Download The Cell - Perry Local Schools

Welcome to AP Biology!
 Your first task is to find your seat. You can sit
wherever you like provided that you can:
 1. See the board from your seat.
 2. You can concentrate when sitting by the people
you are surrounded by.
 3. It isn’t my seat, I know some of you too well!
 Once you have found your seat chose a lab
partner and then with your partner chose another
set of partners to make a group of 4.
© 2014 Pearson Education, Inc.
The Big Ideas – E2 - I2
1. Evolution – the process of evolution drives the
diversity and unity of life.
2. Energy – biological systems utilize free energy
and molecular building blocks to grow, to
reproduce, and to maintain dynamic homeostasis.
3. Information – living systems store, retrieve,
transmit and respond to information essential to
life processes.
4. Interactions – biological systems interact and
these systems and their interactions possess
complex properties.
© 2014 Pearson Education, Inc.
Why Big Ideas?
 We will see the Big Ideas at various
times throughout the course.
 The Big Ideas will be the
“connectors” between the content of
the course.
© 2014 Pearson Education, Inc.
Wednesday, August 20
 What defining characteristic of life is observed
when a jogging man begins to sweat and when a
plant closes its stomata openings in its leaves?
Why?
 A. Metabolism
 B. Heredity
 C. Cellular makeup
 D. Homeostasis
© 2014 Pearson Education, Inc.
 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
© 2014 Pearson Education, Inc.
Question:
 How do we know what is alive and
what is not?
 Biology is the study of Life.
 So, what are the properties of Life?
 Goal – not to memorize the list of
characteristics, but to be able to
discuss and apply them.
© 2014 Pearson Education, Inc.
Figure 1.2
Order
Regulation
Evolutionary
adaptation
Energy processing
Growth and
development
© 2014 Pearson Education, Inc.
Response
to the
environment
Reproduction
1. Order
 Living things are highly organized in
structure and function.
© 2014 Pearson Education, Inc.
 Analyzing a biological structure gives
us clues about what it does and how
it works.
© 2014 Pearson Education, Inc.
 Structure and Function are related at
all levels.
© 2014 Pearson Education, Inc.
2. Reproduction
 Organisms reproduce their own kind.
© 2014 Pearson Education, Inc.
3. Nucleic Acids
 Life on Earth uses the nucleic acids
and codes for Heritable Information.
© 2014 Pearson Education, Inc.
4. Growth & Development
 Organisms increase in size and
complexity.
© 2014 Pearson Education, Inc.
 Growth - increase in size.
 Development - increase in complexity.
 Life - grows by internal changes.
© 2014 Pearson Education, Inc.
5. Energy Processing
 Organisms take in energy and
transform it to do work.
© 2014 Pearson Education, Inc.
 Organisms are “open” systems, they
must continually take in energy.
© 2014 Pearson Education, Inc.
6. Response To Environment
 Organisms respond to changes or
stimuli in their environment.
© 2014 Pearson Education, Inc.
7. Regulation
 Life processes must be controlled
and adjusted.
 Organisms maintain their internal
environment within tolerable limits by
homeostasis.
 “homeo” = same
 “stasis” = state
© 2014 Pearson Education, Inc.
Figure 1.11
STIMULUS: High
blood glucose level
Negative feedback
Insulin-producing
cell in pancreas
Insulin
Circulation
throughout
body via
blood
Liver and
muscle cells
RESPONSE: Glucose
uptake by liver and
muscle cells
© 2014 Pearson Education, Inc.
Animation: Negative Feedback
© 2014 Pearson Education, Inc.
Animation: Positive Feedback
© 2014 Pearson Education, Inc.
8. Evolutionary Adaptation
 Organisms change over time because
of successful adaptations to their
environment.
© 2014 Pearson Education, Inc.
 Organisms must have successful
adaptations, move, or die!
Is this a “good”
adaptation?
© 2014 Pearson Education, Inc.
Video: Seahorse Camouflage
© 2014 Pearson Education, Inc.
9. The Cell Is the “basic unit”
of Life
© 2014 Pearson Education, Inc.
Figure 1.3
7 Tissues
1 The Biosphere
6 Organs
and Organ
Systems
2
Ecosystems
10
Molecules
3
Communities
8
Cells
5
Organisms
9 Organelles
4 Populations
© 2014 Pearson Education, Inc.
