Download Unit #1: Evolution - Achievement First

Unit #1: Evolution
Natural selection can
change gene frequencies
through the differential
survival and
reproduction of
organisms that are
better adapted to their
environment (more fit)
(LO 1.5, LO 1.2, EK 1.A.A,
EK 1.A2
Natural selection can be
disruptive, directional, or
stabilizing (LO 1.22
Adaptations are
heritable traits that
increase reproductive
success and survival
Mutations provide
variation in traits that
selecting agents act on
Natural selection is the
only evolutionary force
that is adaptive
Sexual selection is a type
of natural selection
Natural selection does
not make perfect
organisms
At the most basic level, evolution is a change
in gene frequencies (the proportion of each
allele in a gene pool) in a population from one
generation to the next
∫EU 1.A
Artificial selection can
change gene frequencies
when humans
manipulate selecting
agents in the
environment
Antibiotic and pesticide
resistance are two
examples
Lab 1: Artificial Selection
Mutations are random
changes in DNA that can
change gene frequencies
Gene flow can change
allele frequencies
through the migration
of new individuals into
or out of a population
Genetic drift can change
gene frequencies
through chance events
EK 1.A.3, LO 1.8
Mutations occur
spontaneously, due to
errors in DNA replication
or mutagens
EK 1.A.3
Founder’s effect
occurs when part
of population
colonizes a new
area
Bottleneck occurs when
the size of a population
is drastically reduced by
disaster
Mutations do not occur
in response to a need in
environment
Some mutations are
positive, some are
negative, and some are
neutral
Whether a mutation is +
or - depends on the
environment LO 1.5
Unit #1: Evolution
The Hardy-Weinberg equation provides a
mathematical model for analyzing evolutionary
change by measuring and predicting changes in
gene frequencies ∫EU 1.A
P2, 2PQ and Q2
represent the
frequencies of
homozygous dominant,
heterozygous and
homozygous recessive
genotypes in a gene
pool, while P and Q
represent the
frequencies of the
dominant and recessive
alleles in a gene pool.
(LO 1.3, LO 1.6, LO 1.7
The sum of the
frequencies of all
genotypes in a gene pool
must equal 1, while the
sum of the frequencies
of the alleles in a gene
pool must equal 1.
(LO 1.3, LO 1.6, LO 1.7
Genomes reveal both
neutral and selective
processes of evolution.
Heterozygotes maintain
diversity in pool
HW equilibrium occurs
when gene frequencies
do not change from one
generation to the next.
Conditions for
equilibrium include no
gene flow, no drift, no
mutation, no selection,
and random mating (LO
1.1)
Conditions for
equilibrium are rarely
met
Lab 2: Mathematical
Modeling
Quiz: Microevolution
Evolution is still
occurring in populations
– finches, chemical
resistance, diseases,
sickles cell, eukaryotic
st. (EK 1.C.3, LO 1.25, LO
1.26)
Heterozygote
advantage occurs when
heterozygous
genotypes are more
adaptive than others
Recombination, lateral
gene transfer and gene
duplication can result in
new features
A diverse gene pool can
aid in the survival of a
population
Much of molecular
evolution is neutral
Recessive mal-adaptive
alleles are rarely
eliminated from gene
pool because of
heterozygotes.
