Ap Bio Portfolio
2019 - 2020
By: Ashrika DUdeja
Table of Contents (click underlined words for links)
Unit 1: Chemistry of Life Unit 3: Cellular Energetics
❏ Unit Standards ❏ Unit Standards
❏ Standards I Understood Best ❏ Standards I Understood Best
❏ Standards I Need More Time With ❏ Standards I Need More Time With
❏ Highlights ❏ Highlights
❏ Artifacts ❏ Artifacts
Unit 2: Cell Structure and Function Unit 4: Cell Communication and Cell Cycle
❏ Unit Standards (Part 1 & Part 2) ❏ Unit Standards
❏ Standards I Understood Best ❏ Standards I Understood Best
❏ Standards I Need More Time With ❏ Standards I Need More Time With
❏ Highlights ❏ Highlights
❏ Artifacts ❏ Artifacts
Table of Contents (click underlined words for links)
Unit 5: Heredity
❏ Unit Standards Unit 7: Natural Selection
❏ Standards I Understood Best
❏ Standards I Need More Time With ❏ Unit Standards
❏ Highlights ❏ Standards I Understood Best
❏ Artifacts ❏ Standards I Need More Time With
❏ Highlights
Unit 6: Gene Expression and Regulation ❏ Artifacts
❏ Unit Standards
❏ Standards I Understood Best
❏ Standards I Need More Time With
❏ Highlights
❏ Artifacts
Unit 1: Chemistry of Life
Labs
● Behavior Lab Presentation = 87%
● Bond Properties Lab = 95% ● Unit 1 Quiz = 84%
● Water Investigation = 75% ● Unit 1 Test = 80%
● Enzyme Lab = 83%
Projects
● Biomolecule Diet Project = 79%
UNit standards
● Explain how the properties of water that result from its polarity
and hydrogen bonding affect its biological function.
● Describe the composition of macromolecules required by living
organisms.
● Describe the properties of the monomers and the types of bonds
that connect the monomers in biological macromolecules.
● Explain how a change in the subunits of a polymer may lead to
changes in structure and function of the macromolecule.
● Describe the structural similarities and differences between DNA
and RNA.
I was able to understand the composition of
macromolecules and the properties of
monomers. The types of bonds that connected
the monomers in biological macromolecules
standards I was also fairly simple for me. I was able to
connect the structure to the function of each
macromolecule and describe it in the diet
understood best project. Since I spent a lot of time reviewing
this topic last least for my midterm and final
for honors biology, I was very comfortable
with the topic and everything we learned was a
review to me.
I felt like I needed a little more time
standards I need with the properties of water and the
structural similarities and differences
more time with
between DNA and RNA but I was able to
review both of those topics as the unit
went on. I Definitely could’ve Done
better on the test the first time around
if I hadn’t rushed myself and read the
questions thoroughly.
★ One of my favorite activities was the
Behavior Lab because we were
actually able to observe the
behaviors of live organisms under
Highlights
various circumstances.
★ My best work in the unit was
definitely the Bond Properties Lab
which my group did very well on. We
were able to understand the
information thoroughly enough to
explain it as best as we could.
Biomolecule diet Project Enzyme Lab
Behavior lab
Unit 2: Cell Structure and Function
Labs
● Cell Size Investigation = 100%
● Diffusion Lab: 89%
Projects ● Unit 2 Quiz = 73%
● Unit 2 Test = 73%
● Cell Campaign Project ● MP 1 Portfolio: 95%
○ Pamphlet = 87%
○ Iconic Picture = 87%
○ Mudslinging = 73%
○ Video = 83%
○ Final = 80%
Unit Standards
● Describe the structure and/or function of subcellular components and organelles.
● Explain how subcellular components and organelles contribute to the function of the
cell.
● Describe the structural features of a cell that allow organisms to capture, store,
and use energy.
● Explain the effect of surface area-to-volume ratios on the exchange of materials
between cells or organisms and the environment.
● Explain how specialized structures and strategies are used for the efficient
exchange of molecules to the environment.
● Describe the roles of each of the components of the cell membrane in maintaining the
internal environment of the cell.
● Describe the Fluid Mosaic Model of cell membranes.
● Explain how the structure of biological membranes influences selective permeability.
● Describe the role of the cell wall in maintaining cell structure and function.
Unit Standards
● Describe the mechanisms that organisms use to maintain solute and water balance.
● Describe the mechanisms that organisms use to transport large molecules across the plasma
membrane.
● Explain how the structure of a molecule affects its ability to pass through the plasma
membrane.
● Explain how concentration gradients affect the movement of molecules across membranes.
● Explain how osmoregulatory mechanisms contribute to the health and survival of organisms.
● Describe the processes that allow ions and other molecules to move across membranes.
● Describe the membrane-bound structures of the eukaryotic cell.