Levels of Biological Organization
 Biosphere- all life on
Earth and all places
where life exists.
© 2014 Pearson Education, Inc.
 Ecosystem- all living
and nonliving things in a
particular area.
 Communities
 Populations
 Array of organisms
 All the individuals of a
inhabiting a particular
particular species
ecosystem.
© 2014 Pearson Education, Inc.
 Organisms- individual
living things
© 2014 Pearson Education, Inc.
 Organs and Organ
System- Body part that
carries out specific
function.
 Tissues – Group of cells
that work together to
perform a specialized
structure.
© 2014 Pearson Education, Inc.
 Cells- life’s fundamental
unit of structure and
function. Cell is about
40um, about 500 would
reach across a coin.
 Organelles- functional
components present in
cells.
© 2014 Pearson Education, Inc.
 Molecules- chemical
structure consisting
of 2 or more atoms.
Chlorophyll molecule
Concept 1.1: The study of life reveals common
themes
 Biology is a subject of enormous scope
 There are five unifying themes
 Organization
 Information
 Energy and matter
 Interactions
 Evolution
© 2014 Pearson Education, Inc.
Theme: New Properties Emerge at Successive
Levels of Biological Organization
 Life can be studied at different levels, from
molecules to the entire living planet
 This enormous range can be divided into different
levels of biological organization
© 2014 Pearson Education, Inc.
Emergent Properties
 Emergent properties result from the arrangement
and interaction of parts within a system
 Emergent properties characterize non-biological
entities as well
 For example, a functioning bicycle emerges only
when all of the necessary parts connect in the
correct way
© 2014 Pearson Education, Inc.
 Reductionism is the reduction of complex systems
to simpler components that are more manageable
to study
 For example, studying the molecular structure of
DNA helps us to understand the chemical basis of
inheritance
© 2014 Pearson Education, Inc.
 To explore emergent properties, biologists
complement reductionism with systems biology,
analysis of the interactions among the parts of a
biological system
© 2014 Pearson Education, Inc.
Structure and Function
 At each level of the biological hierarchy we find a
correlation between structure and function
© 2014 Pearson Education, Inc.
The Cell: An Organism’s Basic Unit of Structure
and Function
 The cell is the lowest level of organization that can
perform all activities required for life
 Every cell is enclosed by a membrane that
regulates passage of materials between the cell
and its environment
© 2014 Pearson Education, Inc.
 A eukaryotic cell has membrane-enclosed
organelles, the largest of which is usually the
nucleus
 By comparison, a prokaryotic cell is simpler and
usually smaller, and does not contain a nucleus or
other membrane-enclosed organelles
© 2014 Pearson Education, Inc.
Figure 1.4
Prokaryotic cell
Eukaryotic cell
Membrane
DNA
(no nucleus)
Membrane
Cytoplasm
Nucleus
(membraneenclosed)
Membraneenclosed organelles
© 2014 Pearson Education, Inc.
DNA (throughout
nucleus)
1 µm
Theme: Life’s Processes Involve the Expression
and Transmission of Genetic Information
 Within cells, structures called chromosomes
contain genetic material in the form of DNA
(deoxyribonucleic acid)
© 2014 Pearson Education, Inc.
DNA, the Genetic Material
 Each chromosome has one long DNA molecule
with hundreds or thousands of genes
 Genes encode information for building the
molecules synthesized within the cell
 Genes are the units of inheritance
 DNA controls the development and maintenance
of organisms
© 2014 Pearson Education, Inc.
Figure 1.6
Nuclei containing DNA
Sperm cell
Egg cell
Fertilized egg
with DNA from
both parents
Embryo’s cells
with copies of
inherited DNA
Offspring with
traits inherited
from both parents
© 2014 Pearson Education, Inc.
 Each DNA molecule is made up of two long chains
arranged in a double helix
 Each chain is made up of four kinds of chemical
building blocks called nucleotides and nicknamed
A, G, C, and T
© 2014 Pearson Education, Inc.
Figure 1.7
A
Nucleus
C
DNA
Nucleotide
T
A
Cell
T
A
C
C
G
T
A
G
T
A
(a) DNA double helix
© 2014 Pearson Education, Inc.
