Transcript AP Biology intro Unit pp 2015ax

Welcome - Today’s Question:
What is the definition of the
word --- “LIFE”?
Every day please look at the white
board or projector screen &
answer the question in your
notes. (no need to write
question)
Introduction--• Let’s take turns sharing the following:
[write on card 1st]








Name
School before ARHS
Siblings? How many?
One special thing you did this summer?
What is your favorite musical artist or group?
What is your favorite food for breakfast?
What are your plans for after High School?
What is one expectation of AP Biology?
Intro Activity - What is LIFE?
• There are a few items displayed in the
back of the room at the lab stations
• Please examine them, use all your senses,
take notes of your observations if you’d
like (not mandatory)
• Please do not talk with each other…
quietly think about what you are
observing
Which of these things are alive?
• Do not speak aloud…
• Now record you thoughts of which are alive
and explain why? (record)[5min]
• Group discussion [5-10 min]
•
•
•
•
Which of these items are alive?
Why do you think they are alive?
How can you tell it is alive or was once alive?
Are the criteria consistent for all scientists?
• List of the characteristics of life…
Introduction to AP Biology
9/11
• Syllabus review*
Textbook distribution
• Calendar
• School Wires Web-Page being updated
• Learning Style Survey*
• Lab group request*
• Safety Contract *
• Goal Setting/Information Worksheet***
•Items to be turned in Monday
•*** Collect today or Monday
• Prefix, study skills Worksheets --- Discussion
Life Characteristics- Criteria
• LIST CHARACTERISTICS OF LIFE…
– Remember talking about Living vs. Non-living
and Alive and not alive
– In pairs, develop a list of life characteristics of
all living things using these guided questions
• What was the evidence of those things
you said were living things?
• Are those characteristics always true of
living things?
• Note the most important characteristics
with ***.
Figure 1.3
page 2
Order
Response to
the environment
Evolutionary adaptation
Reproduction
Regulation
Energy processing
Growth and
development
Class list 2015:
• Able to adapt
• Capable of reproduction
• DNA is present
• Able to use resources to live
• It grows
• Feeds off energy/uses energy
• Interact with environment
• Creates energy
• Composed of cells
Characteristics of Life:
What distinguishes Life from Non-Life?
Living organisms:
• Have an organized structure composed of cells
• Acquire energy & materials from surroundings
• Adjusts to changing conditions –Homeostasis
• Have growth and development
• Respond to environmental stimuli
• Able to reproduce
• Capacity to change genetically using DNA
• Dies
AP BIOLOGY
Introduction Unit
BIG IDEAS
Themes in the Study of Life
Day 2
Biology
• http://www.nsf.gov/news/special_r
eports/winterolympics/injury.jsp
• “Biophilia”
• Why do we study biology?
• Is it the love for the diversity of
living things?
• Is it rooted in our spirit as a living
thing - ourselves?
• Is it that we are connected to all
forms of life?
• Studying Biology takes us to many
•
ecosystems.
Jungles
Deserts
Marine
Do you have a favorite ecosystem?
• Studying Biology takes us to the
microscopic world.
• How do organisms work?
MOST exciting time in the
Science of Biology
• New discoveries daily
• New research findings reported daily
(450,000 new research articles
reported /yr)
• New methods for research
• The 20th century was the century for
the Physical sciences
• The 21st century is for the Biological
Sciences
Studying Biology is very diverse…
• Genetics
• Medicine
• Human relationship
• Evolution
• Environment
• Cancer
• And ?
“In our enthusiasm for telling you all that
biology has discovered, do not let us
convince you that all is known. Many
questions are still unanswered. More
importantly, many good questions have not
yet been asked. Perhaps you may ask one
of them.”
Helena Curtis
Textbook author
How important are questions to science?
Figure 1.1
AP Biology
Introduction
Unit
Ghost Plant
AP Biology
Science
Practice
(newly developed 2013)
Essential
Knowledge
Learning
Objective
**4 Big Ideas:
1. The process of evolution drives
the diversity and unity of life.
2. Biological systems utilize energy
and molecular building blocks to
grow, reproduce, and maintain
homeostasis.
3. Living systems retrieve, transmit,
and respond to information
essential to life processes.
4. Biological systems interact, and
these interactions possess
complex properties.
