AP Bio Science practices
Visual Representation + Representing and Describeing data
Graphs and models.
How to construct a graph from different data sets & know what type of graph to use.
Graphing pt 1
*All graphs must be titled.
histogram
line
bar
When to use it:
When to use it:
When to use it:
- to show continueous data
- Best used for catergorical data (data can be placed in distinctive groups and compared to a range of values) - when there is one varible being tested (you shouldn't need a legend)
- to show data distribution and spread -you can see to two ranges of values compared to each other.
- you can plot multiple data sets (compare multiple varibles against two ranges of values.)
How to make it:
How to make it:
How to make it:
I- each bar represents a data "bin" (a group of values within a specific range) - each data bin should be equal and scaling of both ranges of data on both axises should be equal aswell. - data should be accurately plotted - axis should be labeled and contain even unit distribution.
- If multiple data sets are being tested be sure to include legend (and there should be two or more lines) - scaling on both axises should be equal - axis should be labeled and contain even unit distribution. - data should be accurately plotted.
- units should be even and coonsistant - the diffrent qualities - (groups) should be compared to a range of values. - data should be accurately plotted - use a trend line and error bars when needed. - scaling on both axises should be equal
How to construct a graph from different data sets & know what type of graph to use.
Graphing pt 2
*All graphs must be titled.
dual y
log scale
When to use it:
When to use it:
- comparing two data sets with diffrent units of measurement - 2 ranges of values being compared against one range of values
- when there is a large range of value in the data set - similar to the line graph it can contain multiple varibles being tested against a range of values
How to make it:
How to make it:
- each y-axis contains a diffrent unit's value range, with a trend line to represent each unit. - each trend line should be accurately labeled in a legend. - axis/ units should be labeled. - accurately plotted data. - scaling should be even and consistant for all value ranges.
- y-axis should contain even scaling - axis contains a lograthmic scale (not even) - axis/ units should be labeled. - accurately plotted data. - If multiple data sets are being tested be sure to include legend (and there should be two or more lines)
How to construct a graph from different data sets & know what type of graph to use.
Graphing pt 3
*All graphs must be titled.
box & whisker
pie chart
scatter-plot
When to use it:
When to use it:
When to use it:
- Comparing parts of a whole - great for showing percentages, decimels and fractions.
- comparing two ranges of values using individual points.
- showing the minimum, maximum, median and range. - one range of varibles compared to a qualitative factors.
How to make it:
- scaling should be even and consistant. - axis and units should be labeled. - data should be accurately plotted. - the whiskers represent the minimum and maximum values of the factor. - the verticle line in the box represent the median - the box ranges from the 1st to the 3rd quartile. (1st quatile has 25% of the data below it, the 3rd quatile has 75% of the data below it - the space in between represents 50% of the data or the "box")
How to make it:
How to make it:
- label each slice within it or using a legent. - scaling of each slice should be accurate to the amount of the whole it represents - data should be accurately represented.
- scaling should be even and consistant - axis and units should be labeled - data should be accurately plotted. - a trend line can be included to show a relationship between the varibles.
Statistical Tests and Data Analysis
Maths but with a reason.
Maths.
mean, rate, ration, percentages
Standard Deviation & Standard Error
Hardy - Weinberg
Chi-square
Simpson’s Diversity Index + Rate & growth
Water & solute potential
Cell Surface Area to volume ratio
Laws of Probability
The Null Hypothesis
The null hypothesis states that there is no statistical significance and that any results are due to random chance and is not meaningful.
rejecting/failing to reject null hypothesis.
based on statistical tests and data analysis.
I reject it!
I fail to reject it!
The experiment couldn't find a statistical significance, the results aren't meaningful and may be due to random chance. your sample size is too small. your chi-square calculated value is lower than or equal to the critical value. your error bars overlap.
There is statistical significance, the results are meaningful and not due to random chance. your chi-square calculated value is higher than the critical value. your error bars do not overlap.
vs
Argumentation + Questions and Methods
Scientist stuff.
