Unit 1-

The Science of AP Biology

Mrs. Stahl

PRE-CLASS READING AND ANALYSIS QUESTIONS

1. Big Ideas

• 1. Evolution

• 2. Energy and Molecular Building Blocks

• 3. Information, Storage, Transmission, and Response

• 4. Interdependent Relationships

2. Describe Darwin’s theory of evolution by natural selection

• Mechanism for evolution.

• Species produce many offspring, but only the strongest, most fit genes, will live and reproduce.

• Artificial selection- humans can select for traits.

• Descent with modification- individuals with strong traits will reproduce and pass them on to their offspring.

• Galapagos, finches, tortoises

Big Idea 1- Evolution

• Darwin (1809-1882):

– English Naturalist

– Studied and observed life for 30 years and then published “Origin of Species.”

– His story began in 1831 (22 years old) when he took a five year trip on the HMS Beagle.

– He observed that the characteristics of similar species varied somewhat from place to place-> lineages change gradually as species migrate from one area to another.

Galapagos Islands

• Located off the coast of Ecuador.

• Main discovery = finches.

– Discovered 14 species that were related, but they all had different beaks.

– He stated that they derived from a common ancestor from the mainland.

– Discovered that they ate different foods (island specific) which changed their beak shape. They had to adapt / change their beaks shape in order to survive and forage (hunt for food / eat).

http://bio1100.nicerweb.com/Locked/media/ch14/galapagos.html

http://bio1100.nicerweb.com/Locked/media/ch14/galapagos.htmlhttp://bio1100.nicerweb.com/Locked/media/ch14/galapagos.html

Descent with Modification

• The finches genes changed over time in order to adapt to the food source. If they didn’t adapt and change, they would die off.

Other Observations

• Plants and animals were similar on the little volcanic islands, just like they were on the mainland.

• Natural Selection = Main mechanism. The strong will adapt and survive. Those that don’t will die.

3. Evidence that supports evolution

• Fossil record

• Genetic experiments: traits can be inherited

• Comparative anatomy: homologous / analogous / vestigial structures

• Molecular DNA- share a common ancestor / amino acid sequences

• Biogeography

• Embryology

Homologous Structures

Analogous Structures

http://bio3vo.wordpress.com/evolution/

http://bio3vo.wordpress.com/evolution/

More Evidence

Molecular- looking at patterns based on the sequencing of genes (genome).

– Phylogenetic trees- family tree of genetics

Thomas Malthus- Influenced Darwin

• Population of plants and animals tend to increase geometrically (increases by a constant factor) while humans increase their food supply arithmetically (increases by a constant difference) = limit on human survival.

– What happens when the food runs out?

16

Human growth = geometric

Human food production = arithmetic

4. Figure 1.4

• Data analysis: reducing the factor by which the geometric progression increases reduces the difference between numbers of people and amount of food production.

• Inquiry: It can be achieved by lowering family size or delaying having offspring.

Intrigued Darwin

• Took the idea and his observations and saw that every organism can reproduce more offspring than can survive, but only a limited number actually do survive and produce viable offspring.

• Those that have physical or behavioral attributes have the advantage = NATURAL SELECTION!

5. Describe how free energy is used in cells, organisms,

populations, and ecosystems

• Biomolecular recycling occurs in respiration / photosynthesis interactions as the waste molecules of one process are the raw materials of the other; decomposition also releases molecules for re-use.

Big Idea 2- Energy and Molecular Building Blocks

• 1. Free Energy:

– Cellular Respiration and Photosynthesis. How this cycle is continual and vital for the movement of energy from food and sunlight to ATP (Adenosine Triphosphate).

– Without these processes there would be no life on Earth.

– Molecules and cells are used and recycled, and new cells grow and develop.

6. Discuss how a membrane’s structure facilitates its functions

within a cell. • Using membranes, cells can create internal

compartments that allow segregation and specialization of biochemical processes, such as enzymatic activity, photosynthesis, and respiration.