Genome size and
organization can evolve
Unit #1: Evolution
All life descends from one common ancestor
∫EU 1.A
There are a variety of sources of
evidence for evolution: anatomical,
fossil, biogeographical, molecular (EU
1.B)
Comparison of DNA and
amino acid sequences
provides molecular
evidence for divergent
evolution from a
common ancestor
All cells have DNA, RNA,
metabolic processes,
gene sequences (LO
1.14, LO 1.15, LO 1.16)
Much of molecular
evolution is neutral
Genome size and
organization can evolve
Comparison of anatomical
features such as homologous
structures, vestigial
structures, and embryological
development provide
evidence of divergent
evolution from a common
ancestor
Analogous structures are
evidence of convergent
evolution due to similarities in
the environment but not a
recent common ancestor
Fossils provide evidence of
species that no longer exist
and provide a means of
relatively dating
evolutionary events
Fossils can be dated
relatively by stratigraphy
or quantitatively by
radiometric dating and
paleomagnetic dating
Phylogenetic trees show
divergence of species
from a common ancestor
the evolutionary history
of species
Molecular and
anatomical data can be
used to build and test
phylogenetic trees (LO
1.11, LO 1.12, LO 1.13)
Phylogenetic trees can
show homologies that are
derived or lost due to
evolution
Molecular clocks date
evolutionary events
Lab 3: DNA Sequences &
Evolutionary Relationships
using BLAST
Unit #1: Evolution
New species evolved and continue to evolve
within a changing environment
EU 1C, EK 1C3
Speciation occurs when
two populations become
so different genetically
that they can no longer
interbreed successfully EU
1C, EK 1C3
∫EU 1.A
Allopatric speciation
involves both
geographic isolation and
reproductive isolation
(LO 1.23) EK 1C2
Sympatric speciation can
occur without geographic
isolation through polyploidy
and sexual selection
∫EU 1.A
Because of life’s
diversity, determining
which groups of
organisms represent
distinct species can be
complex
Morphological species
concept is limited;
Biological species
concept is used more
widely
Pre and post zygotic
mating barriers enforce
reproductive isolation
and the accumulation of
genetic differences
Speciation can occur at
different rates (punctual
equilibrium and gradual)
LO 1.23
Adaptive radiation is
divergence of many new
species from one
ancestral species due to
different environments
LO 1.20, LO 1.21
Major changes in earth’s
physical environment
such as cont. drift,
climate, volcanoes,
meteors, and oxygen
have affected the
evolution of life
When the environment
changes, there is no
guarantee that a species
will adapt
LO 1.23
Speciation is still
occurring
Gene flow can change
frequencies through
migration of new
individuals
There have been
several mass
extinctions in history
LO 1.20, LO1.21
Extinction eliminates
species but can also
provide opportunities
for new species to arise
Hybrid zones can form
if reproductive isolation
is incomplete
Quiz: Macroevolution
Extinctions are still
occurring today, often
due to human impact
Unit #1: Evolution
Evolution can explain the origin of the first life
forms EU 1D, EUK 1.D.1, EK 1.D.2∫EU 1.A
Evidence shows that
earth is 4. BYA and the
first life evidence is 3.5
BYA
All life is related through
a common ancestor
according to genome
sequences
The molecular building
blocks of life were
present on earth before
life evolved but not O2
LO 1.27, 1.28, 1.29, 1.30,
1.31, 1.32
Spontaneous chemicals
reactions in the absence
of oxygen resulted in the
formation of increasingly
complex organic
molecules from inorganic
molecules (organic soup)
Scientific experiments
have simulated
conditions that could
explain the evolution of
first life forms (organic
from inorganic) LO 1.27,
1.28, 1.29, 1.30, 1.31,
1.32
LO 1.23
Lab 4: Organic Soup Model
RNA may have been the
first genetic material
Unit Exam
All cells have DNA, RNA,
metabolic processes,
gene sequences (LO
1.14, LO 1.15, LO 1.16)
Eukaryotes have
structural similarities 
cytoskeleton, organelles,
linear chromosomes
Events can be
dated relatively by
stratigraphy or
quantitatively by
radiometric dating
and paleomagnetic
dating
Evolution Unit Plan
Description: In this unit, students will explore mechanisms of both microevolution and macroevolution. Students will first investigate natural selection as a force of evolutionary change that results in
populations better adapted to their environment, and then contrast selection with other evolutionary forces such as gene flow, drift and mutation. Students will measure, analyze and predict evolutionary
change using mathematical models. Students will also examine a range of evidence that supports evolutionary theory, and use that evidence to create, evaluate and justify phylogenetic trees. Students will then
analyze large-scale evolutionary processes, including speciation and extinction. Finally, students will describe and evaluate hypotheses for the origin of the first life forms. The unit will draw on and connect
prior knowledge of genetics, biochemistry, cellular biology, anatomy and reproduction.
Enduring Understanding:
Evolution drives the unity and diversity of life / Evolutionary theory explains the descent of millions of species from one common ancestor.
Essential Questions:
How do we explain the current diversity of life on earth?
Essential Sub-Questions
How and why do populations evolve?
How do groups of organisms become adapted to their environment?
Is evolution progress?
How do we know evolution occurred in the past, and how do we know it is occurring today?
How do new species arise?
Did humans come from monkeys?
Could humans evolve into a new species?
Where did the first cell come from?
Learning
Goal
Evolution is a
change in the
genetic
makeup of a
population
over time as a
result of
several
possible forces.
