1. AP / DE Biology
1st Semester = BIO 101 Molecular Level Biology 2nd Semester= BIO 102 Physiology Professors: Ms. Hoffman and Ms. Whitlow

2. All must be stapled and turned in together. (30 pts)
TODAY….
Turn in your Summer Assignment:
Carbohydrate Lab
Macromolecules Cut and Paste
Objectives for Chapter 2 and 3
All must be stapled and turned in together. (30 pts)
Not completed? There is NO late in college courses.
This is the exception- turn in next class for reduced grade.

3. Today… AP? DE? You should sign up for DE.
Is your name on my DE roster?
Books? Did you purchase the Campbell text?
Today you get your lab book for 1st semester.
Have you bought the Campbell text?
Other book will be distributed next class.
REMIND- have you signed up?
Safety Contract- sign, get signed by parent and bring next class.

4. Today… IEP? Child Study? 504 Plan?
If you have accommodations in high school they are NOT in place for college. See syllabus about how to get accommodations in DE NOVA classes.
Have you read the syllabus? If not, you are behind already  Print out. Refer to often.
Absent?- totally your responsibility to keep up. See syllabus.

5. Grades LAB EXAMS About 1/3 of your course grade is lab work.
The next class after a lab, you will either have a quiz or will turn in your lab manual for grading. You need to be ready for both, EVEN IF you are absent for the lab.
EXAMS
See Syllabus.
Exams are multiple choice (90%) and essay (10%).
No retakes on any assignment. Remember, this is college.
Your high school grade and your NOVA grade may be different due to the different grading scales!

6. KEYS TO SUCCESS KNOW the syllabus!
Attend all classes, engage in the learning process
Be prepared for class
Take notes during lecture
Review notes within 24 hours of class
Read and comprehend textbook
Have planned study time outside of class
Don’t just memorize, strive to understand

7. LEARNING: (this is what scientists know about your brain!)
Handwriting notes is better than typing notes!
Reading from a book is better than reading from a computer!
Talking about biology, “speaking it”, leads to better retention and deeper understanding. (form study groups!)
Don’t sit and read or go over notes for more than 30 minutes before getting up. Exercise, moving around, is important for brain processing! Change activity! Read for 30, write for 30.
Your brain loves color! Use color pens.
SLEEP! You need it. Your brain cleans out debris during sleep and builds better connections (memory!).
What’s your plan for this class?
Make a plan. When will you study?
What will you do during your study time?

8. Chapter 1: BIOLOGY: Exploring Life

9. What is Biology? What is life? How do we study life?
Bio - life (Greek)
log / logy - study (Greek)
What does it mean to be living?
What are the characteristics that define a living thing?

10. Biology is the scientific study of ___________.
Properties/Characteristics of life include 1 2 3 4
Student Misconceptions and Concerns
1. Many students enter our courses with a limited appreciation of the diversity of life. Ask any group of freshmen at the start of the semester to write down the first type of animal that comes to mind, and the most frequent response is a mammal. How do you know it is a living thing?
As the diversity of life is explored, the common heritage of biological organization can be less, and not more, apparent. The diverse forms, habits, and ecological interactions overwhelm our senses with striking distinctions. Emphasizing the diversity and the unifying aspects of life is necessary for a greater understanding of the rich evolutionary history of life on Earth.
Order—the highly ordered structure that typifies life
Reproduction—the ability of organisms to reproduce their own kind
Growth and development—consistent growth and development controlled by inherited DNA
Energy processing—the use of chemical energy to power an organism’s activities and chemical reactions
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11. 1.1 All forms of life share common properties5 6 7
Response to the environment—an ability to respond to environmental stimuli
Regulation—an ability to control an organism’s internal environment within limits that sustain life; homeostasis
Evolutionary adaptation—adaptations evolve over many generations as individuals with traits best suited to their environments have greater reproductive success and pass their traits to offspring.
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14. metabolism: obtaining & converting energy from
one form to another; sum of all chemical reactions in living things
photosynthesis
cells take light energy and convert it into chemical energy they can use
autotrophs, producers
cellular respiration
cells use a form of chemical energy and convert it into a type of
chemical energy they can easily use
autotrophs, producers, heterotrophs, consumers

