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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