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The Four Big Ideas in AP Biology:

Branch point (common ancestor). Lungfishes. Big Idea 1 – Evolution The process of evolution drives the diversity and unity of life. Amphibians. 1. The Four Big Ideas in AP Biology:. Tetrapods. Mammals. 2. Tetrapod limbs. Amniotes. Lizards and snakes. 3. Amnion. 4. Crocodiles.

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The Four Big Ideas in AP Biology:

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  1. Branch point (common ancestor) Lungfishes Big Idea 1 – EvolutionThe process of evolution drivesthe diversity and unity of life. Amphibians 1 The Four Big Ideas in AP Biology: Tetrapods Mammals 2 Tetrapod limbs Amniotes Lizards and snakes 3 Amnion 4 Crocodiles Homologous characteristic 5 Ostriches Birds 6 Feathers Hawks and other birds

  2. The Four Big Ideas in AP Biology: Big Idea 2 – Cellular Processes:Energy and CommunicationBiological systems utilizefree energy andmolecular building blocksto grow, to reproduce,and to maintain dynamic homeostasis.

  3. The Four Big Ideas in AP Biology: Big Idea 3 – Genetics and Information TransferLiving systems store, retrieve, transmit, andrespond to information essential to life processes.

  4. The Four Big Ideas in AP Biology: Big Idea 4 – InteractionsBiological systems interact, and these systemsand their interactionspossess complex properties.

  5. The Four Big Ideas in AP Biology: Big Idea 1 – EvolutionThe process of evolution drivesthe diversity and unity of life. Big Idea 2 – Cellular Processes: Energy and CommunicationBiological systems utilize free energy andmolecular building blocksto grow, to reproduce,and to maintain dynamic homeostasis. Big Idea 3 – Genetics and Information TransferLiving systems store, retrieve, transmit, andrespond to information essential to life processes. Big Idea 4 – InteractionsBiological systems interact, and these systems andtheir interactions possess complex properties.

  6. Big Idea 1 – Evolution:The process of evolution drivesthe diversity and unity of life. Essential Questions:What role does evolution play in the organization of living things? What evidence supports our current models of the origin of life?How does the process of evolution drive diversity and the unity of life?How does life evolve in changing environments?

  7. Enduring Understanding 1.A:Change in the genetic makeup of a population over time is evolution.Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution.Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations.Essential knowledge 1.A.3: Evolutionary change is also driven by random processes.Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics.Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry.Essential knowledge 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.Essential knowledge 1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested. Enduring understanding 1.C:Life continues to evolve within a changing environment.Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth’s history.Essential knowledge 1.C.2: Speciation may occur when two populations become reproductively isolated from each other.Essential knowledge 1.C.3: Populations of organisms continue to evolve.Enduring understanding 1.D:The origin of living systems is explained by natural processes.Essential knowledge 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence.Essential knowledge 1.D.2: Scientific evidence from many different disciplines supports models of the origin of life. Big Idea 1 – Evolution:The process of evolution drivesthe diversity and unity of life.

  8. Science Practices (SP):Enable students to coordinate their knowledge and skillsby establishing lines of evidence tailoredto enhance their understanding of natural phenomena. 1. Students can use representations and models to communicate scientific phenomena and solve scientific problems. 2. Students can use mathematics appropriately. 3. Students can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4. Students can plan and implement data collection strategies appropriate to a particular scientific question. 5. Students can perform data analysis and evaluation of evidence. 6. Students can work with scientific explanations and theories. 7. Students are able to connect and relate knowledge across various scales, concepts and representations in and across domains.

  9. Summary of Science Practices Vocabulary: • create representations and models • describe representations and models • refine representations and models • use representations and models • reexpress key elements • justify the selection of a mathematical routine • apply mathematical routines • estimate numerically quantities • pose scientific questions • refine scientific questions • evaluate scientific questions • justify the selection of the kind of data • design a plan for collecting data • collect data • evaluate sources of data • analyze data • refine observations and measurements • evaluate the evidence provided by data sets • justify claims with evidence • construct explanations of phenomena based on evidence • articulate the reasons that scientific explanations and theories are refined or replaced • make claims and predictions about natural phenomena • evaluate alternative scientific explanations • connect phenomena and models • connect concepts

  10. Terminal bud Lateral buds Cabbage Brussels sprouts Flower clusters Leaves Kale Cauliflower Stem Wild mustard Flowers and stems Broccoli Kohlrabi

  11. Fast Plants Quad Growing System

  12. Wisconsin Fast Plants Life Cycle

  13. Student Lab Notebook • To obtain College credit -> SAVE upon course completion • Journal remains in classroom • Loose leaf binder with labeled tabs for different labs • Pages should be numbered • Everything goes into this journal,but it does NOT need to be neat:- purpose (2)- hypothesis (1)- names of lab partners (1)- experimental design (3)- materials / methods (3)- raw data (3)- labeled graphs and tables (3)- drawings (2)- questions for further analysis (2)

  14. Grower's Calendar PreparationStart (1 1/2 hrs)Date:____________ Assemble light bank and rack or light box. Set up reservoirs. Saturate water mat according to growing instructions. Arrange all planting materials.

  15. Grower's Calendar Planting Day 1 (1 hr) Date:____________ Plan to start life cycle on a Monday or Tuesday. Plant, water from above, label, set planters (quads, deli containers, or bottle tops) on water source (watermat or water reservoir bottom) with soil surface 5–10 cm (~2 inches) from the lights.

  16. Grower's Calendar GerminationDays 2– 3 Date:____________ Water from top with pipet. Cotyledons emerge.

  17. Grower's Calendar TendingDays 4–5 (30 min) Date:____________ Thin to 1 plant per cell. Transplant if necessary to obtain 1 plant in every cell. Check the water level in the reservoir!

  18. Grower's Calendar GrowthDays 6–11 (15 min/day) Date:____________ Check plants and reservoir level dailythroughout the rest of the life cycle. Observe growth and development.

  19. Grower's Calendar FloweringDay 12 (30 min)Date:____________ Flower buds beginning to open. Make bee sticks.

  20. Grower's Calendar PollinationDays 13–18 (15 min/day) Date:____________ Pollinate for 2–3 consecutive days. On the last day of pollination,pinch off any remaining unopened buds.

  21. Grower's Calendar Seed Development Days 17–35 (10 min/day) Date:____________ Observe seed pod development. Embryos mature in 20 days.

  22. Grower's Calendar Seed MaturationDay 36 (30 min) Date:____________ Twenty days after the last pollination,remove plants from water reservoir. Allow plants to dry for 5 days.

  23. Grower's Calendar HarvestingDay 40 (30 min) Date:____________ Harvest seeds from dry pods. Clean up all equipment. Plant your own seeds or store them appropriately.

  24. Plant Anatomy

  25. Flower Anatomy

  26. Flower Anatomy

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