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1 Outline • 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
2 1.1 Introduction to AP Biology • Biology is the scientific study of life. • • 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.
3 Diversity of Life
4 • 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.
5 1.2 Big Idea 1: Evolution
6 Natural Selection
7 Evolutionary Tree of Life
8 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.
9 Domains
10 Kingdoms • Domain Archaea – kingdom designations are being determined • Domain Bacteria – kingdom designations are being determined •Domain Eukarya . Protists (composed of several kingdoms) . Kingdom Fungi
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. Kingdom Plantae . Kingdom Animalia
11 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)
12 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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13 Ecosystems • Ecosystems are characterized by chemical cycling and energy flow. . Chemicals are not used up when organisms die. • • 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. •
14 Living things maintain homeostasis.
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• 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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15 1.4 Big Idea 3: Information Storage, Transmission, and Response Living things reproduce and develop. • • 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). • .
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16 Living things respond to stimuli. • Living things interact with the environment and respond to changes in the environment. .
17 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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18 1.5 Big Idea 4: Interdependent Relationships Living things are organized. • • 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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19 How the Biosphere Is Organized
20 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. • • The organization of life begins with atoms.
21 • 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. .
22 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.
23 • 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.
24 • 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.
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• 3.2 The student can refine scientific questions. •3.3
25 • 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.
26 • 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.
27 • 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
28 • 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.
29 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
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•Hypothesis • Predictions and Experiments • Data Collection with Statistical Analysis •Conclusion
30 The Scientific Method 1. Observation 2. 2. 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.
31 The Scientific Method 3. Predictions and Experiments • An experiment is a series of procedures designed to test a hypothesis. – – • 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.
32 The Scientific Method 3. Experiments (cont’d) • • 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
33 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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34 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. • » –
35 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: . . No serious challenges to validity 36 Experimental Design
37 Experimental Design
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