5th Period: IB SL Biology II Assignments

If you are not satisfied with your grade from the quizizz in class today, you are welcome to try again using this link! 

If you want additional practice (or if you didn't get a chance to complete any of the other practice sets we've done in class so far and you want to add some points to your grades), please make a copy of the jamboard below. There are 20 different pedigree problems attached below. Each pedigree you fill out with its correct genotypes will add a point to your previously graded practices!

Read and take notes on section 3.4 (pg 110-123) in the textbook. Answer the test yourself questions #19-24 on pg 123. 

Turn in a photo of your work and submit it here!

Note: There will be a quizizz activity at the end of this week on Inheritance & Pedigrees! This is the LAST textbook section we will read - once you are done with this and have used it to study for the quizizz, please plan on RETURNING your textbooks!!! You're almost there!!

We are officially wrapping up our genetics unit after working through these pedigrees! Read over your initial responses, as well as our initial and revised responses of each week throughout this unit. Then, take some time to formulate a comprehensive response that incorporates all of the various concepts, terms, and examples covered in this genetics unit to fully answer the following question we've been examining the last couple of weeks:

Are there patterns in how traits get passed down across generations?

Remember to include terms such as: genetics, inheritance, traits, homozygous dominant, heterozygous, homozygous recessive, Punnett squares, sex chromosomes, autosomes, pedigrees, x chromosome, x-linked, allele, carrier, etc

Add genotypes to these pedigrees and answer the questions for each! To add genotypes, double click on the pedigrees and pull up the drawing.

Write your responses on these practice problems in blue!

UPDATED for 5/18: 
Go through and add genotypes to your pedigree that you observed! Help each other out in your breakout groups! 


1. Posted in the following frames are 5 images of real pedigrees. Each person in your group will pick 1 to examine. (1 min)

2. Individually make at least 3 observations of your image. Jot them down on stickies so you don’t forget. Include your initials so I know who did which! (3 min)

3. Take turns sharing your observations of your image with your group. (2 min)

After you're done making observations and discussing, come back and answer on this question: What patterns do you have in common from your observations?

UPDATED for 5/13: 
Make revisions to your family trees according to proper pedigree symbols and notations! Submit your updated versions here!


1. Look at the people in your family. 
2. See if you can draw (in a jamboard or on a piece of paper to submit here!) a family tree of 3-5 generations of the people in your family.
3. Questions to consider as you draw your family tree: How do you show different generations in your model? What symbols can you use to represent everyone and how they’re related to each other? Is your family tree complete?

1. Read and annotate the text. (5 minutes)
2. Identify 2-3 key takeaways from the text, and write it in your notes. (3 minutes)
3. Share your notes with a partner. (2 minutes)
4. Be ready to share out a key point as a group.
5. Work on the practice found on the second page individually if done early.

On your notecards, answer the following question. Submit your response here! 
Are there patterns in how traits get passed down (across generations)?

If you are not satisfied with your performance on the quizizz during class, here is the link for you to try this again. The questions are timed, and your quiz score will be recorded in gradebook as a Paper 1 grade. You do NOT have to redo it if you are fine with your score! Please use your name to get credit!

Read and take notes on section 3.3 (pg 103-109) in the textbook. Answer the test yourself questions #7-14 on pg 109. 

Turn in a photo of your work and submit it here!


There will be a quizizz activity tomorrow on Meiosis & Genetics.

1. Read and annotate the text.
2. Identify any key vocabulary terms. Define them. 
3. Keep in mind our question of the week as you read.
4. Where does nondisjunction fit in with this new information?

UPDATED for 4/28: 
Using specific examples of traits or abnormalities we’ve discussed these last few weeks, explain:
Explain how the inheritance of our traits differ between sexes.
Speaking of chromosomes… How do we see chromosomes and what does a picture of chromosomes tell us?  


Read over your initial responses and add to them! Submit your revised explanation here! 


4/5 Using your previous knowledge and discussion from your breakout group just now, draw/write an answer to the following question:
Does the inheritance of our traits differ between sexes? How? Why?
Turn in a photo of your initial explanation notecard here!

This assignment is a 3 part activity. 