17. Biosphere
1.2 In life’s hierarchy of organization, new properties emerge at each level
Spinal cord
Brain
Figure 1.2 Life’s hierarchy of organization
Nerve
Nucleus
Atom 17

18. THEMES IN THE STUDY OF BIOLOGY
Biology has many threads that connect, or are part of all studies of living things:
Properties at each level of organization
Cell- fundamental unit of life
Correlation of structure and function
Exchanges of energy and matter
Evolution
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19. structural and functional units of life
1.3 Cells are the
structural and functional units of life
Cells are the level at which the properties of life emerge.
A cell meets all the requirements for life:
regulate its internal environment, maintain _____________________
take in and use ________________
respond to their environment
develop and maintain its complex organization
give rise to new cells
use ___ ___ ___ as their genetic information
Adapt and specialize
Student Misconceptions and Concerns
1. Many students enter our courses with a limited appreciation of the diversity of life. Ask any group of freshmen at the start of the semester to write down the first type of animal that comes to mind, and the most frequent response is a mammal. As the diversity of life is explored, the common heritage of biological organization can be less, and not more, apparent. The diverse forms, habits, and ecological interactions overwhelm our senses with striking distinctions. Emphasizing the diversity and the unifying aspects of life is necessary for a greater understanding of the rich evolutionary history of life on Earth.
2. We live in a world that is largely understood by what we can distinguish and identify with our naked senses. However, the diversity of life and the levels of biological organization extend well below the scale of our unaided perceptions. For many students, appreciating the diversity of the microscopic world is abstract, nearly on par with an understanding of the workings of atoms and molecules. The ability to examine the microscopic details of the world of our students (the surface of potato chips, the structure of table salt and sugar, the details of a blade of grass) can be an important sensory extension that prepares the mind for greater comprehension of these minute biological details.
Teaching Tips
1. Here is a simple way to contrast the relative size of prokaryotic and eukaryotic cells. Mitochondria and chloroplasts are thought to have evolved by endosymbiosis (see Chapter 16). Thus, mitochondria and chloroplasts are about the size of bacteria, contained within a plant cell. A figure of a plant cell therefore provides an immediate comparison of these sizes, not side-by-side, but one inside the other!
2. Examples of biological form and function relationships are nearly endless. Those immediately apparent to your students will be easiest to comprehend. Have your students examine (in photos or in specimens) the teeth of various vertebrates. The diet of these animals is implied by the shape of the teeth (sharp teeth in carnivorous cats and blunted molars in a rat). Sliding your tongue over your teeth reveals our omnivorous history, with sharp canine teeth for slicing flesh and flat rear molars well suited for grinding plant material.
3. Consider asking students to bring to class a page or two of some article about biology that appeared in the media in the last month. Alternatively, you could have each student a Web address of a recent biology-related news event to you. You might even have them relevant articles to you for each of the main topics you address throughout the semester.
4. The scientific organization Sigma Xi offers a free summary of the major science news articles appearing each weekday in major U.S. news media. The first paragraph or so of each article is included in the with a hyperlink to the rest of the article. The diverse topics are an excellent way to learn of general scientific announcements and reports. Typically, 5–10 articles are cited in each . To sign up for this free service, go to
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20. There are two basic types of cells.
Prokaryotic cells Eukaryotic cells
There are two basic types of cells.
Prokaryotic cells
were the first to evolve,
are simpler, and
are usually smaller than eukaryotic cells.
Eukaryotic cells
contain membrane-enclosed organelles, including a nucleus containing DNA, and
are found in plants, animals, and fungi.
SIMILARITIES:
1. They both have DNA as their genetic material.
2. They are both membrane bound.
3. They both have ribosomes .
DIFFERENCES:
1. Eukaryotes have a nucleus, while prokaryotes do not
2. Eukaryotes have membrane-bound organelles, while prokaryotes do not. The organelles of eukaryotes allow them to exhibit much higher levels of intracellular division of labor than is possible in prokaryotic cells.
3. Eukaryotic cells are, on average, ten times the size of prokaryotic cells.
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21. PROKARYOTES