• Feedback mechanisms- positive and negative feedback.

• Maintaining homeostasis • Timing, coordination, and regulation:

development of an egg, plants responding to day /night / seasons.

• 2. Compartmentalization-

–Membranes are the first line of defense.

–Create boundaries for protection, allow crucial processes such as photosynthesis and cellular respiration to occur.

–Allows enzymes to function properly. Enzymes speed up rates of reactions so that processes can occur at a faster rate (maintain homeostasis).

• 3. Feedback Mechanisms:

–Keep things normal or balanced

–Positive Feedback loops are going to increase a needed reaction such as hibernation, nocturnal adaptations, and phototropism

–Negative feedback loops focus on trying to keep internal conditions stable.

• Ex- Shivering increases body temperature

• Ex- Insulin is released when glucose levels are low

• Ex- Sweating occurs to lower body temperature

• 4. Maintaining Homeostasis:

–Constant internal balance

–Adapt, migrate, or die

• 5. Timing, Coordination, and Regulation

– Development from an egg

– Has to have perfect timing and coordination of sex cells

– Some result in apoptosis= cell death

– Genetic Mutations

– Plants telling the difference between dark and light

– Organisms communicating with one another for migratory purposes as well as reproduction.

7. What are the major processes that allow biomolecular recycling in the

biosphere? • Photosynthesis

• Cellular respiration

• Decomposition

8. DNA is the blueprint for life, discuss several ways that changes in those

blueprints occur.

• Genetic variation- source of all new traits in organisms that enter the natural selection combine.

• Mutations

• Crossing over

• Independent Assortment

Big Idea 3- Information, Storage, Transmission, and Response

• DNA is the blueprint for life

• DNA= Deoxyribonucleic Acid

• Sequences of nucleotides make up our genes and millions of nucleotides make our chromosomes.

• Cell Cycle allows growth and repair of DNA

• Mitosis and Meiosis (Mitosis = body cells, Meiosis = gametes or sex cells)

• Genetic Variation- increases diversity in a population.

• Cell to cell communication and response

• Cells are like little factories that process tons of information

9. Describe how various systems within an organism work to communicate with the

rest of the body • Physical contact

• Signal transmission pathways

• Neurotransmitters

• Hormones

• Information gets transferred so that a message can be relayed to a specific site and the body can respond correctly.

10. Describe the differences in the movement of energy and matter through

a community food chain.

• Energy moves through organisms and ecosystems, but once it’s used up, it’s gone.

• Heat is constantly being given off and lost: sleeping, feeding, reproducing, hunting, taking care of young, etc.

• There needs to be a constant input.

Big Idea 4- Interdependent Relationships

• Interactions among populations: Symbiosis, prey/predator relationships, cell to cell interaction

• Diversity- the more diversity the better

• Flow of energy through food webs and food chains

• How your cells, tissues, organs, and organ systems work together to function properly.

– EX- Your heart would not be useful if it didn’t have blood and blood vessels.

– EX- You wouldn’t be able to survive if plants weren’t around.

• For things to work properly cooperation, competition, and structure are evident.

• Enzymes-pH, temperature, ion concentration

• Organ systems: all organs have specialized job that aid in assisting the next.

• Ecological relationships: mutualism, parasitism, and commensalism.

11. Describe why cooperation of various organs is necessary to complete a job

within the body.

12. How does the fact that DNA blueprints can be modified, and

those modifications are sometimes passed to the next generation, tie

into evolution?

• Changes in DNA can lead to changes in phenotypes. Favorable changes may allow an organism to survive and reproduce, which is evolution.

13. How do the circulation and respiratory systems interact to accomplish their job?

• The respiratory system depends upon the circulatory system to supply its cells with nutrients and oxygen and also to remove waste; the circulatory system needs the respiratory system to provide new oxygen and remove carbon dioxide.

