile offspring.
EVO-3.E Describe the rate of evolution and speciation under different ecological conditions.	EVO-3.E.1 Punctuated equilibrium is when evolution occurs rapidly after a long period of stasis. Gradualism is when evolution occurs slowly over hundreds of thousands or millions of years.
	EVO-3.E.2 Divergent evolution occurs when adaptation to new habitats results in phenotypic diversification. Speciation rates can be especially rapid during times of adaptive radiation as new habitats become available
EVO-3.F Explain the processes and mechanisms that drive speciation.	ESSENTIAL KNOWLEDGE EVO-3.F.1 Speciation results in diversity of life forms. ILLUSTRATIVE EXAMPLES § Hawaiian Drosophilia § Caribbean Anolis § Apple maggot Rhagoletis
	EVO-3.F.2 Speciation may be sympatric or allopatric.
	EVO-3.F.3 Various prezygotic and postzygotic mechanisms can maintain reproductive isolation and prevent gene flow between populations.

TOPIC 7.11 Extinction
ENDURING UNDERSTANDING EVO-3 Life continues to evolve within a changing environment.
LEARNING OBJECTIVE EVO-3.G Describe factors that lead to the extinction of a population.	ESSENTIAL KNOWLEDGE EVO-3.G.1 Extinctions have occurred throughout Earth’s history.
	EVO-3. G.2 Extinction rates can be rapid during times of ecological stress.
EVO-3.H Explain how the risk of extinction is affected by changes in the environment.	EVO-3.H.1 Human activity can drive changes in ecosystems that cause extinctions.
EVO-3.I Explain species diversity in an ecosystem as a function of speciation and extinction rates	EVO-3.I.1 The amount of diversity in an ecosystem can be determined by the rate of speciation and the rate of extinction.
EVO-3.J Explain how extinction can make new environments available for adaptive radiation	EVO-3.J.1 Extinction provides newly available niches that can then be exploited by different species.

TOPIC 7.12 Variations in Populations
ENDURING UNDERSTANDING SYI-3 Naturally occurring diversity among and between components within biological systems affects interactions with the environment.
LEARNING OBJECTIVE SYI-3.D Explain how the genetic diversity of a species or population affects its ability to withstand environmental pressures.	ESSENTIAL KNOWLEDGE SYI-3.D.1 The level of variation in a population affects population dynamics— a. Population ability to respond to changes in the environment is influenced by genetic diversity. Species and populations with little genetic diversity are at risk of decline or extinction. ILLUSTRATIVE EXAMPLES § California condors § Black-footed ferrets § Prairie chickens § Potato blight § Corn rust § Genetic diversity and selective pressures § Antibiotic resistance in bacteria. (Not all individuals in a diverse population are susceptible to a disease outbreak.) b. Genetically diverse populations are more resilient to environmental perturbation because they are more likely to contain individuals who can withstand the environmental pressure. c. Alleles that are adaptive in one environmental condition may be deleterious in another because of different selective pressures.

TOPIC 7.13 Origins of Life on Earth
ENDURING UNDERSTANDING SYI-3 Naturally occurring diversity among and between components within biological systems affects interactions with the environment
LEARNING OBJECTIVE SYI-3.E Describe the scientific evidence that provides support for models of the origin of life on Earth.	ESSENTIAL KNOWLEDGE SYI-3.E.1 Several hypotheses about the origin of life on Earth are supported with scientific evidence— a. Geological evidence provides support for models of the origin of life on Earth. i. Earth formed approximately 4.6 billion years ago (bya). The environment was too hostile for life until 3.9 bya, and the earliest fossil evidence for life dates to 3.5 bya. Taken together, this evidence provides a plausible range of dates when the origin of life could have occurred. b. There are several models about the origin of life on Earth— i. Primitive Earth provided inorganic precursors from which organic molecules could have been synthesized because of the presence of available free energy and the absence of a significant quantity of atmospheric oxygen (O₂). ii. Organic molecules could have been transported to Earth by a meteorite or other celestial event.
	c. Chemical experiments have shown that it is possible to form complex organic \| molecules from inorganic molecules in the absence of life— i. Organic molecules/monomers served as building blocks for the formation of more complex molecules, including amino acids and nucleotides. ii. The joining of these monomers produced polymers with the ability to replicate, store, and transfer information.
