Unit 2: Biochemistry

Biology is considered to be one of the applied sciences. An applied science is different from a pure science because an applied science involves other fields. For example, you can't understand Biology without knowing chemistry. Molecular shape plays an important part in biology, ranging from the different molecules and their effects to the specific molecular shape of the substrate that allows it to bind to the enzyme. This unit means to cover the chemistry needed to effectively understand Biology.

One thing that I felt that I understood well is the process of protein and the creation of proteins. Protein folding involves 4 steps, primary, secondary, tertiary, and quatinary. Primary is ordering the individual molecules that will make up the protein, secondary involves alpha and beta folding of the protein, tertiary involves the creation of disulfide bridges, and quatinary involves connecting the folded protein to other proteins. The protein only becomes functional after the final step.

Something that I felt that I needed to improve on was my ability to know the different side groups. The side groups are very different, and even side groups that sound very similar (Carbonyl and Carboxyl groups) have very different functions. In this case, the Carboxyl group helps create an acid (chemical formula -COOH) and the Carbonyl group (-CO-), (-CO) changes function and creates isomers depending on where it is located within the molecule.

AP Science Practices

• SP1:The student can use representations and models to communicate scientific phenomena and solve scientific problems.
• SP2: The student can use mathematics appropriately.
• SP3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
• SP4: The student can plan and implement data collection strategies appropriate to a particular scientific question.
• SP5: The student can perform data analysis and evaluation of evidence.
• SP6: The student can work with scientific explanations and theories.
• SP7: The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

• The subcomponents of biological molecules and their sequences determine the properties of that molecule.
• Interactions between molecules affect their structure and function.
• Cooperative interactions within organisms promote efficiency in the use of energy and matter.
• Variation in molecular units provides cells with a wider range of functions.

Unit 1 Wrap Up- Evolution

Unit one is an important building block for Biology. So far, we have referenced evolution in every unit so far, ranging from cell chemistry to the endosymbiotic theory.

In unit 1, we were able to employ SP1. We employed SP1 when using the Hardy-Weinberg equilibrium, which models an unchanging hypothesis. Hardy-Weinberg equilibrium is meant to serve as a null hypothesis, because if you can prove that the Hardy-Weinberg equation isn't true, then evolution is happening in a population, and helps serve as a model for evolution. Another model invented by the same scientists is the idea of the Hardy-Weinberg equation, which is used to calculate the genotype/phenotype frequencies in a population that isn't evolving.  This also works with SP2, which is using mathematics appropriately. I initially had trouble using the H-W equation, but was able to eventually lean how to use it by the end of unit 1. 

I plan on continuing to apply the principles of evolution to other topics in AP Biology, and hope that this unit will be helpful in my future study.

Unit Objectives

• Change in the genetic makeup of a population over time is evolution.
• Organisms are linked by lines of descent from common ancestry.
• Life continues to evolve within a changing environment.
• The origin of living systems is explained by natural processes.
• Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection
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Science Practices

• SP1:The student can use representations and models to communicate scientific phenomena and solve scientific problems.
• SP2: The student can use mathematics appropriately.
• SP3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
• SP4: The student can plan and implement data collection strategies appropriate to a particular scientific question.
• SP5: The student can perform data analysis and evaluation of evidence.
• SP6: The student can work with scientific explanations and theories.
• SP7: The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

1st Quarter Reflection

I thought that the unit on evolution went well. What surprised me about tis unit was that Darwin's theory of evolution was slightly different than the modern theory of evolution. I had always thought that the theory of evolution hadn't changed after Darwin's idea, but that turned out to not be the case.

I found the chemistry unit to be difficult. Specifically, I found memorizing the shapes of the molecules and all of the different molecules and the R-groups and how they changed each molecule. Since chemistry is important throughout all of biology, it is important for me to go back through the chemistry chapter and review chemistry. I also have had trouble with my handwriting, which has become sloppy.

One way for me to improve my handwriting is to write less for the free response. By writing less, I can be more concise and to the point. I can also focus on making my handwriting more legible during the test. I've found that if I write slower, then my handwriting is more readable. To improve how I feel about the chemistry unit, I plan on going back and rereading over the chapter, and trying to memorize more of the R-groups.

I am looking forward to learning more about neuroscience. The brain is very complicated, but since we are just scratching the surface of the brain and our nervous system, it isn't exceptionally difficult (compared to the other units). Other than that, I am looking forward to seeing how evolution affects the rest of biology!

The coolest thing about Biology

The coolest thing about is the endosymbiosis theory. The endosymbiosis theory is the idea that the mitochondria was originally another another cell. This cell then moved into the cell membrane of one cell for a unknown reason, and this formed a symbiotic relationship. Both cells benefited, and eventually they both coevolved with each other until one became part of the other. This also applies some other organelles, such as chloroplasts in plants! Below is a diagram that shows how endosymbiosis happened.


Image Source:

Endosymbiotic Theory. (2013, August 11). Wikipedia. Retrieved November 1, 2013, from http://en.wikipedia.org/wiki/Endosymbiotic_theory