Friday, December 18, 2009
Friday, December 18th, 2009 - In Class and Homework
Semester Exam Day 1 (7th Period). Although there is no required homework over break, those students planning on taking the AP exam in May are encouraged to work on/ complete the Ecology work (Chapters 50 - 55).
Thursday, December 17th In Class and Honmework
Today was a student led review day meant to prepare everyone for our 1st semester exams (held over the next three school days). Students are reminded to bring a pencil to the exam period. Also, students are reminded to take their books, etc out of the classroom for cleaning purposes
Wednesday, December 16th, 2009 - In Class and Homework
We reviewed more of Chapter 14 Genetics Problems (including pedigrees). The remainder of the period was spent in preparation for our semester exam.
Tuesday, December 15, 2009
AP Biology - 1st Semester Exam Questions Distribution
Chapter 1 - 5
Chapter 2 - 4
Chapter 3 - 7
Chapter 4 - 5
Chapter 5 - 10
Chapter 6 - 11
Chapter 7 - 7
Chapter 8 - 6
Chapter 9 - 14
Chapter 10 - 10
Chapter 12 - 5
Chapter 13 - 4
Chapter 14 - 12
Total # of Questions = 100
Chapter 2 - 4
Chapter 3 - 7
Chapter 4 - 5
Chapter 5 - 10
Chapter 6 - 11
Chapter 7 - 7
Chapter 8 - 6
Chapter 9 - 14
Chapter 10 - 10
Chapter 12 - 5
Chapter 13 - 4
Chapter 14 - 12
Total # of Questions = 100
Monday 12/14/09 - In Class and Homework
We received a number of handouts in class today - mainly practice genetics problems (review from our previous Biology class) as well as chapter 14 objectives, a guide sheet and a study guide. We began working on these in class. The homework is to finish reading chapter 14 (Note - chapter 14 will be the final chapter to be covered on the exam).
Friday, December 11th, 2009 In Class and Homework
We took the Chapters 12 and 13 quiz today. With the time remaining we began reading the 1st 3 sections of chapter 14 (finish for homework).
Thursday, December 10th In Class and Homework
We continued to review chapters 12 and 13 - particularly the formative assessments. The homework is to study for tomorrow's quiz (30 questions - multiple choice equally divided between chapters 12 and 13).
Thursday, December 10, 2009
Answers to the Chapter 12 Test (Formative assessment)
Note - you can submit your answers for grading, and there are no letters connected to each answer. However, if you attempted the questions and gave the answers in alphabetical order, you can check them below"
1.skip 2.a 3.e 4.c 5.c 6.c 7.d 8.a 9.b 10.c 11.c 12.b 13.b 14.b 15.a 16.c 17.c 18.a 19.d 20.b 21.a 22.a 23.a 24.c 25.b 26.a 27.e 28.c 29.a 30.c 31.b 32.a 33.c 34.b 35.c 36.d 37&38. skip 39.a 40.b
1.skip 2.a 3.e 4.c 5.c 6.c 7.d 8.a 9.b 10.c 11.c 12.b 13.b 14.b 15.a 16.c 17.c 18.a 19.d 20.b 21.a 22.a 23.a 24.c 25.b 26.a 27.e 28.c 29.a 30.c 31.b 32.a 33.c 34.b 35.c 36.d 37&38. skip 39.a 40.b
Wednesday 12/09/09 - In Class and Homework
We went over the typed study guide for chapter 12 today (Period 6 began going over the book study guide as well). The homework was to take the Chapter 12 "Chapter test" on the Campbell site and to check the results. (see above). Quiz on Chapters 12 and 13 Friday.
Tuesday, December 8th - In class and Homework
We used the computers today to investigate some meiosis (and meiosis vs mitosis) animations and to take notes to reinforce some important concepts. We used our campbell site as well as 2 sites listed at the right (Chapter 13 animations). The homework is to finish this (if necessary) and to study for Friday's quiz (30 questions MC - chapters 12 and 13).
Tuesday, December 8, 2009
Monday, December 7th - in class and homework
We used beads and other manipulatives to symbolize mitosis and meiosis, to work through the different stages of each, and to answer questions regarding genetic stability and genetic variability. The homework is to finish the 2 handouts from last Thursday, and to have all of chapter 13 read.
Friday, December 4th 2009 - In class and homework
We continued to work on yesterday's handouts, as well as test corrections. The test corrections are due Monday, and the 2 handouts should be finished by Tuesday.
Thursday, December 3, 2009
Thursday, December 3rd In Class and Homework
We received the following handouts in class - the chapter 1 objectives, the book chapter 13 study guide and some questions generated by the instructor. Furthermore, the scores for the chapter 8-10 test (multiple choice) were given back, with the specific test question number of each question missed indicated. Students can earn back 1/2 credit for each missed question by coming up with the correct answer with an explanation (or supporting fact). The answers to the chapter 12 study guide were posted on the blog (see below) so students could check their answers. The test corrections are due Monday. Students should work on this and/or reading Chapter 13 tonight.
Answers to the Chapter 12 study guide
Interactive Q 12.1 - a.46 b.23 c.92
Interactive Q 12.2 -a. growth - most organelles and cell components are produced continuously through these sub phases
b. DNA synthesis
Interactive Q 12.3 -a. G2 of interphase b.prophase c.prometaphase d.metaphase e.anaphase f. telophase (and cytokinesis) g.centrosomes (w/ centrioles) h.chromatin(duplicated) i. nuclear envelope j. nucleolus k. early mitotic spindle MPF activityl. aster m. nonkinetichore microtubules n. kinetichore microtubles o. metaphase plate p. spindle q. cleavage furrow r. nuclear envelope reforming
Interactive Q 12.4 - a. a complex of cyclin and CDK that initiates mitosis by phosphorylating proteins and other kinases
b. high at the beginning, low at the end c. constant throughout the cycle d. degraded by MPF activity
Structure your knowledge: 2. you should have drawn 1/2 of a spindle complex and labeled the different components.