(b) Single strand of DNA
 Genes control protein production indirectly
 DNA is transcribed into RNA, which is then
translated into a protein
 Gene expression is the process of converting
information from gene to cellular product
© 2014 Pearson Education, Inc.
Figure 1.8
(b) How do lens cells make crystallin proteins?
Crystallin gene
(a) Lens cells are
tightly packed
with transparent
proteins called
crystallin.
Lens
cell
DNA
A
C
T
U
C
A A
A C
G G
T
T
G G
U U
T
C
G A
G
T
G G C
T
C
A
U G G C
U
C
A
TRANSCRIPTION
mRNA
TRANSLATION
Chain of amino
acids
PROTEIN FOLDING
Protein
Crystallin protein
© 2014 Pearson Education, Inc.
Genomics: Large-Scale Analysis of DNA
Sequences
 An organism’s genome is its entire set of genetic
instructions
 The human genome and those of many other
organisms have been sequenced
 Genomics is the study of sets of genes within and
between species
 Proteomics is the study of whole sets of proteins
encoded by the genome (known as proteomes)
© 2014 Pearson Education, Inc.
 The genomics approach depends on
 “High-throughput” technology, which yields
enormous amounts of data
 Bioinformatics, which is the use of computational
tools to process a large volume of data
 Interdisciplinary research teams
© 2014 Pearson Education, Inc.
Theme: Life Requires the Transfer and
Transformation of Energy and Matter
 The input of energy from the sun and the
transformation of energy from one form to another
make life possible
 When organisms use energy to perform work,
some energy is lost to the surroundings as heat
 As a result, energy flows through an ecosystem,
usually entering as light and exiting as heat
© 2014 Pearson Education, Inc.
Figure 1.9
ENERGY FLOW
Chemicals
pass to
organisms
that eat the
plants.
Light
energy
Chemical
energy
Heat
Plants take
up chemicals
from the soil
and air.
Chemicals
© 2014 Pearson Education, Inc.
Decomposers
return
chemicals
to the soil.
Theme: From Ecosystems to Molecules,
Interactions Are Important in Biological
Systems
 Interactions between the components of the
system ensure smooth integration of all the parts
 This holds true equally well for components of an
ecosystem and the molecules in a cell
© 2014 Pearson Education, Inc.
Ecosystems: An Organism’s Interactions with
Other Organisms and the Physical Environment
 At the ecosystem level, each organism interacts
continuously with other organisms
 These interactions may be beneficial or harmful to
one or both of the organisms
 Organisms also interact continuously with the
physical factors in their environment, and the
environment is affected by the organisms living
there
© 2014 Pearson Education, Inc.
Figure 1.10
Sunlight
Leaves absorb light
energy from the sun.
CO2 Leaves take in
carbon dioxide
from the air and
release oxygen.
O2
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.
© 2014 Pearson Education, Inc.
Animals eat leaves
and fruit from the tree,
returning nutrients
and minerals to the
soil in their waste
products.
Molecules: Interactions Within Organisms
 Interactions between components—organs,
tissues, cells, and molecules—that make up living
organisms are crucial to their smooth operation
 Cells are able to coordinate various chemical
pathways through a mechanism called feedback
© 2014 Pearson Education, Inc.
 In feedback regulation the output, or product of a
process, regulates that very process
 The most common form of regulation in living
organisms is negative feedback, in which the
response reduces the initial stimulus
 Feedback is a regulatory motif common to life at
all levels
© 2014 Pearson Education, Inc.
Thursday, August 21
 What is the Theory of evolution
by natural selection? Who is
responsible for this Theory?
© 2014 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
 Evolutionary mechanisms account for the unity
and diversity of all species on Earth
© 2014 Pearson Education, Inc.
Evolution, the Core Theme of Biology
 Evolution is the one idea that makes logical sense
of everything we know about living organisms
 The scientific explanation for both the unity and
diversity of organisms is the concept that living
organisms are modified descendants of common
ancestors
 Many kinds of evidence support the occurrence of
evolution
© 2014 Pearson Education, Inc.
