Unit 7 Advanced Placement Biology

Weekly Activities

and Inquiry Laboratory’s

Section 1 Homeostasis

Campbell Chapters 40 - 45

Chapters 40 & 45 Planner

Day 1 Concept Check

Broad Concept - Feedback Mechanisms

Specific Example - Control of blood sugar levels

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SWBAT: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis.

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Day 2 Feedback Modeling

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1. Teacher Led Practice
• Homeostasis Feedback Loops
1. Students cut out panels - Puzzle pieces
2. Teacher provides hints
3. Student create the feedback loop
4. We discuss correct arrangement
2. Student Centered Practice
• Extreme Animals
• Students create
• See slide for directions
• name the presentation “Your-last-name animal” ex. “Capodagli Tiger”
• Share the presentation with me at…
1. dcapodagli@bostonpublicschools.org

Stimulus and Response Modeling

For the puzzle number two the hints are as follows...

• One organ stimulates the other
• The absorption of blood calcium in organs can occur simultaneously with the release of calcium from the bones
• Calcium ions (Ca²⁺) are eventually absorbed by the nervous system which use it for electrical signalling

Stimulus and Response

Stimulus and Response Modeling

For the puzzle number three the hints are as follows...

• The hormones are at optimal activity when their counterpart is at minimal activity (inversely related)
• Homeostasis is the balance point in the center
• One each side of the cycle the liver and pancreas are active

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Stimulus and Response

Day 2 Animal Homeostasis

SWBAT: Evaluate adaptive animal mechanisms of homeostasis

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1. Pick from one of the extreme lifestyle animals below...
1. Arctic Fish
2. Dipnoi
3. Pompeii Worm
4. Water Bear
5. Wood Frog
2. Create a diagram or PPT of the organism which describes how it maintains homeostasis. The diagram should have the following...
• Transcribed gene(s) involved and associated translated proteins or anatomical products
• Is the animal a regulator of conformer (pg. 860 9th Edition) or (Figure 40.8 pg. 832 7th Edition).
• Important negative feedback cycle for homeostasis (Figure 40.8 pg. 861 9th Edition) or (Figure 40.11 pg. 832 7th Edition)
• Connection between two (or more) of it’s body systems in the maintenance of it’s homeostasis (Figure 40.4 pg. 854 9th Edition) or (Figure 40.1 pg. 827 9th Edition). Try to stretch beyond this in incorporating integumentary, muscular, skeletal, etc., systems.
• Look at the proposed energy budget samples and match one to your organism. (Figure 40.20 pg. 871 9th Edition) or (Figure 40.10 pg. 831 7th Edition).

Day 3 Thermoregulation Lab

• Explain the process of pollination
• Lecture
• VTS
• Draw, Label, and Describe:
• Radiation
• Evaporation
• Conduction
• Convection
• Student Centered Practice
• Experiment
• Thermoregulation
• Exothermic
• Endothermic

VTS

Day 3 Thermoregulation Lab

Day 3 Thermoregulation Lab

Day 3 Thermoregulation Lab

Day 3 Thermoregulation Lab

Day 3 Thermoregulation Lab

Day 3 Thermoregulation Lab

Procedure

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Pipet 5 ml of room temperature water into all “test tubes”

Put the thermometer into the control “test tube” and record the temperature after 30 seconds.

Move the thermometer to the next “test tube” and record the temperature after 30 seconds.

Add 5 ml Baking soda to the “test tube”

Watch the thermometer for one minute a record the measurement.

Repeat the procedure with...

Borax

Epsom Salt

Laundry Detergent

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Day 3 Thermoregulation Lab

1. Design your own experiment
2. Possible explorations...
1. Does combining two exothermic solutes double the temperature increase or is the only a mean increase?
2. Does adding equal quantities of an exothermic solute and an endothermic solute keep the solution at the same temperature?
3. What happens when an ion is added?
4. Does varying amounts of solvent or solute affect the result?
5. Does stirring or shaking affect the Rx?
6. Is there the same magnitude of thermal increase in an already warmed solvent when adding an exothermic solute?
7. Does having a solution saturated with protein or carbohydrate molecules inhibit the reaction?
8. Does surface area impact the T△?
3. Write a hypothesis, run an experiment, and evaluate the result.

