<p>UGH. I hate plants. So much. I put stigma, anther, style, and ovary. WHY AM I SO STUPID?</p>
<p>Oh yeah, bc we didn't do plants until May 6.</p>
<p>i'm pretty sure most of the nation didnt do so hot on essay 3 so dont worry about it</p>
<h1>1 i said it was cellular respiration forgot to mention it was alcoholic fermentation, although i mentioned the bubbles were CO2. optimum temp at 30 C, denaturing when high, loses flexibility when temp low. i wasnt sure if my experiment was right, i said keep temperature constant and change the pH of sugar and add it measuring number of CO2 bubbles. too high or too low ph ruins ion-ion interactions of enzymes which destroys amino acid interactions, basically same graph as the temperature one, and optimum ph is usually around 6-8.</h1>
<h1>2 i messed up, mentioned heterochromatin and euchromatin and probably got them mixed up. just said chromosomes had a lot of noncoded region and coded region was made up of nucleotides, contained in nucleus, and was coiled, its replicated in S-phase of mitosis, you can see them in Prophase and i dont really remember the rest. i said its evolutionary benefit is that its easier to divide and get genetic variability from things such as crossing over. prokaryote dna i just said it was in the cytoplasm and translation was right on it.</h1>
<h1>3 this one im not sure how it'll get scored. i mentioned the female reproductive organs stigmata, style, and ovums, and the male reproductive organs (filament and anther). its not really four structures but i explained each one; anyone know if ill get points on this?</h1>
<p>evolutionary aspects? i kinda made it up by saying the stigmata is sticky so it can get spores easily, the anther holds up the filament so it can put out the spores, and the ovum protects the zygote and feeds it with an endosperm from polar nuclei. the alteration of generations i explained the life cycle of a moss (mostly in gametophyte, antheridium, archegonium, etc..)</p>
<h1>4 i felt like maybe i wasnt verbose enough on this question, i got straight to the point. macrophages use phagocytosis and secret Interleukin-I calling T helper, T suppressor, and T killer (Cell-Mediated Response). Interleukin-II is then secreted starting the humoral response, where B-cells turn into plasmid cells and create antibodies, the rest turn into memory cells. for recognition i said the body uses the mhc proteins (mhc-i and mhc-ii) on membranes to determine whether its the body's or not.</h1>
<p>anyone have an idea if they will take away points on #3 for just naming those 6 parts and if i didnt catch any points on #4</p>
<p>grumpybear727: What kind of essay would typically score a 5/10? How detailed would it be? </p>
<p>An answer to this would be really enlightening :) Anyone care to tell?</p>
<p>wish i knew myself...</p>
<p>Essay's that possess five "facts;" plain and simple. The coherence and structure of the essay are trivial--the facts are what counts. I'm not sure if they award points for going on tangents--I mean, excess information. Though the information maybe phenomenal, but the relevance to the topic counts.</p>
<p><em>sigh</em>...now i think i've bombed all my essays...
if i've made around an 80 on the multiple choice...does anyone know approximately what i need on the essays to get a 5?</p>
<p>There is the site that my teacher had us study for when she gave us essays... If you click on (for example) the first question for 2000...</p>
<p>...It gives the question and the rubric used for scoring that question.</p>
<p>Each part of the question is rewarded a maximum amount of points that the student is allowed to score. And under it, it shows how that student can earn those 6 points. If a student mentioned more than 6 points worth of material, it doesn't count; if 6 is the maximum, that's all they give you. But you can also earn up to 6 points for part b. So if you get 5 points in part a, and 4 points in part b, you have a 9. You can't earn more than 10 on any one essay.</p>
<p>For the first essay I talked about the enzyme catalase, but did mention carbon dioxide, so I don't think I did that great.</p>
<p>The essays on chromosomes and immune system were easy, but I am still upset about the first essay. I thought all the lab based essays were based off the 12 reccomended labs, so I assumed they were talking about catalase, when they mentioned enzymes, since that is the enzyme they say to use for the enzyme lab.</p>
<p>Well, since it has passed the fourty-eight hour mark, we may discuss the free-response questions :)</p>
<ol>
<li><p>Ah, cellular respiration lab. Plot the information, put the temperature on the x-axis and the respiration rate on the y-axis. Make a consistent scale. Make a title for the graph. I believe the optimal temperature was at 30 degrees Celsius. For the second part, I talked about how denaturation affected the hydrogen bonding of secondary, tertiary, and quaternary structures. For the third part, I did a "if / then" hypothesis and tried to make a controlled experiment with predictions of results. I think I did well on this on.</p></li>
<li><p>I was initially a bit freaked out about this question, but I did calm down a bit. As for structure to function, I just talked about the sister chromatids and the centromere. I tried to define their functions in mitosis / meiosis. As for evolutionary benefit, I talked about how it allowed crossing over in meiosis I. I believe I also talked about heterozygotes. For differences, I talked about circular versus linear, multiple versus one, multiple origins of replication versus one origin, and nucleus versus nucleoid. I don't feel quite as good as question one, but I don't think I tanked this one.</p></li>
<li><p>I don't think I did that well on part a. I talked about the seed, the flower, the stigma, and the petal. As for part b, I talked about how mosses were avascular, lacked true roots, and required water for fertilization. As for part c, I talked about moss alternation of generations and how the gametophyte was the dominant generation. I then proceeded to talk about the haploid gametotype mitotically dividing to produce gametes, which then fused to become the diploid sporophyte, which divided meiotically to produce spores, which grew into haploid gametophytes. Cycle repeats. I feel good about part b and c, but not so good about part a.</p></li>
<li><p>It's ironic. My class never got to the human body, so I self-studied this. And this is the question I feel best about!</p></li>
</ol>
<p>For part a, I talked about the skin being oily and acidic, mucous membranes, and nails. I also talked about the inflammatory response and the phagocytes. For part b, I talked about the secondary immune response and how memory cells were a type of B cell that gave you immunity (I worded it better last Monday :) ). For part c, I talked about the MHC and how killer T cells distinguish infected cells as being nonself. I do feel good about this one.</p>
<p>:)</p>
<p>well. im screwed.</p>
<p>did we have to give a title to the graph and connect the points??????????</p>
<p>Title and connecting the points (which means constructing the proper graph) all receives points, from what I heard when I took it.</p>
<p>yeah i called my graph Temperature vs. Respiration Rate or something, created an if-then hypothesis and a control, good thing my teacher got mad at me one day when i didnt do that crap on an essay :D</p>
<p>all in all i thought it was a fair test girlfriendmb: btw i self-studied for the ap bio with one period every other day
I'm hoping to pull of a 4, a 5 would be too much of a dream for me.</p>
<p>If you got 80% of the multiplce choice correct what number of essay points would you need to get a 5.</p>
<p>"UGH. I hate plants. So much. I put stigma, anther, style, and ovary. WHY AM I SO STUPID?"</p>
<p>Why's that wrong? Those are four structures involved in angiosperm reproduction. I'm assuming they meant these parts of the flower, because otherwise you really only have two "structures" (the stamen and the pistil). You did, of course, have to give the evolutionary significance of each.</p>
<p>And I realized after my test that I forgot to title my graph, even though I remember telling myself to title it -- I guess it just slipped my mind. Oh well, not a big deal. That'll only be 1 point.</p>