For each unit, you should read the book and look at the objectives in the folder. For some of the objectives, it is helpful to have worked examples and problems to try. In addition, there are some objectives that may require different approaches than in the book or in the Mastering Bio exercises. Therefore, this class will have a blog that will go over these particular objectives. For each unit there will be a blog post.
Chapter 1
Be able to draw and interpret evolutionary trees
In this diagram, particular genes are being compared to each other, but one can also see the relationships between organisms. For example, the bees are closest to each other and the wasp is closer to the bees than any other organism and then the vinegar fly (fruit fly) is closer to the remaining organisms. Now think about what common features the bee ans wasp might have that the fly does not and what common features the insects have that the other organisms do not. These common features would be found in the common ancestor (which could be found at the branch points) of the different species.
Now draw a tree using the following animals: Mouse, Parrot, Bat, Snake, Crab. What features would the common ancestors have in common?
Be able to identify proper controls to test a hypothesis.
The key points to remember here are that (1) The control condition is identical to the experimental condition except for the variable to be tested and (2). If one wants to know what the effect of the variable is, the control lacks that variable. Example: There is research suggesting that the attention span of fruit flies can be measured. (Really!)
[youtube https://www.youtube.com/watch?v=L8Bd_p8pbQI]
Supposed you wanted to determine whether Ritalin increased the attention span of the flies. What control would you use? The control would be flies not given the drug. The experimental group would be the flies given Ritalin.
Now try this one:
Recently, there have been some reports that dogs could tell whether a person had cancer by sniffing their urine.
How might you test whether this is possible? What controls would you use?
Chapter 2
Be able to determine the atomic number and atomic mass given the number of protons and neutrons and vice versa.
Rules to remember
(1) The atomic number of an atom is equal to the number of protons. This is equal to the number or electrons unless the atom is an ion.
(2) All atoms of the same element have the same atomic number but they may differ in the number of neutrons (isotopes)
(3) The mass number is the number of protons plus the number of neutrons (The mass of the electron is too small to affect the atomic mass).
Examples: An atom of nitrogen has a mass number of 15. How many protons and neutrons does it have?
Answer: Nitrogen has has an atomic number of 7, therefore it has 7 protons. 15=neutrons +7, so the atom has 8 neutrons.
Using the rules for placing electrons in shells, be able to draw an electron shell diagram
Rules
(1) The first shell can hold 2 electrons, the second and third can hold 8 each (Most biologically relevant atoms have no more than 3 shells. K and Ca have 4 shells, but they only have one or two electrons in their 4th shell
(2). Electrons are never put in a shell unless the shells below them are full.
Example: Magnesium has an atomic number of 12. Draw a shell diagram
It would have 2 in the first shell, 8 in the second and 2 in the third. 
By Peo at the Danish language Wikipedia, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=7364211
Do not worry about the SPDF designation for this class. (SPDF designations indicate position, shell diagrams refer to energy levels)
Now try this one: Draw an energy diagram for phosphorous, atomic number 15.
Be able to distinguish the bond types including covalent, ionic, and hydrogen bonds. Recognize the difference between polar and non-polar bonds.
When categorizing terms, sometimes it is useful to make a tree diagram, like our evolutionary trees. 
Just as in the evolutionary tree, in this diagram bonds that are grouped have features in common with bonds that are not grouped. For example The covalent bonds share electrons, while the ionic and hydrogen do not. What do hydrogen and ionic bonds have in common that is not in common with the covalent bonds?
Another consideration for classifying bonds is where there are found. Covalent bonds are within molecules. Hydrogen bonds are usually between molecules (But they can be within some large molecules such as proteins). Ionic bonds can be between atoms in an ionic compound and sometimes between molecules or within large molecules.
You should know that bonds between the same atom are non-polar and bonds between carbon and hydrogen are non-polar. Biologically important polar bonds that you should know are C-O, O-H and N-H.
Here is another activity to help you review bonds types:
http://www.classtools.net/connect/201508_T8ah6X
Be able to calculate the molecular weight of a compound given a molecular formula
The molecular mass of a compound is simply the sum of the masses of the atoms.
Example: What is the mass of SO2?
Sulfur has a mass of 32 and oxygen has a mass of 16 (rounded off). There is one Sulfur and 2 Oxygen atoms. Thus the Mass is 32 + 2(16)= 64. The units are Daltons or g/mole.
Now try this one. What is the mass of NaOH?
Chapter 3
Be able to determine moles from grams and molecular formula
A mole of substance will have the number of of g equal to its molecular mass or atomic mass (for atoms).
Example How many moles is 5 g of NaOH?
(1) Find the mass of NaOH Na=23 O=16 H=1. one mole=40 g
5 g X 1mole/40 g= .125 moles of NaOH
Be able to determine concentrations given chemical formulas and grams of material
Example what is the molarity of 20 g of NaOH in .5L of solution?
Step 1 determine the molecular mass (40 g/mole from the question above)
Step 2 determine the number of moles 20 g X 1 mole/40 g= .5 moles
Step 3 Divide the number of moles by the volume of solution in L .5 moles/.5L = 1mole/L or 1M
Try this one. Beer is usually around 5% ethanol (50 g/L). What is the molarity of ethanol in beer. Ethanol has a formula of C2H6O
Given pH, [H+] or [OH–] calculate the other 2
Rules (1) pH=-log[H+]
if the pH is 2 the [H+] =.01M. If the [H+] is .00001 the pH is 5.
Rules (2)
[H+] [OH-] =10-14
If the [OH-]=.001M, then the [H+] =10-14/.001 =10-11
Then the pH=11.
Be able to predict how the change in concentration of a substance will affect an equilibrium reaction
View the following videos. The second one has embedded questions
[youtube https://www.youtube.com/watch?v=wlD_ImYQAgQ]
https://edpuzzle.com/embed/media/575070b7e37454f56e6c8cc9
Be able to determine whether 2 structures are isomers and whether they are structural, geometric or enantiomeric isomers.
For 2 structures to be isomers, they have to have the same molecular formula
Watch the video. Note that geometric isomers are a type of diastereomers
Be able to identify functional groups.
Click on the green flag to start. The faster you do this, the higher your score
//scratch.mit.edu/projects/embed/112453626/?autostart=false