Big Idea
Enduring
understanding
Essential
Knowledge
Science
Practice
Core
Concepts
The new curriculum
framework supports
Essential
Knowledge
with Science
Practice
Learning
Objective
Testable explanations and
predictions: The AP Biology
Exam
Science Practices:
1.
The student can use
representations and models to
communicate scientific phenomena
and solve scientific problems.
2.
The student can use mathematics
appropriately.
3.
The student can engage in scientific
questioning to extend thinking or to
guide investigations within the
context of the AP course.
4.
Student can plan and implement
data collection strategies in relation
to a particular scientific question.
5.
The student can perform data
analysis and evaluation of evidence.
6.
The student can work with scientific
explanations and theories.
7.
The student can connect and relate
knowledge across various scales,
concepts, and representations in
and across domains.
13 Laboratory
Investigations
BIG IDEA 1: The process of
evolution drives the diversity and
unity of life.
• An organism’s adaptations to its environment are
the result of evolution
– For example, the ghost plant is adapted to
conserving water; this helps it to survive in the
crevices of rock walls
• Evolution is the process of change that has
transformed life on Earth
© 2011 Pearson Education, Inc.
Big Idea 2
• Biological systems utilize free energy
and molecular building blocks to
grow to reproduce and maintain
dynamic homeostasis.
Energy utilization
Regulation by feedback mechanisms
Homeostasis
Growth and development - Reproduction
Big Idea 3
• Big Idea 3: Living systems store,
retrieve, transmit and respond to
information essential to life
processes.
Figure 1.5 The genetic material: DNA
Big Idea 4
• Big Idea 4: Biological systems
interact, and these systems and their
interactions possess complex
properties.
Form fits function
Figure 1.7 An introduction to energy flow and energy transformation in an ecosystem
Figure 1.5
Sunlight
Leaves absorb
light energy from
the sun.
CO2
Leaves take in
carbon dioxide
from the air
and release
oxygen.
O2
Cycling
of
chemical
nutrients
Leaves fall to
the ground and
are decomposed
by organisms
that return
minerals to the
soil.
Water and
minerals in
the soil are
taken up by
the tree
through
its roots.
Animals eat
leaves and fruit
from the tree.
• Biology is the scientific study of life
• Biologists ask questions such as
– How does a single cell develop into an
organism?
– How does the human mind work?
– How do living things interact in communities?
• Life defies a simple, one-sentence definition
• Life is recognized by what living things do
© 2011 Pearson Education, Inc.
Themes organize biological info
1. New Properties Emerge at Each Level in the Biological
2.
3.
4.
5.
6.
7.
Hierarchy [3-6] **
Organisms Interact with Other organisms and the Physical
Environment [6]*
Life Requires Energy Transfer & Transformation[6-7]*
Structure and Function are correlated at All Levels of
Biological Organization. [7]*
The Cell is an Organism’s Basic Unit of Structure and
Function[8]*
Continuity of Life is Based on Heritable Information in the
form of DNA [8-10]*
Feedback Mechanisms Regulate Biological Systems [10-11]*
8. Evolution: the core theme of biology which accounts for the
unity & diversity of life
Themes in Biology
Poster and Presentation Activity
Design a poster
(collage, drawing, or word presentation) to illustrate your
assigned theme.
Identify the BIG IDEA that matches best for your
theme
Today - you will have time to work on your poster
Evaluation will include the following criteria:
Poster
15 Pts
Complete with information
Clear
Accurate
Presentation Organized
5pts
Clear
Colorful
Creative
Teachable
Total Project = 20 pts
Finish & Present to class on Today!
9/16/14 Presentations
• Theme 1-7
• Mrs. Shaw presenting – Theme 8 Evolution
Theme 7 – Feedback Mechanisms
Big Idea 2
• Negative Feedback ---– Some stimulus that causes a decrease or
stopping of a process / product
• Positive Feedback ---– Some stimulus that causes an increase in a
process or product
Fig. 1-13a p11
Negative
feedback –
A
Enzyme 1
B
Excess D
blocks a step
D
D
Enzyme 2
D
C
Enzyme 3
D
(a) Negative feedback
Fig. 1-13b
W
Enzyme 4
Positive
feedback +
X
Enzyme 5
Excess Z
stimulates a
step
Z
Y
Z
Z
Enzyme 6
Z
(b) Positive feedback
Evolution - Overarching Theme
Big Idea 1
• Evolution makes sense of everything we
•
•
•
•
p.12+
know about biology
Organisms are modified descendants of
common ancestors
Evolution explains patterns of unity and
diversity in living organisms
Similar traits among organisms are explained
by descent from common ancestors
Differences among organisms are explained
by the accumulation of heritable changes
© 2011 Pearson Education, Inc.