	SYI-3.E.2 The RNA World Hypothesis proposes that RNA could have been the earliest genetic material.

Chemistry of Life	Cells	Cell Division	Metabolism
Genetics	DNA, RNA, Proteins	Evolution	Parade
Plants	Body systems	Ecology	Exam Prep

MONDAY 3/20	TUESDAY 3/21	WEDNESDAY 3/22	THURSDAY 3/23	FRIDAY 3/24
FRQ/SHORT ANSWER DUE DNA TEST- DNA, RNA, Proteins, Bacteria, Viruses, DNA technology It wasn't pretty HW: REFRESH YOUR "BIO BRAIN" See to do list You learned about EVOLUTION in BIO/HONORS BIO We are NOT going to spend class time going over the BASICS. If you don't remember.... refresh your "Bio Brain" outside of class WATCH: How Theory of Natural selection complete BILL?’s Watch video- Examples of Natural Selection and take notes in your BILL WATCH: Evidence for Evolution and take Google Docs quiz Watch video- Evolution continues BILL- Patterns of evolution Bio review	Countdown "41 SCHOOL DAYS" till AP BIO EXAM Bill Notes- TED talks-Five fingers of Evolution EK 1.A.1.g HARDY & WEINBERG Hardy Weinberg animations Bozeman videos - Hardy Weinberg equation Solving Hardy Weinberg Problems Hardy Weinberg Punnett Square 3. First 5 Hardy Weinberg Problems due tomorrow Rest due MONDAY 4. BODY SYSTEMS PROJECT ENDOCRINE SYSTEM DUEoming soon	Finish first 5 HW problems by today SELF CHECK IN CLASS "Old" Lab 8 PTC sampling Class data Blue People of Kentucky Founder effect in the Amish HW: SEE TO DO LIST Test corrections due WED 3/16 Finish rest of HW packet by WED 3/16	Watch Bozeman video-Genetic Drift Lab 8 Case I & II lab tally sheet Lab 8 Data sheet HW: Watch Bozeman Videos Evidence for Evolution and take Google Docs quiz by tomorrow	NO SCHOOL
MONDAY 3/27	TUESDAY 3/28	WEDNESDAY 3/29	THURSDAY 3/30	FRIDAY 3/31
By today you should have Watched Bozeman Video Evidence for Evolution and take Google Docs quiz Patterns of evolution Bio review due Old Lab 8 Case III & IV Old Lab 8 IV EK 1.A.1.f, EK 1.A.3; SP1 HW:TO DO LIST BILL gene flow vs genetic drift due THURS Lab 8 I-IV ?'s due TUES 3/22 Hardy Weinberg problem packet due Stanley Miller's B-DAY IN CLASS ESSAYS REFRESH YOUR BIO BRAIN BY FRIDAY (SEE TO DO LIST)		Who is Linus Pauling DUE
MONDAY 4/3	TUESDAY 4/4	WEDNESDAY 4/5	THURSDAY 4/6	FRIDAY 4/7
SCIENCE AND SOCIETYLIBRARY eBOOKS Pick FollettShelf e-books Use your lunch/library # as your USER and LOGIN 2 essays due FRIDAY 2/6 (One from lab book pS123 and read one chapter from ebook "For the Good of Mankind" book and answer discussion questions at end of chapterDUE FRI 4/1 HW: SEE TO DO LIST 1. 2.Test corrections due WED	LAB 8: Case 1 - IV ?'s due TUESDAY Mutagen mice Refresh your brain BILL- TO DO LIST Gene flow vs genetic drift due FRI	What prevents species from interbreeding organizer due FRI Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by MONDAY	Evolution of Populations & species slide show Hybrid sage grouse video clip Blue Footed Booby dance HW: Lab 8 PTC/Cases I-IV ? due TUESDAY BILL- Gene flow vs genetic drift due HW: What prevents species from interbreeding organizer due TOMORROW	What prevents species from interbreeding organizer due What's the difference- Genetic drift vs gene flow due Bozeman Biology Comparing DNA Hands on Phylogeny From Madhav Nepal Population Modeling HW: Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by MONDAY