Argumentation
Claims
making predictions
Making a claim:
Identify or pose a testable question based on an observation, data, or a model. State the null hypothesis or predict the results of an experiment.
- a claim is definate - using direct. statistics and trends (also don't say "I think".. etc) - it answers the scientific question asked directly. - is not a guess but a conclusion formed from data.
hypothesis occurs before an experiment takes places with no data yet, what do you think the data will show useing your knowledge of biological concepts? A testable question is a question that the scientists are hoping to answer. Note the word 'testable' the question should be able to addressed within the confines of the given investigation, be sure to read through the details carefully! A null hypothesis states there is no statistical significance between the varibles in the experiment, not necessarily that the experiment failed (or the hypothesis is wrong) but that the factor being measured has no effect on the results of the experiment
Supporting a claim with evidence.
- specific data (with units) that clearly backs up the claim and rules out other possible explainations. - this is gained from the information given
Justify evidence with biological theories.
- connect the evidence and claim using a specific biological theory that explains the evidence and why it supports the claim. - in the case of experimental results explain why the these results have occured using biological concepts as evidence. - this is gained from the biological concepts learned.
Predict the cause or effect of a change in, or disruption to, one or more components in a biological system.
idk :) depends on the question, it mostly relies on conceptial knowledge and critical thinking skills.
Questions and Methods
investigation
Variables and Controls
Positive control - positive result/ experiment includes a variable and is expected to produce an outcome to prove the influence of a variable. Negative control - negative result/ experiment is expected not to produce a result due to absence of the variable meant to negate the influence of external variables. Control group - the variable is not present. {ex: no enzyme, denatured enzyme, enzyme under anaerobic conditions (doesn’t work)} Independent Variable (IV): The factor you intentionally change or manipulate (the "cause"). Graphed on the x-axis. (e.g., amount of light, temperature, concentration of an inhibitor). Dependent Variable (DV): The factor you measure in response to the IV (the "effect"). Graphed on the y-axis. (e.g., rate of photosynthesis, plant height, enzyme reaction rate). Controlled Variables (Constants): All other factors kept identical between experimental groups to ensure a fair test. (e.g., type of plant, volume of water, temperature).
Propose a new investigation based on an evaluation of the experimental design or evidence.
Evaluate: Identify a limitation in the previous experiment (e.g., small sample size, narrow range of data, missing negative control). Propose: State a new, specific research question. Refine Method: Describe the new independent variable (IV) and dependent variable (DV), ensuring you maintain controls. Justify: Explain how this new approach provides better evidence.
the dependant varible depends on the independant variable.
Concept Explanation
Basically Writing an FRQ.
Writing an FRQ
did I correctly write an FRQ? (a checklist)
Trouble - shooting!
Steps to writing an awesome FRQ! -----------------------------
Can't remember the name of a vocab word/ concept?
- try get as close as possible & just explain the idea (also you can come back to the question!)
Don't Know the answer?
- don't stress! just write the best answer and remember all that's need is 65 - 70% to get 5 :) but do answer every question! (FRQ questions are worth 50% of the test and there's only 6 questions! each question is a huge chunk of the final score!)
- Did I answer the question that is asked, only that question, and all parts of it?
- is my response consise and to the point?
- (if a task verb is present) did I do what it asked?
- Did I write an essay? (not just graphs or diagrams)
- (if asked to draw a diagram) did I annotate it throughly?
- (if asked to perform calculation) did I show my work and the formula's used?
- did I use scientfic vocubulary? did I use it correctly? did I define and explain the vocab I used?
- did I answer the parts of the question (a,b,c) in the order it is written & lable the parts?
- Is my handwriting neat and clean?
- is my grammer and spelling readable?
- Did I explain thoroughly without assuming prerequisite knowledge?
1. Read the question2. underline what it is asking for (if there's a background information or data provided) Inditify and annotate key pieces of information or data to provide an adequate response or to back up your claim. 3. formulate a response and what you want to cover (thinking about it) 4. write response down neatly, and with the best grammer and spelling possible.
What does this task word mean?