Part I: Read and answer the questions about the background information presented in this document to give us some context for this activity. 
Part II: Signup and research a specific chromosomal abnormality to present to the class. Presentations will begin next week.
Part III: Reflecting on all the different presentations of abnormalities and our knowledge of karyograms, answer the post-research questions. 


TURN IN: 
1. Your responses to this activity sheet.
2. Your group's research and presentation of the chromosomal abnormality.

Sex-linked traits come from genes that are found only on the X chromosome and not the Y. They are often associated with human males since males only have one copy of the X chromosome, and because of that, many recessive traits such as male-pattern baldness or color blindness will be expressed in males since they do not have another copy of the X chromosome to mask any recessive alleles. Just like other traits, we can predict the probability of passing down a sex-linked trait. Complete the following problems on sex-linked traits.

Read and take notes on section 3.2 (pg 99-103) in the textbook. Answer the test yourself questions #4-6 on pg 103. 


Turn in a photo of your work and submit it here!

Use one of the following resources linked below (physical printout of chromosomes OR simulation).


1. Sort through the chromosomes found in the envelope/simulation. Note the banding pattern, size, and centromere position of each chromosome.
2. Pair the chromosomes as best as you can, matching those that have the same banding pattern, size, and centromere position.
3. Arrange the chromosome pairs by size from largest to smallest.
4. Examine what you created. 


Please discuss and compare your results with others in your group!! 


Insert a screenshot or a picture of your final results for this assignment!

In a sticky note below, include at least one response to the following question from the video: What body parts are included in the circulatory system (be specific with chambers, valves, etc)?

Read the article: “Stress: From the Aroused Brain to the Reacting Heart”

As you read, look for a golden line that stands out to you. What questions do you have?

In breakout groups, share your golden lines, thoughts and questions. Then, fill out the jamboard!

This is a 5-part activity that we will spend our "biology days" on during this transition week! We have been exploring the science behind stress and its effects on our body. As we de-stress, many of the methods we've tried have involved various breathing exercises. Our focus this week is now to 1) understand how breathing works and 2) understand why breathing helps reduce stress.

Discuss with your group to answer the pre-lab questions, then follow the directions below to make your own working lung models to understand the process of inspiration and expiration in your body - use the model to help answer these lab questions!

As promised, you have now officially received your Candidate Numbers, which is your identification for IB. Please refer to the spreadsheet to locate your number and then ADD IT TO YOUR IAs (usually on the first page).

Please fill out this form once you have added your Candidate Numbers and have made all of the edits you plan on making for the IA knowing that this is your entire IB biology score!

Use Punnett Square to answer the following non-Mendelian genetics questions. Show your work (can add table or drawing in document) as best as you can.

Step 1: You will have 10 minutes to work on the practice individually.
Step 2: You will be grouped into breakout partners to check-in with each other and complete an assigned problem/frame in jamboard.
Step 3: We will review all the answers together as a class!

Use Punnett Square to answer the following questions on a separate sheet of paper. Show your work. Attach a photo of your work in Google Classroom as your submission for this activity.

Step 1: You will have 10 minutes to work on the practice individually.
Step 2: You will be grouped into breakout partners to check-in with each other and complete an assigned problem/frame in jamboard.
Step 3: We will review all the answers together as a class!

Using your previous knowledge, draw/write an answer to the following questions on a notecard:

If we get traits from our genes and alleles, how can we predict traits of our offspring?

Attach an image of your response here!

Read and take notes on section 3.1 (pg 93-98) in the textbook. Answer the test yourself questions #1-3 on pg 98. Turn in a photo of your work and submit it here!

Read and take notes on section 6.5 (pg 215-219) in the textbook. Answer the test yourself questions #20-24 on pg 219. Turn in a photo of your work and submit it here!

UPDATED 1/26: Read over your initial explanation.... and using specific examples we’ve discussed this past week, draw/write an explanation that adds on to your initial explanation:
- Why do you taste what you taste?
- Is what you taste different (on a scientific level, not just preference) from what others taste?
- How does the body taste different flavors?



Using your previous knowledge, draw/write an answer to the following questions on a notecard:

Why do you taste what you taste?
How does the body taste different flavors?

