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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 4.B.1: Interactions between molecules affect their structure and function.
Change in the structure of a molecular system may result in a change of the function of the system. [See also 3.D.3]
b. The shape of enzymes, active sites and interaction with specific molecules are essential for basic functioning of the enzyme.
Evidence of student learning is a demonstrated understanding of each of the following:
1. For an enzyme-mediated chemical reaction to occur, the substrate must be complementary to the surface properties (shape and charge) of the active site. In other words, the substrate must fit into the enzyme’s active site.
2. Cofactors and coenzymes affect enzyme function; this interaction relates to a structural change that alters the activity rate of the enzyme. The enzyme may only become active when all the appropriate cofactors or coenzymes are present and bind to the appropriate sites on the enzyme.
c. Other molecules and the environment in which the enzyme acts can enhance or inhibit enzyme activity. Molecules can bind reversibly or irreversibly to the active or allosteric sites, changing the activity of the enzyme.
d. The change in function of an enzyme can be interpreted from data regarding the concentrations of product or substrate as a function of time. These representations demonstrate the relationship between an enzyme’s activity, the disappearance of substrate, and/ or presence of a competitive inhibitor.
b. The shape of enzymes, active sites and interaction with specific molecules are essential for basic functioning of the enzyme.
Evidence of student learning is a demonstrated understanding of each of the following:
1. For an enzyme-mediated chemical reaction to occur, the substrate must be complementary to the surface properties (shape and charge) of the active site. In other words, the substrate must fit into the enzyme’s active site.
2. Cofactors and coenzymes affect enzyme function; this interaction relates to a structural change that alters the activity rate of the enzyme. The enzyme may only become active when all the appropriate cofactors or coenzymes are present and bind to the appropriate sites on the enzyme.
c. Other molecules and the environment in which the enzyme acts can enhance or inhibit enzyme activity. Molecules can bind reversibly or irreversibly to the active or allosteric sites, changing the activity of the enzyme.
d. The change in function of an enzyme can be interpreted from data regarding the concentrations of product or substrate as a function of time. These representations demonstrate the relationship between an enzyme’s activity, the disappearance of substrate, and/ or presence of a competitive inhibitor.
Essential knowledge 4.B.2: Cooperative interactions within organisms promote efficiency in the use of energy and matter.
a. Organisms have areas or compartments that perform a subset of functions related to energy and matter, and these parts contribute to the whole. [See also 2.A.2, 4.A.2]
Evidence of student learning is a demonstrated understanding of each of the following:
1. At the cellular level, the plasma membrane, cytoplasm and, for eukaryotes, the organelles contribute to the overall specialization and functioning of the cell.
2. Within multicellular organisms, specialization of organs contributes to the overall functioning of the organism.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
3. Interactions among cells of a population of unicellular organisms can be similar to those of multicellular organisms, and these interactions lead to increased efficiency and utilization of energy and matter.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Bacterial community in the rumen of animals
• Bacterial community in and around deep sea vents
Evidence of student learning is a demonstrated understanding of each of the following:
1. At the cellular level, the plasma membrane, cytoplasm and, for eukaryotes, the organelles contribute to the overall specialization and functioning of the cell.
2. Within multicellular organisms, specialization of organs contributes to the overall functioning of the organism.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
- Exchange of gases
- Circulation of fluids
- Digestion of food
- Excretion of waste
3. Interactions among cells of a population of unicellular organisms can be similar to those of multicellular organisms, and these interactions lead to increased efficiency and utilization of energy and matter.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Bacterial community in the rumen of animals
• Bacterial community in and around deep sea vents
Essential knowledge 4.B.3: Interactions between and within populations influence patterns of species distribution and abundance.
a. Interactions between populations affect the distributions and abundance of populations.
Evidence of student learning is a demonstrated understanding of each of the following:
1. Competition, parasitism, predation, mutualism and commensalism can affect population dynamics.
2. Relationships among interacting populations can be characterized by positive and negative effects, and can be modeled mathematically (predator/prey, epidemiological models, invasive species).
3. Many complex symbiotic relationships exist in an ecosystem, and feedback control systems play a role in the functioning of these ecosystems.
b. A population of organisms has properties that are different from those of the individuals that make up the population. The cooperation and competition between individuals contributes to these different properties.
c. Species-specific and environmental catastrophes, geological events, the sudden influx/depletion of abiotic resources or increased human activities affect species distribution and abundance. [See also 1.A.1, 1.A.2]
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Loss of keystone species
• Kudzu
• Dutch elm disease
Evidence of student learning is a demonstrated understanding of each of the following:
1. Competition, parasitism, predation, mutualism and commensalism can affect population dynamics.
2. Relationships among interacting populations can be characterized by positive and negative effects, and can be modeled mathematically (predator/prey, epidemiological models, invasive species).
3. Many complex symbiotic relationships exist in an ecosystem, and feedback control systems play a role in the functioning of these ecosystems.
b. A population of organisms has properties that are different from those of the individuals that make up the population. The cooperation and competition between individuals contributes to these different properties.
c. Species-specific and environmental catastrophes, geological events, the sudden influx/depletion of abiotic resources or increased human activities affect species distribution and abundance. [See also 1.A.1, 1.A.2]
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Loss of keystone species
• Kudzu
• Dutch elm disease
Essential knowledge 4.B.4: Distribution of local and global ecosystems changes over time.
a. Human impact accelerates change at local and global levels. [See also 1.A.2]
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Logging, slash and burn agriculture, urbanization, monocropping, infrastructure development (dams, transmission lines, roads), and global climate change threaten ecosystems and life on Earth.
• An introduced species can exploit a new niche free of predators or competitors, thus exploiting new resources.
• Introduction of new diseases can devastate native species. Illustrative examples include:
b. Geological and meteorological events impact ecosystem distribution.
Evidence of student learning is a demonstrated understanding of the following:
1. Biogeographical studies illustrate these changes.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• El Niño
• Continental drift
• Meteor impact on dinosaurs
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Logging, slash and burn agriculture, urbanization, monocropping, infrastructure development (dams, transmission lines, roads), and global climate change threaten ecosystems and life on Earth.
• An introduced species can exploit a new niche free of predators or competitors, thus exploiting new resources.
• Introduction of new diseases can devastate native species. Illustrative examples include:
- Dutch elm disease
- Potato blight
- Small pox [historic example for Native Americans]
b. Geological and meteorological events impact ecosystem distribution.
Evidence of student learning is a demonstrated understanding of the following:
1. Biogeographical studies illustrate these changes.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• El Niño
• Continental drift
• Meteor impact on dinosaurs