Day 3 Thermoregulation Lab

Scoring...

1. Hypothesis 15 points
• testable, specific, inference
2. Materials 10 points
• quantified, organized
3. Methods 15 points
• control, repeatable (repeated), layered
4. Conclusion 20 points
• graphical, numerical, qualified
5. Analysis 40 points
• Balanced equations, H₂O's ability to heat and cool slowly, and it's solvent properties. How does this information relate to thermoregulation in organisms?

Day 4 Review (HOMEOSTASIS)

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• Answer
• AP Open response #7 (answer)

Day 4 Review (ENDOCRINE)

• Explain the process of Evolution
• Watch together
• Crash course
• handout
• video
• Bozeman
• handout
• video
• Elaborate
• Answer
• AP Open response #1 (answer)

Chapters 43 Planner

Day 1 Concept Check

SWBAT: Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis.

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Cell Mediated vs. Humoral Immunity

Day 2 Feedback Modeling

SWBAT: Explain that biological systems are affected by disruptions to their dynamic homeostasis.

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• Teacher Led Practice
• Crash Course
• Student Centered Practice
• Puzzle
• Teacher Led Practice
• Playdough Model

Day 2 Immune Response

• Explain the process of adaptive immunity
• Watch together
• Crash course
• handout
• video
• Bozeman
• handout
• video

Day 2 Immune Response

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• Student Led Practice
• Macrophage response
• Students cut out and arrange MACROPHAGE panels - Puzzle pieces
• Teacher provides hints
• Student create the feedback loop
• We discuss correct arrangement

Day 2 Immune Response

For the puzzle number one the hints are as follows...

• The pseudopodia become part of the vacuole
• Macrophages (big eaters) digest microbes within themselves as we would food
• Antibodies are the result of previous exposure to a microbe

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Day 2 Immune Response

Your turn!

1. Using the puzzles I made as a model example…
2. Find your groups’ assigned figure in the book
3. Make the needed number of picture tiles
4. Make the matching number of description tiles
5. Get ready to play another tables’ game

Day 2 Immune Response

1. Review the Macrophage Response
• 8th E Pg. 931 & 7th E 900
• Antigen stimulus
• Macrophage reacts by making pseudopodia
• Phagocytosis forms a vacuole
• Lysosomes release enzymes
• Lysozymes digest antigen
• Macrophage will secrete antibodies
2. Modeling the Macrophage Response
1. Use the playdough to model each step individually
2. Draw & Label each step with matching colors in your notes on the left

Day 3 Blood Typing and Immunity

SWBAT: Evaluate how cells communicate with each other through direct contact with other cells or from a distance via chemical signaling

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• Teacher Led Practice
• Carolina Blood Typing Lab
• Student Centered Practice
• Virtual Lab
• Student Led Practice
• Immuno (Nobel Prize)

Day 3 Blood Typing and Immunity

1. Pre-lab Lecture...
• Patient blood represents Antigen (Erythrocyte cell surface)
• Serum represents Antibodies (compatibility vs. immune response)
• Universal donor and recipient
• Interpreting results of ABO-Rh
• Review of labeling genotypes for Genetics Punnett
1. reference sex-linked traits
2. use of “i” for inherited
2. Post-Lab Lecture...
• Discuss answers on key
• Sample for understanding on antigen vs. antibody connection

Day 3 Blood Typing and Immunity

How Does the Body Protect Itself from Foreign Invaders?

Visit the website...

http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS27/LS27.html

Read the information in the left sidebar.

Follow the procedure.

Answer the journal questions...

Question 1

Question 2

Question 3

Question 4

Question 5

Day 3 Blood Typing and Immunity

Website link ABO-RH

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PDF (answer key)

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Website link Genetics

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PDF (answer key)

Day 3 Blood Typing and Immunity

Immune Response Explorations

Immune Responses

Visit the website...

http://www.nobelprize.org/educational/medicine/immuneresponses/

Part 02 what is being transferred from Immuno to Daisey and why?Part 03 what kind of cells are releasing the antibodies?