● Explain how internal membranes and membrane-bound organelles contribute to
compartmentalization of eukaryotic cell functions.
● Describe similarities and/or differences in compartmentalization between prokaryotic and
eukaryotic cells.
● Describe the relationship between the functions of endosymbiotic organelles and their
free-living ancestral counterparts.
There were a lot of standards for this unit
and I was able to understand most of
them to a point where I coUld explain
standards I them without any help. The Fluid MOsaic
model was fairly easy to understand and I
understood best was able give a detailed explanation of the
different types of transport. I understood
the endosymbiotic theory when we first
learned it in class and was able to
provide a detailed description on the test.
I struggled with osmoregulation and
the water potential lesson. The process
is confusing to me because water
standards I need potential is the calculation of which
direction osmosis is going to occur and
more time with is considered the water concentration.
The surface area to volume ratio
relation was a little hard to understand
but I used the quiz to study the problems
i got wrong and explain the
relationship to myself.
★ My favorite activity from this unit was the Cell
Campaign Project because it was an interactive
assignment where we could show our
creativity and defend our assigned organelle
using its importance against the rest of the
groups.
★ I was unable to finish the test this unit because
Highlights
I found it very long and it took me a while to
understand what the question was asking
before I could fully answer it. I knew the
information but it was hard for me to explain
what I was talking about in my responses.
★ I also definitely could have done better on the
project and I felt that my group as a whole
wasn’t as productive as we could have been. A
couple of my group members didn’t help out
much and we didn’t have much time to meet
and make the best version of our project.
DIffusion Lab Cell Campaign Project
Pamphlet -
Mitochondria
Mudslinging - ER
Click Here to Access Cell
Size Investigation
Unit 3: Cellular Energetics
● Enzymes and Energy Intro: 87%
Labs
● Unit 3 Quiz: 76%
● Respiration Lab: 90% ● Unit 3 Test: 72%
Projects ○ + test extra
credit = 100%
● Respiration Project
○ Video: 100%
○ Questions: 100%
○ Final: 80%
Unit Standards
● Describe the properties of enzymes.
● Explain how enzymes affect the rate of biological reactions.
● Explain how changes to the structure of an enzyme may affect its function.
● Explain how the cellular environment affects enzyme activity.
● Describe the role of energy in living organisms.
● Describe the photosynthetic processes that allow organisms to capture and store
● energy.
● Explain how cells capture energy from light and transfer it to biological molecules for
● storage and use.
● Describe the processes that allow organisms to use energy stored in biological
● macromolecules.
● Explain how cells obtain energy from biological macromolecules in order to power
● cellular functions.
● Explain the connection between variation in the number and types of molecules within
● cells to the ability of the organism to survive and/or reproduce in different
environments.
The first day of this unit, we learned about
the Law of Thermodynamics. The first of
thermodynamics states that energy cannot
be created or destroyed, only converted.
standards I
During this process, chemical energy is
converted into heat energy and kinetic
energy (movement). The second law of
thermodynamics is that every energy
transformation increases the entropy, or the
understood best
disorder, of the universe. In this case, light
energy is converted into chemical energy.
This unt we learned that enzymes
catalyze reactions and make an action
more likely to occur by lowering
activation energy. Since most enzymes
are proteins, a change in the
environment such as a change in Ph
levels or temperature changes the
function of the enzyme relating back to
The overall theme of the relation of
structure of a protein to its function that
we learned last In the chemistry of life
unIt.
Light Dependent Reactions
standards I Light Independent Reactions
(Calvin Cycle)
understood best Cellular respiration starts with
(Continued)
glycolysis. All organisms perform
glycolysis to produce two ATP and two
NADH. If there is no oxygen present, the
organism performs fermentation and if
there is oxygen presented it goes through
the Krebs Cycle and then moves onto the
electron transport chain. Neither types
of fermentation lactic acid or alcohol
produce any ATP but do release carbon
dioxide. The Krebs Cycle produces two
ATP and releases carbon dioxide as a by
product. This occurs in the mitochondria.
The electron transport chain is also
located in the mitochondria and uses
oxygen to produce water and 34 ATP.
standards I need
more time with I need more time with oxidative
phosphorylation. Although I understood the
overall concept, the details are very confusing
and hard to understand. I did not understand
the significance of oxidative phosphorylation
and Substrate level Phosphorylation or how
either of those were important.
★ My favorite activity from this unit was
the respiration lab because my group
got good results when we tested for
the effect of different levels of pH in
lentils. We got desired results
★ I found this test a little difficult which
is why I didn’t do so good. There were a
Highlights
lot of details in this topic that I found
hard to grasp and although I
understood the basic functions the
details caught me off-guard on the
test.
★ For the respiration project, my group
didn’t word the information right and
got some of our information wrong and
so we didn’t get the grade we wanted.