Attach an image of your response here!

1. Match the terms and image to its definition with your group. Attach an image of your final matches to this assignment.
2. Discuss these terms with your group - can you put together an explanation to answer our question of the unit?

Note: if you picked up supplies, one of the sheets you received include these terms. You can cut the boxes along the lines to separate and then match up the terms to their definition. If you did not pick up supplies, the activity is attached below for you to print out or use in some other way (maybe make a copy and color-code??) to demonstrate your completion of this activity!

Fill this activity sheet out as we complete the taste test today!

Annotate while you read by:
- highlighting any science terms
- commenting your reaction to each paragraph.

Reread to answer the questions on the second page.

Please attach your IA document to this assignment so we can keep track of your progress. This week our goal is to work on the lab extensions in our conclusion and wrapping up our entire draft for feedback!!!!

Reread your initial explanation notecard, then create a scientific response to the question in a flipgrid explanation:
How can small quantities of DNA be used to match an individual to a crime?

Now that we know how to create more DNA from our small sample found at crime scenes using PCR and how to separate that DNA by size using gel electrophoresis, let's use these tools together to create an overall DNA profile. Keep in mind that scientists do not compare DNA bases one by one in a DNA profile - that would take forever - instead, they compare the sizes of fragments of DNA from one sample to another.

That brings us to our question today: How do we get fragments of DNA?
Read and annotate the following text. Then, answer the comprehension questions on the document.
1. Identify what is used to cut DNA into smaller fragments and where it’s found. [2]
2.Describe how these enzymes know where to cut. [2]
3. Explain if the Smal restriction endonuclease break any hydrogen bonds in the DNA molecule? [2]
4. Distinguish between sticky and blunt ends. [2]
5. Discuss why restriction endonucleases would be useful for making a DNA fingerprint. [2]

Read and take notes on section 3.5 (pg 124-133) in the textbook. Answer the test yourself questions #25-31 on pg 133. Turn in a photo of your work and submit it here!

Yesterday, we realized that we can use DNA to make a "fingerprint" or "profile" that helps us identify people by comparing DNA found to individuals. The next couple of days we will spend zooming into the process of making this DNA fingerprint/profile and learn about the steps and tools used.

Our question today is: How did we get enough DNA from the small samples obtained from the crime scene to make a DNA profile?
Read and annotate the following text. [2] Then, answer the comprehension questions on the document.
1. Identify what PCR stands for. [1]
2. Outline the purpose of PCR. [1]
3. Summarize the process of PCR. [3]
4. Describe what DNA taq polymerase does and distinguish between taq and regular DNA polymerase. [2]
5. State where else DNA polymerase is used in biology. [1]

On a notecard, draw and/or write an initial hypothesis to explain the answer to the following question:

How can small quantities of DNA be used to match an individual to a crime?

Attach your response here!

Read the text and annotate by:
1. Identifying any key vocabulary terms. Define them. [4]
2. Making any connections to what we’ve learned previously. [4]

Keep in mind our question of the week as you read: how can small quantities of DNA be used to match an individual to a crime?

Please fill out this form once your draft is done so I know how best to give you feedback! Remember, I can only give you feedback and look at your IA ONCE!

Turn in photo evidence of at least ONE of the following as you study during class today (was your study strategy effective last time?):
- Rewrite a 1-pager of your notes WITHOUT looking anything up (can you do it??)
- Make index cards/make a quizlet and USE IT (do you have examples of each word??)
- Make up exam questions to PRACTICE w/ partner (how does IB ask exam questions??)

Use the following activity to help you review for our upcoming assessment on section 2.6 and 2.7. Your goal is to "escape" out of this form by answering correctly the questions about DNA and it's processes!

Read and take notes on section 2.6 (pg 68-71) and 2.7 (pg 71-77) in the textbook. Answer the test yourself questions #16-17 on pg 71 and #18-22 on pg 77. Turn in a photo of your work and submit it here!