3. a. anaphase b.interphase c. late telophase d. metaphase
Test Your Knowledge
1. Go 2.anaphase 3.prophase 4.cytokinesis 5. S phase 6. metaphase 7.telophase 8.prophase 9. prmetaphase 10. G1 phase
Multiple Choice 1.d 2.c 3.d 4.e 5.b 6.c 7.c 8.c 9.b 10.a 11.c 12.e 13.a 14.e 15.a 16.d
Interactive Q 12.2 -a. growth - most organelles and cell components are produced continuously through these sub phases
b. DNA synthesis
Interactive Q 12.3 -a. G2 of interphase b.prophase c.prometaphase d.metaphase e.anaphase f. telophase (and cytokinesis) g.centrosomes (w/ centrioles) h.chromatin(duplicated) i. nuclear envelope j. nucleolus k. early mitotic spindle MPF activityl. aster m. nonkinetichore microtubules n. kinetichore microtubles o. metaphase plate p. spindle q. cleavage furrow r. nuclear envelope reforming
Interactive Q 12.4 - a. a complex of cyclin and CDK that initiates mitosis by phosphorylating proteins and other kinases
b. high at the beginning, low at the end c. constant throughout the cycle d. degraded by MPF activity
Structure your knowledge: 2. you should have drawn 1/2 of a spindle complex and labeled the different components.
3. a. anaphase b.interphase c. late telophase d. metaphase
Test Your Knowledge
1. Go 2.anaphase 3.prophase 4.cytokinesis 5. S phase 6. metaphase 7.telophase 8.prophase 9. prmetaphase 10. G1 phase
Multiple Choice 1.d 2.c 3.d 4.e 5.b 6.c 7.c 8.c 9.b 10.a 11.c 12.e 13.a 14.e 15.a 16.d
Wednesday 12/02/09 - In Class and Homework
We began class watching the animation of the stages of mitosis from the Campbell web site (on the projector). We then used the computers to play the cell cycle "game" and view 2 other sites dealing with the cell cycle (and cancer). We came back to the front projector to review the stages of the cell cycle and to see a diagram describing control of the cell cycle (with cyclins and CDK). The homework is to review Chapter 12 and finish up the book study guide (if necessary). Also, the study guide with the stages of mitosis drawn was collected.
Tuesday, December 1, 2009
Tuesday, December 1st - in class and Homework
We used time in class today to continue to work on the study guides as well as use the microscopes to view the different phases of mitosis. By tomorrow, the 2 study guides should be finished, as well as the reading for chapter 12.
Monday, November 30, 2009
Monday 11/30/09 - In Class and Homework
We are beginning Chapter 12 by starting a study guide, as well as using the microscopes to view stages of mitosis. The book chapter guide will also be handed out (as well as the objectives for Chapter 12). Both handouts should be finished by the beginning of class Wednesday.
Tuesday, November 24th - in class and Homework
Today is the extended response segment of the Chapter 8 - 10 Test. The homework is to read the 1st 2 sections of Chapter 12
Monday, November 23, 2009
Monday 11/23/09 - In Class and Homework
Today is the multiple choice segment of the test covering material from chapters 8 - 10. Tomorrow will be the extended response segment.
Friday, November 20th In class and Homework
Today was a review day - preparing for next weeks test (Mon and Tues) covering the material from Chapters 8, 9 and 10. We went over any questions regarding the formative assessment for chapter 10, as well as any questions connected to the objectives for each chapter. The multiple choice segment of the test will be Monday and the extended response section will be Tuesday.
Friday, November 20, 2009
Answers to Chapter 10 Formative Assessment (Test Your Knowledge)
1.d 2.a 3.b 4.a 5.b 6.b 7.e 8.c 9.a 10.e 11.a 12.b 13.d 14.d 15.d 16.b 17.c 18.d 19.e 20.d 21.d 22.e 23.c 24.a 25.b 26.a 27.d 28.a
Thursday, November 19th In class and Homework
We worked on a large concept map today - encompassing terms from Chapters 8, 9 and 10- in order to help prepare for next week's test. A key was given out at the end of the period. The homework is to finish the map and to take the chapter 10 formative assessment that was also handed out at the end of the period. Test on Chapters 8, 9 and 10 will be Monday and Tuesday.
Wednesday, November 18, 2009
Wednesday 11/18/09 - In Class and Homework
We began the period reviewing photorespiration and fielding questions about the C4 and CAM adaptations. We spent the remainder of the period taking a chapter 10 formative assessment to be finished for homework. The chapters 8-10 Test will be Monday and Tuesday.
Tuesday, November 17th - in class and Homework
We completed a pigment chromatography "mini-lab" using a spinach (or begonia) leaf and a solvent to isolate the different photosynthetic pigments in order to determine their Rf values. We also started to look more closely at photorespiration, as well as some particular adaptations plants which live in arid climates have developed to minimize this. The homework is to continue to learn and write about these adaptations (C4 and CAM mechanisms). The test for chapters 8-10 will be Monday and Tuesday
Monday, November 16, 2009
Monday 11/16/09 - In Class and Homework
First of all, the respiration labs were collected. We used the computers in class today to visit 3-4 web sites dealing with the Calvin (light independent) cycle. We had some guiding statements to help us determine the depth to which we are required to learn this process (this helped with our note taking). The homework is to complete this. The test covering chapters 8 - 10 will be next Monday and Tuesday.
Friday, November 13th In class and Homework
We spent the period going over our 10.1 and 10.2 study guide, paying particular attention to the specifics of the light reaction (how ATP and NADPH is generated). We finished the period by asking/answering questions related to the respiration Lab. Our homework is to complete the lab to be turned in Monday.
Friday, November 13, 2009
Thursday, November 12th In class and Homework
A table showing an average result for our respiration lab for each of the variables (standard condition, acidic, basic, cold (4° C) and nongerminating) was passed out to the students. The students graphed the data, and determined the slope for each line. In addition, 8 analysis questions were included, and the students worked on these. This lab will be due Monday. The homework is to read 10.3.
Wednesday, November 11, 2009
Wednesday, November 11th - In class and Homework
We turned in our data collected yesterday from the respiration lab (in order for the instructor to compute averages and provide meaningful data to the students tomorrow. We then briefly discussed the difference between a table and a graph, as well as describing what "control conditions" mean in an experimental set up. Chapter 10 objectives were then passed out, as well as a study guide for Sections 10.1 and 10.2. This was worked on the remainder of the period and should be completed for homework
Tuesday, November 10th - in class and Homework
We gathered data for our respiration lab today. We used the lab quests and gas (primarily CO2) sensors to measure the rate of respiration of the wheat seeds we prepared yesterday, both under controlled conditions (room temp, neutral pH) and with one change (in pH and temp). We recorded the slope and set up a table and graph to make comparisons. The homework is to review sections 10.1 and 10.2.