So you think you know what describe means huh? But what do you need to do or include? how is describe diffrent from explain? lets demystify these task verbs with a few simple flash cards! *Calculate is not included because i didn't have space and a flashcard isn't needed for that.
11
Explain
Identify
Evaluate
Determine
Describe
Construct/Draw
10
12
State (the null hypothesis)
Predict/Make a prediction
Represent
Make a claim
Justify
Support a claim
Refrence sheet
: Indicate or provide a hypothesis to support or defend a claim about a scientifically testable question related to the experimental variables.
Activate your motivation
Motivation is the engine of learning. Connect with your interests, set clear goals, and visualize the personal and professional benefits of what you're about to learn.
Create a diagram, graph, representation, or model that illustrates or explains relationships or phenomena. Labels may or may not be required.
Explain: Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning to support or qualify a claim.
Discover the new landscape
Explore how technology has transformed education. Understanding this change is key to adapting and making the most of the tools available in the digital environment.
Refrence sheet
Make an assertion that is based on evidence or knowledge
Water potential (Y) - To solve: Add the pressure potential and the solute potential. Pressure potential (Yp) - To solve: This number is typically stated in the question or equal to 0. Solute potential (Ys) - To solve: (plug into calculator) -1 x i x C x R x T i = this is 1 if the solute is sugar (think -ose) and 2 if its salt (think sodium chloride). C = This is the amount of solute R = This number is ALWAYS the same - 0.0831 T = This number is simply the temp in Celsius + 273
Refrence sheet
mean:
sum of all data points divided by the number of data points.
median:
true middle of the data set, the middle value when all values are placed from smalled to largest
mode:
most common value within the data set.
Range:
the smallest value of the data set subtracted from the highest to show thespread of the data set.
Refrence sheet
: Provide evidence to support, qualify, or defend a claim, and provide reasoning to explain how that evidence supports or qualifies the claim.
:Provide reasoning to explain how evidence supports or qualifies a claim
- this shows the expected frequencies for a population at hardy-weinberg equillibrium where no evolution is occuring. - the top equation essentially states that if you added up the frequency of individuals with the Homozygous Dominent (p^2), Hetrozygous (2pq) and Homozygous Recessive (q^2) geneotypes you would get the entire population. - The bottom equation essentially says that if you add the frequency of the dominent allele (p) and the recessive allele (q) you get the entire population. - Evaluating these equations together you see that multiplying the frequency of two alleles of a geneotype gives you the expected frequency of that geneotype. - you can use this understanding to perform many calculation :)
Refrence sheet
Refrence sheet
Judge or determine the significance or importance of information, or the quality or accuracy of a claim.
Reflect on your role
In digital learning, you are the protagonist. Recognizing your autonomy and responsibility will help you progress with more clarity, commitment, and a sense of purpose.
Laws of Probability:
Law of addition: - the likely hood that one event OR the other one will occur - The two events aren't linked in probability and cannot happen at the same time - you add up the probability of each one occuring to get the answer
Law of multiplication: - the likely hood that one event and the other one will occur at the same time. - you multiply up the probability of each one occuring to get the answer.
Refrence sheet
Standard Deviation:
- how much each data point varies from the mean - shows the amount variation in the data set - calculating this is NOT tested (yayy!!!) - higher SD value = more variation / data not clustered around the mean
SD - this formula is provided
Standard Error:
- standard error measures how "wrong" you expect your value could be. it means that the accurate value falls in between your value + standard error and your value - standard error. - if the standard error is larger it means the data is more uncertain. - standard error can be translated into error bars when graphing, if error bars overlap it means there is no statistical diffrence (and you fail to reject the null hypothesis.)
SE (of the mean)- this formula is provided
Refrence sheet
: Provide relevant characteristic(s) of a specified topic.
Refrence sheet
Refrence sheet
Refrence sheet
Refrence sheet
Predict the causes or effects of a change in, or disruption to, one or more components in a relationship, pattern, process, or system.