MONDAY 4/10	TUESDAY 4/11	WEDNESDAY 4/12	THURSDAY 4/13	FRIDAY 4/14
Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by TODAY Finish collecting data on transpiration experiment graph/discussion due MON 4/6 HW: Lab 8 PTC/Cases I-IV data sheets/? due tomorrow Causes of Microevolution organizer due tomorrow Watch Rock Pocket mice video and complete BILL- ROCK POCKET MICE ?'s by WED	Lab 8 PTC/Cases I-IV data sheets/? due Causes of Microevolution organizer due CLADOGRAMS How to build a cladogram Bozeman video-Cladograms Cladogram FRQ HW: Hardy Weinberg corrections due tomorrow Watch Rock Pocket mice video and complete BILL- ROCK POCKET MICE ?'s DUE WED 3/30	HW problem corrections due Clicker review GLO trees HW: Endocrine Body system project due TUESDAY Watch Rock Pocket mice video and complete BILL- ROCK POCKET MICE ?'s DUE WED	SPRING BREAK	SPRING BREAK
MONDAY 3/28	TUESDAY 3/29	WEDNESDAY 3/30	THURSDAY 3/31	FRIDAY 4/1
SPRING BREAK	ENDOCRINE system project DUE	Watch Rock Pocket mice video and complete BILL- ROCK POCKET MICE ?'s DUE WED	TAKE HOME TEST DUE TODAY EVOLUTION TEST Chapters 23,24,25	Ethics essay due IN CLASS ESSAYS (from EVOLUTION FRQ list)

MONDAY 2/29	TUESDAY 3/1	WEDNESDAY 3/2	THURSDAY 3/3	FRIDAY 3/4
			You learned about EVOLUTION in BIO/HONORS BIO We are NOT going to spend class time going over the BASICS. If you don't remember.... refresh your "Bio Brain" outside of class WATCH: How Theory of Natural selection complete BILL?’s Watch video- Examples of Natural Selection and take notes in your BILL WATCH: Evidence for Evolution and take Google Docs quiz Watch video- Evolution continues BILL- Patterns of evolution Bio review	TEST- Bacteria, Viruses, DNA technology It wasn't pretty HW: REFRESH YOUR "BIO BRAIN" See to do list
MONDAY 3/7	TUESDAY 3/8	WEDNESDAY 3/9	THURSDAY 3/10	FRIDAY 3/11
Stanley Miller's B-DAY IN CLASS ESSAYS Look at Past FRQ list I pick REFRESH YOUR BIO BRAIN BY FRIDAY (SEE TO DO LIST) Countdown "41 SCHOOL DAYS" till AP BIO EXAM	LUNCH REVIEW TEST CORRECTION HELP Bill Notes- TED talks-Five fingers of Evolution EK 1.A.1.g HARDY & WEINBERG Hardy Weinberg animations Bozeman videos - Hardy Weinberg equation Solving Hardy Weinberg Problems Hardy Weinberg Punnett Square First 5 Hardy Weinberg Problems due WEDNESDAY Rest of packet due MON 3. First 5 Hardy Weinberg Problems due tomorrow Rest due WED 3/16 4. BODY SYSTEMS PROJECT IMMUNE SYSTEM DUE TUES 3/coming soon	LUNCH REVIEW TEST CORRECTION HELP Who is Linus Pauling DUE Finish first 5 HW problems by today SELF CHECK IN CLASS "Old" Lab 8 PTC sampling Class data Blue People of Kentucky Founder effect in the Amish HW: SEE TO DO LIST Test corrections due WED 3/16 Finish rest of HW packet by WED 3/16	LUNCH REVIEW TEST CORRECTION HELP Watch Bozeman video-Genetic Drift Lab 8 Case I & II lab tally sheet Lab 8 Data sheet HW: Watch Bozeman Videos Evidence for Evolution and take Google Docs quiz by tomorrow	*LUNCH REVIEW TEST CORRECTION HELP* By today you should have Watched Bozeman Video Evidence for Evolution and take Google Docs quiz Patterns of evolution Bio review due Old Lab 8 Case III & IV Old Lab 8 IV EK 1.A.1.f, EK 1.A.3; SP1 HW:TO DO LIST BILL gene flow vs genetic drift due THURS Lab 8 I-IV ?'s due TUES 3/22
MONDAY 3/14	TUESDAY 3/15	WEDNESDAY 3/16	THURSDAY 3/17	FRIDAY 3/18