22. Single Celled Organisms : EUKARYOTES

23. Multi-celled Organisms, EUKARYOTES

24. 1.4 Living organisms interact with their environment, exchanging matter and energy
energy input, from sun
Producers
(plants, and other self-feeding organisms)
Continual inputs of energy and the cycling of materials maintain life’s complex organization.
NutrientsCycle
Consumers
Animals, most fungi, many protists, many bacteria
energy output (mainly heat)

25. Autotrophs
Heterotrophs

26. EVOLUTION, THE CORE THEME OF BIOLOGY
All cells have DNA, the chemical substance of genes.
Genes are the unit of inheritance that transmits information from parents to offspring.
Genes are grouped into very long DNA molecules called
chromosomes, and control the activities of a cell.
DNA
GENES
CHROMOSOMES
GENETIC CODE
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27. 3 Domains 1.6 The diversity of life can be arranged into three domains
Eukarya

29. Organize all known living things into…
3 Domains and then into
6+ Kingdoms:
Eubacteria (Bacteria)
Archaebacteria (Archaea)
(Protista- currently under debate)
Fungi
Plantae
Animalia
(Eukarya)

30. Brief Comparison of Kingdoms
Type of cells
Number of cells
Energy
acquisition
Examples

31. CLASSIFICATIONS OF ORGANISMS (from most inclusive to least inclusive)
DOMAIN
Eukarya
Hierarchy of Classification

32. Viruses: non-living pathogens
Viruses do not meet the criteria for life
A virus is made of 2 basic parts
Bacteriophage
H1N1

33. What is the function of a virus?
Reproduce!
Why does it make us sick?

34. How do we protect ourselves?

35. 1.7 Evolution explains the unity and diversity of life
The history of life, as documented by fossils, is a saga of a changing Earth
billions of years old and
inhabited by an evolving cast of life forms.
Evolution accounts for life’s similarities and differences!
Student Misconceptions and Concerns
1. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures deliberately or out of want or need, and individuals do not evolve. Evolution is a passive process in which the environment favors one or more variations of a trait that naturally exist within a population.
2. Students often believe that Charles Darwin was the first to suggest that life evolves; the early contributions by Greek philosophers and the work of Jean-Baptiste de Lamarck and others may be unappreciated. Consider emphasizing this earlier work in your introduction to Darwin’s contributions.
Teaching Tips
1. Many resources related to Charles Darwin are available on the Internet.
a. General evolution resources:
b. An outstanding source for Darwin’s writings and other resources can be found at
c. The complete works of Charles Darwin can be found at
d. Details about Charles Darwin’s home are located at
e. An extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins is at
2. Many games model aspects of natural selection. Here is one that is appropriate for a laboratory exercise. Purchase several bags of dried grocery store beans of diverse sizes and colors. Large lima beans, small white beans, red beans, and black beans are all good options. Consider the beans food for the “predatory” students. To begin, randomly distribute (throw) 100 beans of each of four colors onto a green lawn. Allow individual students to collect beans over a set period, perhaps 2 minutes. Then count the total number of each color of bean collected. Assume that the beans remaining undetected (still in the lawn) reproduce by doubling in number. Calculate the number of beans of each color remaining in the field. For the next round, count out the number of each color to add to the lawn such that the new totals on the lawn will double the number of beans that students did not find in the first “generation.” Before each predatory episode, record the total number of each color of beans that have “survived” in the field. Then toss out the new beans and let your student predators search for another round (generation). Repeat the process for at least three or four generations. Note what colors of beans have been favored by the environment. Apply Darwin’s observations and inferences to this exercise. Ask students to speculate which colors might have been favored during another season of the year or in another location, such as a parking lot.
A theory of evolution by natural selection is an explanation of life’s diversity.
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36. Survivorship/Fitness Passing down of traits
Evolution by means of Natural Selection.
Main points:
Variation
Favorable Traits
Survivorship/Fitness
Passing down of traits
Charles Darwin