Refrence sheet
what does that mean?
how to find your calculated value:
p-value: the probability the results occured by chance. (typically use .05) Degrees of Freedom: to get this value subtract the total amount of data points in your data set by 1. Critical value: this is number on the table that is in the row of your p-value and the collum of your Degrees of freedom. if your calculated value is higher than this number you reject the null hypothesis, if it's lower or the same you accept it.
Understand the letters: o = your observed results e = your expected results X^2 = your calculated value (DO NOT SQRT THIS) ------------------------------------------------------------------------- 1. plug in the observed and expected value of your first data point into the equation (o-e)^2/e (make sure the two values you plug in match in the value being measured) (ex: In a table measuring the genotype of flies at different temperatures you pair up the expected statistic for the genotype of flies at 28C and the observed statistic for the same temperature) 2. do this for every data point. 3. add up all your answers.
Refrence sheet
Refrence sheet
Refrence sheet
Evaluate and adjust your path
Take breaks to review your progress. Adjust what is necessary and celebrate your achievements. Learning also means adapting and improving on the go.
Refrence sheet
Refrence sheet
- dN/dt represents population growth which is defined by change in population size over change in time - you can calculate population growth in 3 ways: simply subtracting the death rate of a population from it's birth rate, using the Exponential Growth formula, or using the Logistic Growth formula. - to know which one to use evaluate the information provided, identify the complexity of the problem, and the type of growth. - everything else you need to know is provided on the refrence sheet :)
- calculate n/N^2 for all the species for the community you are calculating for. - then add all of that together - subtract that number from 1 (1-#) - calculates the species diversity through the amount of spieces (richness) and the amount of species is each population (evenness). High richness and even ness = more diversity - closer to 1 = more diverse, closer to 0 = less diverse
Organize your learning
Choose your resources, create a flexible schedule, and set priorities. Good planning allows you to progress without stress and make better use of each study moment.
Cell Surface Area to Volume:
- the smaller the cell the larger the SA:V ratio. - Divide SA by Volume. - Consider what geographic shape the question compares the cell to. - then divide the equation for the Surface Area of that shape over the equation for the Volume. - ex: (given the radius of 2 and a circular cell) 4pi(2)^2 / 4/3pi(2)^3
Refrence sheet
Decide or conclude after reasoning, observation, or applying mathematical routines (calculations).
t: Use appropriate graphs, symbols, words, illustrations, and tables of numerical values to describe biological concepts, characteristics, and/or relationships.
Indicate or provide information about a specified topic, without elaboration.
AP Bio Science practices
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Transcript
AP Bio Science practices
Visual Representation + Representing and Describeing data
Graphs and models.
How to construct a graph from different data sets & know what type of graph to use.
Graphing pt 1
*All graphs must be titled.
histogram
line
bar
When to use it:
When to use it:
When to use it:
- to show continueous data
- Best used for catergorical data (data can be placed in distinctive groups and compared to a range of values) - when there is one varible being tested (you shouldn't need a legend)
- to show data distribution and spread -you can see to two ranges of values compared to each other.
- you can plot multiple data sets (compare multiple varibles against two ranges of values.)
How to make it:
How to make it:
How to make it:
I- each bar represents a data "bin" (a group of values within a specific range) - each data bin should be equal and scaling of both ranges of data on both axises should be equal aswell. - data should be accurately plotted - axis should be labeled and contain even unit distribution.
- If multiple data sets are being tested be sure to include legend (and there should be two or more lines) - scaling on both axises should be equal - axis should be labeled and contain even unit distribution. - data should be accurately plotted.
- units should be even and coonsistant - the diffrent qualities - (groups) should be compared to a range of values. - data should be accurately plotted - use a trend line and error bars when needed. - scaling on both axises should be equal
How to construct a graph from different data sets & know what type of graph to use.
Graphing pt 2
*All graphs must be titled.
dual y
log scale
When to use it:
When to use it:
- comparing two data sets with diffrent units of measurement - 2 ranges of values being compared against one range of values
- when there is a large range of value in the data set - similar to the line graph it can contain multiple varibles being tested against a range of values
How to make it:
How to make it:
- each y-axis contains a diffrent unit's value range, with a trend line to represent each unit. - each trend line should be accurately labeled in a legend. - axis/ units should be labeled. - accurately plotted data. - scaling should be even and consistant for all value ranges.
