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- THE BIG PICTURE OF BIOLOGY
- BIG IDEA 1: EVOLUTION
- 1A: Evolution - Change in Genetic Makeup
- 1B: Evolution by Common Descent
- 1C: Life Continues to Evolve
- 1D: Theories of the History of Life
- BIG IDEA 2: ORGANISMS USE ENERGY AND MOLECULES TO GROW, REPRODUCE, AND MAINTAIN HOMEOSTASIS
- 2A: PHOTOSYNTHESIS, CELLULAR RESPIRATION, AND ENERGY
- 2B: CELL HOMEOSTASIS - CELL MEMBRANE PROCESSES
- 2.C: HOMEOSTASIS - POSITIVE AND NEGATIVE FEEDBACK
- 2.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment.
- 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.
- BIG IDEA 3: LIVING SYSTEMS STORE, RETRIEVE, TRANSMIT, AND RESPOND TO INFORMATION
- 3.A: DNA TRANSCRIPTION AND TRANSLATION
- 3.B: GENE REGULATION - TRANSCRIPTION AND TRANSLATION
- 3C: GENETIC MUTATIONS AND VIRUSES
- 3D: CELL COMMUNICATION AND SIGNAL TRANSDUCTION
- 3E: ANIMAL BEHAVIOR AND NERVOUS SYSTEM
- BIG IDEA 4: BIOLOGICAL SYSTEMS INTERACT IN COMPLEX WAYS
- 4A: BIOCHEMISTRY AND CELL BIOLOGY
- 4.B: Competition and cooperation are important aspects of biological systems.
- 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment.
- RESULTS AND RESOURCES
- AP BIO LABS: BIG IDEA 1 - EVOLUTION
- AP BIO LABS: BIG IDEA 2 -
- AP BIO LABS: BIG IDEA 3
- AP BIO LABS: BIG IDEA 4
Essential knowledge 2.B.1: Cell membranes are selectively permeable due to their structure.
a. Cell membranes separate the internal environment of the cell from the external environment.
b. Selective permeability is a direct consequence of membrane structure, as described by the fluid mosaic model. [See also 4.A.1]
Evidence of student learning is a demonstrated understanding of each of the following:
c. Cell walls provide a structural boundary, as well as a permeability barrier for some substances to the internal environments.
Evidence of student learning is a demonstrated understanding of each of the following:
1. Plant cell walls are made of cellulose and are external to the cell membrane.
2. Other examples are cells walls of prokaryotes and fungi.
b. Selective permeability is a direct consequence of membrane structure, as described by the fluid mosaic model. [See also 4.A.1]
Evidence of student learning is a demonstrated understanding of each of the following:
- Cell membranes consist of a structural framework of phospholipid molecules, embedded proteins, cholesterol, glycoproteins and glycolipids.
- Phospholipids give the membrane both hydrophilic and hydrophobic properties. The hydrophilic phosphate portions of the phospholipids are oriented toward the aqueous external or internal environments, while the hydrophobic fatty acid portions face each other within the interior of the membrane itself.
- Embedded proteins can be hydrophilic, with charged and polar side groups, or hydrophobic, with nonpolar side groups.
- Small, uncharged polar molecules and small nonpolar molecules, such as N2, freely pass across the membrane. Hydrophilic substances such as large polar molecules and ions move across the membrane through embedded channel and transport proteins. Water moves across membranes and through channel proteins called aquaporins.
c. Cell walls provide a structural boundary, as well as a permeability barrier for some substances to the internal environments.
Evidence of student learning is a demonstrated understanding of each of the following:
1. Plant cell walls are made of cellulose and are external to the cell membrane.
2. Other examples are cells walls of prokaryotes and fungi.
Essential knowledge 2.B.2: Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes.
a. Passive transport does not require the input of metabolic energy; the net movement of molecules is from high concentration to low concentration.
Evidence of student learning is a demonstrated understanding of each of the following:
1. Passive transport plays a primary role in the import of resources and the export of wastes.
2. Membrane proteins play a role in facilitated diffusion of charged and polar molecules through a membrane.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Glucose transport
• Na+/K+ transport
✘✘ There is no particular membrane protein that is required for teaching this concept.
3. External environments can be hypotonic, hypertonic or isotonic to internal environments of cells.
b. Active transport requires free energy to move molecules from regions of low concentration to regions of high concentration.
Evidence of student learning is a demonstrated understanding of each of the following:
c. The processes of endocytosis and exocytosis move large molecules from the external environment to the internal environment and vice versa, respectively.
Evidence of student learning is a demonstrated understanding of each of the following:
Evidence of student learning is a demonstrated understanding of each of the following:
1. Passive transport plays a primary role in the import of resources and the export of wastes.
2. Membrane proteins play a role in facilitated diffusion of charged and polar molecules through a membrane.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Glucose transport
• Na+/K+ transport
✘✘ There is no particular membrane protein that is required for teaching this concept.
3. External environments can be hypotonic, hypertonic or isotonic to internal environments of cells.
b. Active transport requires free energy to move molecules from regions of low concentration to regions of high concentration.
Evidence of student learning is a demonstrated understanding of each of the following:
- Active transport is a process where free energy (often provided by ATP) is used by proteins embedded in the membrane to “move” molecules and/or ions across the membrane and to establish and maintain concentration gradients.
- Membrane proteins are necessary for active transport.
c. The processes of endocytosis and exocytosis move large molecules from the external environment to the internal environment and vice versa, respectively.
Evidence of student learning is a demonstrated understanding of each of the following:
- In exocytosis, internal vesicles fuse with the plasma membrane to secrete large macromolecules out of the cell.
- In endocytosis, the cell takes in macromolecules and particulate matter by forming new vesicles derived from the plasma membrane.
Essential knowledge 2.B.3: Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
a. Internal membranes facilitate cellular processes by minimizing competing interactions and by increasing surface area where reactions can occur.
b. Membranes and membrane-bound organelles in eukaryotic cells localize (compartmentalize) intracellular metabolic processes and specific enzymatic reactions.
To foster student understanding of this concept, instructors can choose an illustrative example, such as:
• Endoplasmic reticulum
• Mitochondria
• Chloroplasts
• Golgi
• Nuclear envelope
c. Archaea and Bacteria generally lack internal membranes and organelles and have a cell wall.
b. Membranes and membrane-bound organelles in eukaryotic cells localize (compartmentalize) intracellular metabolic processes and specific enzymatic reactions.
To foster student understanding of this concept, instructors can choose an illustrative example, such as:
• Endoplasmic reticulum
• Mitochondria
• Chloroplasts
• Golgi
• Nuclear envelope
c. Archaea and Bacteria generally lack internal membranes and organelles and have a cell wall.
