Thursday, March 1, 2018

AP Biology Students' Genetic Disorder Projects

One of the suggested AP Biology labs involved producing a mathematical model of the Hardy Weinberg principle, also known as the HardyWeinberg equilibrium, model, theorem, or law, states that allele and genotype frequencies in a population will remain constant from generation to generation in the absence of other evolutionary influences. 

The students produce a spreadsheet to follow the phenotype and gene frequencies that result when Hardy and Weinberg's equilibrium is held constant because their conditions are being met. (Large population, no natural selection, no mutations, no emigration/immigration, mating is random.) 

In past years, student have been asked to violate one of those condition to see how it causes the model to change. This year, I asked them to research an actual genetic disease and alter the standard equation's parameters to see how modern medical practices or natural selection would affect the gene frequencies in theirr models.

Sarah G. examined Werner Syndrome. Model.

Mairead C. examined Bipolar Disorder.

Amanda S. examined Blue/Yellow Colorblindness. Model.

Olivia S. Examined Red/Green Color Blindness.

Susie G. examined Aniridia. Model.

Nathan R. examined Alexander Disease. Model.

Isabella D. examined Diabetes.

Kirsten I. examined Sickle Cell Anemia by designing a Informational Brochure that might be distrbuted to patients in a doctor's office. Model without medical intervention. Model with medical intervention.

Julia P. examined Anencephaly.

Robert S. examined Schizophrenia.

Jack K. created a website examining Tyrosinemia. Model.

Hannah B. created a brochure describing Hemochromatosis.

Ava A. examined Huntington's Disease.

Rachael P. Examined Acute Porphyria.

Peter B. examined Prognathism.

Clio D. examined Alzheimer's Disease.

Charles G. examined Glaucoma.

Mia G. Examined Muscular Dystrophy.

Andrew H. examined Cystinosis.

Peyton K. examined Fibrodysplasia Ossificans Progressiva.

Alex N. examined Hemophilia.

Cory R. examined Werner Syndrome.

Luke R. examined Usher's Syndrome.

Isabel S. examined Cystic Fibrosis.

Abigail T. examined Menkes Disease.

Nina V. examined Familial Dysautonomia.

David W. examined Treacher Collins Syndrome.

TCS by Charles Ippolito on Scribd

Friday, October 27, 2017

Forensic Course Crime Scene Investigation Unit

This week, this year's two sections of the Forensics Science course have begun their Crime Scene Investigation activity. In this activity teams of from four to five students have to document and record a crime scene set up in their classroom.

The students are responsible for logging all evidence, precisely measuring the locations of the evidence and photographing the over all scene and each piece of evidence. When they log the evidence, they are required to determine how they would like the Forensic Lab to analyze/evaluate the evidence. The part of the criminologist's job that they will not undertake is the actual collection and packaging of the evidence.

As the course proceeds they will learn about and practice numerous protocols involved with evidence analysis.

Zixi and Ashley take measurements to precisely locate a piece of evidence. Griff records the measurements taken into their Evidence location log. Each piece of evidence must be located by measurements from two axes in the room. In this case Zixi and Ashley are taking the measurement from the East wall of the room. Their second measurement will be from the North wall of the room.

Zixi, Ashley and Griff taking evidence location measurements.

Ashley and Zixi measure the exact location of the fallen chair, which is indicated by the evidence marker C.

Members of a different Investigative Team, Catherine and Michelle are taking measurements for the location of the bag of white powder indicated by evidence marker 1A.

Spencer and Andrew stop to discuss what the evidence might indicate about wht occurred at this crime scene.

Part of the process requires the student teams to make a rough sketch of the crime scene and complete an evidence disposition log. The evidence disposition log identifies each piece of evidence and the type of analysis the team would like of that evidence.

The clipboard on the left contains the evidence photolog, which includes a description of each piece of evidence that was photographed. The students will digitize this log and the description will include a "hyperlink" to its photograph. The clipboard on the right contains the Evidence Location Measurements.

Tape measures and Evidence Marker Cards


Wednesday, October 18, 2017

2017 New York City Girls Computer Science and Engineering Conference

New York University Courant's WinC, Princeton University's GWiSE, and Google cordially invite your high school girls to the

We invite young women in high school to this conference to learn about an education and career in computer science and engineering. The program will give young women a taste of the creativity and innovation involved in these STEM fields and show how they can help change the world.

The event includes:
  • Talks by computer science and engineering professors, graduate and undergraduate students
  • Demos of exciting on-going research projects
  • Technical workshop lead by Google employees
  • Fun, structural design competition with prizes!
  • + more!
We'd like to invite you and 8 of your high school girls to this conference. We require at least one teacher come with their students to this event.

Date and Time:
Friday, November 17, 2017
8 AM - 3:30 PM

Kimmel Center, Rosenthal Pavilion, 10th floor
New York University
60 Washington Square South
New York, NY 10012

Please sign up using this form by October 30:

For more information, visit our website at:

Wednesday, December 14, 2016

Honors Biology II Students Build Models of a Four Chambered Heart

In their study of Circulatory Systems, the students in the Honors Biology II class modeled the movement of blood through a four chambered heart and into a double circulation system. They used balloons to represent the heart chambers and plastic tubing to represent the blood vessels entering and leaving the heart.

Pilar, Cameron and Hanna are loading their model with "blood" when they discovered a leak in one of their connection.

Vienna and Zoe are manipulating the various valves in their model to see how the chambers fill and empty. 

Catherine is finalizing her groups model as Ayten and Rico provide wisdom and support.

Mimi and Lauren return to the on-line protocol to make sure they have not missed anything in their model production.

Remi proves his dexterity and piecing together his group's model, while Kelsey double checks the given instructions and coaches Remi.

Wednesday, November 9, 2016

Cryptid Creature Project Prototypes

Earlier in the year in the beginning of September after completing the Ecology unit over the summer, AP Biology students were asked to research a cryptid  (imaginary/mythical) organism and prepare a Pokeman-like card that described and classified the organism based on the biome in which it would have lived, the niche it would fit within that biome, its place in the food chain etc. These are links to the prototypes they prepared and discussed in class. In our last class meeting before the Thanksgiving recess, the students will be presenting and explaining their final cards.