- y-axis should contain even scaling - axis contains a lograthmic scale (not even) - axis/ units should be labeled. - accurately plotted data. - If multiple data sets are being tested be sure to include legend (and there should be two or more lines)
How to construct a graph from different data sets & know what type of graph to use.
Graphing pt 3
*All graphs must be titled.
box & whisker
pie chart
scatter-plot
When to use it:
When to use it:
When to use it:
- Comparing parts of a whole - great for showing percentages, decimels and fractions.
- comparing two ranges of values using individual points.
- showing the minimum, maximum, median and range. - one range of varibles compared to a qualitative factors.
How to make it:
- scaling should be even and consistant. - axis and units should be labeled. - data should be accurately plotted. - the whiskers represent the minimum and maximum values of the factor. - the verticle line in the box represent the median - the box ranges from the 1st to the 3rd quartile. (1st quatile has 25% of the data below it, the 3rd quatile has 75% of the data below it - the space in between represents 50% of the data or the "box")
How to make it:
How to make it:
- label each slice within it or using a legent. - scaling of each slice should be accurate to the amount of the whole it represents - data should be accurately represented.
- scaling should be even and consistant - axis and units should be labeled - data should be accurately plotted. - a trend line can be included to show a relationship between the varibles.
Statistical Tests and Data Analysis
Maths but with a reason.
Maths.
mean, rate, ration, percentages
Standard Deviation & Standard Error
Hardy - Weinberg
Chi-square
Simpson’s Diversity Index + Rate & growth
Water & solute potential
Cell Surface Area to volume ratio
Laws of Probability
The Null Hypothesis
The null hypothesis states that there is no statistical significance and that any results are due to random chance and is not meaningful.
rejecting/failing to reject null hypothesis.
based on statistical tests and data analysis.
I reject it!
I fail to reject it!
The experiment couldn't find a statistical significance, the results aren't meaningful and may be due to random chance. your sample size is too small. your chi-square calculated value is lower than or equal to the critical value. your error bars overlap.
There is statistical significance, the results are meaningful and not due to random chance. your chi-square calculated value is higher than the critical value. your error bars do not overlap.
vs
Argumentation + Questions and Methods
Scientist stuff.
Argumentation
Claims
making predictions
Making a claim:
Identify or pose a testable question based on an observation, data, or a model. State the null hypothesis or predict the results of an experiment.
- a claim is definate - using direct. statistics and trends (also don't say "I think".. etc) - it answers the scientific question asked directly. - is not a guess but a conclusion formed from data.
hypothesis occurs before an experiment takes places with no data yet, what do you think the data will show useing your knowledge of biological concepts? A testable question is a question that the scientists are hoping to answer. Note the word 'testable' the question should be able to addressed within the confines of the given investigation, be sure to read through the details carefully! A null hypothesis states there is no statistical significance between the varibles in the experiment, not necessarily that the experiment failed (or the hypothesis is wrong) but that the factor being measured has no effect on the results of the experiment
Supporting a claim with evidence.
- specific data (with units) that clearly backs up the claim and rules out other possible explainations. - this is gained from the information given
Justify evidence with biological theories.
- connect the evidence and claim using a specific biological theory that explains the evidence and why it supports the claim. - in the case of experimental results explain why the these results have occured using biological concepts as evidence. - this is gained from the biological concepts learned.
Predict the cause or effect of a change in, or disruption to, one or more components in a biological system.
idk :) depends on the question, it mostly relies on conceptial knowledge and critical thinking skills.
