Tuesday, May 8, 2018

Student Produced Review Materials for AP Biology Test 5/14

Students were assigned topics to prepare reviews of information/concepts learned over the course of the year.These are the review materials produced by the Odd Day Period C Class:

Cell Division by Charles Ippolito on Scribd

Mendellian Genetics by Charles Ippolito on Scribd

Molecular Genetics by Charles Ippolito on Scribd

Metabolism by Charles Ippolito on Scribd

Physiology by Charles Ippolito on Scribd

Ecology_ Course Review Presentations by Charles Ippolito on Scribd

Evolution Review Packet Mia Gradelski and Cindy Kwok by Charles Ippolito on Scribd

Evolution Review Packet Bibliography by Charles Ippolito on Scribd

Cells Course Review Packet by Charles Ippolito on Scribd

Physiology Review Packet by Charles Ippolito on Scribd

Wednesday, May 2, 2018

Biome Travel Brochure Projects

Biome Brochure Projects

The first project for the fourth quarter required the students to devise a "travel" brochure to tout the marvels to be found in the various biomes on our planet. They were asked to devise a "triptych" three panel double sided travel brochure. These brochures are unedited work. Students were not asked to produce drafts and revise them. These products are their designs using available templates on the web. They were advised to examine brochures produced by previous AP classes and they were given a rubric describing what needed to be included in the brochure. Some students felt restricted by the trifold brochure and chose to submit travel booklets to tout their assigned biome.
































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