Part 04 what is puss?

Part 05 which kind of blood was compatible and why (scroll over compatible box when complete for answer)?

Part 06 what causes anaphylactic shock?

Part 07 why are some skin grafts/organ donations rejected?

Part 08 why are specific antibodies needed for antigens?

Part 09 what makes the t-cells attack the viral cells and not all body cells?

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Day 4 Review

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SWBAT: Elaborate on 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.

• Students Answer
• AP Open response #8 (answer)
• Multiple Choice #36 (answer on page 79)

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Section 2 Nervous System

Campbell Chapters 48 - 51

Didn’t use this year

Day 1 Structured note taking

SWBAT: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.

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Draw and Describe!

Section 2 Nervous System

Campbell Chapters 48 - 51q

Planner

Animal Homeostasis

BBC Life - Insects

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BBC Life - insects worksheet

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Doc version

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Enzyme Linked Immunosorbent Assay (ELISA)

Field trip to Genzyme

Stimulus and Response

Need two more cycles to reach an hour...

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photosynthesis

cellular respiration

Fight or Flight (write some questions based on the play4play)

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Campbell 48

Neuron Anatomy and Physiology

Planner

Neuron Anatomy and Physiology

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Neuron Anatomy and Physiology

Nucleus - Take the orange color piper cleaner and form a small sphere.

Cell body - Craft the white color piper cleaner to create a star shaped scaffold and crimp it around the nucleus

Dendrite - Cut the pink color piper cleaner into fourths. Loop each one onto the distal points of the cell body and form crescent at the tip.

Neuron Anatomy and Physiology

Axon - Connect the black color piper cleaner to the remaining tip of the cell body and create a finger sized loop at the end.

Axon terminals - Cut the brown color piper cleaner in half. Curl the tips into small balls. Thread the two pieces into the loop of the axon and close it.

Schwann cells (Myelin Sheath) - Curl the tan color piper cleaner around the length of the axon.

Neuron Anatomy and Physiology

Create a Nervous System...

• Layout the neurons so that the dendrites of the presynaptic neuron are connected to the axon terminals postsynaptic neuron
• Which way does information (the chemo-electrical impulse) travel?

Neuron Anatomy and Physiology

Several Stories that tell the tale of two neurotransmitters (sagen mit Persimmon)

Campbell 48

SWBAT: Engage in neural action potential modeling and evaluate ionic potential

Neuron Anatomy and Physiology

Neuron Anatomy and Physiology

Neuron Anatomy and Physiology

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1. Review terms
1. Ion
1. Cation (oxidized atom)
2. Anion (reduced atom)
2. Polar
3. Energy (in this case voltage)
• Potential
• Kinetic
2. Action potential preview
3. Action laboratory activity potential

Neuron Anatomy and Physiology

Neuron Anatomy and Physiology

Page 1054

TYPE OF ION BEAN/PASTA MODEL CHARGE

Large anions (A-) Spiral pasta -2

Sodium (Na+) Black beans +1

Potassium (K+) Red beans +1

Chloride (Cl-) White beans -1

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Neuron Anatomy and Physiology

Top to bottom neuron lesson plans

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General planning

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Action potential (used)

Action potential

Action potential (jumping simulation)

Action potential (pom pom simulation)

Day 4 Review

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SWBAT: Elaborate on 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.

• Students Answer
• AP Open response #1 (answer)
• Multiple Choice #22 & 24 (answer on page 85)

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Campbell 51

Bird Brains

SWBAT: Evaluate stimulus and response in the navigation of birds

Avian Nervous System

SWBAT: Evaluate stimulus and response in the navigation of birds

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Underconstruction!