8 am deadline LAST DAY TO SIGN UP AND PAY FOR AP BIO EXAM SCIENCE AND SOCIETY LIBRARY eBOOKS Pick FollettShelf e-books Use your lunch/library # as your USER and LOGIN 2 essays due FRIDAY 2/6 (One from lab book pS123 and read one chapter from ebook "For the Good of Mankind" book and answer discussion questions at end of chapter DUE FRI 4/1 HW: SEE TO DO LIST 1. 2.Test corrections due WED	WORK DAY: 1. DNA TEST #1 & DNA TEST #2 corrections due tomorrow LAB 8: Case 1 - IV ?'s due TUESDAY BILL- TO DO LIST Gene flow vs genetic drift due FRI	ALL MISSING/MAKE UP WORK/TEST CORRECTIONS DUE TODAY if you want it to show on your 3rd Q grad Hardy Weinberg problem packet due DNA TECH REVISIT due WED What prevents species from interbreeding organizer due FRI Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by MONDAY	Evolution of Populations & species slide show Hybrid sage grouse video clip Blue Footed Booby dance HW: Lab 8 PTC/Cases I-IV ? due TUESDAY BILL- Gene flow vs genetic drift due HW: What prevents species from interbreeding organizer due TOMORROW	END 3rd Quarter Grades due in office by 8:00 am What prevents species from interbreeding organizer due What's the difference- Genetic drift vs gene flow due Evolving Switches Evolving bodies HW: Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by MONDAY
MONDAY 3/21	TUESDAY 3/22	WEDNESDAY 3/23	THURSDAY 3/24	FRIDAY 3/25
Watch Origin of Life & Abiogenesis videos, answer BILL ?'s by TODAY Bozeman Biology Comparing DNA Hands on Phylogeny From Madhav Nepal Population Modeling HW: Lab 8 PTC/Cases I-IV data sheets/? due tomorrow Causes of Microevolution organizer due tomorrow	Lab 8 PTC/Cases I-IV data sheets/? due Causes of Microevolution organizer due CLADOGRAMS Cartoon Bozeman video-Cladograms	DNA TECH REVISIT due HW problem corrections due HW: Endocrine Body system project due TUESDAY Rock Pocket mice ?'s due WED	SPRING BREAK	SPRING BREAK
MONDAY 3/28	TUESDAY 3/29	WEDNESDAY 3/30	THURSDAY 3/31	FRIDAY 4/1
SPRING BREAK	ENDOCRINE system project DUE	BILL- ROCK POCKET MICE ?'s DUE Clicker review What should I know musical chairs Design your own test HW: STUDY FOR EVOLUTION TEST TOMORROW	EVOLUTION TEST Chapters 23,24,25	Ethics essay due IN CLASS ESSAYS (from EVOLUTION FRQ list)

MONDAY 2/6	TUESDAY 2/7	WEDNESDAY 2/8	THURSDAY 2/9
What's up with Linus Pauling? DUE Lab 6 Graph REDO's are due Talk about Body system project Body system Wiki Project directions Test results Who Was Charles Darwin? How do we know evolution happens? How does evolution really work? Why does evolution matter now? Isn’t evolution “just a theory”? HW: "Read for understanding" Ch 22 HW: 1. Darwin's theory & Who influenced Darwin? organizer due WED 3. Holtzclaw ?'s due WED 2/16 4. Test corrections due FRI 2/17 5. Digestive/Circulatory systems due Fri 2/24	HW: "Read for understanding" Ch 22 HW: 1. Darwin's theory & Who influenced Darwin? organizer due WED 3. Holtzclaw ?'s due WED 2/16 4. Test corrections due FRI 2/17 5. Digestive/Circulatory systems due Fri 2/24 Go through Mr. Knuffke's Evolution Prezi Sign up for a Prezi if you are doing this for your project (Its FREE) How to make a great Prezi	Darwin's theory & Who influenced Darwin? organizer DUE HARDY & WEINBERG Hardy Weinberg animations