AP Biology Learning Objectives
LO 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.
Our aquaponics system houses all three domains of life, most notably domains Eukarya and Bacteria. It is important to understand the similarities between these domains when fundamentally changing our system. When algae built up in our tank, we had to figure out a way to defeat the algae without threatening the health of domain Eukarya (in this case, our goldfish, snails, and both types of plants).
LO 2.3 The student is able to predict how changes in free energy availability affect organisms, populations, and/or ecosystems.
In our aquaponics system, we are able to analyze and evaluate the relationship between our goldfish and plants. Both organisms create a symbiotic relationship which allows for energy to be circulated throughout our system. The fish provide nutrients from their waste products, and the plants filter the water. Due to the interdependence of our plants and fish, the absence or inhibited performance of either could disrupt the balance of our ecosystem.
LO 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues.
A couple of weeks ago, algae began to build up in our tank. We noticed that our plants were growing relatively slowly during this period and found that the algae was building up in a few of our plant pots. We concluded that the algae was inhibiting the growth of our plants. As a result, we purchased 5 algae-consuming mystery snails. A few days after adding the snails to our tank, the algae was noticeably less apparent. The environmental cue of terminating the algae appeared to increase the rate at which our plants grew.
LO 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities.
This learning objective exemplifies the goal of the entire aquaponics project. The objective of the project is to explain the interactions between various populations (namely fish, snails, plants, and algae) within the same community. These interactions are depicted through diagrams of nitrogen, carbon, and energy exchange (as pictured in our last aquaponics post). Visually, these interactions are depicted by our growing plants. By measuring the change in average width and length of our plants’ leaves, we are able to view the interactions between the populations and justify them using the diagrams of carbon, nitrogen, and energy exchange.
Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems
1.1: During our several of our last posts we have created diagrams to show how the system works and have included carbon, nitrogen, and energy cycles in many of them. Example: See previous posts.
1.2: We have added labels and explanations to all of our models. Example: See previous posts.
1.3: Several of our models have needed additions and we have carried them out to the best of our abilities. Example: See previous posts.
1.4: We have used our models to solve how our energy will move through our system in order to get the best result from our experiment. Example: See previous posts.
1.5: We have used our models to describe phenomena such as: decomposition, photosynthesis, and Nitrification. Example: See previous posts.
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: We created a scientific questions which we have used to guide our experiment. Our question is a great example of posing a scientific question. We created it before the start of our experience and can be found in our first post.
3.2: After some time looking at other experiments we revised our scientific question. We used more scientific language and scientific names of the organisms involved in our experiment. This revised question can be found on our third post.
3.3: We have evaluated our peers questions through the comments sections on their blogs. Examples of this can be found on other students blogs in comments by our group members.
LO 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.
Our aquaponics system houses all three domains of life, most notably domains Eukarya and Bacteria. It is important to understand the similarities between these domains when fundamentally changing our system. When algae built up in our tank, we had to figure out a way to defeat the algae without threatening the health of domain Eukarya (in this case, our goldfish, snails, and both types of plants).
LO 2.3 The student is able to predict how changes in free energy availability affect organisms, populations, and/or ecosystems.
In our aquaponics system, we are able to analyze and evaluate the relationship between our goldfish and plants. Both organisms create a symbiotic relationship which allows for energy to be circulated throughout our system. The fish provide nutrients from their waste products, and the plants filter the water. Due to the interdependence of our plants and fish, the absence or inhibited performance of either could disrupt the balance of our ecosystem.
LO 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues.
A couple of weeks ago, algae began to build up in our tank. We noticed that our plants were growing relatively slowly during this period and found that the algae was building up in a few of our plant pots. We concluded that the algae was inhibiting the growth of our plants. As a result, we purchased 5 algae-consuming mystery snails. A few days after adding the snails to our tank, the algae was noticeably less apparent. The environmental cue of terminating the algae appeared to increase the rate at which our plants grew.
LO 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities.
This learning objective exemplifies the goal of the entire aquaponics project. The objective of the project is to explain the interactions between various populations (namely fish, snails, plants, and algae) within the same community. These interactions are depicted through diagrams of nitrogen, carbon, and energy exchange (as pictured in our last aquaponics post). Visually, these interactions are depicted by our growing plants. By measuring the change in average width and length of our plants’ leaves, we are able to view the interactions between the populations and justify them using the diagrams of carbon, nitrogen, and energy exchange.
Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems
1.1: During our several of our last posts we have created diagrams to show how the system works and have included carbon, nitrogen, and energy cycles in many of them. Example: See previous posts.
1.2: We have added labels and explanations to all of our models. Example: See previous posts.
1.3: Several of our models have needed additions and we have carried them out to the best of our abilities. Example: See previous posts.
1.4: We have used our models to solve how our energy will move through our system in order to get the best result from our experiment. Example: See previous posts.
1.5: We have used our models to describe phenomena such as: decomposition, photosynthesis, and Nitrification. Example: See previous posts.
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: We created a scientific questions which we have used to guide our experiment. Our question is a great example of posing a scientific question. We created it before the start of our experience and can be found in our first post.
3.2: After some time looking at other experiments we revised our scientific question. We used more scientific language and scientific names of the organisms involved in our experiment. This revised question can be found on our third post.
3.3: We have evaluated our peers questions through the comments sections on their blogs. Examples of this can be found on other students blogs in comments by our group members.