Questions and Methods
investigation
Variables and Controls
Positive control - positive result/ experiment includes a variable and is expected to produce an outcome to prove the influence of a variable. Negative control - negative result/ experiment is expected not to produce a result due to absence of the variable meant to negate the influence of external variables. Control group - the variable is not present. {ex: no enzyme, denatured enzyme, enzyme under anaerobic conditions (doesn’t work)} Independent Variable (IV): The factor you intentionally change or manipulate (the "cause"). Graphed on the x-axis. (e.g., amount of light, temperature, concentration of an inhibitor). Dependent Variable (DV): The factor you measure in response to the IV (the "effect"). Graphed on the y-axis. (e.g., rate of photosynthesis, plant height, enzyme reaction rate). Controlled Variables (Constants): All other factors kept identical between experimental groups to ensure a fair test. (e.g., type of plant, volume of water, temperature).
Propose a new investigation based on an evaluation of the experimental design or evidence.
Evaluate: Identify a limitation in the previous experiment (e.g., small sample size, narrow range of data, missing negative control). Propose: State a new, specific research question. Refine Method: Describe the new independent variable (IV) and dependent variable (DV), ensuring you maintain controls. Justify: Explain how this new approach provides better evidence.
the dependant varible depends on the independant variable.
Concept Explanation
Basically Writing an FRQ.
Writing an FRQ
did I correctly write an FRQ? (a checklist)
Trouble - shooting!
Steps to writing an awesome FRQ! -----------------------------
Can't remember the name of a vocab word/ concept?
- try get as close as possible & just explain the idea (also you can come back to the question!)
Don't Know the answer?1. Read the question2. underline what it is asking for (if there's a background information or data provided) Inditify and annotate key pieces of information or data to provide an adequate response or to back up your claim. 3. formulate a response and what you want to cover (thinking about it) 4. write response down neatly, and with the best grammer and spelling possible.
What does this task word mean?
So you think you know what describe means huh? But what do you need to do or include? how is describe diffrent from explain? lets demystify these task verbs with a few simple flash cards! *Calculate is not included because i didn't have space and a flashcard isn't needed for that.
11
Explain
Identify
Evaluate
Determine
Describe
Construct/Draw
10
12
State (the null hypothesis)
Predict/Make a prediction
Represent
Make a claim
Justify
Support a claim
Refrence sheet
: Indicate or provide a hypothesis to support or defend a claim about a scientifically testable question related to the experimental variables.
Activate your motivation
Motivation is the engine of learning. Connect with your interests, set clear goals, and visualize the personal and professional benefits of what you're about to learn.
Create a diagram, graph, representation, or model that illustrates or explains relationships or phenomena. Labels may or may not be required.
Explain: Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning to support or qualify a claim.
Discover the new landscape
Explore how technology has transformed education. Understanding this change is key to adapting and making the most of the tools available in the digital environment.
Refrence sheet
Make an assertion that is based on evidence or knowledge
Water potential (Y) - To solve: Add the pressure potential and the solute potential. Pressure potential (Yp) - To solve: This number is typically stated in the question or equal to 0. Solute potential (Ys) - To solve: (plug into calculator) -1 x i x C x R x T i = this is 1 if the solute is sugar (think -ose) and 2 if its salt (think sodium chloride). C = This is the amount of solute R = This number is ALWAYS the same - 0.0831 T = This number is simply the temp in Celsius + 273
Refrence sheet
mean:
sum of all data points divided by the number of data points.
median:
true middle of the data set, the middle value when all values are placed from smalled to largest
mode:
most common value within the data set.
Range:
the smallest value of the data set subtracted from the highest to show thespread of the data set.
Refrence sheet
: Provide evidence to support, qualify, or defend a claim, and provide reasoning to explain how that evidence supports or qualifies the claim.
:Provide reasoning to explain how evidence supports or qualifies a claim
- this shows the expected frequencies for a population at hardy-weinberg equillibrium where no evolution is occuring. - the top equation essentially states that if you added up the frequency of individuals with the Homozygous Dominent (p^2), Hetrozygous (2pq) and Homozygous Recessive (q^2) geneotypes you would get the entire population. - The bottom equation essentially says that if you add the frequency of the dominent allele (p) and the recessive allele (q) you get the entire population. - Evaluating these equations together you see that multiplying the frequency of two alleles of a geneotype gives you the expected frequency of that geneotype. - you can use this understanding to perform many calculation :)
Refrence sheet
Refrence sheet
Judge or determine the significance or importance of information, or the quality or accuracy of a claim.