Tuesday, November 10, 2009
Monday 11/9/09 - In Class and Homework
We began a respiration lab using wheat seeds - in order to investigate the relationship between respiration rates and germination, as well as temperature and pH. Each group of 3 set up a control condition (10 g of wheat seeds, 25 + ml of water, neutral pH and room temp), and chose one variable to investigate. We will collect the data tomorrow. The homework is to finish the 3 "day 1" lab questions, as well as read sections 10.1 and 10.2.
Friday, November 6th In class and Homework
We conducted a respiration candy "lab" tracing the transfer of energy from glucose (1/2 hershey bar) through glycolysis, the citric acid cycle and the ETC - producing NADH and FADH2 (gum drops with marshmallows ) - and finally the conversion to ATP (m & M's). The homework was to review Chapter 9.
Thursday, November 5, 2009
Answers to Chapter 9 Formative Assessment (Test Your Knowledge)
1.a 2.a 3.c 4.d 5.e 6.d 7.c 8.e 9 b 10.b 11.a 12.e 13.b 14.b 15.c 16.c 17.b 18.d 19.c 20 e (21.c) 22.b 23.d 24.e 25.a 26.e 27.c 28.d
Thursday, November 5th In class and Homework
We viewed part 5 of the respiration series of videos - oxidative phosphorylation - and then we completed the powerpoint for chapter 9. During this, we went over 2 animations showing the electron transport chain and how the majority of energy for this process is converted into ATP. We also went over the process of fermentation (anaerobic respiration). The homework is to review the remainder of chapter 9 and to take the chapter 9 formative assessment (handed out in class). Check how you did by checking the correct answers posted above.
Wednesday, November 4th - In class and Homework
We viewed part 4 of the respiration series of videos - dealing with the Citric Acid (Krebs) cycle. We then went through the 1st two thirds of a Chapter 9 power point, focusing specifically on Glycolysis and the Citric Acid cycle (Tomorrow is Oxidative phosphorylation). The homework is to review section 9.4 in the textbook.
Tuesday, November 3rd In class and Homework
(Substitute teacher day) We began the period by reading pgs 174 - 177. We spent the remainder of the period on the computer, checking animations of the citric acid cycle and the electron transport chain and describing these processes. The homework was to complete this if necessary
Friday, October 30, 2009
Friday, October 30th In class and Homework
We began class by watching part 2 of the Respiration series of videos (about the 1st 1/2 of glycolysis), and then we used the computers to peruse some respiration web sites (particularly in connection to glycolysis). We answered some questions related to these sites (on page 1 of the handout). The homework is to finish the 1st side of the handout (if necessary, and to read 9.3 and 9.4 (pgs. 167 - 174).
Thursday, October 29th - In class and Homework
A 2 page handout was given to the students allowing them to write what they remembered about the basics of aerobic cellular respiration. Then, a 10 minuter video introducing cell respiration was shown. Finally, the Diffusion / Osmosis Lab was handed back. The homework is to read the 1st 2 sections of Chapter 9 (pgs 160 - 167).
Wednesday, October 28th - In class and Homework
We had a class discussion about energetics, the free energy equation, ATP and phosphorylation. The homework was to finish the rest of Chapter 8 (reading).
Tuesday, October 27, 2009
October 27th - In Class and Homework
We used the computers in class today. We visited the campbell site and went through the last 3 activities in Chapter 8 dealing with energetics, ATP function and enzymes. We then visited a number of site reinforcing how enzymes work and how they are regulated (the sites are listed on a handout - I will attempt to put them on a "gadget" to be included at the right side of the blog. The tests were handed back the last 10 minutes of class. The homework is to finish the study guide that handed out in class yesterday.
Monday, October 26, 2009
October 26th - In Class and Homework
We began with an introduction to chapter 8 - with the instructor providing an overview (the 1st 2 laws of thermodynamics, the free energy equation, enzymes and ATP). The students spent the remainder of the period working on a study guide which dealt with these topics. The homework is to finish reading chapter 8.
Friday, October 23, 2009
Friday, October 23rd
Test today on Chapters 6 & 7. The homework is to read pages 141 - 147 (sections 8.1 and 8.2)
Thursday, October 22
A continuation of review for tomorrow's test. We went over the concepts of hypertonic, hypotonic and isotonic; as well as completing the chapter 7 study guide. Questions about tomorrow's test were answered. The homework is to finish preparing for tomorrow's test (Chapters 6 & 7).
Wednesday, October 21st
We went over the concept map on the 1st page of the chapter 7 study guide, we viewed some cell membrane animations (cotransport, ion pumps, endocytosis) and began to go over the answers to other questions in the study guide. The homework is to continue to study for Friday's test (Chapters 6 & 7).
Tuesday, Oct 20th
A computer day today (in the computer lab). We completed all the Chapter 7 activities and began working on the Chapter 6 student quizzes (formative assessments). The homework is to complete the self quizzes and to check the results.
Thursday, October 15th
A day to work on the lab graphs and questions, and to receive help from the instructor if necessary. The Lab is to be completed and turned in Tuesday (No school Friday and Monday)
Wednesday, October 14th
Day 3 of the diffusion / Osmosis Lab. Collect Data, Gather class data and use for graphs and to answer questions. The homework is to work on your graphs and ansers to the lab questions.
Tuesday, October 13, 2009
October 13th - In Class and Homework
We continued our diffusion / osmosis lab today. We observed the iodine / starch and sugar interaction in the big beaker after 24 hours and discussed why it behaved the way it did. We set up the materials for parts 1B and 1C using the dialysis bags and the different molar sucrose solutions; and we used 4 potato cores. The homework is to think through what should happen in each case, as well as review chapter 6 and/or chapter 7 (Test next week - Wed or Thur)
Monday, October 12, 2009
October 12th - In Class and Homework
We completed Part 1A of the Diffusion / Osmosis Lab (by watching a demonstration). We also prepared for Part 1B by making different molar solutions for sucrose, as well as preparing dialysis bags. Our homework is to answer the 5 questions for part 1A of the lab.
October 9th - In Class and Homework
We used the computers today to study and take notes regarding 3 cell membrane animations (structure and function as well as a look at the principles of diffusion and osmosis). We also passed out A diffusion and Osmosis Lab. The homework is to finish the animations and to read the 1st 2 parts (1A and 1B) of the Lab.