Hardy Weinberg Problems HW: "Read for understanding" Ch 23 HW: 1. First 5 Hardy Weinberg Problems due FRI 2. Holtzclaw ?'s due WED 2/16 3. Test corrections due FRI 2/17 4. Digestive/Circulatory systems due Fri 2/24 4.Go through Mr. Knuffke's Evolution Prezi	Hardy Weinberg opener Transitional fossils Homologous structures HW: "Read for understanding" Ch 23 HW: 1. First 5 Hardy Weinberg Problems due FRI 2. Holtzclaw ?'s due WED 2/16 3. Test corrections due FRI 2/17 4. Digestive/Circulatory systems due Fri 2/24
MONDAY 2/13	TUESDAY 2/14	WEDNESDAY 2/15	THURSDAY 2/16
Darwin's Birthday! (FEB 12, 1809) Lab 8 Case I & II m&m lab tally sheet Lab 8 Data sheet Inuk's genome HW:	Finish lab 8 Case III & IV PTC sampling	Holtzclaw ?'s due 2010 AP FRQ Chap 23 & 24 Slide show Hybrid sage grouse video clip Blue Footed Booby dance Reproductive barriers HW: Types of Evolution worksheet & Pre/post zygotic isolation examples due MON end of class Study for test THURS	Hardy Weinberg Problems due Finish Ch 24 slide show Types of Evolution worksheet & Pre/post zygotic isolation examples due at end of class Types of Evolution HW: Study for test THURS
MONDAY 2/20	TUESDAY 2/21	WEDNESDAY 2/22	THURSDAY 2/23
NO SCHOOL	Review 1. Lab 8 due FRIDAY 2. Body System project (Digestive & Circulatory checkpoint Friday) 3. Study for Evolution TEST tomorrow*	Computer time Review for test Work on Body system projects 1. Lab 8 due FRIDAY 2. Body System project (Digestive & Circulatory checkpoint Friday) 3. Study for Evolution TEST tomorrow*	TEST EVOLUTION HW: 1.Lab 8 due tomorrow
MONDAY 2/27	TUESDAY 2/28	WEDNESDAY 2/29	THURSDAY 3/1
Domain organizer due On back: 3 ways bacteria are beneficial

MONDAY 1/24	TUESDAY 1/25	WEDNESDAY 1/26	THURSDAY 1/27	FRIDAY 1/28
EXTRA CREDIT reading guides 9 & 10 DUE Opener Clicker game ?'s (Answers at end) #19 fixed HW: Study for Chapter test TOMORROW TAKE HOME ESSAYS (Do both) due TOMORROW	2 Take home essays (Do both) due TEST- CHAPTERS 8, 9, & 10 Test results HW: "Read for understanding" Ch 22 What do you know? due THURS Who influenced Darwin? organizer due FRI	Revisit Lab 5-Respiration Group Data HW: T/F What do you know due tomorrow People who Influenced Darwin organizer due FRI Test corrections due by FRIDAY 2/4 Lab 5 graph/?'s due by Wed 2/2	What do you know? DUE Discuss Darwin Projects Who Was Charles Darwin? How do we know evolution happens? How does evolution really work? Why does evolution matter now? Isn’t evolution “just a theory”? HW: 1. Darwin's theory organizer due Tues 2. Lab 5 due WED 3. Ch 22 Project due TUES 2/8 4. Test corrections due FRI	Who influenced Darwin? organizer DUE Chap 22 Project Examples- BE CREATIVE :) Cell Pirates Facebook template DNA song Mitosis song Make a game Make . . . ? Transitional fossils Homologous structures HW: 1. Darwin's theory organizer due Tues 2. Lab 5 due WED 3. Ch 22 Project due TUES 2/8 4. Test corrections due FRI
MONDAY 1/31	TUESDAY 2/1	WEDNESDAY 2/2	THURSDAY 2/3	FRIDAY 2/4
SNOW DAY! HW: Darwin's Theory Organizer due WED Chap 22 Project due TUES	SNOW DAY II Hope you are working on your PROJECTS! HW: Darwin's Theory Organizer due WED Chap 22 Project due TUES	IT's SNOW DAY III HW: Chap 22 Project due TUES Hardy Weinberg problems due MONDAY	Darwin's Theory organizer due Hardy Weinberg Hardy Weinberg animations HW: Chap 22 Project due TUES Hardy Weinberg problems due MONDAY	I will be gone to SD Science Teachers Conference See TO DO LIST Countdown Work on Ch 22 Project Sign up for a Prezi How to make a great Prezi
