1. Introduction: Evolution and the Foundations of Biology1
Introduction: Evolution and the Foundations of Biology

2. BIOLOGY Bios = life Logos = study of study of life Click to add notes
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3. explain the value of the “unifying themes” of biology.
I can
explain the value of the “unifying themes” of biology.
summarize the 5 themes as well as give an example of each and explain key vocabulary.
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4. Concept 1.1: The study of life reveals common themes
HOW ARE YOU GOING TO REMEMBER AND APPLY ALL THE INFORMATION?
Learn to focus on themes/big ideas
Organization
Information
Energy and Matter
Interactions
Evolution
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5. The process of evolution drives the diversity and unity of life.
AP Biology’s 4 Big Ideas
Big Idea 1: Evolution
The process of evolution drives the diversity and unity of life.
Big Idea 2: Cellular Processes: Energy and Communication
Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.
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6. Big Idea 3: Genetics and Information Transfer
AP Biology’s 4 Big Ideas
Big Idea 3: Genetics and Information Transfer
Living systems store, retrieve, transmit, and respond to information essential to life processes.
Big Idea 4: Interactions
Biological systems interact, and these systems and their interactions possess complex properties
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7. Most major biological concepts fall under more than one big idea
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8. Theme 1: New Properties Emerge at Successive Levels of Biological Organization
Reductionism – study of components (parts) of a system in order to understand them better
In biology we often study life at different scales (levels of organization or hierarchies) to reveal information we couldn’t see when we study the whole system
EX: Could the study of DNA (molecule) reveal information about your behavior (organism)?
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9. Theme: New Properties Emerge at Successive Levels of Biological Organization
Emergent Properties – properties that are revealed when we study an intact system
EX: If you just study the properties of hydrogen and oxygen, you would not predict the behavior of water, H2O
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10. Biology uses both approaches, reductionism (study of isolated parts) and systems biology (study of the emergent properties of parts functioning within a system)
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11. I CAN
sequence the hierarchy of biological organization (Figure 1.2), give examples of each and explain key vocabulary.
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12. 7 Tissues 1 The Biosphere 2 6 Organs Ecosystems 3 8 Communities Cells
Figure 1.3 7
Tissues
1 The
Biosphere 2
Ecosystems
6 Organs 3
Communities 8
Cells 10
Mole-
cules
Figure 1.3 Exploring levels of biological organization 5
Organ-
isms 4
Populations
9 Organelles
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13. Figure 1.3-1
Figure Exploring levels of biological organization (part 1: the biosphere)
1 The Biosphere
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14. Figure 1.3-2
Figure Exploring levels of biological organization (part 2: ecosystems)
2 Ecosystems
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15. Figure 1.3-3
Figure Exploring levels of biological organization (part 3: communities)
3 Communities
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16. Figure 1.3-4
Figure Exploring levels of biological organization (part 4: populations)
4 Populations
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17. Figure 1.3-5
Figure Exploring levels of biological organization (part 5: organisms)
5 Organisms
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18. Figure 1.3-6
Figure Exploring levels of biological organization (part 6: organs and organ systems)
6 Organs
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19. Figure 1.3-7
Figure Exploring levels of biological organization (part 7: tissues)
7 Tissues
50 m
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20. Figure 1.3-8
Cell
10 m
Figure Exploring levels of biological organization (part 8: cells)
8 Cells
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21. Chloroplast 9 Organelles 1 m Figure 1.3-9
Figure Exploring levels of biological organization (part 9: organelles)
9 Organelles
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22. Atoms Chlorophyll molecule 10 Molecules Figure 1.3-10
Figure Exploring levels of biological organization (part 10: molecules)
10 Molecules
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23. Structure and Function
At each level of the biological hierarchy we find a correlation between structure and function
Analyzing a biological structure can give clues about what it does and how it works
Intestinal Epithelium
The folds increase the surface area of the intestine in contact with the digested food. How does that help?
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24. distinguish between prokaryote and eukaryote cells.
I CAN
distinguish between prokaryote and eukaryote cells.