Characteristics of Living Things

• All living things must be able to:

– 1. Reproduce

– 2. Made up of cells

– 3. Respond to a stimulus

– 4. Grow and develop

– 5. Evolve and change

– 6. Metabolize- need and use chemical energy

– 7. Maintain Homeostasis

– 8. Made up of DNA

– 9. Chemical Uniqueness

Organisms range in size. They can be microscopic like

bacteria!

Organism can be tiny like the

honey pot ant!

Or HUGE / largest animal on the planet like the blue whale!

What makes an organism an organism?

They MUST have these 9 characteristics: 1. Made up of cells

2. Metabolism

3. DNA

4. Stimulus

5. Reproduction

6. Evolution

7. Homeostasis

8. Grow and develop

9. Chemical Uniqueness

Levels of Organization

• Life is organized into many levels.

• Each level builds on the next.

Made up of Cells • The basic unit of life.

• Chemical factory.

• Multicellular – Eukaryotes, many celled like us.

• Unicellular- Prokaryotes, one celled, such as bacteria.

• Found in dead matter like a tree stump.

• Can be microscopic or macroscopic.

• Different cells have specialized functions. For example, your muscle cells contract and relax, while your stomach cells secrete digestive juices.

Cells Cells Cells Cells

Metabolism

Chemical process that builds up or breaks down materials.

Every cell needs energy in order to survive.

Obtained by eating food, sunlight, or chemicals.

Autotrophs- make their own food through photosynthesis, such as plants.

Chemoautotrophs- make their own food through chemicals / chemosynthesis.

Heterotrophs- rely on others for food.

Where do we get our energy from?

Indirectly from photosynthesis and directly from cellular respiration, in the form of ATP- Adenosine Triphosphate.

A little recall…..

• CO2 =

• O2 =

• C6H12O6 =

• H2O=

What do they mean?

What is the chemical equation for photosynthesis?

What is the chemical equation for cellular respiration?

Chemosynthesis

Stimulus All organisms must react in order to survive.

Organisms react to different factors. Abiotic- nonliving, such as rocks, temperature,

nutrients, pH, etc

Biotic- living things, such as plants, animals, bacteria, fungi, etc.

What happens when you touch a hot stove? Do you leave your hand on there?

The relationship between abiotic and biotic factors

• Ecosystems are made up of both living and nonliving things.

• The abiotic factors directly affect the biotic factors.

• For example, if the temperature of the bay drastically drops, many of the fish may die because they can’t regulate their body temperature.

Venus fly trap video

• http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/

http://naturesvenusflytrap.weebly.com/venus-fly-trap.html

http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://www.discovery.com/tv-shows/life/videos/venus-flytrap-catches-flies/http://naturesvenusflytrap.weebly.com/venus-fly-trap.htmlhttp://naturesvenusflytrap.weebly.com/venus-fly-trap.htmlhttp://naturesvenusflytrap.weebly.com/venus-fly-trap.htmlhttp://naturesvenusflytrap.weebly.com/venus-fly-trap.htmlhttp://naturesvenusflytrap.weebly.com/venus-fly-trap.html

DNA- Deoxyribonucleic acid • Stores genetic information

• Made up of nucleotides (4 nitrogenous base pairs-AGCT), sugars, and phosphates.

• Adenine (A) pairs up with Thymine (T)

• Guanine (G) pairs up with Cytosine (C)

• The sequence of the bases is what codes for the order of amino acids in the protein sequence (amino acids).

