Connection to AP Biology Standards
Big Idea 1, Learning Objective 1.26: The student is able to evaluate given data sets that illustrate evolution as an ongoing process. In our aquaponics project, our basil plants are constantly changing due to their environment and its unique pressures. All 4 plants are grown in an aqueous environment, which is not the typical growth media for basil as they usually require soil that contains their nutrients and water. The more adapted basil plants will grow larger and have a more likely chance of passing on their genes to their offspring. Big Idea 2, Learning Objective 2.1: The student is able to use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. In our aquaponics project, the 4 basil plants are able to capture, store, and utilize free energy through photosynthesis and respiration. Our grow light provides them with a source of light energy which they can capture and convert into stored chemical energy (glucose) through photosynthesis, specifically the light independent reaction. They can then break down the stored chemical energy into free energy through respiration and can utilize the free energy to grow and develop. Big Idea 3, Learning Objective 3.20: The student is able to explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function. During our basil plants’ developmental stages from seed to sapling, gene regulation occurred that resulted in specialization of cells. For example, after the seeds had settled into the grow beds, gene regulation of the plant began to make the formation of the stem as it broke out of the seed covering. Then, more regulation of genes occurred as stem cells were specialized to become leaf cells and root cells. Big Idea 4, Learning Objective 4.9: The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). The independent variable of our experiment is whether the concentration of nutrients within fish food subsequently affects its waste nutrient content and ultimately affects plant growth. If we feed one group of fish a more fat-filled diet, will the fat translate into nutrients that the plant can absorb and use to grow and develop or will it hinder growth due to the excess amount of fat that contradicts a plant’s rigid structure? Our experiment aims to test and answer these types of questions. Science Practice 4: The student can plan and implement data collection strategies appropriate to a particular scientific question. 4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question. To answer our question of nutrient concentration’s impact on plant growth, we need to collect data that relates to the growth of the plants, such as stem length and leaf count and size. 4.2 The student can design a plan for collecting data to answer a particular scientific question. To collect data, we can measure the height of the plant stems twice a week to determine any changes in plant growth. 4.3 The student can collect data to answer a particular scientific question. We are able to collect data to answer our question of nutrient impact on plant growth by using measuring tools like rulers and can compose data tables to store our information. 4.4 The student can evaluate sources of data to answer a particular scientific question. The credibility of our sources that we used to research our topic beforehand was put under close scrutiny from ourselves and our mentor Dr. Annette Parrott. Websites that come from organizations or have verified sources backed by other scientists in the field were found to be the most credible. Science Practice 5: The student can perform data analysis and evaluation of evidence. 5.1 The student can analyze data to identify patterns or relationships. From our current collected data, it can be seen that the nutrient content in the waste of the fish determined by food source has little impact on plant height. 5.2 The student can refine observations and measurements based on data analysis. We can refine our observations and measurements by using a more precise ruler to measure plant height. We can also test the water in each tank to determine if there is even a large enough nutrient difference to spur a noticeable change in plant growth. 5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question. In relation to our question, our data shows so far that feeding the fish different foods with different nutrient concentrations has little to no impact on the growth of the plants.
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