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25. The Cell: An Organism’s Basic Unit of Structure and Function
CELL - smallest unit of life that can perform all the required activities
All cells share certain characteristics, such as being enclosed by a membrane, cytoplasm, ribosomes, DNA
2 main forms of cells are prokaryotic and eukaryotic
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26. Eukaryotic cell contains membrane-enclosed organelles, including a DNA-containing nucleus
Some organelles, such as the chloroplast, are limited only to certain cell types, that is, those that carry out photosynthesis
Prokaryotic cells lack a nucleus or other membrane-bound organelles and are generally smaller than eukaryotic cells
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27. Eukaryotic cell Prokaryotic cell Membrane DNA (no nucleus) Cytoplasm
Figure 1.4
Eukaryotic cell
Prokaryotic cell
Membrane
DNA
(no nucleus)
Cytoplasm
Membrane
Nucleus
(membrane-
enclosed)
Membrane-
enclosed
organelles
DNA (throughout
nucleus)
Figure 1.4 Contrasting eukaryotic and prokaryotic cells in size and complexity
1 m
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28. I CAN
state the flow of information from DNA to organism and distinguish between the terms DNA, gene, chromosome, RNA, gene expression, and protein.
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29. Theme 2: Life’s Processes Involve the Expression and Transmission of Genetic Information
Living things pass information from generation to generation and from cell to cell in the form of a molecule called DNA (deoxyribonucleic acid)
Chromosomes are packages of DNA (organized around protein); visible with microscope; contain most of a cell’s genetic material
Genes are units of inheritance; instructions for building proteins
DNA molecule holds 100s-1000s of genes (so chromosomes contain genes)
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30. Figure 1.5
10 m
Figure 1.5 A lung cell from a newt divides into two smaller cells that will grow and divide again
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31. Nuclei containing DNA Sperm cell Egg cell Fertilized egg with DNA from
Figure 1.6
Nuclei containing DNA
Sperm cell
Egg
cell
Fertilized egg
with DNA from
both parents
Figure 1.6 Inherited DNA directs development of an organism
Embryo’s cells
with copies of
inherited DNA
Offspring with
traits inherited
from both parents
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32. DNA is a blueprint for making proteins, the major players in building and maintaining a cell
Gene expression - process of converting information from gene to cellular product; in other words, during gene expression a gene is “turned on” so its information can be used by the cell to build a protein
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33. Crystallin gene Lens cell DNA TRANSCRIPTION mRNA TRANSLATION
Figure 1.8
(b) A lens cell uses information in DNA to make crystallin proteins.
Crystallin gene
(a) Lens cells are tightly packed with transparent proteins called crystallin.
Lens
cell
A C C A A A C C G A G T
DNA
T G G T T T G G C T C A
TRANSCRIPTION
mRNA
U G G U U U G G C U C A
TRANSLATION
Chain of amino
acids
Figure 1.8 Gene expression: Cells use information encoded in a gene to synthesize a functional protein
PROTEIN FOLDING
Protein
Crystallin protein
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34. DNA = instructions for making protein
Figure 1.8-2
(b) A lens cell uses information in DNA to make crystallin proteins.
Crystallin gene
DNA = instructions for making protein
TRANSCRIPTION – process in which DNA is copied into mRNA which can leave the nucleus
A C C A A A C C G A G T
DNA
T G G T T T G G C T C A
Figure Gene expression: Cells use information encoded in a gene to synthesize a functional protein (part 2: gene to mRNA)
TRANSCRIPTION
U G G U U U G G C U C A
mRNA
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35. Figure 1.8-3
(b) A lens cell uses information in DNA to make crystallin proteins.
U G G U U U G G C U C A
mRNA
TRANSLATION
Chain of amino
acids
mRNA leaves the nucleus, is “read” by a ribosome, which uses the directions to make protein from amino acids - TRANSLATION
PROTEIN FOLDING
Figure Gene expression: Cells use information encoded in a gene to synthesize a functional protein (part 3: mRNA to protein)
Protein
Crystallin protein
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36. © 2016 Pearson Education, Inc.

37. No class discussion at this time.
I have read the section on genomics and understand I will not be assessed on this material at this time.
No class discussion at this time.
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38. I CAN
explain the flow of energy through the living world and interpret diagrams like the one in Figure 1.9.
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39. Theme 3: Life Requires the Transfer and Transformation of Energy and Matter
Input of energy, mainly from the sun, and transformation of energy from one form to another make life possible
Plants and other photosynthetic organisms convert the energy of sunlight into the chemical energy of sugars
This chemical energy of these producers is then passed to consumers that feed on the producers
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40. Chemical elements are recycled within an ecosystem
Energy flows through an ecosystem, generally entering as light and exiting as heat
Chemical elements are recycled within an ecosystem
ENERGY FLOWS ONE WAY: SUN TO PRODUCERS TO CONSUMERS; ENERGY CANNOT RECYCLE
MATTER RECYCLES CONTINUOUSLY BETWEEN BIOTIC AND ABIOTIC COMPONENTS OF AN ECOSYSTEM
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41. ENERGY FLOW Chemicals pass to organisms that eat the plants. I C A L C
Figure 1.9
ENERGY FLOW
Chemicals
pass to
organisms
that eat the
plants. I C A L C Y H E M C L I N C G
Light
energy
comes
from the
sun.
