Transcript chapt01_new15

Outline
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1.1 Introduction to AP Biology
1.2 Big Idea 1: Evolution
1.3 Big Idea 2: Energy and Molecular Building Blocks
1.4 Big Idea 3: Information Storage, Transmission, and
Response
• 1.5 Big Idea 4: Interdependent Relationships
• 1.6 The AP Science Practices and the Process of
Science
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1.1 Introduction to AP Biology
• Biology is the scientific study of life.
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• Living things
 are composed of the same chemical elements
as nonliving things.
 obey the same physical and chemical laws that
govern everything in the universe.
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Diversity of Life
Despite diversity, all living things share
the same basic characteristics.
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• Living organisms are highly organized,
require materials and energy from the
environment, while maintaining a stable
internal environment. Living things
reproduce, develop, and respond to
stimuli. Living things also adapt physically
and behaviorally to their environments.
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1.2 Big Idea 1: Evolution
• The theory of evolution explains the
diversity and unity of life.
 The theory of evolution suggests how all living
things descended from a common ancestor.
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Natural Selection
• Natural selection is the evolutionary mechanism
proposed by Charles Darwin.
• Some aspect of the environment selects which
traits are more apt to be passed on to the next
generation.
 Individuals with the favorable traits produce the
greater number of offspring that survive and
reproduce.
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• Mutations fuel natural selection.
 It introduces variations among members of a
population.
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Evolutionary Tree of Life
An evolutionary
tree is like a
family tree. An
evolutionary tree
traces the
ancestry of life on
Earth to a
common
ancestor.
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Organizing Diversity
• Taxonomy is the discipline of biology that
identifies, names, and classifies organisms
according to certain rules.
• Systematics
• Classification categories
 From least inclusive category (species) to
most inclusive category (domain):
• Species, genus, family, order, class, phylum, kingdom,
and domain
• Each successive category above species includes more
types of organisms than the preceding one.
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Domains
• Domain Archaea
 Contains unicellular prokaryotes that live in extreme
environments probably similar to the primitive earth
• Prokaryotes lack a membrane-bound nucleus.
• Domain Bacteria
 Contains unicellular prokaryotes that live in all
environments including on our skin and in our mouths
and intestines
• Domain Eukarya
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• Eukaryotes contain a membrane-bound nucleus.
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Kingdoms
• Domain Archaea – kingdom designations are
being determined
• Domain Bacteria – kingdom designations are
being determined
• Domain Eukarya
 Protists (composed of several kingdoms)
 Kingdom Fungi
 Kingdom Plantae
 Kingdom Animalia
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Scientific Names
• Universal
• Latin-based
• Binomial nomenclature
 Two-part name
 First word is the genus.
• Always capitalized
 Second word is the species designation (or specific
epithet).
• Written in lowercase
 Both words are italicized.
 Examples: Homo sapiens (humans), Zea mays (corn)
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1.3 Big Idea 2: Energy and Molecular
Building Blocks.
• Energy is the capacity to do work.
 Energy is required to maintain organization and
conduct life-sustaining processes such as chemical
reactions.

 The sun is the ultimate source of energy for nearly all
life on Earth.
• Plants, algae, and some other organisms capture solar
energy and perform photosynthesis.
• Photosynthesis is a process that converts solar energy
into the chemical energy of carbohydrates.
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Ecosystems
• Ecosystems are characterized by chemical
cycling and energy flow.
 Chemicals are not used up when organisms die.
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• Example: Chemicals move from producers to
consumers to decomposers.
• As a result of death and decomposition, chemicals are
returned to living plants.
 Energy from the sun flows through plants and
other members of the food chain as one
population feeds on another.
• Therefore, there must be a constant input of solar
energy.
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Living things maintain homeostasis.
• Homeostasis is the maintenance of internal
conditions within certain boundaries.
 It is imperative than an organism maintain a state of
biological balance.
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1.4 Big Idea 3: Information Storage,
Transmission, and Response
Living things reproduce and develop.
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• The manner of reproduction varies among
different organisms.
• When organisms reproduce, they pass on
copies of their genetic information (genes) to the
next generation.
 Genes determine the characteristics of an organism.
 Genes are composed of DNA (deoxyribonucleic acid).
Living things respond to stimuli.
• Living things interact with the environment
and respond to changes in the environment.
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Living things have adaptations.
• An adaptation is any modification that makes
an organism better able to function in a
particular environment.
• The diversity of life exists because over long
periods of time, organisms respond to changing
environments by developing new adaptations.
• Evolution
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1.5 Big Idea 4: Interdependent
Relationships
Living things are organized.
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• The cell is the basic unit of structure and
function of all living things.
 Unicellular or multicellular
• Each level of organization is more complex
than the level preceding it.
 As biological complexity increases, each level
acquires new emergent properties.
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How the Biosphere Is Organized
• The biosphere is the zone of air, land, and
water where organisms exist.
• An ecosystem
• A community is a collection of interacting
populations within the same environment.
• A population is all the members of a
species within an area.
• A group of similar, interbreeding organisms19
is a species. (Not a level of organization.)
How the Biosphere Is Organized
• An organism is formed when organ systems
are joined together.