Inquiring About Life
 An organism’s adaptations to its environment are
the result of evolution
 For example, the seeds of the dandelion are moved
by wind due to their parachute-like structures
 Evolution is the process of change that has
transformed life on Earth
© 2014 Pearson Education, Inc.
Charles Darwin and the Theory of Natural
Selection
 Fossils and other evidence document the
evolution of life on Earth over billions of years
© 2014 Pearson Education, Inc.
 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
© 2014 Pearson Education, Inc.
Figure 1.16
© 2014 Pearson Education, Inc.
Video: Albatross Courtship Ritual
© 2014 Pearson Education, Inc.
Video: Blue-footed Boobies Courtship Ritual
© 2014 Pearson Education, Inc.
Video: Galápagos Marine Iguana
© 2014 Pearson Education, Inc.
Video: Galápagos Tortoise
© 2014 Pearson Education, Inc.
Figure 1.17
European robin
American flamingo
© 2014 Pearson Education, Inc.
Gentoo penguin
 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
© 2014 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
© 2014 Pearson Education, Inc.
 In other words, the environment “selects” for the
propagation of beneficial traits
 Darwin called this process natural selection
© 2014 Pearson Education, Inc.
 Natural selection results in the adaptation of
organisms to their environment
 For example, bat wings are an example of
adaptation
© 2014 Pearson Education, Inc.
The Tree of Life
 “Unity in diversity” arises from “descent with
modification”
 For example, the forelimb of the bat, human, and
horse and the whale flipper all share a common
skeletal architecture
 Fossils provide additional evidence of anatomical
unity from descent with modification
© 2014 Pearson Education, Inc.
 Darwin proposed that natural selection could
cause an ancestral species to give rise to two or
more descendent species
 For example, the finch species of the Galápagos
Islands are descended from a common ancestor
 Evolutionary relationships are often illustrated with
treelike diagrams that show ancestors and their
descendants
© 2014 Pearson Education, Inc.
Figure 1.20
Insect-eaters
Warbler
finches
Gray warbler finch
Certhidea fusca
Seedeater
COMMON
ANCESTOR
Green warbler finch
Certhidea olivacea
Sharp-beaked ground finch
Geospiza difficilis
Budeater
Vegetarian finch
Platyspiza crassirostris
Insect-eaters
Tree finches
Mangrove finch
Cactospiza heliobates
Woodpecker finch
Cactospiza pallida
Medium tree finch
Camarhynchus pauper
Large tree finch
Camarhynchus psittacula
Seed-eaters
Ground finches
Cactus-flowereaters
Small tree finch
Camarhynchus parvulus
Large cactus ground finch
Geospiza conirostris
Cactus ground finch
Geospiza scandens
Small ground finch
Geospiza fuliginosa
Medium ground finch
Geospiza fortis
Large ground finch
Geospiza
magnirostris
© 2014 Pearson Education, Inc.
Figure 1.20a
Insect-eaters
Warbler
finches
Green warbler finch
Certhidea olivacea
Sharp-beaked ground finch
Geospiza difficilis
Bud-eater
Seed-eater
© 2014 Pearson Education, Inc.
Gray warbler finch
Certhidea fusca
Vegetarian finch
Platyspiza crassirostris
Figure 1.20b
Mangrove finch
Cactospiza heliobates
Insect-eaters
Tree finches
Woodpecker finch
Cactospiza pallida
Medium tree finch
Camarhynchus pauper
Large tree finch
Camarhynchus psittacula
Small tree finch
Camarhynchus parvulus
© 2014 Pearson Education, Inc.
Figure 1.20c
Seed-eaters
Ground finches
Cactus-flowereaters
Large cactus ground finch
Geospiza conirostris
Cactus ground finch
Geospiza scandens
Small ground finch
Geospiza fuliginosa
Medium ground finch
Geospiza fortis
Large ground finch
Geospiza
magnirostris
© 2014 Pearson Education, Inc.
Evolution in AP Biology
1. What is the adaptive value of
________?
2. Why has ______ persisted over
time?
3. How does _____ increase survival
or reproduction?
© 2014 Pearson Education, Inc.
Important Notes:
1. organisms survive because of their
adaptations, they do not adapt to
survive.
2. individuals do not evolve,
populations do.
© 2014 Pearson Education, Inc.