Evolution Change in a species over time. Process of biological change by which descendants come to

differ from their ancestors. Examples of evidence- fossil record, embryology,

comparative anatomy, biogeography, and molecular DNA. Adaptation- an inherited trait or gene that helps some

individuals of a species survive and reproduce more successfully than others. The ones that don’t adapt will die off. Sometimes different populations of the same species live in

different environments. Therefore, they have different needs and adapt differently, evolving into different species.

http://www.hhmi.org/biointeractive/anole-lizards-example-speciation

http://www.hhmi.org/biointeractive/anole-lizards-example-speciationhttp://www.hhmi.org/biointeractive/anole-lizards-example-speciationhttp://www.hhmi.org/biointeractive/anole-lizards-example-speciationhttp://www.hhmi.org/biointeractive/anole-lizards-example-speciationhttp://www.hhmi.org/biointeractive/anole-lizards-example-speciationhttp://www.hhmi.org/biointeractive/anole-lizards-example-speciationhttp://www.hhmi.org/biointeractive/anole-lizards-example-speciation

Example of adaptation

https://www.pinterest.com/pin/329677635196634636/

https://www.pinterest.com/pin/329677635196634636/https://www.pinterest.com/pin/329677635196634636/

Reproduction

Goal= to produce new individuals, and to pass on DNA to future generations.

Two types- sexual and asexual

Sexual- two parents required, exchange of gametes (sex cells), and the offspring are genetically different.

Asexual- requires only one parent and the offspring are genetically identical to the parent (ex- sea star).

Budding

Fragmentation

Binary Fission

Fun Examples Jawfish male holds unhatched eggs in his

mouth. The male churns the eggs by spitting them out and sucking them back in. This allows the male to remove debris, aerate the eggs, and rotate eggs for proper development.

The male seahorse carries the offspring

Elephant gestation is 22 months

Killer whale gestation is 16 months

Human gestation is 9 months

Budding

http://www.funscience.in/study-zone/Biology/AsexualReproduction/Budding.php

http://www.funscience.in/study-zone/Biology/AsexualReproduction/Budding.phphttp://www.funscience.in/study-zone/Biology/AsexualReproduction/Budding.phphttp://www.funscience.in/study-zone/Biology/AsexualReproduction/Budding.phphttp://www.funscience.in/study-zone/Biology/AsexualReproduction/Budding.php

Fragmentation

https://science9ldssblock1.wikispaces.com/Katie%27s+Biology+Project

https://www.tes.com/lessons/H04C2gVfizVzBA/amazing-life-cycles

https://science9ldssblock1.wikispaces.com/Katie's+Biology+Projecthttps://science9ldssblock1.wikispaces.com/Katie's+Biology+Projecthttps://www.tes.com/lessons/H04C2gVfizVzBA/amazing-life-cycleshttps://www.tes.com/lessons/H04C2gVfizVzBA/amazing-life-cycleshttps://www.tes.com/lessons/H04C2gVfizVzBA/amazing-life-cycleshttps://www.tes.com/lessons/H04C2gVfizVzBA/amazing-life-cycleshttps://www.tes.com/lessons/H04C2gVfizVzBA/amazing-life-cycleshttps://www.tes.com/lessons/H04C2gVfizVzBA/amazing-life-cycles

Binary Fission

http://www.sciencecounts2.com/binary-fission.html

http://www.sciencecounts2.com/binary-fission.htmlhttp://www.sciencecounts2.com/binary-fission.htmlhttp://www.sciencecounts2.com/binary-fission.html

Homeostasis Regulation and maintenance of constant internal

conditions in an organism. BALANCE!

Controlled by hormones and the nervous system.

Body temp. is 37 C or 98.6 F

Important because cells function best within a certain range of conditions. Temperature, glucose, water, pH, gases, nutrients, salt, etc. must be maintained/ balanced or it can be fatal.

Negative and Positive feedback loops.

What does feedback mean to you?

• Grades

• Progress reports

• Comments from a teacher on a paper you wrote

• One on one discussion about your performance.

• Rubric

Background Vocabulary

Mechanism- a system of parts that operate or interact like those of a machine.

Control- an instrument used to operate, regulate, or guide a machine.

Sensor- a device that receives and responds to a signal.

Set point- the point at which a circuit is either activated or deactivated.

Target- something aimed or fired at.

Feedback- return of a portion of the output of a system to the input, used to maintain performance or control.

