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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
Enduring understanding 2.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment.
Essential knowledge 2.D.1: All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy
Cell activities are affected by interactions with biotic and abiotic factors.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Cell density
• Biofilms
• Temperature
• Water availability
• Sunlight
Organism activities are affected by interactions with biotic and abiotic factors. [See also 4.A.6]
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Symbiosis (mutualism, commensalism, parasitism)
• Predator–prey relationships
• Water and nutrient availability, temperature, salinity, pH
The stability of populations, communities and ecosystems is affected by interactions with biotic and abiotic factors. [See also 4.A.5, 4.A.6]
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Water and nutrient availability
• Availability of nesting materials and sites
• Food chains and food webs
• Species diversity
• Population density
• Algal blooms
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Cell density
• Biofilms
• Temperature
• Water availability
• Sunlight
Organism activities are affected by interactions with biotic and abiotic factors. [See also 4.A.6]
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Symbiosis (mutualism, commensalism, parasitism)
• Predator–prey relationships
• Water and nutrient availability, temperature, salinity, pH
The stability of populations, communities and ecosystems is affected by interactions with biotic and abiotic factors. [See also 4.A.5, 4.A.6]
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Water and nutrient availability
• Availability of nesting materials and sites
• Food chains and food webs
• Species diversity
• Population density
• Algal blooms
Essential knowledge 2.D.2: Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments
Continuity of homeostatic mechanisms reflects common ancestry, while changes may occur in response to different environmental conditions. [See also 1.B.1]
Organisms have various mechanisms for obtaining nutrients and eliminating wastes.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Gas exchange in aquatic and terrestrial plants
• Digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-way digestive systems
• Respiratory systems of aquatic and terrestrial animals
• Nitrogenous waste production and elimination in aquatic and terrestrial animals
Homeostatic control systems in species of microbes, plants and animals support common ancestry. [See also 1.B.1]
To foster student understanding of this concept, instructors can choose an illustrative example such as the comparison of:
• Excretory systems in flatworms, earthworms and vertebrates
• Osmoregulation in bacteria, fish and protists
• Osmoregulation in aquatic and terrestrial plants
• Circulatory systems in fish, amphibians and mammals
• Thermoregulation in aquatic and terrestrial animals (countercurrent exchange mechanisms)
Organisms have various mechanisms for obtaining nutrients and eliminating wastes.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Gas exchange in aquatic and terrestrial plants
• Digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-way digestive systems
• Respiratory systems of aquatic and terrestrial animals
• Nitrogenous waste production and elimination in aquatic and terrestrial animals
Homeostatic control systems in species of microbes, plants and animals support common ancestry. [See also 1.B.1]
To foster student understanding of this concept, instructors can choose an illustrative example such as the comparison of:
• Excretory systems in flatworms, earthworms and vertebrates
• Osmoregulation in bacteria, fish and protists
• Osmoregulation in aquatic and terrestrial plants
• Circulatory systems in fish, amphibians and mammals
• Thermoregulation in aquatic and terrestrial animals (countercurrent exchange mechanisms)
Essential knowledge 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis.
a. Disruptions at the molecular and cellular levels affect the health of the organism.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Physiological responses to toxic substances
• Dehydration
• Immunological responses to pathogens, toxins and allergens
b. Disruptions to ecosystems impact the dynamic homeostasis or balance of the ecosystem.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Invasive and/or eruptive species
• Human impact
• Hurricanes, floods, earthquakes, volcanoes, fires
• Water limitation
• Salination
✘✘ No specific system is required for teaching the above concepts.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Physiological responses to toxic substances
• Dehydration
• Immunological responses to pathogens, toxins and allergens
b. Disruptions to ecosystems impact the dynamic homeostasis or balance of the ecosystem.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Invasive and/or eruptive species
• Human impact
• Hurricanes, floods, earthquakes, volcanoes, fires
• Water limitation
• Salination
✘✘ No specific system is required for teaching the above concepts.
Essential knowledge 2.D.4: Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis.
Plants, invertebrates and vertebrates have multiple, nonspecific immune responses.
Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
• Invertebrate immune systems have nonspecific response mechanisms, but they lack pathogen-specific defense responses.
• Plant defenses against pathogens include molecular recognition systems with systemic responses; infection triggers chemical responses that destroy infected and adjacent cells, thus localizing the effects.
• Vertebrate immune systems have nonspecific and nonheritable defense mechanisms against pathogens.
Mammals use specific immune responses triggered by natural or artificial agents that disrupt dynamic homeostasis.
Evidence of student learning is a demonstrated understanding of each of the following:
1. The mammalian immune system includes two types of specific responses: cell mediated and humoral.
2. In the cell-mediated response, cytotoxic T cells, a type of lymphocytic white blood cell, “target” intracellular pathogens when antigens are displayed on the outside of the cells.
3. In the humoral response, B cells, a type of lymphocytic white blood cell, produce antibodies against specific antigens.
4. Antigens are recognized by antibodies to the antigen.
5. Antibodies are proteins produced by B cells, and each antibody is specific to a particular antigen.
6. A second exposure to an antigen results in a more rapid and enhanced immune response.
✘✘ Memorization of the structures of specific antibodies is beyond the scope of the course and the AP Exam.
Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
• Invertebrate immune systems have nonspecific response mechanisms, but they lack pathogen-specific defense responses.
• Plant defenses against pathogens include molecular recognition systems with systemic responses; infection triggers chemical responses that destroy infected and adjacent cells, thus localizing the effects.
• Vertebrate immune systems have nonspecific and nonheritable defense mechanisms against pathogens.
Mammals use specific immune responses triggered by natural or artificial agents that disrupt dynamic homeostasis.
Evidence of student learning is a demonstrated understanding of each of the following:
1. The mammalian immune system includes two types of specific responses: cell mediated and humoral.
2. In the cell-mediated response, cytotoxic T cells, a type of lymphocytic white blood cell, “target” intracellular pathogens when antigens are displayed on the outside of the cells.
3. In the humoral response, B cells, a type of lymphocytic white blood cell, produce antibodies against specific antigens.
4. Antigens are recognized by antibodies to the antigen.
5. Antibodies are proteins produced by B cells, and each antibody is specific to a particular antigen.
6. A second exposure to an antigen results in a more rapid and enhanced immune response.
✘✘ Memorization of the structures of specific antibodies is beyond the scope of the course and the AP Exam.