Plants
convert
sunlight to
chemical
energy.
Heat is lost
from the
ecosystem.
Organisms use
chemical energy to
do work.
Decomposers
return
chemicals to
the soil.
Plants take up
chemicals
from the soil
and air.
Figure 1.9 Energy flow and chemical cycling
Chemicals
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42. I CAN
give examples of how living things interact with each other and the nonliving environment.
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43. Theme 4: Organisms Interact with Other Organisms and the Physical Environment
Every organism interacts with other organisms and with physical factors in its environment
Both organisms and their environments are affected by the interactions between them
For example, a plant takes up water and minerals from the soil and carbon dioxide from the air; the tree releases oxygen to the air, and roots help form soil
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44. Interactions between organisms include those that benefit both organisms and those in which both organisms are harmed
Interactions affect individual organisms and the way that populations evolve over time
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45. Figure 1.10 A mutually beneficial interaction between species
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46. Scientists calculate that the CO2 that human activities have added to the atmosphere has increased the average temperature of the planet by 1°C since 1900
Climate change is a directional change in global climate that lasts three decades or more
Climate change has already affected organisms and their habitats all over the planet
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47. I can explain why evolution is the core theme of biology.
I can briefly state the major points of Darwin’s theory of natural selection and can explain how natural selection can explain the unity and diversity of life on Earth.
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48. © 2016 Pearson Education, Inc.

49. Evolution, the Core Theme of Biology
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
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50. Charles Darwin and the Theory of Natural Selection
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 captured the duality of unity and diversity
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51. Figure 1.14 Charles Darwin as a young man
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52. DIVERSITY? UNITY? European robin American flamingo Gentoo penguin
Figure 1.15
DIVERSITY?
UNITY?
European robin
American flamingo
Gentoo penguin
Figure 1.15 Unity and diversity among birds
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53. Darwin observed that
Individuals in a population vary in their traits, many of which are heritable
More offspring are produced than survive, and competition for resources is inevitable
Species generally suit their environment
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54. 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
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55. Darwin called this process natural selection
In other words, the environment “selects” for the propagation of beneficial traits
Darwin called this process natural selection
Darwin did not come up with the idea of evolution. He developed a testable hypothesis that could explain how such changes occur.
SO…
THEORY OF EVOLUTION BY NATURAL SELECTION
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56. Population with varied inherited traits Figure 1.16-s1
Figure 1.16-s1 Natural selection (step 1)
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57. Population with varied inherited traits Elimination of
Figure 1.16-s2
Population with
varied inherited
traits
Elimination of
individuals with
certain traits
Figure 1.16-s2 Natural selection (step 2)
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58. Reproduction of survivors Population with varied inherited traits
Figure 1.16-s3
Population with
varied inherited
traits
Elimination of
individuals with
certain traits
Reproduction
of survivors
Figure 1.16-s3 Natural selection (step 3)
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59. Reproduction of survivors Increased frequency of traits that enhance
Figure 1.16-s4
Population with
varied inherited
traits
Elimination of
individuals with
certain traits
Reproduction
of survivors
Increased
frequency
of traits that
enhance
survival
Figure 1.16-s4 Natural selection (step 4)
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60. The Tree of Life - UNITY AND DIVERSITY
The forelimb of a human, foreleg of a horse, flipper of a whale, and wing of a bat all share a common skeletal architecture
The shared anatomy of mammalian limbs reflects inheritance of a limb structure from a common ancestor
The diversity of mammalian limbs results from modification by natural selection over millions of years
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61. I CAN
state and give examples of the 3 domains used in modern classification and use the information in Figure 1.2 to classify organisms into the correct domain and kingdom.
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62. Classifying the Diversity of Life
Early classification was based on visible traits
Later other evidence became available, like fossils
Modern techniques allow us to assess species relationships, especially comparisons of DNA sequences, have led to a reevaluation of larger groupings
That means Taxonomy (science of classifying organisms based on similarities) is always being revised as new kinds of evidence become available
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63. Domains Bacteria and Archaea are prokaryotes
Biologists currently divide the kingdoms of life into 3 domains: Bacteria, Archaea, and Eukarya
Domains Bacteria and Archaea are prokaryotes
Formerly grouped together as Kingdom Monera
Domain Eukarya are eukaryotes
Kingdom Plantae, Fungi, and Animalia
AND a group formerly known as Kingdom Protista
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64. (a) Domain Bacteria (b) Domain Archaea 2 m 2 m (c) Domain Eukarya
Figure 1.12
(a) Domain Bacteria
(b) Domain Archaea
2 m
2 m
(c) Domain Eukarya
Kingdom
Animalia
100 m
Figure 1.12 The three domains of life
Kingdom
Plantae
Kingdom Fungi
Protists
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65. Cell type Cell number Nutrition Cell wall? (a) Domain Bacteria 2 m
Figure
Cell type
Cell number
Nutrition
Cell wall?