Loop- a closed circuit.

Seems confusing… let’s simplify it!

• Thermostat- senses the temperature of a system.

• A sensor in the thermostat constantly measures the temperature of the room.

• A control mechanism then compares the actual room temperature to the set temperature.

• Let’s say the set temperature is 21C (70F). When the temperature falls below 21C, the thermostat kicks on by sending an electronic message to the furnace.

• When the sensor on the thermostat indicates that the air temperature is back to 21C, another message is sent that turns off the furnace.

• Result- the room is always within a few degrees of the desired temperature.

• Of course in Florida this would resemble our air conditioners!

How is your body like a thermostat?

• Your body is set up to regulate temperature just like a thermostat. It’s an internal control system that includes sensors, a control center, various communication systems, and targets.

Sensors

• They are called receptors in our body.

• Receptors spend a lot of time gathering information about what is going on inside and outside the body.

• Ex- when it’s hot or cold, there are receptors in your skin and nose that gather information about the air temperatures.

Control Center

• Brain- receives information from the sensors.

• The brain will then compare information to the ideal / set points, at which the body functions best at.

• If there is an issue, such as the body being above or below that set point, the brain will send a message via a communication system (nervous or endocrine system/ hormones).

Communication System

• Nervous and Endocrine system carry messages to all parts of the body.

• Nervous system= nerve impulses.

• Endocrine system= hormones.

• The nerve impulses and hormones tell the targets in the body how to respond to the stimuli.

Target

• Any cell, tissue, or organ that changes its level of activity.

• Example- if it’s cold outside, a message may be sent to the muscles to start shivering. Shivering generates body heat, therefore increasing temperature.

The body maintains homeostasis via negative and

positive feedback loops!

Negative Feedback Loop

• A control system responds when conditions change from the ideal or set point and returns conditions to this set point.

• Continuous cycle

• Example- Blood glucose concentrations rise after a meal (the stimulus), and insulin causes glucose to be removed from the bloodstream (the response), which decreases blood glucose.

• Exercise creates metabolic heat, which raises body temperature (the stimulus) and vasodilation and sweating (the response) cools the body. http://www.bbc.co.uk/bitesize/higher/biology/control_regulation/homeostatic_control/revision

/1/

http://www.bbc.co.uk/bitesize/higher/biology/control_regulation/homeostatic_control/revision/1/http://www.bbc.co.uk/bitesize/higher/biology/control_regulation/homeostatic_control/revision/1/

Positive Feedback Loop

• Control system in which sensory information causes the body to increase the rate of change away from homeostasis.

– Ex- cut your finger, positive feedback mechanisms increase the rate of change in clotting factors in the blood until the wound is sealed.

– Ex- hormones during puberty. The body needs specific levels to accomplish the changes that need to take place.

– Ex-when a baby first suckles its mother's nipple, a small amount of breast milk is released (the stimulus) and a hormone is released which increases milk production (the response).

8. Growth and Development

• All organisms have a life cycle that they go through from origin (when the sperm fertilizes the egg = fertilization) to adulthood.

• Changes in size, shape, and differentiation in structures.

• Unicellular = simple and multicellular= complex.

• Metamorphosis- many organisms have similar early stages of development and are hard to tell apart.

Vertebrate Embryos

https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/

https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/https://ogremk5.wordpress.com/2011/06/20/your-inner-fish-chapter-5/

9. Chemical Uniqueness

• Complex molecular organization.

• Carbon backbone.

• Macromolecules- Proteins, Lipids, Carbohydrates, and Nucleic Acids

• Ex-DNA

Diversity of Life

• Arises by evolutionary change leading to the present biodiversity we see.

• Divided into three Domains:

–1. Bacteria- single celled prokaryotes (no nucleus)

–2. Archaea- single celled prokaryotes (no nucleus)

–3. Eukarya- Plants and Animals, complex organelles and multicellular.