• Organs work together to form organ systems.
• Tissues make up organs.
• Similar cells combine together to form
tissues.
• Molecules join to form larger molecules within
a cell.
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• The organization of life begins with atoms. 20
• Cooperation and Competition
 From chemical reactions to community
structure, cooperation and competition are
evident
• Diversity affects Interactions
 In life, more options improve chances for
success.
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1.6 The AP Science Practices
and The Process of Science
• Science Practice 1: The student can use representations and
models to communicate scientific phenomena and solve
scientific problems.
• 1.1 The student can create representations and models of natural or
man-made phenomena and systems in the domain.
• 1.2 The student can describe representations and models of natural
or man-made phenomena and systems in the domain.
• 1.3
• 1.4 The student can use representations and models to analyze
situations or solve problems qualitatively and quantitatively.
• 1.5 The student can reexpress key elements of natural phenomena
across multiple representations in the domain.
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• Science Practice 2: The student can
use mathematics appropriately.
• 2.1
• 2.2 The student can apply mathematical
routines to quantities that describe natural
phenomena.
• 2.3 The student can estimate numerically
quantities that describe natural
phenomena.
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• Science Practice 3: The student can
engage in scientific questioning to
extend thinking or to guide
investigations within the context of the
AP course.
• 3.1 The student can pose scientific
questions.
• 3.2 The student can refine scientific
questions.
• 3.3
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• Science Practice 4: The student can
plan and implement data collection
strategies appropriate to a particular
scientific question.
• 4.1 The student can justify the selection of the kind of
data needed to answer a particular scientific question.
• 4.2
• 4.3 The student can collect data to answer a particular
scientific question.
• 4.4 The student can evaluate sources of data to answer
a particular scientific question.
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• Science Practice 5: The student can
perform data analysis and evaluation of
evidence.
• 5.1
• 5.2 The student can refine observations
and measurements based on data
analysis.
• 5.3 The student can evaluate the evidence
provided by data sets in relation to a
particular scientific question.
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• Science Practice 6: The student can work
with scientific explanations and theories.
• 6.1 The student can justify claims with evidence.
• 6.2 The student can construct explanations of
phenomena based on evidence produced
through scientific practices.
• 6.3 The student can articulate the reasons that
scientific explanations and theories are refined
or replaced.
• 6.4 The student can make claims and
predictions about natural phenomena based on
scientific theories and models.
• 6.5
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• Science Practice 7: The student is able
to connect and relate knowledge
across various scales, concepts, and
representations in and across domains.
• 7.1
• 7.2 The student can connect concepts in
and across domain(s) to generalize or
extrapolate in and/or across enduring
understandings and/or big ideas.
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The Process of Science
• The scientific method is a standard series
of steps used in gaining new knowledge
through research.
 The scientific method can be divided into five
steps:
• Observation
• Hypothesis
• Predictions and Experiments
• Data Collection with Statistical Analysis
• Conclusion
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The Scientific Method
1. Observation
2. Hypothesis
• A hypothesis is a tentative explanation for
what was observed.
– An example is the discovery of the antibiotic penicillin.
• It is developed through inductive reasoning.
• It is testable.
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The Scientific Method
3. Predictions and Experiments
• An experiment is a series of procedures
designed to test a hypothesis.
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• The manner in which a scientist conducts an
experiment is called the experimental
design.
 A good experimental design ensures that the
scientist is examining the contribution of a specific
factor called the experimental (independent)
variable to the observation.
• The experimental variable is the factor being tested.
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The Scientific Method
3. Experiments (cont’d)
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• A control group goes through all aspects of
the experiment but is not exposed to the
experimental variable.
• If the control and test groups show the same
results, the hypothesis is not supported
4. Data
• The data are the results of an experiment.
 Should be observable and objective
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The Scientific Method
4. Data (cont’d)
• Tables and graphs are two possible formats for
the data.
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• Measures of variation
– Standard error: How far off the average of the data is
• Statistical significance
– Probability value (p)
» Less than 5% is acceptable (p<0.05)
» The lower the p value, the greater the confidence in the results
» Not due to chance alone
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The Scientific Method
5. Conclusion
• The data are interpreted to determine
whether the hypothesis is supported or not.
 If prediction happens, hypothesis is supported.
 If not, hypothesis is rejected.
• Findings are reported in scientific journals.
• Peers review the findings.
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Scientific Theory
• Scientific Theory:
 Concepts that join together two or more well-supported
and related hypotheses
 Supported by broad range of observations, experiments,
and data
• Scientific Principle / Law:
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 No serious challenges to validity
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Experimental Design
Hypothesis:
Newly discovered antibiotic B is a better treatment
for ulcers than antibiotic A, in current use.
Experimental Design:
One control group includes subjects with ulcers who
are untreated by antibiotics.
Two test groups are subjects with ulcers who are
treated with either antibiotic A or B.
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Experimental Design
Results and Conclusion:
An endoscopy (procedure that allows doctors to
examine the linings of the throat, stomach and upper
small intestine to check for ulcers) is performed on all
subjects.
The investigators then use statistics to determine the
effectiveness of the various treatments.
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