Sub-learning goals
Evidence
An adaptation is a genetic variation that results in a trait that
provides an advantage to an organism’ survival in a particular
environment.
Phenotypic variations are not directed by the environment but occur
through random changes in DNA and through new gene
combinations.
Evolutionary fitness is measured by reproductive success.
Natural selection is an evolutionary force that produces betteradapted populations through competition for limited resources that
results in differential survival and reproduction.
The environment affects evolutionary rate and direction by acting as
a selecting agent for adaptations.
There are different types of natural selection, including directional,
stabilizing, disruptive and sexual.
Humans act as selecting agents and impact variation in other species
through artificial selection.
Chance and random events such as genetic drift, gene flow and
mutation act as nonselective evolutionary forces.
Genetic drift includes the bottleneck effect and founder’s effect.
Mutations can be positive, negative or neutral – often depending on
the environment.
Mutations, gene transfer and recombination through sexual
reproduction help maintain a diverse gene pool, which in turn can
increase the ability of a population to survive.
Conditions necessary for a population to remain at equilibrium
include large population size, absence of migration, no net
mutations, random mating and no selection.
Conditions for equilibrium are rarely met.
Mathematical models such as the Hardy-Weinberg equation can be
used to calculate changes in gene frequency and provide evidence
for evolution.
Natural selection rarely eliminates harmful recessive alleles because
the heterozygote genotype masks the allele.
Heterozygote advantage occurs when individuals with the
heterozygote genotype are more fit than homozygous dominant or
recessive individuals.
Misconceptions
Explain how natural selection
leads to better adapted
populations
Compare the effect of various
types of natural selection
(including stabilizing,
directional, diversifying and
sexual) on the genetic
makeup of a population
Design, conduct, and analyze
results of an artificial selection
experiment (Lab 1)
Describe and differentiate the
effect of nonselective
evolutionary forces on a
population
Identify conditions necessary
for Hardy Weinberg
equilibrium
Use the Hardy-Weinberg
equation to calculate gene
and genotype frequencies,
determine whether a
population is evolving or in
equilibrium, and predict
changes in the population
Explain how heterozygote
advantages occurs in sickle
cell anemia
Manipulate and analyze data
for an evolving population
using a computer spreadsheet
and then justify conclusions
using data (Lab 2)
Individual organisms
can evolve
Mutations/adaptations
occur in response to
environmental changes
Mutations are always
harmful
Evolution always
produces betteradapted organisms
Natural selection will
eliminate harmful
alleles from a
population
Natural selection
makes perfect
organisms
A variety of
evidence
supports the
claim that all
life descends
from a
common
ancestor
All organisms share certain conserved core process and features,
including DNA, RNA, and metabolic pathways
All eukaryotic organisms share certain structures, including
cytoskeleton, membrane-bound organelles, linear chromosomes
and endomembrane systems
Morphological homologies, including vestigial structures, provide
evidence of descent from a common ancestor (divergent evolution)
Biochemical and genetic similarities, specifically amino acid and
nucleotide sequence, provide evidence of descent from a common
ancestor (divergent evolution)
Fossils can be dated and provide evidence of species that no longer
exist.
Analogous structures have similar functions but different
composition and provide evidence of convergent evolution of
species not closely related but found in similar environments.
Phylogenetic trees are graphical representations or models of
evolutionary history
Phylogenetic trees can be constructed based on morphological and
molecular evidence
Phylogenetic trees can be tested and revised
Phylogenetic trees can show traits that are derived or lost due to
evolution
Phylogenetic trees show speciation events, common ancestry and
relatedness of different groups
Computer programs have sophisticated methods of measuring
molecular data and representing relatedness among organisms
Describe examples of
conserved core biological
processes and features share
by all domains of life and
within one domain of life
Differentiate and relate
morphological, molecular,
fossil and biogeographical
evidence for evolution
Justify the claim that life
descends from a common
ancestor using multiple forms
of evidence
Infer evolutionary
relationships of groups shown
in phylogenetic trees and
evaluate the evidence for
those relationships
Construct and evaluate
phylogenetic trees using
morphological data
Use BLAST to compare genes
from different organisms and
construct a cladogram to
model the evolutionary
relatedness of the species
(Lab 3)
Evolution is “just” a
theory
Evolutionary trees are
static
Humans evolved from
monkeys
New species
have formed
and continue
to form within
a changing
environment.