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Click on the SWBAT for details

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Campbell 51

Animal Behavior Performance Art

SWBAT: Explain how timing and coordination of behavior are regulated by various mechanisms and are important in natural selection

Animal Behavior

Bee dances

Pavlov’s dog

Mating behaviors

Animal Behavior

1. Based on the number of people on your card create a team
1. pair or trio
2. Roles - actor(s) & narrator(s)
2. Create a skit based on the scenario
• Make signs, masks, or props
• Project the appropriate vocabulary with our Presentation
• Act & Narrate the performance using appropriate vocabulary
3. Explain how timing and coordination of behavior are regulated by various mechanisms and are important in natural selection (summarize).

Animal Behavior (Exit Card)

1. Animals react to environmental stimulus
2. Animals respond to signals with fixed behavioral patterns
3. Animals can be trained to override their natural responses
4. Is there “free will” or is everything you’ll do and say in your life predictable?

Campbell 48-51

Mouse Party

SWBAT: Examine behavior at the neurochemical level

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Animal Behavior

1. What is the connection between behavior and neurotransmission?
2. Why do animals experience altered consciousness when exposed to chemical compounds known as drugs?
3. Activity
1. Mouse party website
2. Mouse Party Neurotransmitter PDF

Mouse Party

• Learning Goal 1
• Uppers stimulate the release of dopamine from an axon
• Downers inhibit the reception of dopamine on a dendrite
• Learning Goal 2
• Cognition (thought) is the result of molecular interaction

Animal Behavior

Review Concepts…

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1. Cell Communication
1. Receptor
2. Transduction (excitatory or inhibitory)
3. Response

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• Neurotransmission
• presynaptic
• diffusion across synapse
• postsynaptic

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• Neurotransmitters
• Dopamine (ecstasy)
• Serotonin (serenity)
• GABA (pain)

Animal Behavior

Partner roles….

1. Science Partner
1. Neurons (type, quantity) affected
2. Neurotransmitters involved
2. Social Partner
• Uses before addiction - time to come down from addiction
• number of reported users (U.S. Worldwide)

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Finish mouse party

Complete exit card from podcast

Compare the molecules and anatomy between the two activities

Campbell 49

Neurological Functioning

SWBAT: Evaluate the relationship between neuroanatomy and brain physiology

Neural Anatomy and Phyisology

Read about one the following brain experiments...

1. Electroconvulsive therapy
2. One Man’s Quest to Hack His Own Genes
3. The Neurologist Who Hacked His Brain—And Almost Lost His Mind
4. The God Experiments
5. Split Brain experiments
6. Head transplant
7. Lobotomy
8. Brain to Brain connections
9. Male vs female brains
10. Neuroscience Reveals The Deep Power of Human Empathy
11. The Brain “Sees” Objects That You Don’t Perceive

Neural Anatomy and Phyisology

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Create a mini science fair presentation including...

1. The hypothesis or central focus of the study
2. How the experiment/study was performed (materials, methods)
3. The relevant diagrammed anatomy (parts of brain, specific neurons, etc.) using vocabulary AND visuals from the unit (neurotransmission, regions of the brain, etc.)
4. Enduring understanding (analysis and conclusion)
5. Something you thought was amazing/interesting

Campbell 51

Cricket Behavior

SWBAT: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.

Animal Behavior

Hypothesis

Inquiry based experiment

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Hypothesis: If - then - quantity

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Ex. I will mix 1 ml Koolaide with 4 ml H₂O then it will fully diffuse without stirring in 6 minutes.

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Ex. I will drop a 150 lb student from the roof of Behrakis then they will hit the ground in 5 seconds.

Animal Behavior

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Animal Behavior

Animal Behavior

• Design your own experiment starting with a hypothesis
• Possible explorations...
• Light side versus darkside
• Soil vs mulch
• Dry versus moist
• apple vs onion
• cheese vs. cereal
• Spinach vs. mulch
• ♂ or ♀ preference to chirping (play off phone)
• ♂ or ♀ preference to food choice
• Write a hypothesis, run an experiment, and evaluate the result.

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Animal Behavior

1. Explore
1. SAMPLE hypothesis - I will put a piece of apple at one end of the tube and an equal size piece of onion at the the other end. 80% of the crickets will be at the apple end in 5 minutes.

