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.
The organisms in our aquaponics setup all exhibit the core biological function of respiration, a homologous process passed down through the evolutionary tree since the last universal common ancestor (LUCA). The organisms span two domains, Eukarya and Eubacteria, and four kingdoms: Animalia, Plantae, Protista, and Eubacteria, all of which perform respiration, converting sugars (via oxygen) into a usable form of food for the organism. In our goldfish, mint plants, and bacteria, this occurs in the conversion of glucose (or other sugars, such as sucrose, fructose, or galactose) and oxygen into water and carbon dioxide.
LO 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction.
Nitrogen and carbon dioxide from the surrounding environment were converted to nitrates, nitrites, and carbonic acid, which stimulated the growth of our mint plants and goldfish. Oxygen from the atmosphere went into the tank and was converted to glucose and carbon dioxide through respiration, producing sugars that can be converted to ATP and which can aid core cellular processes in our goldfish. Respiration helps our fish grow, maintain homeostasis, and ultimately, reproduce.
LO 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues.
The mint plants in our experiment receive light energy from its environment. Since the light source, or our lamp, is placed atop the center of the growbed, all mint plants tend to grow towards the light source. This is an example of a plant response to an environmental cue. Plants detect a light source in its environment and grow toward it to be able to generate energy by photosynthesis. The plant hormone auxin is responsible for a plant's ability to grow towards the light.
LO 4.18 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter.
Through photosynthesis, our mint plants provide oxygen through photosynthesis for the goldfish to use in respiration. In turn, our goldfish utilizes the oxygen produced by the mint plants from photosynthesis in respiration, where it produced carbon dioxide, water, and ATP using oxygen and glucose. Another example of efficient in the use of energy in our aquaponics system is how fish waste is cooperatively broken down by bacteria into ammonia and carried to the mint plants using our water pump. Instead of getting rid of the toxic ammonia in our tank, it is converted to usable nitrates/nitrites by mint plants for their own growth.
The organisms in our aquaponics setup all exhibit the core biological function of respiration, a homologous process passed down through the evolutionary tree since the last universal common ancestor (LUCA). The organisms span two domains, Eukarya and Eubacteria, and four kingdoms: Animalia, Plantae, Protista, and Eubacteria, all of which perform respiration, converting sugars (via oxygen) into a usable form of food for the organism. In our goldfish, mint plants, and bacteria, this occurs in the conversion of glucose (or other sugars, such as sucrose, fructose, or galactose) and oxygen into water and carbon dioxide.
LO 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction.
Nitrogen and carbon dioxide from the surrounding environment were converted to nitrates, nitrites, and carbonic acid, which stimulated the growth of our mint plants and goldfish. Oxygen from the atmosphere went into the tank and was converted to glucose and carbon dioxide through respiration, producing sugars that can be converted to ATP and which can aid core cellular processes in our goldfish. Respiration helps our fish grow, maintain homeostasis, and ultimately, reproduce.
LO 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues.
The mint plants in our experiment receive light energy from its environment. Since the light source, or our lamp, is placed atop the center of the growbed, all mint plants tend to grow towards the light source. This is an example of a plant response to an environmental cue. Plants detect a light source in its environment and grow toward it to be able to generate energy by photosynthesis. The plant hormone auxin is responsible for a plant's ability to grow towards the light.
LO 4.18 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter.
Through photosynthesis, our mint plants provide oxygen through photosynthesis for the goldfish to use in respiration. In turn, our goldfish utilizes the oxygen produced by the mint plants from photosynthesis in respiration, where it produced carbon dioxide, water, and ATP using oxygen and glucose. Another example of efficient in the use of energy in our aquaponics system is how fish waste is cooperatively broken down by bacteria into ammonia and carried to the mint plants using our water pump. Instead of getting rid of the toxic ammonia in our tank, it is converted to usable nitrates/nitrites by mint plants for their own growth.
AP Biology Science Practices
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.
4.2 The student can design a plan for collecting data to answer a particular scientific question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific question.
We selected average leaf size (in centimeters) weekly to gauge the growth of our mint plants as accurately as possible. This decision was made opposed to plant stem growth, which does not take in account the amount of photosynthesis and other cellular processes performed. We measured the mint plants’ leaves and entered the data into a table every week in Google Documents. This tracked our progress and ensured data was not lost. We also made observations of the leaf and other physical characteristics. Furthermore, we used safe pH, kH, gH, NO2, and NO3 readings to ensure an optimal environment in both the tank and the grow bed for the development of our organisms. Through our data analysis and observations, we found that mint plant growth is more efficient in Hydroton than in lava rock.
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.
5.2 The student can refine observations and measurements based on data analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
In collecting our data for our aquaponics project, we drew conclusions as to what the patterns in the quantitative data implied in terms of system efficiency. We had to extrapolate information from the patterns presented from the growth of our mint plants, as well as account for multiple factors that may have influenced our data, such as the proportionally higher water level on the lava rock side than on the Hydroton side. In evaluating the data collected, we came to the decisive conclusion that Hydroton is a more viable growth medium for mint plants (and presumably plants in general, though this was not tested except by way of mint plants acting as a stand-in) than lava rock. Less decisive is the conclusion that the superiority of Hydroton mint plants was due to better nutrient levels in the Hydroton compared to the lava rock, rather than many other quantitative factors like porousness (space for bacterial colonies), stability, tendency to support roots, weight and associated structural problems (e.g. lava rock being shored up on one side of the growbed, creating a high water level).
4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.
4.2 The student can design a plan for collecting data to answer a particular scientific question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific question.
We selected average leaf size (in centimeters) weekly to gauge the growth of our mint plants as accurately as possible. This decision was made opposed to plant stem growth, which does not take in account the amount of photosynthesis and other cellular processes performed. We measured the mint plants’ leaves and entered the data into a table every week in Google Documents. This tracked our progress and ensured data was not lost. We also made observations of the leaf and other physical characteristics. Furthermore, we used safe pH, kH, gH, NO2, and NO3 readings to ensure an optimal environment in both the tank and the grow bed for the development of our organisms. Through our data analysis and observations, we found that mint plant growth is more efficient in Hydroton than in lava rock.
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.
5.2 The student can refine observations and measurements based on data analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
In collecting our data for our aquaponics project, we drew conclusions as to what the patterns in the quantitative data implied in terms of system efficiency. We had to extrapolate information from the patterns presented from the growth of our mint plants, as well as account for multiple factors that may have influenced our data, such as the proportionally higher water level on the lava rock side than on the Hydroton side. In evaluating the data collected, we came to the decisive conclusion that Hydroton is a more viable growth medium for mint plants (and presumably plants in general, though this was not tested except by way of mint plants acting as a stand-in) than lava rock. Less decisive is the conclusion that the superiority of Hydroton mint plants was due to better nutrient levels in the Hydroton compared to the lava rock, rather than many other quantitative factors like porousness (space for bacterial colonies), stability, tendency to support roots, weight and associated structural problems (e.g. lava rock being shored up on one side of the growbed, creating a high water level).