Thursday, October 8, 2009
October 8th - In Class and Homework
Mr. B was under the weather today - we will put up our cell membrane posters tomorrow. The students worked on completing their reading of Chapter 7, and worked on completing the Chapter 7 study guide. The homework is to finish each of these.
Wednesday, October 7, 2009
October 7th - In Class and Homework
Today is Day 2 of our Poster In class mini project. The artwork for each poster should be finished today. The captions / descriptions should be finished by the beginning of class tomorrow. In addition, the homework is to pick up the chapter 7 study guide and complete Interactive Q's 7.1 - 7.5.
October 6th - in class and Homework
We began our cell membrane class posters today. Groups were chosen randomly (groups of 2 or 3) Each group worked on one of the features or processes involving the cell membrane. We will continue this tomorrow. The homework is to read the next 2 sections (7.2 and 7.3) of Chapter 7.
Monday, October 5th - in class and homework
We viewed some power point slides dealing with cell structures, paying particular attention to the cytoskeleton and cell - cell connections. We then viewed the Harvard cell animation (music edition). We spent the remainder of the period going over the Chapter 6 study guide. The homework is to read the 1st section of Chapter 7.
Thursday, October 1, 2009
October 1st - In class and Homework
We had access to the laptops again today, so we continued to look at cell organelles using the same site as yesterday. In addition, a handout detailing the particular chapter 6 activities to cover from our Campbell web site was distributed. By Monday, all the chapter 6 reading should be finished, as well as the two handouts (the interactive questions from the chapter 6 study guide, and the cell structure / function handout). The campbell web site activities should be finished as well.
Wednesday, September 30, 2009
September 30th - In Class and Homework
The food labs were handed back. We began learning cell organelle structure and functions today using the wisconsin online site (I'll put the web site on the right margin so you can more easily access it). The homework is to read the next 2 sections (pages 102 - 108) and to complete interactive q's 6.1 - 6.4 from the book study guide (handed out in class today, as well as the structure and function handout).
Tuesday, September 29, 2009
September 29th in class and Homework
Today we had our test on Chapters 4 & 5. The homework is to look over pages 94 - 97, read pages 98 & 99, and to familiarize yourself with the diagram on pages 100 and 101.
September 28th in class and Homework
Today we practiced more test questions, put the answers on the board and went over the more challenging concepts. The homework is to study for tomorrow's test over Chapters 4 & 5 (summative assessment).
September 25th in class and Homework
The instructor handed out a data table with the results from yesterday's (period 7) enzyme lab. We spent the period graphing the data and beginning to answer some lab questions (as well as some basic questions about enzymes). The homework is to finish the questions (and the graph, if necessary).
September 24th in class and Homework
We performed the enzyme lab in class today using the vernier labquests and the oxygen probes. The homework is to study for next Tuesday's test
Wednesday, September 23, 2009
September 23rd - In Class and Homework
We did not do the enzyme lab today - we are sharing equipment among the department and will be able to use the data collectors tomorrow. Today in class we are preparing for next Tuesday's test by reviewing chapters 4 & 5 (connecting each objective to the page numbers in the book). Computers were also available to connect with the Campbell web site. Homework is to study for the test.
September 22nd - In Class and Homework
Today was a practice day for the enzyme lab. We used the hand held data collectors, oxygen sensors and potato for the enzyme (hydrogen peroxide is the substrate). At the end of class, an introductory reading for the lab (which we will do Thursday) was handed out to be read for homework. Also, the Test for Chapters 4 & 5 (a summative assessment) will be next Tuesday.
Sunday, September 20, 2009
September 18th - In Class and Homework
Today was our second day of using the toobers - each student was given a 9 or 10 amino acid segment of the human alpha hemoglobin molecule. The class then used the guidelines for the formation of tertiary structure to build the entire molecule. The remainder of the period was spent working on a protein (structure and function) concept map. The homework is to complete this map.
Thursday, September 17, 2009
September 17th - In Class and Homework
We introduced the topic of protein structure by viewing the campbell web site (on student computers) and paying close attention to 5.4 #2 (protein structure). Secondary and tertiary structure are the most challenging to learn, so the students were encouraged to spend more time on theses topics. After finishing this, the students completed a rather simple toober activity. A chapter 5 study guide was handed out at the end of the period, and the homework is to read page 28 and 29 of this study guide, and to complete interactive questions 5.6, 5.7 and 5.8 on these pags
Wednesday, September 16, 2009
September 16th - In Class and Homework
We had shortened periods today due to early release (approx 34 min per class). The food labs (table and answers to 3 questions) was collected. The majority of the period was spent viewing a powerpoint presentation involving carbohydrates and lipids with the teacher pointing out the most important information (students were monitoring their study guide on the same topics completed last Friday. The homework is to read section 5.4 - which deals with protein structure and function
Tuesday, September 15, 2009
September 15th - In Class and Homework
Day 2 of the food lab today. The rest of the tests were performed, and then a good cleanup. Homework is to complete the lab questions.
September 14th - In Class and Homework
Today we began a food (organic molecule) lab. We are testing for the presence of 2 types of carbohydrates, proteins and lipids in a variety of food. Today was primarily a set up day (preparing the food samples, etc.). Two handouts were given - the lab instructions and the data table / 3 questions. We will finish the data collection tomorrow. The lab will be due Wednesday (students were encouraged to begin question 1 tonight).
September 11th - In Class and Homework
Time in class today was used to work on a handout dealing with carbohydrates and lipids (from the reading last night). The homework was to complete any unfinished in class work. An expectations sheet for chapters 4 and 5 was also passed out to the students
Thursday, September 10, 2009
September 10th - In Class and Homework
We picked up where we left off yesterday -putting together the 4 organic molecules, each with different functional groups, using the beads and the tubes. When ready, each student was "quizzed" on one of the molecules and its functional group. When successful, the properties for each molecule were studied and written down. We then looked at activity 4.2 from the Campbell web site - we went over each together. The homework is to read the 1st 2 sections of Chapter 5 (pages 68 - 74).