Concept 1.2: The Core Theme:
Evolution accounts for the unity
and diversity of life
• “Nothing in biology makes sense except in the
•
light of evolution”—Theodosius Dobzhansky
Evolution unifies biology at different scales of size
throughout the history of life on Earth
© 2011 Pearson Education, Inc.
The Three Domains of Life
• Organisms are divided into three domains
– Bacteria
– Archaea
– Eukarya
• Domain Bacteria and domain Archaea compose
•
the prokaryotes
Prokaryotes are microscopic, single-celled
organism
© 2011 Pearson Education, Inc.
Figure 1.15
2 m
(b) Domain Archaea
2 m
(a) Domain Bacteria
(c) Domain Eukarya
Kingdom Animalia
100 m
Kingdom Plantae
Protists
Kingdom Fungi
• Domain Eukarya includes all eukaryotic organisms
(possess plasma membrane organelles)
• Domain Eukarya includes three multicellular
kingdoms
– Plants, which produce their own food by
photosynthesis
– Fungi, which absorb nutrients
– Animals, which ingest their food
• Protista Kingdom – mostly unicellular
© 2011 Pearson Education, Inc.
Figure 1.15ca
Kingdom Plantae
Figure 1.15cb
Kingdom Fungi
Figure 1.15cc
Kingdom Animalia
Figure 1.15cd
100 m
Protists
Figure 1.14
Species Genus Family
Order
Class
Phylum Kingdom Domain
Ursus americanus
(American black bear)
Ursus
Ursidae
Carnivora
Mammalia
Taxonomy – Science of
Categorizing and naming
organisms
Chordata
Animalia
Eukarya
Charles Darwin and the Theory of
Natural Selection
• Fossils and other evidence document the
evolution of life on Earth over billions of years
© 2011 Pearson Education, Inc.
Figure 1.17
• Charles Darwin published On the Origin of Species
by Means of Natural Selection in 1859
• Darwin made two main points
– Species showed evidence of “descent with
modification” from common ancestors
– Natural selection is the mechanism behind
“descent with modification”
• Darwin’s theory explained the duality of unity and
diversity
© 2011 Pearson Education, Inc.
Figure 1.18
• Darwin observed that
– Individuals in a population vary in their traits,
many of which are heritable
– More offspring are produced than survive, and
competition is inevitable
– Species generally suit their environment
• Note the following slide with flowers… do
you see how they exhibit Darwin’s ideas!
© 2011 Pearson Education, Inc.
Figure 1.19
• Darwin observed that
– Individuals in a population vary in their traits,
many of which are heritable
– More offspring are produced than survive, and
competition is inevitable
– Species generally suit their environment
© 2011 Pearson Education, Inc.
• Darwin inferred that
– Individuals that are best suited to their
environment are more likely to survive and
reproduce
– Over time, more individuals in a population will
have the advantageous traits
• Evolution occurs as the unequal reproductive
success of individuals
© 2011 Pearson Education, Inc.
Figure 1.17b Diversification of finches on the Galápagos Islands
• In other words, the environment “selects” for the
•
propagation of beneficial traits
Darwin called this process natural selection
• Example -----
© 2011 Pearson Education, Inc.
Figure 1.20
Example of Natural Selection
1 Population with
varied inherited
traits
Populations with
Varied inheritable
traits
2 Elimination of
individuals with
certain
Elimination
of traits
individuals
with certain traits
3 Reproduction of
survivors
Reproduction of survivors
4 Increasing
frequency
of
Increased
frequency
of traits
traits thatthat
enhance
Survival
& reproductive
enhance
rates
survival and
reproductive
success
• Natural selection results in the adaptation of
organisms to their environment
– For example, bat wings are an example of
adaptation
© 2011 Pearson Education, Inc.