37. NATURAL SELECTION
As generations pass, the population evolves towards the variation that is the more successful.

38. 1.8 Scientific inquiry is used to ask and answer questions about nature
How is a theory different from a hypothesis? A scientific theory is
much broader in scope than a hypothesis,
usually general enough to generate many new, specific hypotheses, which can then be tested, and
supported by a large and usually growing body of evidence.
Examples- Cell Theory, Natural Selection
Student Misconceptions and Concerns
The common use of the terms law and theory by the public often blur the stricter definitions of these terms in science. In general, laws describe and theories explain. Both are typically well-established concepts in science. A free online publication by the National Academy of Sciences helps to define these and related terms more carefully. See Chapter 1 of Teaching About Evolution and the Nature of Science at
Teaching Tips
1. Consider using a laboratory exercise to have your students plan and perhaps conduct a scientific investigation. Emphasize the processes and not the significance of the questions. Students can conduct descriptive surveys of student behavior (use of pens or pencils for taking notes, use of backpacks) or test hypotheses using controlled trials. Students will need some supervision and advice while planning and conducting their experiments.
2. Have your students explain why a coordinated conspiracy promoting a specific idea in science is unlikely to succeed. Have your students describe aspects of science that would check fraudulent or erroneous claims and/or political efforts.
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39. 1.9 Scientists form and test hypotheses and share their results
The scientists conducted a controlled experiment: (modeled in Lab 2)
an observation is made,
a hypothesis is formed,
Experiment, collect data
The hypothesis is either supported by the data collected or NOT supported (refuted)
Hypothesis
Statement to be tested
Prediction based on prior observations/research
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40. 1.11 EVOLUTION CONNECTION: Evolution is connected to our everyday lives
Human-caused environmental changes are powerful selective forces that affect the evolution of many species, including
antibiotic-resistant bacteria,
pesticide-resistant pests,
endangered species, and
increasing rates of extinction.
Student Misconceptions and Concerns
Few students are likely to understand the tremendous benefits that result from an understanding of evolution. For some, evolution may seem like an abstract concept that is still up for debate. Yet evolution, like gravity, is a daily part of our lives, recognized or not.
Teaching Tips
Module 1.11 lists many of the major human challenges impacted by evolution. Our ability to feed ourselves, respond to infectious disease, and understand the interrelationships of our crops, agricultural animals, pets, and each other, are all enriched by an appreciation of evolution. Understanding evolution permits us to work more deliberately in our evolving world.
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41. You should now be able to
Describe seven properties common to all life.
Describe the levels of biological organization from molecules to the biosphere.
Explain why cells are a special level in biological organization. Compare prokaryotic and eukaryotic cells.
Compare the dynamics of nutrients and energy in an ecosystem.
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42. You should now be able to *(not covered in Chapter 1 of text)
Explain how DNA and genes are related. What is their general function?
Name and distinguish between the 6 kingdoms (include Protista in this)*
Explain the classification hierarchy and name the levels.* ( p )
Describe the general structure & function of a virus & explain why it is considered non-living.*(p , )
Describe the main points of natural selection.
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43. You should now be able to
Distinguish between a scientific theory and a hypothesis.
Describe a controlled experiment.
Cite and explain examples of how evolution impacts the lives of all humans.
Define vocabulary : homeostasis, heterotroph, autotroph, producer, consumer, metabolism, adaptation, photosynthesis, nutrient cycling
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