Wednesday, September 9, 2009
September 9th - In Class and Homework
(Office Hours / Homeroom today). We took a summative quiz (28 questions) covering the material from Chapters 2 & 3. The remainder of the period was spent getting acquainted with the organic functional groups using beads and tubes. The homework was to access the campbell web site and to watch and solve the isomer activity
Tuesday, September 8, 2009
September 8th - In Class and Homework
Today the students were given approx. 20 minutes to complete the book's version of the study guide (the matching section). At this point in time, the formative assessment was handed back and was discussed. The final 10+ minutes were spent going over the remaining questions from the chapter 3 study guide (that were not discussed last week). The homework is to study for tomorrow's Summative assessment (Quiz on chapters 2 & 3 - between 25 and 30 questions - multiple choice).
September 4th - In Class and Homework
Mr. B was absent today - so the assignment was to begin reading Chapter 4 in class and to complete the extended response study guide. After finishing this, begin the book version of the chapter 4 study guide and complete except for the matching (the last question. Finish this for homework - if necessary
Thursday, September 3, 2009
September 3rd - Class Activities and Homework
We began today with a formative (graded and entered into the gradebook, but the score does not count toward the 9 week grade) quiz (19 questions) covering Chapters 2 and 3. Afterwards, we began to discuss (group participation) the answers to the assignments from yesterday, including viewing an animation about buffers. The homework is to read pages 48 - 52 (the 1st 2 sections in Chapter 4).
Wednesday, September 2, 2009
September 2nd - Class Activities and Homework
In class, 3 handouts were distributed (one a web site dealing with water and pH, one a concept map about pH and a chapter 3 study guide). The students had the period to work on these papers, as well as to read the remainder of Chapter 3. We will have a formative quiz tomorrow (as well as going over these assignments)
Tuesday, September 1, 2009
September 1st - Class Activities and Homework
Today in class, we began Chapter 3. This included handing out the chapter objectives, and we completed a "jigsaw" activity. Each student received a handout which included a set of questions about 4 important aspects of water (in relation to living organisms). Each student was responsible for reading about the information pertaining to 1 of these aspects, and then answering the questions. After approx 20 minutes, the students met in groups of 4 and explained their set of answers to the other 3 group members. The homework is to read pages 47 - 53.
Monday, August 31, 2009
August 31st - In class and homework
I collected your evaluations of the 3 web sites we did in class Friday. In addition, we briefly looked at the levels of organizations in life shown in our textbook pages 4 & 5; as well as the chart on page 27 (Eleven themes that unify Biology). At this point, we talked about the expectations about the basics of chemistry (background necessary for this class), and I handed out Learning objectives, as well as a number of review questions to test your mastery of these basics. The answers will be shown below. The homework is to complete these questions (if necessary), and to brush up on whatever aspects of chemistry that you are not comfortable with.
Answers to Chemistry questions
Part A -1-b, 2-e, 3-d, 4-d, 5-b, 6-b, 7-a, 8-d, 9-a, 10-b, 11-c
Part B - 1-B, 2-A, 3-B, 4-C, 5-A, 6-A, 7-D, 8-C, 9-D, 10-B
Part C - 1-B, 2-B, 3-A, 4-C, 5-B, 6-E, 7-C, 8-B, 9-C, 10-D
Part D - 1-D, 2-A, 3-B, 4-B, 5-C, 6-b, 7-B, 8-A, 9-B, 10-B
Part E - 1-D, 2-D, 3-E, 4-B, 5-A, 6-B, 7-C, 8-A, 9-E, 10-E, 11-E, 12 - B, 13-C, 14- E, 15-A, 16-B, 17-E, 18-A
Answers to Chemistry questions
Part A -1-b, 2-e, 3-d, 4-d, 5-b, 6-b, 7-a, 8-d, 9-a, 10-b, 11-c
Part B - 1-B, 2-A, 3-B, 4-C, 5-A, 6-A, 7-D, 8-C, 9-D, 10-B
Part C - 1-B, 2-B, 3-A, 4-C, 5-B, 6-E, 7-C, 8-B, 9-C, 10-D
Part D - 1-D, 2-A, 3-B, 4-B, 5-C, 6-b, 7-B, 8-A, 9-B, 10-B
Part E - 1-D, 2-D, 3-E, 4-B, 5-A, 6-B, 7-C, 8-A, 9-E, 10-E, 11-E, 12 - B, 13-C, 14- E, 15-A, 16-B, 17-E, 18-A
Friday, August 28, 2009
August 28th Class activities and Homework
Today in class we looked over a number of Biology Animations from the following web site: http://nhscience.lonestar.edu/biol/bio1int.htm . Our in class assignment was to briefly watch a number of sites found here, and then to evaluate 3 of them. These sites have to do with material we will cover for at least the 1st 9 weeks of class Our homework is to finish this assignment (if necessary).
Thursday, August 27, 2009
August 27th - Activities in Class and Homework
In class today, we completed a brief investigation brainstorming about the relationship between catalase (found in chicken liver) and hydrogen peroxide. We came up with a hypothesis addressing conditions necessary for optimal catalase activity. We finished the class with a 10 question pretest on Chapter 1 material, and briefly going over the answers. Our homework is to read sections 1.4 (pgs. 15 - 19) and 1.6 (pgs. 26 & 27).
Wednesday, August 26, 2009
Welcome to our Blog!
Directions to register to access our textbook's web site:
1. Register at http://www.phschool.com/access/
2. Click on Covered Title, then click on your title from the list
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* Create your username & password
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6. Account Information - complete or verify your name & school information
7. Confirmation & Summary - list of websites where you can now login
Now, please begin reading pages 2 - 14
1. Register at http://www.phschool.com/access/
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3. Choose Student Registration
4. Accept - Pearson License Agreement
5. Access Information -
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* Enter the appropriate access code below:
Student:
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6. Account Information - complete or verify your name & school information
7. Confirmation & Summary - list of websites where you can now login
Now, please begin reading pages 2 - 14
Monday, March 16, 2009
Most recent test (Evolution Unit)
A couple of comments concerning our last test. The average for both classes (together) was almost 81% - nice job! There was only one question I reevaluated a bit - question #2 dealing with the attempt to "evolve" winter wheat. The correct answer should have been "C" (Lamarck) as the point was the scientist was trying to cause changes in the wheat during its life - and these changes would be passed to the next generation (inheritance of acquired characteristics). However, I also allowed "D" (Darwin) NOT because his theory included this idea, but because the question did not take into account whether or not some of the variations of wheat did not survive (perhaps the scientist only selected those that survived and reproduced). Therefore I felt C or D would be OK. The only other question missed by more than 1/2 the students was number 40 - I think the diagram threw a lot of you - but I was hopeful you would understand that discrete ancestors can NOT merge into one taxon.