(a) Domain Bacteria
Figure The three domains of life (part 1: domain Bacteria)
2 m
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66. Cell type Cell number Nutrition Cell wall? (b) Domain Archaea 2 m
Figure
Cell type
Cell number
Nutrition
Cell wall?
(b) Domain Archaea
2 m
Figure The three domains of life (part 2: domain Archaea)
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67. (c) Domain Eukarya Kingdom Animalia 100 m Kingdom Plantae
Figure
(c) Domain Eukarya
Kingdom
Animalia
100 m
Kingdom
Plantae
Figure The three domains of life (part 3: domain Eukarya)
Kingdom Fungi
Protists
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68. Cell type Cell number Nutrition Cell wall? (c) Domain Eukarya
Figure a
Cell type
Cell number
Nutrition
Cell wall?
(c) Domain Eukarya
Figure a The three domains of life (part 3a: kingdom Plantae)
Kingdom Plantae
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69. Cell type Cell number Nutrition Cell wall? (c) Domain Eukarya
Figure b
Cell type
Cell number
Nutrition
Cell wall?
(c) Domain Eukarya
Figure b The three domains of life (part 3b: kingdom Fungi)
Kingdom Fungi
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70. Cell type Cell number Nutrition Cell Wall? (c) Domain Eukarya
Figure c
Cell type
Cell number
Nutrition
Cell Wall?
(c) Domain Eukarya
Figure c The three domains of life (part 3c: kingdom Animalia)
Kingdom Animalia
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71. Hummmm….. Why is the word kingdom missing?
Figure d
Cell type
Cell number
Nutrition
Cell Wall?
(c) Domain Eukarya
Figure d The three domains of life (part 3d: kingdom Protista)
100 m
Protists
Hummmm….. Why is the word kingdom missing?
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72. I will introduce this later. Not enough time today.
I can read a phylogenetic tree and explain how they are developed (Figure 1.17).
I will introduce this later. Not enough time today.
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73. Phylogenetic tree Green warbler finch Certhidea olivacea
Figure 1.17
Green warbler finch
Certhidea olivacea
(insect-eater)
Vegetarian finch
Platyspiza crassirostris
(fruit-eater)
ANCESTRAL
FINCH
Woodpecker finch
Camarhynchus pallidus
(insect-eater)
Small tree finch
Camarhynchus parvulus
(insect-eater)
Phylogenetic tree
Common cactus finch
Geospiza scandens
(cactus-eater)
Figure 1.17 Descent with modification: finches on the Galápagos Islands
Large ground finch
Geospiza
magnirostris
(seed-eater)
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74. I can identify and describe the key features of scientific inquiry.
I can explain the key features of a controlled experiment.
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75. Concept 1.3: In studying nature, scientists form and test hypotheses
science - from Latin “to know”
Inquiry is the search for information and explanation
The scientific process includes making observations, forming logical hypotheses, and testing them
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76. Gathering and Analyzing Data
Recorded observations are called data
2 categories of data
Qualitative data, or descriptions rather than measurements
For example, Jane Goodall’s observations of chimpanzee behavior
Quantitative data, or recorded measurements, which are sometimes organized into tables and graphs; numbers!
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77. Inductive reasoning draws conclusions through the logical process of induction
Through induction, generalizations are drawn from a large number of observations
For example, “all organisms are made of cells” was based on two centuries of microscopic observations
Reasoning from specific to general
This type of reasoning is used to form a hypothesis
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78. Forming and Testing Hypotheses
hypothesis - rational explanation for a set of observations
MUST BE TESTABLE and FALSIFIABLE
For example, hypotheses involving supernatural explanations cannot be tested
Such explanations are outside the bounds of science
A scientific hypothesis leads to predictions that can be tested with additional observations or an experiment
experiment - a scientific test of the hypothesis, often carried out under controlled conditions
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79. The initial observations may lead to multiple hypotheses to be tested
For example
Observation: Your desk lamp doesn’t work
Question: Why doesn’t your lamp work?