Speciation is the formation of a new species and results in diversity
of life forms
Speciation occurs when two groups of organisms become so
different genetically that they can no longer interbreed successfully
Speciation can occur when geographic isolation is followed by
reproductive isolation, which may take hundreds, thousands or
millions of years.
Speciation can occur rapidly and without geographic isolation
through polyploidy
Various pre- and post-zygotic matting barriers can maintain
reproductive isolation and prevent gene flow.
Speciation rates can vary; models of speciation rates include
gradualism, in which speciation is slow and steady, and punctuated
equilibrium, where speciation occurs in bursts followed by periods
of stasis.
Adaptive radiation is the formation of several new species from one
common ancestor and occurs when new habitats become available
Speciation can be rapid during times of ecological stress, such as the
five major extinction events and current impact of humans on
ecosystems
Evidence supports the idea that evolution continues to occur,
including chemical resistance, emergent diseases, and Darwin’s
finches
Explain the role of geographic
isolation, reproductive
isolation and polyploidy in the
formation of new species
Differentiate types of mating
barriers
Use data from a real or
simulated population to
predict future changes to the
population
Compare models of rates of
speciation
Describe speciation in an
isolated population and
connect speciation to microevolutionary forces such as
selection and drift
Evaluate the causes and
effects of major extinction
events, including human
impact
Design a plan for collecting
data to investigate the claim
that speciation and extinction
have occurred
Analyze data related to
questions of speciation and
extinction throughout Earth’s
history
Describe and evaluate data
sets that illustrate ongoing
evolution
Evolution is always
slow and steady
Extinctions happened
in the past
Extinctions are always
bad
Populations are no
longer evolving
Natural
processes can
explain the
origin of life.
There are several hypothesis supported by scientific evidence about
the origin of life on earth.
The environment of primitive Earth contained inorganic molecules
from which organic molecules could have been synthesized due to
the presence of free energy and absence of oxygen
Simple organic monomers could then serve as building blocks for
more complex organic molecules, such as amino acids and
nucleotides
The joining of these polymers produced polymers with the ability to
replicate, store and transfer genetic information
The organic soup model hypothesize that these complex reactions
could have occurred in solution; alternatively these reactions may
have occurred on solid reactive surfaces
The RNA World hypothesis posits that RNA could have been the
earliest genetic material
Geological evidence supports models of the origin of life on earth by
providing a plausible range of dates for the origin of life
Chemical experiments have shown that it is possible to form
complex organic molecules from inorganic molecules in the absence
of life
Molecular and genetic evidence from existing and extinct organisms
indicates that all organism on Earth share a common ancestor,
include molecular building block common to all life forms and
common genetic code
Explain how the conditions of
primitive earth provided an
environment conducive to the
evolution of the first cell
Describe hypothesis for the
origin of life, including the
organic soup model and the
RNA World hypothesis
Evaluate scientific
experiments and evidence
that supports hypotheses for
the origin of life
Analyze molecular and genetic
evidence that indicates all
organisms on earth share a
common ancestor
Conduct and evaluate an
experiment that simulates
conditions for the origin of life
on earth (Lab 4)
Science cannot explain
or provide evidence of
the origin of life
Essential
Sub-Q
Is evolution
progress?
Lesson Aim
1
2*
Science Practice
Given phenotypic data, propose
an explanation for changes in
phenotypic ratios by analyzing
data sets and applying
understanding of natural
selection
1 – Models
5 – Data analysis
6 – Explanations
Given a population of plants,
investigate and explain how
humans affect variation in other
species by designing, conducting,
and analyzing an artificial
selection experiment
2 – Math
3 – Questions
4 – Data collection
5 – Data analysis
6 – Explanations
Given case studies, identify and
evaluate the effect of
nonselective evolutionary forces
on a population by explaining
phenotype changes in various
populations
1 – Models
5 – Data analysis
6 – Explanations
Given quantitative data, apply
the Hardy-Weinberg equation
and conditions by calculating and
explaining gene and genotypic
frequencies in a population over
time
2 – Math
4 – Data Collection5
– Data Analysis6 –
Explanations
Skill(s)
Graphing
Writing
Text Analysis
Inquiry
Graphing
Flip
Learning Experiences
Assessment Question
Exam Alignment
Natural selection
Types of
selection:
directional,
stabilizing,
diversifying
Rabbit/Wolf simulation
Peppered moth activity
Finch lab or case study
In the case of peppered
moths in industrial England,
identify the type of selection
that occurred, justify your
conclusion with evidence
and explain why this type of
selection occurred
PE #7-10, 37, IA #31, 2001 #2
Purpose of lab
How to do lab
Notebook set-up
AP Lab 1 – Fast Plants
Explain how the overuse of
antibiotics has contributed
to the current development
of antibiotic-resistant strains
of bacteria
Genetic drift
Gene Flow
Mutation
Nonrandom
mating
Cheating cheetahs
Pom pom models
Case Studies
Identify and describe the
evolutionary force that has
imperiled the cheetah
population, and discuss why
cheating could save the
species.