Now, for the Hardy-Weinberg problem(s)
Version "A"
480 out of 4000 show the recessive phenotype (aa): aa= 480/4000 = .12 or 12% therefore a= the square root of (.12) =.35 or 35%
A= 1-(.35) = .65 or 65% AA=(.65) squared =.43 or 43% Aa = 2(.65)(.35) =.455 or 46%
Version "B"
1280 out of 5000 show the recessive phenotype (aa): aa= 1280/5000 = .256 or 26% therefore a= the square root of (.256) =.506 or 51%
A= 1-(.51) = .49 or 49% AA=(.49) squared =.24 or 24% Aa = 2(.49)(.51) =.450 or 50%
Now, for the Hardy-Weinberg problem(s)
Version "A"
480 out of 4000 show the recessive phenotype (aa): aa= 480/4000 = .12 or 12% therefore a= the square root of (.12) =.35 or 35%
A= 1-(.35) = .65 or 65% AA=(.65) squared =.43 or 43% Aa = 2(.65)(.35) =.455 or 46%
Version "B"
1280 out of 5000 show the recessive phenotype (aa): aa= 1280/5000 = .256 or 26% therefore a= the square root of (.256) =.506 or 51%
A= 1-(.51) = .49 or 49% AA=(.49) squared =.24 or 24% Aa = 2(.49)(.51) =.450 or 50%
Friday, February 27, 2009
Answers to Chapter 24 & 25 Sample Test Questions
Chapter 24
3.d 4.e 5.c 6.a 8.c 9.b 11.b 12.a 14.c 16.e
Chapter 25
6.b 7.d 8.e 9.e T/F- 1.T 2.F 3.T 5.T
3.d 4.e 5.c 6.a 8.c 9.b 11.b 12.a 14.c 16.e
Chapter 25
6.b 7.d 8.e 9.e T/F- 1.T 2.F 3.T 5.T
Monday, February 23, 2009
Answers to chapter 23 "Structure your Knowledge" and Chapters 22 and 23 "Test your Knowledge"
Chapter 23 "Structure Your Knowledge"
1. a. The Hardy-Weinburg theorem states that allele frequencies within a population will remain constant from one generation to the next as log as only Mendelian segregation and sexual recombination of alleles are involved. This state requires five conditions: A large population, mating is random, mutation and migration are negligible and no selection pressure operates.
b. The main equation is P squared + 2 pq + Q squared = 1. In the Hardy-Weinburg equation, p and q refer to the frequencies of 2 alleles in the gene pool. The frequency of homozygous offspring are p x p or p squared, and q x q or q squared. Heterozygous individuals can be formed in two ways, depending on whether the sperm of the ovum carries the p or q allele, so their frequency is equal to 2pq. Also, since there are only two forms of the gene (in this equation), p + q= 1.
2. Genetic variation is retained within a population due to the presence of diploidy (2 copies of an allele per gene) and balancing selection. Diploidy masks recessive alleles from selection when they occur in the heterozygote. Thus, less adaptive or even harmful alleles are maintained in the gene pool, and are available should selection pressures change. Balanced selection maintains several alleles at a gene locus in a population and leads to balanced polymorphism. In situations where there is heterozygote advantage, the two alleles will be retained in stable frequencies within the gene pool. Frequency-dependent selection, in which varieties present in larger quantities are selected against by predators or other factors, is another cause of balanced polymorphism.
Answers to Chapter 22 "Test Your Knowledge:
1.b 2.c 3.e 4.a 5.c 6.a 7.e 8. d
9.d 10.d 11.c 12.e 13.b 14.(d) 15.c 16.c
Answers to Chapter 23 "Test Your Knowledge"
1.e 2.a 3.c 4.c 5.d 6.d 7.e 8.d
9.b 10.e 11.e 12.c 13.d 14.a 15.b 16.b
17.c 18.b 19.b 20.(c) 21.a 22 e 23 d 24.(c)
25.e
1. a. The Hardy-Weinburg theorem states that allele frequencies within a population will remain constant from one generation to the next as log as only Mendelian segregation and sexual recombination of alleles are involved. This state requires five conditions: A large population, mating is random, mutation and migration are negligible and no selection pressure operates.
b. The main equation is P squared + 2 pq + Q squared = 1. In the Hardy-Weinburg equation, p and q refer to the frequencies of 2 alleles in the gene pool. The frequency of homozygous offspring are p x p or p squared, and q x q or q squared. Heterozygous individuals can be formed in two ways, depending on whether the sperm of the ovum carries the p or q allele, so their frequency is equal to 2pq. Also, since there are only two forms of the gene (in this equation), p + q= 1.
2. Genetic variation is retained within a population due to the presence of diploidy (2 copies of an allele per gene) and balancing selection. Diploidy masks recessive alleles from selection when they occur in the heterozygote. Thus, less adaptive or even harmful alleles are maintained in the gene pool, and are available should selection pressures change. Balanced selection maintains several alleles at a gene locus in a population and leads to balanced polymorphism. In situations where there is heterozygote advantage, the two alleles will be retained in stable frequencies within the gene pool. Frequency-dependent selection, in which varieties present in larger quantities are selected against by predators or other factors, is another cause of balanced polymorphism.
Answers to Chapter 22 "Test Your Knowledge:
1.b 2.c 3.e 4.a 5.c 6.a 7.e 8. d
9.d 10.d 11.c 12.e 13.b 14.(d) 15.c 16.c
Answers to Chapter 23 "Test Your Knowledge"
1.e 2.a 3.c 4.c 5.d 6.d 7.e 8.d
9.b 10.e 11.e 12.c 13.d 14.a 15.b 16.b
17.c 18.b 19.b 20.(c) 21.a 22 e 23 d 24.(c)
25.e
Wednesday, February 18, 2009
Answers to Hardy Weinburg and to Chapter Review 23.1 - 23.8
Hardy Weinburg Problems:
1. "cc" is most significant in that it is the only genotype that is solely connected to the phenotype. In other words, the the dominant phenotype is exhibited by two genotypes: "CC" and "Cc" and you cannot distinguish them.