We understood the information but
not well enough to answer questions
about the topic.
Respiration Project Respiration LAB
(Fermentation) (PH)
Unit 4: Cell Communication and Cell Cycle
Projects ● Unit 4 Quiz = 70%
● Feedback Loop Research = 88% ● Unit 4 Test = 82%
● MP 2 portfolio: 90%
Classwork
● Mitosis Modeling = 67%
● Unit 4 Review = 91%
Unit Standards
● Describe the ways that cells can communicate with one another.
● Explain how cells communicate with one another over short and long distances.
● Describe the components of a signal transduction pathway.
● Describe the role of components of a signal transduction pathway in producing a cellular response.
● Describe the role of the environment in eliciting a cellular response.
● Describe the different types of cellular responses elicited by a signal transduction pathway.
● Explain how a change in the structure of any signaling molecule affects the activity of the signaling
pathway.
● Describe positive and/or negative feedback mechanisms.
● Explain how negative feedback helps to maintain homeostasis.
● Explain how positive feedback affects homeostasis.
● Describe the events that occur in the cell cycle.
● Explain how mitosis results in the transmission of chromosomes from one generation to the next.
● Describe the role of checkpoints in regulating the cell cycle.
● Describe the effects of disruptions to the cell cycle on the cell or organism.
Types of Signaling
Local Signaling
Paracrine signaling occurs when cells are close to each other
standards I
and its when one cell releases a toxin and signaling molecules
diffuse into an area outside the cell and the other cell catches
the signal.
Synaptic signaling occurs in the nervous system and it is when
understood best
an electrical signal along nerve cells triggers the release of
neurotransmitters.
Endocrine Signaling
This type occurs when cells are far apart within the scale of an
organism’s body. It is when hormones travel in the bloodstream
and target cells specifically bind to the hormone. The signaling
molecules are produced in one part and they travel through the
body and have effects far away.
When studying second
messengers. I wasn’t sure
about how the cAMP
messengers work exactly.
I watched some videos to
standards I need I was also confused about
get a better understanding
and explained it to myself
as best as I could.
more time with
the IP3 sec one
messengers and how those
worked. Since this
process had more than
one second messenger, I
was unsure of which
second messenger did
what. For this process I
also watched some videos
to understand it better.
★ Since we didn’t do too many activities this
unit, I didn‘t have a favorite. I liked the
positive feedback loop process because it
cleared up a lot of information that I was
unsure about. I understood feedback loops
a lot better. The project itself though was a
little harder because of the topic we had.
Highlights Ovulation is such a broad topic and so my
group was unsure of how much
information was actually necessary and
how much we needed to actually explain
the loops.
★ The mitosis modeling wasn’t very hard
because my group did research on
different details. We missed out on a few
which is why we got the grade we got. This
activity was a good way for us to learn our
details and understand the process better.
Positive Feedback Loops
(OVULATION) MITOSIS
MODELING
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Unit 5: Heredity
Classwork
● Meiosis Modeling = 80%
● Mitosis/Meiosis Review = 100%
Labs ● Unit 5 Quiz: 95%
● Panda Lab
● Unit 5 Test: 80%
○ Day 1 = 95%
○ Day 2 = 85%
○ Post = 100%
● Drosophila Genetics Lab = 83%
Unit Standards
● Explain how meiosis results in the transmission of chromosomes from one generation to
the next
● Describe similarities and/or differences between the phases and outcomes of mitosis and
meiosis
● Explain how the process of meiosis generates genetic diversity
● Explain how shared, conserved, fundamental processes and features support the concept
of common ancestry for all organisms
● Explain the inheritance of genes and traits as described by Mendel’s laws
● Explain deviations from Mendel’s model of the inheritance of traits
● Explain how the same genotype can result in multiple phenotypes under different
environmental conditions
● Explain how chromosomal inheritance generates genetic variation in sexual reproduction
standards I
understood best Interphase: growth,
replication, function
P1: chromosomes condense,
pair up, crossing over occurs
P2: no crossing over,
chromatids pulled apart
M2: chromosomes line up
single file (no pairs)
A2: chromatids pulled apart
M1: chromosomes lined up
by fibers
at middle in pairs
T2: nuclei reform, 4
A1: chromosomes pulled
genetically unique cells
away by fibers
formed
T1: 2 newly formed nuclei
Cytokinesis: splitting of cell
membrane
Gene Linkage:
refers to any genes
that are on the
same chromosome,
linked genes travel
together during
standards I need
meiosis
Sex Linkage: refers to genes on a sex chromosome
more time with Linkage Mapping: linked genes are only separated by
crossing over events
- The higher the frequency of recombinant
offspring for any two genes, the greater the
likelihood of there being a crossing over event
between them
- Correlated to a greater distance between the
genes on a chromosome
- 1 map unit = 1% chance of crossover (and
recombinant offspring
P generation: original true
standards I need
breeding line, must be true
breeding
F1: offspring of true breeding
parents, first generation that
came from crossing of P
generations, shows one of
more time with
two traits from parents
F2: cross between
two F1 generations
Dominant: F1
Recessive: comes
back in F2
★ I found the panda lab very tedious and the
questions were very confusing but once I
started doing the lab I understood what was
happening the purpose for the lab made
sense. My group did have to do some online
research to understand how the lab worked
Highlights
and how it related to the unit.