MONDAY 2/7	TUESDAY 2/8	WEDNESDAY 2/9	THURSDAY 2/10	FRIDAY 2/11
PRESENTATIONS Lab 8 Case I & II m&m lab tally sheet Lab 8 Data sheet Inuk's genome	PRESENTATIONS	I will be gone for SDSU Math/Science teacher Panel Hardy Weinberg Problems due Finish lab 8 Case III & IV PTC sampling	TEST CORRECTIONS DUE Hardy Weinberg opener ppt 2010 AP FRQ Chap 23 & 24 Slide show Hybrid sage grouse video clip Blue Footed Booby dance Reproductive barriers Types of Evolution HW: Types of Evolution worksheet & Pre/post zygotic isolation examples due MON end of class Take home essays due TUES Study for test TUES	Darwin's Birthday! (FEB 12, 1809)
MONDAY 2/14	TUESDAY 2/15	WEDNESDAY 2/16	THURSDAY 2/17	FRIDAY 2/18
Finish Ch 24 slide show Types of Evolution worksheet & Pre/post zygotic isolation examples due at end of class HW: Study for test tomorrow; finish both take home essays	TEST EVOLUTION See test results HW: 1. Read Chap 27 (prokaryotes) 2. Answer ?'s (pp1-3 in Parade of Kingdoms packet) due THURS 3.Finish evolution essays due THURS 4. Finish Lab 5 & 8 due FRI	Talk about Body system project Body system Wiki Project directions Prokaryotes	Both Take home essays DUE Parade of Kingdoms Packet (pp1-3 prokaryote ?'s due)	Labs 5 & 8 graph/?'s due
MONDAY 2/21	TUESDAY 2/22	WEDNESDAY 2/23	THURSDAY 2/24	FRIDAY 2/25
NO SCHOOL
MONDAY 2/28	TUESDAY 3/1	WEDNESDAY 3/2	THURSDAY 3/3	FRIDAY 3/4
Linus Pauling's B-day Feb 28, 1901				NO SCHOOL

MONDAY 2/1	TUESDAY 2/2	WEDNESDAY 2/3	THURSDAY 2/4	FRIDAY 2/5
				TEST-Chap 18, 19, 20 HW: Read Ch 22 What's up with... the Handwalkers? due Tuesday
MONDAY 2/8	TUESDAY 2/9	WEDNESDAY 2/10	THURSDAY 2/11	FRIDAY 2/12
In class: Read 22.1 What do you know? Begin slide show Ideas that influenced Darwin? HW: Chapter concept map due at end of chapter	Hand walkers due In class: Slide show- Ideas that influenced Darwin Watch video clips: Who Was Charles Darwin? Isn’t evolution “ just a theory”? HW: Complete Ideas that influenced Darwin? graphic organizer due tomorrow	Ideas that influenced Darwin due Slide show: Darwin's theory HW: Read 22.2 and complete Darwin's theory	Slideshow: Evidence for Darwin's theory HW: What's up with...The blue people of Troublesome Creek? THEMES- (AP Exam review) Come up with new 3 examples to add to your themes sheets	TEST CORRECTIONS DUE
MONDAY 2/15	TUESDAY 2/16	WEDNESDAY 2/17	THURSDAY 2/18	FRIDAY 2/19
NO SCHOOL	What's up with Blue People? due Finish slide show HW: Read Chapter 23	LIZARDS activity HW: QUICK START ?:	Discuss thematic examples Discuss answers to QUICK START ? Lizard DNA analysis HW: LIZARDS due tomorrow	Chapter 23 slide show HW: What did Darwin say? Lizard ?'s due tomorrow Skin color graph due tomorrow
MONDAY 2/22	TUESDAY 2/23	WEDNESDAY 2/24	THURSDAY 2/25	FRIDAY 2/26