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• Measure the number of crickets every minute and record their location
• SAMPLE - at 3 minutes three males are at the apple end and two females are at the onion end

Animal Behavior

fff

Animal Behavior

pill bugs

toads

pearson

cricket lab that I took many questions form

Before we go

1. Download the Nearpod App into your device
2. 200 Richards Hall (between blackman and cabot)
3. Hinton is in the auditorium off the quad (where we were with all the other schools)

Hinton

1. Take a picture of your e. Coli plates
2. Email it to robert_simpson@hms.harvard.edu
3. Subject Group # and names
4. Clean table with alcohol then go wash hands

Animal Behavior

• Based on the number of people on your card create team (pair or trio)
• Create a skit based on the scenario
• Make signs, masks, or other decorations to hang on yourself to provide clues about your “character”
• Create a mime skit that demonstrates the vocabulary and concepts on your card
• Perform!
• As others are performing check off which vocabulary they are demonstrating on your blank sheet (for your group).

Animal Behavior (Alt.)

• Based on the number of people on your card create team (pair or trio)
• Create a skit based on the scenario
• Make signs, masks, or other decorations to hang on yourself to explain your “character”
• Write the appropriate vocabulary on the board
• Narrate the performance using appropriate vocabulary
• Explain how timing and coordination of behavior are regulated by various mechanisms and are important in natural selection.

Neural Anatomy and Phyisology

1. Choose one of the following Podcasts...
1. Ignoring distractions helps you remember better: Adam Gazzaley
1. http://www.carrytheoneradio.com/episode/2010-01-20
2. Figuring out the role of neurons in zebrafish swimming: Herwig Baier
• http://www.carrytheoneradio.com/episode/2009-11-11
3. Finding new ways to diagnose and treat pain: Beth Winkelstein
• http://www.carrytheoneradio.com/episode/2009-10-28
4. Tranporters, schizophrenia, and how neurons communicate: Susan Voglmaier
• http://www.carrytheoneradio.com/episode/2014-03-01
5. Makings of a memory: Loren Frank
• http://www.carrytheoneradio.com/episode/2011-06-01
6. How the brain maps what it sees and hears: Jason Triplett
• http://www.carrytheoneradio.com/episode/2011-03-31
7. How neurons navigate their way around in the developing brain: David Van Vactor
• http://www.carrytheoneradio.com/episode/2010-12-08
8. How your brain tells time: Michael Shadlen
• http://www.carrytheoneradio.com/episode/2010-05-05
9. Memory of a relapse: Patricia Janak
• http://www.carrytheoneradio.com/episode/2010-03-17
10. Local neural networks associated with flexible behaviors: Takaki Komiyama
• http://www.carrytheoneradio.com/episode/2010-03-02
11. How the bat brain knows its place: Michael Yartsev
• http://carrytheoneradio.com/episode/2013-06-01
12. How the brain responds to pheromones: Lisa Stowers
• http://carrytheoneradio.com/episode/2012-07-31

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Create a mini science fair presentation including...

The hypothesis or central focus of the study

How the experiment/study was performed (materials, methods)

The relevant diagrammed anatomy (parts of brain, specific neurons, etc.) using vocabulary AND visuals from the unit (neurotransmission, regions of the brain, etc.)

Enduring understanding (analysis and conclusion)

Something you thought was amazing/interesting

Animal Behavior

Review 8:45 to 9:00

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SWBAT: Compare the nervous system anatomy and physiology between the Mouse party, Carry on the radio, and Animal behavior activities.

1. Describe a stimulus response model
2. Make the connection between micro and macro anatomy
3. Examine cognition

Neural Anatomy and Phyisology

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1. Choose one of the following Podcasts...

School’s website and hyperlinked SWBAT

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2. Create a mini science fair presentation including...

• The hypothesis or central focus of the study
• How the experiment/study was performed (materials, methods)
• The relevant diagramed anatomy (parts of brain, specific neurons, etc.)
• Enduring understanding (analysis and conclusion)
• Something you thought was amazing/interesting

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