Reflect on your role
In digital learning, you are the protagonist. Recognizing your autonomy and responsibility will help you progress with more clarity, commitment, and a sense of purpose.
Laws of Probability:
Law of addition: - the likely hood that one event OR the other one will occur - The two events aren't linked in probability and cannot happen at the same time - you add up the probability of each one occuring to get the answer
Law of multiplication: - the likely hood that one event and the other one will occur at the same time. - you multiply up the probability of each one occuring to get the answer.
Refrence sheet
Standard Deviation:
- how much each data point varies from the mean - shows the amount variation in the data set - calculating this is NOT tested (yayy!!!) - higher SD value = more variation / data not clustered around the mean
SD - this formula is provided
Standard Error:
- standard error measures how "wrong" you expect your value could be. it means that the accurate value falls in between your value + standard error and your value - standard error. - if the standard error is larger it means the data is more uncertain. - standard error can be translated into error bars when graphing, if error bars overlap it means there is no statistical diffrence (and you fail to reject the null hypothesis.)
SE (of the mean)- this formula is provided
Refrence sheet
: Provide relevant characteristic(s) of a specified topic.
Refrence sheet
Refrence sheet
Refrence sheet
Refrence sheet
Predict the causes or effects of a change in, or disruption to, one or more components in a relationship, pattern, process, or system.
Refrence sheet
what does that mean?
how to find your calculated value:
p-value: the probability the results occured by chance. (typically use .05) Degrees of Freedom: to get this value subtract the total amount of data points in your data set by 1. Critical value: this is number on the table that is in the row of your p-value and the collum of your Degrees of freedom. if your calculated value is higher than this number you reject the null hypothesis, if it's lower or the same you accept it.
Understand the letters: o = your observed results e = your expected results X^2 = your calculated value (DO NOT SQRT THIS) ------------------------------------------------------------------------- 1. plug in the observed and expected value of your first data point into the equation (o-e)^2/e (make sure the two values you plug in match in the value being measured) (ex: In a table measuring the genotype of flies at different temperatures you pair up the expected statistic for the genotype of flies at 28C and the observed statistic for the same temperature) 2. do this for every data point. 3. add up all your answers.
Refrence sheet
Refrence sheet
Refrence sheet
Evaluate and adjust your path
Take breaks to review your progress. Adjust what is necessary and celebrate your achievements. Learning also means adapting and improving on the go.
Refrence sheet
Refrence sheet
- dN/dt represents population growth which is defined by change in population size over change in time - you can calculate population growth in 3 ways: simply subtracting the death rate of a population from it's birth rate, using the Exponential Growth formula, or using the Logistic Growth formula. - to know which one to use evaluate the information provided, identify the complexity of the problem, and the type of growth. - everything else you need to know is provided on the refrence sheet :)
- calculate n/N^2 for all the species for the community you are calculating for. - then add all of that together - subtract that number from 1 (1-#) - calculates the species diversity through the amount of spieces (richness) and the amount of species is each population (evenness). High richness and even ness = more diversity - closer to 1 = more diverse, closer to 0 = less diverse
Organize your learning
Choose your resources, create a flexible schedule, and set priorities. Good planning allows you to progress without stress and make better use of each study moment.
Cell Surface Area to Volume:
- the smaller the cell the larger the SA:V ratio. - Divide SA by Volume. - Consider what geographic shape the question compares the cell to. - then divide the equation for the Surface Area of that shape over the equation for the Volume. - ex: (given the radius of 2 and a circular cell) 4pi(2)^2 / 4/3pi(2)^3
Refrence sheet
Decide or conclude after reasoning, observation, or applying mathematical routines (calculations).
t: Use appropriate graphs, symbols, words, illustrations, and tables of numerical values to describe biological concepts, characteristics, and/or relationships.
Indicate or provide information about a specified topic, without elaboration.