PE # 3(II), 4G
In 1950, the frequency of
individuals with sickle cell
anemia was 0.64. In 2010,
the frequency of individuals
with sickle cell anemia was
0.36. Determine the
frequency of each allele in
each generation and
propose an explanation for
the change in gene
frequency.
PE # 3(II), 4G
HIV evolution
PE # 3(II), 4G, 2008B #3
Populations can evolve, not individuals
Investigative procedure for gathering data on
natural selection
Adaptations/Environment
Distinguish correct definition of evolution
from Lamarckian
Identify graph that shows effect of darkened
environment on phenotypes of beetles
(directional)
Writing
Claims
4
5
Text analysis
Diagram
analysis
Inquiry
Graphing
Writing
Gene pools
Calculating
frequencies
Deriving equation
Example: Boobies
Case studies
Problem sets
7 – Connections
Claims
6
Give data, apply the HardyWeinberg law and understanding
of evolutionary forces by
investigating, predicting,
justifying the cause and effect of
changes in the genetic makeup of
a population (2 days
1 – Models
2 – Math
3 – Questions
4 – Data collection
5 – Data analysis
6 – Explanations
7 – Connections
Text analysis
Claims
Writing
How to use
spreadsheet
(Camtasia/Jing)
Traditional lab with cards
Spreadsheet scenarios
Student-generated
scenario
Explain what terms in equation mean
Describe conditions for equilibrium
Calculate frequency of recessive allele if
frequency of recessive trait is 12%
Explain what terms in equation mean
Describe conditions for equilibrium
Calculate frequency of recessive allele if
frequency of recessive trait is 12%
Explain what terms in equation mean
Describe conditions for equilibrium
Calculate frequency of recessive allele if
frequency of recessive trait is 12%
How can we
reconstruct
evolutionary
history?
7
8
9
Given data, justify the claim
that all organisms share a
common ancestor by
describing and analyzing
examples of conserved
features and processes
present in all domains of life
1- Models
5- Data analysis
6 – Explanations
7 - Connections
Diagram
analysis
Writing
Article
analysis
Prokaryotic vs.
Eukaryotic cells
3 Domains
Metabolic
pathways
“Junk” DNA
Conserved vs.
Derived
Given diagrams and text,
evaluate various types of
evidence for evolution
(including morphological,
molecular, fossil and
biogeographical) by inferring
and justifying evolutionary
relationships of groups
1 – Models
3 – Questions
5 – Data analysis
6 – Explanations
Diagram
analysis
Article
analysis
Writing
How to read a
cladogram
including
homology hatch
marks
Types of
evidence
Radiometric
dating
Given morphological and
molecular data, model the
evolutionary relatedness of
species by constructing and
evaluating cladograms (2
days)
1 – Models
2 – Math
5 – Data analysis
6 – Explanations
Claims
Analyzing
Diagrams
Writing
How to build a
simple tree
How to access
and use BLAST
7 - Connections
Tree vs. Circle of Life
Cell models
Journal articles?
Case studies
See BSCS
Economist article on
fossil vs. molecular
evidence for human
migration
Cladogram practice
Great Clad race
(AMNH)
AP BLAST Lab 3
Justify the claim that all
organisms share a
common ancestor using
multiple pieces of
evidence.
A scientist has discovered
5 new species of bacteria
in a deep-sea
hydrothermal vent.
Nucleotide sequences of
each species are shown in
the table above. Select
the phylogenetic tree
that is most consistent
with the data, justify your
conclusion and describe
an additional source of
evidence that could be
used to improve or revise
the
Given the molecular data,
build and justify a
phylogenetic tree that
illustrates the
evolutionary relationship
among these groups of
organisms
PE #5, 2004B #4, 1999 #3
All organisms share a genetic code
organized into codons, an example of
conserved processes
PE #20, 58, 2011B #4b
Similarities in protein structure suggest a
common ancestor
Method for finding and analyzing fossil
evidence of extinction in various rock
layers
PE#32, 2009 #3, 2011B #4c
Identify cladogram best supported by table
of nucleotide differences
How do new
species
evolve?