Hypothesis 1: The bulb is burnt out
Hypothesis 2: The lamp is broken
Both these hypotheses are testable and falsifiable
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80. Deductive Reasoning
Deductive reasoning extrapolates from general premises to specific predictions
A hypothesis can never be conclusively proven to be true because we can never test all the alternatives
Hypotheses gain credibility by surviving multiple attempts at falsification, while alternative hypotheses are eliminated by testing
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81. The Flexibility of the Scientific Process
Very few scientific studies adhere rigidly to the sequence of steps typically used to describe the scientific method
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82. A Case Study in Scientific Inquiry: Investigating Coat Coloration in Mouse Populations
Color patterns in animals vary widely in nature, even among members of the same species
Two mouse populations that reside in different habitats have different coat colors
What accounts for the “match” between the coat colors of the mice and the color of the sand or soil in their habitats?
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83. Inland population Beach population Florida Inland population GULF OF
Figure 1.20
Florida
Inland
population
Beach population
GULF OF
MEXICO
Beach
population
Inland population
Figure 1.20 Different coloration in beach and inland populations of Peromyscus polionotus
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84. The natural predators of the mice are all visual hunters
Francis Bertody Sumner hypothesized that the color patterns in the mice had evolved as adaptations that camouflage the mice to protect them from predation
Recently Hopi Hoekstra and a group of her students tested the predictions of this hypothesis
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85. Prediction: Mice with coloration that does not match the habitat should suffer heavier predation than the native, well-matched mice
The group built many models of mice that resembled either beach or inland mice and placed equal numbers of models randomly in both habitats
The results showed that the camouflaged models suffered much lower rates of predation than the mismatched ones
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86. Results 100 attacked models Percentage of 50 Light models Dark models
Figure 1.21
Results
Beach habitat
Inland habitat
100
attacked models
Percentage of 50
Light models
Dark models
Light models
Dark models
Figure 1.21 Inquiry: Does camouflage affect predation rates on two populations of mice?
Camouflaged
(control)
Non-camouflaged
(experimental)
Non-camouflaged
(experimental)
Camouflaged
(control)
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87. Experimental Variables and Controls
A controlled experiment compares an experimental group (the non-camouflaged mice) with a control group (the camouflaged mice)
The factor that is manipulated and the effect of the factor on the system are both experimental variables
The factor manipulated by the researchers—color—is called the independent variable
The effect of the manipulated factor—amount of predation—is called the dependent variable
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88. A controlled experiment has 2 sets of experiments
Researchers usually control unwanted variables not by eliminating them, but by canceling them out using control groups
A controlled experiment has 2 sets of experiments
Experimental group – has one independent (manipulated) variable and one or more dependent (responding) variables
Control group - has NO independent (manipulated) variable; and the same dependent (responding) variables as the experimental group
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89. I can explain why science is a social process.
I can identify how scientific theories are different from the everyday use of the word theory.
I can explain why science is a social process.
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90. Theories in Science HYPOTHESIS THEORY
Specific prediction about what you expect to happen
Not as extensively tested as theory
Can be revised or rejected
THEORY
Broader in scope than a hypothesis
General enough to lead to new testable hypotheses
Supported by a large body of evidence in comparison to a hypothesis
CAN BE REVISED OR REJECTED as new information is discovered
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91. IN SCIENCE “TRUTH “ IS CONDITIONAL
SHOULD ALWAYS BE BASED ON THE BEST AVAILABLE EVIDENCE
SHOULD CHANGE AS NEW EVIDENCE AND UNDERSTANDING EMERGE
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92. Science as a Social Process
"If I have seen further, it is by standing on the shoulders of giants.”
~Isaac Newton 1675
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93. Science as a Social Process
HOLLYWOOD
Lone Mad Scientist
REALITY
TEAM WORK
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94. Science as a Social Process
PEER REVIEW
Scientists frequently check each others work; observations and experiments must be repeatable to be valid
HIGH PROFESSIONAL STANDARDS IN REPORTING RESULTS
replication crisis (or replicability crisis) scientists have found that the results of many scientific studies are difficult or impossible to replicate on subsequent investigation, either by independent researchers or by the original researchers themselves.
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95. Science as a Social Process
DIVERSITY
Scientific community reflects the customs and behavior of society at large
For a VERY long time women and certain ethnic and racial groups have faced HUGE obstacles if they wished become professional scientists
That IS CHANGING but many barriers remain
In other words we are not there yet but we are headed in the right direction.
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96. Science as a Social Process
Technology is where science and society meet!
Technology seeks to solve real world problems using scientific knowledge and techniques; in other words applied science
“Pure” Science – seeks to answer questions about how the natural world works
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