Taxonomy

• Classifying Organisms

http://www.charlesayoub.com/life-style/index.php/more/1/1018

http://www.charlesayoub.com/life-style/index.php/more/1/1018http://www.charlesayoub.com/life-style/index.php/more/1/1018http://www.charlesayoub.com/life-style/index.php/more/1/1018

Domain Eukarya

• 4 Kingdoms

– 1. Kingdom Protista: unicellular eukaryotes, multicellular algae (dinoflagellates, diatoms, etc)

– 2. Kingdom Plantae: have cells walls, cellulose, and obtain energy through photosynthesis.

– 3. Kingdom Fungi: Cell walls are made of chitin, obtain energy by secreting enzymes and absorb the products they release.

– 4. Kingdom Animalia- no cell walls, obtain energy by ingesting other organisms.

Living Systems Show Hierarchical Organization

• Life is highly organized

• Begins with atoms and ends with the biosphere.

• Cellular Level: Atoms-> Molecule-> Macromolecule-> Organelle-> Cell

• Organismal Level: Tissue-> Organ-> Organ System-> Organism

• Populational Level: Population-> Species-> Community-> Ecosystem-> Biosphere

Cellular Level and Organismal Level

http://sphweb.bumc.bu.edu/otlt/MPH-Modules/PH/PH709_A_Cellular_World/mobile_pages/PH709_A_Cellular_World8.html

http://sphweb.bumc.bu.edu/otlt/MPH-Modules/PH/PH709_A_Cellular_World/mobile_pages/PH709_A_Cellular_World8.htmlhttp://sphweb.bumc.bu.edu/otlt/MPH-Modules/PH/PH709_A_Cellular_World/mobile_pages/PH709_A_Cellular_World8.htmlhttp://sphweb.bumc.bu.edu/otlt/MPH-Modules/PH/PH709_A_Cellular_World/mobile_pages/PH709_A_Cellular_World8.html

Populational Level

http://eweb.furman.edu/~wworthen/bio111/102science1lec.htm

http://eweb.furman.edu/~wworthen/bio111/102science1lec.htmhttp://eweb.furman.edu/~wworthen/bio111/102science1lec.htm

Science Practices • Science Practice 1 • The student can use representations and models to communicate scientific phenomena and

solve scientific problems. • Science Practice 2 • The student can use mathematics appropriately. • Science Practice 3 • The student can engage in scientific questioning to extend thinking or to guide investigations

within the context of the AP course. • Science Practice 4 • The student can plan and implement data collection strategies in relation to a particular

scientific question. (Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data.)

• Science Practice 5 • The student can perform data analysis and evaluation of evidence. • Science Practice 6 • The student can work with scientific explanations and theories. • Science Practice 7 • The student is able to connect and relate knowledge across various scales, concepts and

representations in and across domains.

Websites Used

• http://uhsbiologyproject.blogspot.com/p/natural-selection.html

• http://www.saawinternational.org/geeseandducks.htm

• http://advancesinap.collegeboard.org/math-and-science/science-practices

http://uhsbiologyproject.blogspot.com/p/natural-selection.htmlhttp://uhsbiologyproject.blogspot.com/p/natural-selection.htmlhttp://uhsbiologyproject.blogspot.com/p/natural-selection.htmlhttp://uhsbiologyproject.blogspot.com/p/natural-selection.htmlhttp://www.saawinternational.org/geeseandducks.htmhttp://www.saawinternational.org/geeseandducks.htmhttp://advancesinap.collegeboard.org/math-and-science/science-practiceshttp://advancesinap.collegeboard.org/math-and-science/science-practiceshttp://advancesinap.collegeboard.org/math-and-science/science-practiceshttp://advancesinap.collegeboard.org/math-and-science/science-practiceshttp://advancesinap.collegeboard.org/math-and-science/science-practiceshttp://advancesinap.collegeboard.org/math-and-science/science-practiceshttp://advancesinap.collegeboard.org/math-and-science/science-practices