10
Given scenarios, apply the
concepts of geographic
isolation, reproductive
isolation and polyploidy by
proposing an explanation for
the formation of two species
1 - Models
3 – Questions
5 – Data analysis
6 – Explanation
7 – Connections
Article
analysis
Diagram
Analysis
Writing
Mating barriers
Allopatric
Sympatric
Polyploidy
Mating barrier
carousel
Speciation simulation
Polyploidy models
Two populations of
lizards have been found
on opposite sides of a
stream. The two
populations are quite
similar in appearance.
Describe evidence that
would confirm the
hypothesis that these
lizards are separate
species. Explain how the
two groups may have
evolved into separate
species. Connect your
explanation to a force of
PE # 4FR, 2011 #3c, 2011B #4a
Describe two kinds of data that
would show 2 groups are a species
Explain how that data would show
it (define biological species)
microevolution
11
If all cells come
from other
cells, where
did the first
cell come
from?
12
13
Given case studies, evaluate
factors that affect rates of
speciation by analyzing the
cause and effect of a major
extinction event
1 – Models
3- Questions
4 – Data analysis
6 – Explanations
7 – connections
Text analysis
Diagram
analysis
Writing
Gradualism
Punctuated
equilibrium
Adaptive
radiation
Fossil record analysis
Mass extinction
interactive
Adaptive radiation
case study (or other
current example)
Describe one major
extinction event, identify
factors that contributed
to that event, and explain
the impact of that event
on species diversity
2004 #2, 2003B #4
Given scientific experiments,
explain the origin of the first
cell by describing and
evaluating several hypotheses
Including the organic soup
model, heterotroph
hypothesis and RNA World
hypothesis
1 – Models
3 – Questions
5 – Data analysis
6 – Explanations
Article
Analysis
Diagram
analysis
Anaerobic
conditions on
early earth
Organic soup
Protobiont
Heterotroph
hypothesis
Endosymbiosis?
Animations?
Case study: Dating
Earth
Case study: Miller
Case study: Oparin
Summarize the
experiment conducted by
Stanley Miller, describe
the hypothesis it was
designed to test, and
explain how its results
support that hypothesis.
PE #2, 8 (FR)
Given experimental materials,
investigate and explain
conditions necessary for
formation of cell membranes
by designing, conduction and
analyzing results of an
experiment (2 days)
1 – Models
3 – Questions
4 – Data collection
5 – Data analysis
Lab protocol
Lab notebook
Origin of Life lab
Organic Soup Lab
7 – Connections
6 – Explanations
Inquiry
Claims
Graphing
Writing
Journal - RNA vs. DNA
Describe environmental
conditions necessary for
the formation of cell
membranes.
Identify purpose of Miller’s experiment
as showing natural synthesis of organic
molecules
Identify evidence that would help
answer question of whether microscopic
organism was photosynthetic
August
Monday
20
Tuesday
Wednesday
Thursday
Friday
21
22
23
24
Diagnostic
Natural Selection
Types of Selection
Artificial Selection Lab
28
29
30
31
Hardy-Weinberg
Hardy-Weinberg Lab
Hardy-Weinberg Lab
Quiz
3
4
5
6
7
NO SCHOOL
Unity of Life
Evidence for Evolution
Cladograms Lab
Cladograms Lab
Course Intro, etc.
27
Microevolution Forces
September
10
11
12
13
14
Speciation/Extinction lab
Origin of Life
Origin of Life Lab
Origin of Life Lab
18
19
20
25
26
27
Speciation
17
21
Evolution Exam
24
28
AP Science Practices
1.
2.
3.
4.
5.
6.
7.
Use representations and models to communicate scientific phenomena and solve scientific problems (Models)
Use mathematics appropriately (Math)
Pose, refine and evaluate scientific questions (Questions)
Plan and implement data collection strategies appropriate to a particular scientific question (Data collection)
Perform data analysis and evaluation of evidence (Data Analysis)
Construct, justify, refine, and evaluate scientific explanations and theories (Explanations)
Connect and relate knowledge across various scales, concepts and representations in and across domains (Connections)