2. 1/1700 = .059%
3. a) we calculate "q" 1st because this is the only variable we CAN calculate initially by using the information that we have.
b) c = q = the square root of q squared = .024 or 2.4%
c) It is easy to now find "p" since p= 1- q:
d) 1 -(2.4%) = 97.6%
4. a) CC = p squared = (.976)(.976) = .953 or 95.3%
b) Cc = 2pq = 2(.024)(.976) = 4.7%
5. (.953)(1700) = approx 1620 have the CC genotype
6. (.0468)(1700) = approx 79 have the Cc genotype
7. The "c" allele would increase in the population due to heterozygous advantage. Those with a heterozygous genotype would better survive the disease and pass this allele to more offspring.
II. 9% = ss, therefore q suared = .09. q = the square root of this which would be .3 or 30 %. p = 1 - q = .7.
Therefore, the heterozygous condition, which = 2pq = 2(.7)(.3) = .42 or 42% are heterozygous.
III. In this problem, you are given all the information needed to calculate the allele frequency WITHOUT using the Hardy Weinburg equations. For example:
A= (2 x 1469) + 138 / 2(1469 + 138 +5) - in other words the total number of "A" alleles divided by the total number of alleles. This equals .954 or 95.4%
a = 1 - .954 = .046 or 4.6%
AA = 1469/1612 = .911 or 91.1%
Aa = 138/1612 =.086 or 8.6%
aa = 5/1612 =.003 or.3%
If you used the hardy Weinburg, you would find similar, but not exact answers, perhaps due to rounding errors.
Answers to interactive questions 23.1 - 23.8
23.1 a. freq of "B" allele: (2 x 98) + 84 / 400 =.7 freq of "b" allele: (2 x 18) + 84/400 = .3
b. Genotype frequency for BB = 98/200= .49 or 49%; for Bb = 84/200 = .42 or 42% ; bb= 18/200 = .09 or 9%
23.2 The answers to this question are the same as 23.1 as we are assuming this population is in Hardy Weinburg equilibrium - therefore the allele frequencies remain constant from one generation to the next.
23.3 a. AA = (.6) squared = .36 = 36%; aa = (.4) squared = .16 or 16%; Aa = 2(.6)(.4) = .48 or 48%
b. A = .6; a = .4 - there would be no change in allele frequency when in Hardy Weinburg equilibrium
23.4 a. mutation (with some recombination)
b. sexual recombination
c. Bacteria and viruses have very short generation times and a new beneficial mutation can increase in frequency rapidly
in an asexual reproducing population. Although mutations do introduce new alleles in a large, diploid population, they
are so infrequent that their contribution to genetic variation is minimal. However, sexual recombination in the
production and union of gametes produces zygotes with fresh combinations of alleles each generation.
23.5 a. natural selection b. genetic drift c. gene flow d. better reproductive success e. small population
f. bottleneck effect g. founder effect h. genetic variation between populations
23.6 a. less variation; we have about a tenth of the variability found in fruit fly populations
b. human have about 0.1% nucleotide diversity.
23.7 a. The two given fitness values are less than one, so Bb must produce the most offspring and have a relative fitness of 1
b. 0
23.8 a. Diploidy -The sickle cell allele is hidden from selection in heterozygotes
b. Heterozygote advantage - Heterozygotes are resistant to malaria and have a selective advantage in areas where malaria is a major cause of death
1. "cc" is most significant in that it is the only genotype that is solely connected to the phenotype. In other words, the the dominant phenotype is exhibited by two genotypes: "CC" and "Cc" and you cannot distinguish them.
2. 1/1700 = .059%
3. a) we calculate "q" 1st because this is the only variable we CAN calculate initially by using the information that we have.
b) c = q = the square root of q squared = .024 or 2.4%
c) It is easy to now find "p" since p= 1- q:
d) 1 -(2.4%) = 97.6%
4. a) CC = p squared = (.976)(.976) = .953 or 95.3%
b) Cc = 2pq = 2(.024)(.976) = 4.7%
5. (.953)(1700) = approx 1620 have the CC genotype
6. (.0468)(1700) = approx 79 have the Cc genotype
7. The "c" allele would increase in the population due to heterozygous advantage. Those with a heterozygous genotype would better survive the disease and pass this allele to more offspring.
II. 9% = ss, therefore q suared = .09. q = the square root of this which would be .3 or 30 %. p = 1 - q = .7.
Therefore, the heterozygous condition, which = 2pq = 2(.7)(.3) = .42 or 42% are heterozygous.
III. In this problem, you are given all the information needed to calculate the allele frequency WITHOUT using the Hardy Weinburg equations. For example:
A= (2 x 1469) + 138 / 2(1469 + 138 +5) - in other words the total number of "A" alleles divided by the total number of alleles. This equals .954 or 95.4%
a = 1 - .954 = .046 or 4.6%
AA = 1469/1612 = .911 or 91.1%
Aa = 138/1612 =.086 or 8.6%
aa = 5/1612 =.003 or.3%
If you used the hardy Weinburg, you would find similar, but not exact answers, perhaps due to rounding errors.
Answers to interactive questions 23.1 - 23.8
23.1 a. freq of "B" allele: (2 x 98) + 84 / 400 =.7 freq of "b" allele: (2 x 18) + 84/400 = .3
b. Genotype frequency for BB = 98/200= .49 or 49%; for Bb = 84/200 = .42 or 42% ; bb= 18/200 = .09 or 9%
23.2 The answers to this question are the same as 23.1 as we are assuming this population is in Hardy Weinburg equilibrium - therefore the allele frequencies remain constant from one generation to the next.
23.3 a. AA = (.6) squared = .36 = 36%; aa = (.4) squared = .16 or 16%; Aa = 2(.6)(.4) = .48 or 48%
b. A = .6; a = .4 - there would be no change in allele frequency when in Hardy Weinburg equilibrium
23.4 a. mutation (with some recombination)
b. sexual recombination
c. Bacteria and viruses have very short generation times and a new beneficial mutation can increase in frequency rapidly
in an asexual reproducing population. Although mutations do introduce new alleles in a large, diploid population, they
are so infrequent that their contribution to genetic variation is minimal. However, sexual recombination in the
production and union of gametes produces zygotes with fresh combinations of alleles each generation.
23.5 a. natural selection b. genetic drift c. gene flow d. better reproductive success e. small population
f. bottleneck effect g. founder effect h. genetic variation between populations
23.6 a. less variation; we have about a tenth of the variability found in fruit fly populations
b. human have about 0.1% nucleotide diversity.
