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

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. 2

Diversity of Life 3 Despite diversity, all living things share the same basic characteristics.

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. 4

1.2 Big Idea 1: Evolution The theory of evolution explains the diversity and unity of life.  The theory of evolution suggests how all living things descended from a common ancestor.  5

6 Natural Selection Natural selection is the evolutionary mechanism proposed by Charles Darwin. Some aspect of the environment selects which traits are more apt to be passed on to the next generation.  Individuals with the favorable traits produce the greater number of offspring that survive and reproduce.  Mutations fuel natural selection.  It introduces variations among members of a population.

Evolutionary Tree of Life 7 An evolutionary tree is like a family tree. An evolutionary tree traces the ancestry of life on Earth to a common ancestor.

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. 8

Domains Domain Archaea  Contains unicellular prokaryotes that live in extreme environments probably similar to the primitive earth Prokaryotes lack a membrane-bound nucleus. Domain Bacteria  Contains unicellular prokaryotes that live in all environments including on our skin and in our mouths and intestines Domain Eukarya  Eukaryotes contain a membrane-bound nucleus. 9

Kingdoms Domain Archaea – kingdom designations are being determined Domain Bacteria – kingdom designations are being determined Domain Eukarya  Protists (composed of several kingdoms)  Kingdom Fungi  Kingdom Plantae  Kingdom Animalia 10

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) 11

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. 12

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. 13

Living things maintain homeostasis. Homeostasis is the maintenance of internal conditions within certain boundaries.  It is imperative than an organism maintain a state of biological balance.  14

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).

Living things respond to stimuli. Living things interact with the environment and respond to changes in the environment.  16

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 17

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. 18

How the Biosphere Is Organized The biosphere is the zone of air, land, and water where organisms exist. An ecosystem A community is a collection of interacting populations within the same environment. A population is all the members of a species within an area. A group of similar, interbreeding organisms is a species. (Not a level of organization.) 19

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. 20

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.  21

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 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. 22

Science Practice 2: The student can use mathematics appropriately The student can apply mathematical routines to quantities that describe natural phenomena. 2.3 The student can estimate numerically quantities that describe natural phenomena. 23

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. 3.2 The student can refine scientific questions

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 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. 25

Science Practice 5: The student can perform data analysis and evaluation of evidence 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. 26

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

Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas. 28

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 Hypothesis Predictions and Experiments Data Collection with Statistical Analysis Conclusion 29

The Scientific Method 1.Observation 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. 30

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. 31

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 32

The Scientific Method 4. Data (cont’d) Tables and graphs are two possible formats for the data. 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 33

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. 34

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 35

Experimental Design 36 Hypothesis: Newly discovered antibiotic B is a better treatment for ulcers than antibiotic A, in current use. Experimental Design: One control group includes subjects with ulcers who are untreated by antibiotics. Two test groups are subjects with ulcers who are treated with either antibiotic A or B.

Experimental Design 37 Results and Conclusion: An endoscopy (procedure that allows doctors to examine the linings of the throat, stomach and upper small intestine to check for ulcers) is performed on all subjects. The investigators then use statistics to determine the effectiveness of the various treatments. -