12/8: Use the following genetic code: 5’ TAC TGA GGA CTC CTC 3’ as the sequence in your model with your group today.
1. Make a copy of this jamboard (1/group) by clicking the 3 dots at the top left corner of the screen and sharing the new document with each other.
2. Discuss and then draw the processes you know that happens to the above sequence of DNA in a cell. Color code when possible. [6]
3. Describe the processes by annotating your model, specifying the location of each. [3]
4. Distinguish the enzymes/molecules involved in each of these processes. [6]

12/9: Use the following mutated genetic code: 5’ TAC TGA GGA CAC CTC 3’ as the sequence in your model with your group today.
1. Identify the sequence of the final polypeptide product of the genetic code. [1]
2. Draw and deduce the effect of a base substitution mutation in this sequence if CTC in the original DNA was CAC. (Trace this effect throughout all the processes.) [4]

Using the example in the document and the codon chart included, transcribe the following DNA strand into mRNA and translate that strand into a polypeptide chain, identifying the codons, anticodons, and amino acid sequence.

Part I directions: Transcribe the DNA strands below.

Part 2 directions: Answer the practice test questions about DNA and mRNA and their processes below.

Read and annotate this article!

Individually read, highlight and annotate the text. Then summarize in your notes in bullet points: How does DNA leave the nucleus? What patterns do you see in this process? Remember, our goal is to figure out how DNA impacts the rest of the cell - it can't do that if it's stuck in the nucleus... So how does it get out?

In the assignment posted, there are 3 different images of DNA replication using the semi-conservative model.

1. Describe what you observe in these images.
2. Determine if there are any patterns from your observations.
3. Question the patterns you see. What is new information to you?

Be ready to share out!

Part I directions: Play around with the simulation. List the complementary strand of DNA underneath the strands given.

Part 2 directions: Highlight the area of the mutation in each of the following DNA strands when compared to the original sequence below. Then, identify the type of mutation in each of the questions 1-3.

In this assignment, there are 5 different images of DNA strands.
1. Describe what you observe in these images.
2. Determine if there are any patterns from your observations.
3. Question the patterns you see. What is new information to you?

On a notecard, draw and/or write an initial hypothesis to explain the answer to the following question:

What causes misshapen blood cells?

Attach your response here!

Take 5 minutes to read through the article that introduces the context of unit 2 for us.

As you read, annotate the following:
1) Connections to biology (what is this next unit about?)
2) Any new/surprising information.
3) Questions you have while reading.

Be ready to share out your thoughts!

Turn in photo evidence of at least ONE of the following as you study during class today (was your study strategy effective last time?):
- Rewrite a 1-pager of your notes w/o looking anything up (can you do it??)
- Make index cards/make a quizlet (do you have examples of each word??)
- Make up exam questions to practice w/ partner (how does IB ask exam questions??)

Using both micro and macro examples, explain in a flipgrid video:
What happens when the recycling of carbon materials is not in balance?

Our goal today is to finish this interactive exploration today.

Read and take notes on section 4.4 (pg 151-156) in the textbook. Answer the test yourself questions #14-18 at the end (pg 156). Turn in a photo of your work and submit it here!

Read and take notes on section 4.3 (pg 147-150) in the textbook. Answer the test yourself questions #12-13 at the end (pg 151). Turn in a photo of your work and submit it here!

Read and take notes/post-it annotate section 2.9 from the book. Answer questions #29-32 on page 89 when you are done. Take a photo of your notes/answers and attach it here!

Using a specific reaction and the molecules in it, explain in a flipgrid video: Why can plants survive in a bottle garden but not humans?

Turn in photo evidence of at least ONE of the following as you study during class today:
- Rewrite a 1-pager of your notes w/o looking anything up (can you do it??)
- Make index cards/make a quizlet (do you have examples of each word??)
- Make up exam questions to practice w/ partner (how does IB ask exam questions??)

Fill this out as you play with the simulation from class today. Remember the goal is to determine how the variable you choose impacts the rate of photosynthesis! Note: this is NOT a full lab write-up!!! Include only the parts outlined in the lab sheet.

Annotate the following text and take any notes you need in your notebook. Answer the reading passage questions #1-4 on page 2 once you're done reading!

Today in class, we will [attempt] to conduct a lab. This assignment sheet goes along with that, and you will be given class time to work on this!