23.7 a. The two given fitness values are less than one, so Bb must produce the most offspring and have a relative fitness of 1
b. 0
23.8 a. Diploidy -The sickle cell allele is hidden from selection in heterozygotes
b. Heterozygote advantage - Heterozygotes are resistant to malaria and have a selective advantage in areas where malaria is a major cause of death
Thursday, February 5, 2009
Information about today's in class work.
Hi all,
I hope taking the practice test was as fun for you as it was for me to put together. Here are the answers for the multiple choice segment:
1.D 2.B 3.E 4.A 5.B 6.B 7.E 8.B 9.A 10.B 11.C 12.C 13.C 14.B 15.D 16.A 17.E 18.D 19.B 20.C 21.A 22.B 23.A 24.C 25.C 26.A 27.C 28.A 29.D 30.D 31.B 32.B 33.C 34.C 35.A 36.B 37.D 38.E 39.B 40.B 41.A 42.B 43.B 44.D 45.D 46.E 47.D 48.A 49.C 50.C 51.A 52.B 53.C 54.B 55.A 56.D 57.C 58.A 59.D 60.C 61.B
Please "grade" your test to see how well you did. There will be time to go over the 2 extended response questions in class tomorrow. We will also go over some of the work we have done the past few days. In addition, I will finally collect the retrovirus/operon work you did for chapter 18. See you tomorrow.
Mr. B
I hope taking the practice test was as fun for you as it was for me to put together. Here are the answers for the multiple choice segment:
1.D 2.B 3.E 4.A 5.B 6.B 7.E 8.B 9.A 10.B 11.C 12.C 13.C 14.B 15.D 16.A 17.E 18.D 19.B 20.C 21.A 22.B 23.A 24.C 25.C 26.A 27.C 28.A 29.D 30.D 31.B 32.B 33.C 34.C 35.A 36.B 37.D 38.E 39.B 40.B 41.A 42.B 43.B 44.D 45.D 46.E 47.D 48.A 49.C 50.C 51.A 52.B 53.C 54.B 55.A 56.D 57.C 58.A 59.D 60.C 61.B
Please "grade" your test to see how well you did. There will be time to go over the 2 extended response questions in class tomorrow. We will also go over some of the work we have done the past few days. In addition, I will finally collect the retrovirus/operon work you did for chapter 18. See you tomorrow.
Mr. B
Monday, January 26, 2009
Plans for the week
Hi class!
Tomorrow we will focus on bacteria - how they function and reproduce, as well as gene control. At this point, we will have a test Thursday covering chapters 17 and 18. I would estimate we will have approx 30 - 35 multiple choice questions and 2 medium answer responses. If we have a snow day Wed., we will push this off until Friday.
Tomorrow we will focus on bacteria - how they function and reproduce, as well as gene control. At this point, we will have a test Thursday covering chapters 17 and 18. I would estimate we will have approx 30 - 35 multiple choice questions and 2 medium answer responses. If we have a snow day Wed., we will push this off until Friday.
Thursday, January 22, 2009
Hi everyone,
Tomorrow in class we will rather quickly wrap up Chapter 17, briefly describing gene mutations as well as going over those questions from the "Test your Knowledge" section that I feel are important. To give you a peek to those questions (and answers) look below:
1-d, 2-a, 3-b, 4-e, 7-c, 9-b, 12-d, 14-c, 16-e, 21-a, 23-e, 24-b.
The homework for tonight is to read section 18.1. Please bring your textbook tomorrow as well.
Mr B
Tomorrow in class we will rather quickly wrap up Chapter 17, briefly describing gene mutations as well as going over those questions from the "Test your Knowledge" section that I feel are important. To give you a peek to those questions (and answers) look below:
1-d, 2-a, 3-b, 4-e, 7-c, 9-b, 12-d, 14-c, 16-e, 21-a, 23-e, 24-b.
The homework for tonight is to read section 18.1. Please bring your textbook tomorrow as well.
Mr B
Wednesday, January 21, 2009
Tuesday, January 20, 2009
Hi class! Here is your homework assignment:
1) These are the pages you are responsible for regarding protein synthesis:
page 309 -Overview only
page 311 - right column only
pages 312-313 (except “cracking the code”)
page 314 Figure 17.5 - make sure you understand this
pages 315 - 324 (stop at “polyribosomes”)
pages 328-331
2) Here are a couple of good web sites to look over to help you with this process: They are listed to the right. For the McGraw Hill site, I am most interested in you looking at the 2nd site (once you click on this site, you will see 3 choices)
3) Check out this powerpoint presentation (you need microsoft office for this - if you don't have this, perhaps you can access it at school). The link is shown to the right (the Glenbrook one)
Enjoy - hopefully we will be doing a meaningful hands on protein synthesis activity tomorrow!
Oh- 1 more thing. So I know you checked this out, RIGHT WHEN THE BELL RINGS put your head down on your desk (don't tell the slackers!!)
Mr. B
1) These are the pages you are responsible for regarding protein synthesis:
page 309 -Overview only
page 311 - right column only
pages 312-313 (except “cracking the code”)
page 314 Figure 17.5 - make sure you understand this
pages 315 - 324 (stop at “polyribosomes”)
pages 328-331
2) Here are a couple of good web sites to look over to help you with this process: They are listed to the right. For the McGraw Hill site, I am most interested in you looking at the 2nd site (once you click on this site, you will see 3 choices)
3) Check out this powerpoint presentation (you need microsoft office for this - if you don't have this, perhaps you can access it at school). The link is shown to the right (the Glenbrook one)
Enjoy - hopefully we will be doing a meaningful hands on protein synthesis activity tomorrow!
Oh- 1 more thing. So I know you checked this out, RIGHT WHEN THE BELL RINGS put your head down on your desk (don't tell the slackers!!)
Mr. B
Thursday, January 15, 2009
Hi class(es)! Please welcome me to the world of 21st century technology. I have started this blog for a few reasons:
1) to post assignments and upcoming dates
2) to give suggestions to streamline your work and improve your time management
3) to ask for your ideas as how to best learn processes or to better understand difficult concepts.
As this is very new for me, we will all go through a learning curve. I am hopeful this will be a great tool for all of us!
1) to post assignments and upcoming dates
2) to give suggestions to streamline your work and improve your time management
3) to ask for your ideas as how to best learn processes or to better understand difficult concepts.
As this is very new for me, we will all go through a learning curve. I am hopeful this will be a great tool for all of us!
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