Figure 1.21
Figure 1.16 Evolutionary adaptation is a product of natural selection
Figure 1.14 Charles Darwin (1809–1882)
Figure 1.16 An example of unity underlying the diversity of life: the architecture of
eukaryotic cilia
Evolution is change over time.
Charles Darwin, author of “The
Origin of Species”, presented 2
themes:
1. “Descent with modification”
2. “How Life evolves”
• Evolution is the biological theme
that ties together all other themes
Quick Write 2
On a piece of paper, you have 60 seconds to
answer the following question with as much
information as possible.
How is Science thought to be a
“Process”?
Day 5
2**Scientific Process Critiqued
• Working in pairs, read and discuss the
assigned scientific experiments # 1, 2, & 3
• Analyze each experiment’s strengths and
weaknesses with your partner by
answering the following questions in your
on paper for credit.
Analyzing questions:
1. What question is tested by this experiment?
2. Write two possible hypotheses for this
experiment. [may be a “null” hypothesis]
3. Identify the manipulative variable.
4. Identify the responding variable.
5. Identify the controlled variables.
6. Is there a experimental control condition? If
not, is a control necessary? What control
would you suggest for this experiment?
7. Note the strengths & weaknesses
Figure 1.24
Observations
Question
Hypothesis #1:
Dead batteries
Hypothesis #2:
Burnt-out bulb
Prediction:
Replacing batteries
will fix problem
Prediction:
Replacing bulb
will fix problem
Test of prediction
Test falsifies hypothesis
Test of prediction
Test does not falsify hypothesis
Figure 1.19 Idealized version of the scientific method
Science Practices for the AP Biology
The students will DO the following practices :
• Science Practice 1: Use representations and models to
•
•
•
•
•
•
communicate scientific phenomena and solve scientific problems.
***Science Practice 2: Use mathematics appropriately.
Science Practice 3: Engage in scientific questioning to extend
thinking or to guide investigations within the context of the AP course.
Asking questions is always encouraged in this class. Science begins
with observing and asking questions for further understanding.
Science Practice 4: Plan & implement data collection strategies
appropriate to a particular scientific question.
Science Practice 5: Perform data analysis & evaluation of
evidence.
Science Practice 6: Work with scientific explanations &
theories.
Science Practice 7: Connect & relate knowledge across various
concepts within biological science.
9/18/15 AP Bio Check in…
• Micro-pipetting & the Metric System
 Read & completed except for p4
• Stuff to know before you go!
 Completed worksheet at this time with
questions, if not clear
• Dye/ Indicator Lab Procedure
 Read with questions!
Micropipet Use
• Measures micro volumes of liquids
• 1 Liter ( L) = ______ milli liter (mL)
• 1 mL = _______ micro liter (L)
• 500 L = _______mL
• 0.020 mL = ______ L
• Let’s Review using worksheet… p3#1-2
Micropipets use
• Review #3 & 4 on ws
• P-10 limited to measuring 0.5-10 L
• P-20 limited to measuring 2- 20 L
• P-200 limited to measuring 20-200 L
• P-1000 limited to measuring 200-1000 L
“Stuff to Know before you go…”
• Completed??
• Questions??
• Read the guided procedure “Dye Lab”
noting all data tables and procedure!
• Bring Questions Monday
• We will do the Day 1 procedure on Monday
using the Gel Boxes
Dye Lab – Gel Electrophoresis
• Guided inquiry lab procedure *** OR
• Self-Design lab
• Determine a scientific question
• Note Hypothesis for your gel investigation
– What are you going to run?
– Use the supplied dyes?
– Want to run something of your own?
– Will it be Positively or Negatively charged?
– Can you determine the composition of the
unknowns?
• [Prepare your lab in your notebook using
the guided --- Lab Report Format]
• Flow chart, paraphrase, summarize or
rewrite the procedure
• Have all data tables ready for doing the
lab
Fish Investigation
no 2015
• Begin by asking questions
• Make observations
• What question will you investigate
• Hypothesis
• Test your hypothesis (plan
investigation)
Fish Investigation PLAN
• In your notebook OR on the plan sheet
develop a lab procedure that will answer
your investigative question
• Be sure to get Mrs. Shaw’s stamp of
approval before beginning your lab
• Do you need materials?
• Then proceed to do your procedure…
record data on planning sheet or in
notebook