★ This unit, we also did a genetics lab to test
gene linkage and predict probabilities using
punnett squares and to state patterns of
inheritance. This lab was very hard because a
lot of external research went into trying to
figure out the trait for part 4. Me and my
partner decided to test bar eyes in drosophila
flies and predict what type of trait it was. In
the end, we got the idea results but we were
unsure if our crosses were right.
Meiosis
Panda Lab Modeling
(click name to access)
Components in order of
addition to detect the Both positive controls turned blue along
presence of an antibody with the first and third samples. The first
potentially found in a sample was faintly colored but the third
sample colored prominently.
panda urine sample.
Antigens stick to the sides of
the wells and the antibodies Annotation of what
bind to the antigens. When the happened in the wells
enzyme substrate is added, the that turned blue.
color change will indicate that
the hormone has been
detected.
Drosophila Lab The gene for black body and vestigial
wings were 15.4 map units apart, the gene
for black body and purple eyes is 5.59 map
units apart, and the gene for purple eyes
and vestigial wings are 12.37 map units
apart.
Through our data we determined that bar
eyes in drosophila flies is a sex linked,
dominant trait. The chi square analysis
proved our hypothesis.
Unit 6: Gene Expression and Regulation
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Unit Standards
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Replication
We learned a lot of information in this unit. Towards the beginning
standards I
of the unit we learned about the different scientists involved in the
discovery of DNA and its various characteristics. Most of this
information was a recap from last year but I did not know all of the
details. Replication was an easy concept for me to understand. I
understood that replication can only begin at specific locations or
understood best
origins on a chromosome and it proceeds in two directions from
that origin creating the “Republican Bubble. “ DNA replication occurs
only in the 5’ to 3’ direction and therefore there is a leading strand
and a lagging strand. On the leading strand, helicase moves in that
direction to unwind and polymerase adds a 5’ at the 3’ end. On the
lagging strand, helicase moves left and polymerase moves right
because of the antiparallel arrangement. Once it bumps into the
primer put into place, the little Okazaki fragments are put together
by ligase. One of the most important characteristics of this process
is the “Replisome Holoenzyme“ which means that the helicase is
connected to polymerase by connecting proteins. Because of this,
the enzymes stay in one place and the DNA is the molecule that
moves. This process is terminated until two replication bubbles
merge into each other.
Transcription mRNA processing
1. Initiation
During initiation, RNA polymerase attaches to a promoter ★ 5‘ Cap and poly-A tail
region in the front of a gene. This region includes a TATA box This process allows a modified nucleotide to be
or an initiation complex of Bases. In eukaryotes, RNA added to the 5‘ end of the transcript. A tail of
polymerase requires an assemblage of transcription factor several hundred adenine residues are put on the 3’
proteins to be able to bind to the promoter. During initiation, end of the transcript. These modifications of the
the DNA helix begins to unwind. RNA further its function in nuclear export and
2. Elongation maintenance of the mRNA.
Similar to DNA replication, RNA production occurs in a 5’ to 3’ ★ Exon splicing
direction. The template strand of the DNA in this case is the Eukaryotic genes contain large stretches of
one that the RNA transcript is being produced off of. The noncoding DNA called introns interspersed between
nontemplate strand or the coding strand will have the same coding DNA called exons. To produce a functional
sequence as the RNA transcript with thymine replaced with protein, introns must be removed and exons must be
uracil. spliced together before movement of the mRNA
3. Termination transcript to the nucleus. This process is
Transcription continues until the end of the transcription unit. accomplished by the spliceosome.
In eukaryotes, RNA polymerase recognizes a terminator
sequence and releases the RNA transcript.
Translation Mutations
★ Point Mutations: substitutions
○ Silent: substitution changes a codon to
another codon for the same amino acid, no
change
○ Missense: substitution changes a codon to a
codon for a different amino acid, may work
in favor
○ Nonsense: substitution changes codon to
a stop codon
★ Frameshift Mutations: insertions and deletions
○ Extensive missense: the reading frame
of ribosome is altered so that all amino acids
downstream from the mutation are altered
○ Immediate nonsense: the reading
frame is altered so that a stop codon is
introduced prematurely
○ Limited effect: the reading frame is
restored when mutations occur in multiples
of three (entire codon removed or added)
Regulation Restriction enzymes & vectors
Highlights
Transformation Lab