Lizard ?'s due Skin color graph due Chapter 23 slide show HW: Darwin ?'s due MON What's up with disappearing honeybees? due MON	Darwin ?'s due What's up with disappearing honeybees? Finish Chap 23 slide show HARDY-WEINBERG Practice HW: Hardy Weinberg problems HW: Hardy-Weinberg problems Essay ? Chapter concept map	Hardy Weinberg animations Computer Lab Prelab 8 HW: Hardy-Weinberg problems Chapter concept map	Population Genetics Lab 8 m&m lab tally sheet Lab 8 Data sheet HW: Hardy-Weinberg problems Chapter concept map Chapter 24 Hardy Weinberg problems due Lab 8 due Concept map due	Finish Lab 8 Lab 8 Class data Review for test Campbell & Reece Use log in, choose Cummulative test link and pick chapters 22-24 QUIA- Evolution quiz Natural selection & speciation quiz QUIA Evolution Multiple choice Evolution quiz- Indiana University NW North Harris College- Hardy Weinberg See more reviews/tutorials below
MONDAY 3/1	TUESDAY 3/2	WEDNESDAY 3/3	THURSDAY 3/4	FRIDAY 3/5
Evolution TEST Chapters 22-24	Evolution Essay HW: Parade of Kingdoms
MONDAY 3/8	TUESDAY 3/09	WEDNESDAY 3/10	THURSDAY 3/11	FRIDAY 3/12

MONDAY 2/11	TUESDAY 2/12	WEDNESDAY 2/13	THURSDAY 2/14	FRIDAY 2/15
			TEST-Chap 18, 19, 20 HW: Take home essay ?'s What's up with... the Handwalkers? due Tuesday	NO SCHOOL
MONDAY 2/18	TUESDAY 2/19	WEDNESDAY 2/20	THURSDAY 2/21	FRIDAY 2/22
NO SCHOOL	Take home essay ?'s due Hand walkers due In class: Read 22.1 What do you know? Begin slide show Ideas that influenced Darwin? HW: Chapter concept map due at end of chapter	In class: Slide show- Ideas that influenced Darwin Watch video clips: Who Was Charles Darwin? Isn’t evolution “ just a theory”? HW: Complete Ideas that influenced Darwin? graphic organizer due tomorrow	Ideas that influenced Darwin due Slide show: Darwin's theory HW: Read 22.2 and complete Darwin's theory	TEST CORRECTIONS DUE Slideshow: Evidence for Darwin's theory HW: What's up with...The blue people of Troublesome Creek? THEMES- (AP Exam review) Come up with new 3 examples to add to your themes sheets
MONDAY 2/25	TUESDAY 2/26	WEDNESDAY 2/27	THURSDAY 2/28	FRIDAY 2/29
What's up with Blue People? due Finish slide show HW: Read Chapter 23	LIZARDS activity HW: QUICK START ?:	Discuss thematic examples Discuss answers to QUICK START ? Lizard DNA analysis HW: LIZARDS due tomorrow	Chapter 23 slide show HW: What did Darwin say? Lizard ?'s due tomorrow Skin color graph due tomorrow	Lizard ?'s due Skin color graph due Chapter 23 slide show HW: Darwin ?'s due MON What's up with disappearing honeybees? due MON
MONDAY 3/3	TUESDAY 3/4	WEDNESDAY 3/5	THURSDAY 3/6	FRIDAY 3/7
Darwin ?'s due What's up with disappearing honeybees? Finish Chap 23 slide show HARDY-WEINBERG Practice HW: Hardy Weinberg problems HW: Hardy-Weinberg problems Essay ? Chapter concept map	Hardy Weinberg animations Computer Lab Prelab 8 HW: Hardy-Weinberg problems Chapter concept map	Population Genetics Lab 8 m&m lab tally sheet Lab 8 Data sheet HW: Hardy-Weinberg problems Chapter concept map	Finish Lab 8 Lab 8 Class data	Chapter 24 HW: What's up with the Darwin Awards?
MONDAY 3/10	TUESDAY 3/11	WEDNESDAY 3/12	THURSDAY 3/13	FRIDAY 3/14
Darwin awards Hardy Weinberg problems due Lab 8 due Concept map due	Review for test Campbell & Reece Use log in, choose Cummulative test link and pick chapters 22-24 QUIA- Evolution quiz Natural selection & speciation quiz QUIA Evolution Multiple choice Evolution quiz- Indiana University NW North Harris College- Hardy Weinberg See more reviews/tutorials below	Evolution TEST Chapters 22-24	Evolution Essay HW: Parade of Kingdoms