Classifying the Diversity of Life
 Approximately 1.8 million species have been
identified and named to date, and thousands more
are identified each year
 Estimates of the total number of species that
actually exist range from 10 million to over 100
million
© 2014 Pearson Education, Inc.
Grouping Species: The Basic Idea
 Taxonomy is the branch of biology that names and
classifies species into groups of increasing
breadth
 Domains, followed by kingdoms, are the broadest
units of classification
© 2014 Pearson Education, Inc.
Figure 1.12
Ursus americanus
SPECIES
GENUS FAMILY
ORDER
CLASS PHYLUM KINGDOM DOMAIN
Ursus
Ursidae
Carnivora
Mammalia
Chordata
Animalia
Eukarya
© 2014 Pearson Education, Inc.
The Three Domains of Life
 Organisms are divided into three domains, named
Bacteria, Archaea, and Eukarya
 Domain Bacteria and domain Archaea compose
the prokaryotes
© 2014 Pearson Education, Inc.
Figure 1.13
(a) Domain Bacteria
2 µm
2 µm
(b) Domain Archaea
(c) Domain Eukarya
Kingdom
Animalia
100 µm
Kingdom
Plantae
Kingdom
Fungi
© 2014 Pearson Education, Inc.
Protists
 Domain Eukarya includes all eukaryotic
organisms
 Domain Eukarya includes three multicellular
kingdoms
 Plants, which produce their own food by
photosynthesis
 Fungi, which absorb nutrients
 Animals, which ingest their food
© 2014 Pearson Education, Inc.
 Other eukaryotic organisms were formerly
grouped into the Protist kingdom, though the
recent trend has been to split the protists into
several kingdoms
© 2014 Pearson Education, Inc.
Unity in the Diversity of Life
 A striking unity underlies the diversity of life; for
example
 DNA is the universal genetic language common to
all organisms
 Unity is evident in many features of cell structure
© 2014 Pearson Education, Inc.
Figure 1.14
5 µm
Cross section
of a cilium
15 µm
Cilia of
Paramecium
Cilia of
windpipe cells
0.1 µm
© 2014 Pearson Education, Inc.
Friday, August 22
 You made it through the first week! Sit with your
lab group and have 4 plastic bottles on your table.
Get out the lab that you should have read for
homework last night.
 On the bottom of the first page of your lab record
the meaning of these words:
 Chemoautotrophy, photoheterotrophy, anoxygenic
photoautotrophy
© 2014 Pearson Education, Inc.
Scientific Method Steps
1. Identify the problem.
2. What is already known?
3. Formulate a hypothesis.
4. Conduct an experiment changing one
variable at a time. (Why?)
5. Collect data. Have replicates. (Why?)
6.Compare data to hypothesis.
Does the data support the hypothesis?
© 2014 Pearson Education, Inc.
 Inductive reasoning draws conclusions through
the logical process of induction
 Repeating specific observations can lead to
important generalizations
 For example, “the sun always rises in the east”
© 2014 Pearson Education, Inc.
Deductive Reasoning
 Deductive reasoning uses general premises to
make specific predictions
 Initial observations may give rise to multiple
hypotheses
 We can never prove that a hypothesis is true, but
testing it in many ways with different sorts of data
can increase our confidence in it tremendously
© 2014 Pearson Education, Inc.
Questions That Can and Cannot Be Addressed
by Science
 A hypothesis must be testable and falsifiable
 For example, a hypothesis that ghosts fooled with
the flashlight cannot be tested
 Supernatural and religious explanations are
outside the bounds of science
© 2014 Pearson Education, Inc.
Examples of Theories
 Atomic Theory
 Gravitational Theory
 Theory of Relativity
 Cell Theory
 Theory of Evolution by Natural
Selection
© 2014 Pearson Education, Inc.
Lower case t theories
 Used in everyday language, but are
NOT the same as a Theory.
 Not predictive, Not testable.
 Not supported by evidence
 Don’t confuse Theory with theory.
© 2014 Pearson Education, Inc.
Chapter Summary
 Big Ideas can provide a common
framework for learning Biology.
 What are the characteristics of Life?
 How does Science work?
 Evolution’s role in the study of
Biology.
© 2014 Pearson Education, Inc.