Download Animal Form and Function Objectives

Animal Form and Function Objectives
General Essential Knowledge
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.2: Homeostatic mechanisms reflect both
common ancestry and divergence due to adaptation in different
environments.
a. Continuity of homeostatic mechanisms reflects common ancestry,
while changes may occur in response to different environmental
conditions.
b. Organisms have various mechanisms for obtaining nutrients and
eliminating wastes. To demonstrate student understanding of this
concept, make sure you can explain the following:
● Gas exchange in aquatic and terrestrial plants
● Respiratory systems of aquatic and terrestrial animals
c. Homeostatic control systems in species of microbes, plants and
animals support common ancestry. To demonstrate student
understanding of this concept, make sure you can explain the
following:
● Osmoregulation in bacteria, fish and protists (think cell membrane,
gills, contractile vacuole)
● Osmoregulation in aquatic and terrestrial plants
● Circulatory systems in fish, amphibians and mammals
● Thermoregulation in aquatic and terrestrial animals (including
countercurrent exchange mechanisms)
Enduring understanding 3.B Expression of genetic information
involves cellular and molecular mechanisms.
 Cytokines regulate gene expression to allow for cell replication
and division.
Essential Knowledge 3.D. 2 Cells communicate with each other
through direct contact with other cells or from a distance via chemical
signaling.
 Immune cells interact by cell-cell contact, antigen presenting
cells (APC’s) helper T-cells and Killer T-cells
 Neurotransmitters
 Hormones- Endocrine signals are produced by endocrine cells.
o Insulin
o Human growth hormone
o Thyroid hormones
o Testosterone and Estrogen
Enduring understanding 4.B: Competition and cooperation are
important aspects of biological systems.
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. To demonstrate student understanding of this concept,
make sure you can explain 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 demonstrate student
understanding of this concept, make sure you can explain the
following:
● Exchange of gases
● Circulation of fluids
● Digestion of food
● Excretion of wastes
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 demonstrate student understanding of this concept, make sure
you can explain the following:
● Bacterial community in the rumen of animals
● Bacterial community in and around deep sea vents
Circulatory and Respiratory Systems
 Compare how unicellular organisms transport gases, nutrients
and wastes with these mechanisms in multicellular organisms
o Diffusion and Active Transport in cells and unicellular
organisms.
o Open and closed circulatory systems in animals.
o Vessels in plants
 Hearts have evolved to increase oxygen delivery in land dwelling
organisms. Compare the hearts of fish, amphibians, reptiles,
birds and mammals.
 Propose an answer to the question: “Why is countercurrent
exchange more efficient than concurrent exchange in regulation
of oxygen and temperature?”
 Use the Bohr shift model graph to analyze the facilitation of
oxygen transfer from the blood to the oxygen deprived tissues
o Describe oxygen dissociation in control conditions
o Analyze shifts that occur when conditions such pH change
 Respiratory systems are specifically adapted to an animal’s
environmental conditions. Compare the unique respiratory
adaptations of the fish, bird, and mammal.
 Describe the role of bicarbonate and carbonic acid in the blood
buffering system
Immune System
 All animals have an innate immune response, but only
vertebrates have an adaptive immune response. Compare innate
and adaptive immune responses.
 Contrast the invertebrate (insect) innate immune response with
the vertebrate (mammal) immune response.
 Describe the toll receptor in insects and give two examples.
 List the components of the innate immune response (1st and 2nd
Lines of Defense) in animals, and explain how these components
interact to protect the organism.
o Describe the major features of the First Line of Defense
 Skin and mucous membranes
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o Second Line of Defense
 Cellular innate response
 Toll-like receptors
 Phagocytic cells (4 types)
 Natural killer cells
 Protein innate response
 Interferon, complement system
 Inflammatory response
Model and explain how the epitope of an antigen binds to an
antigen receptor and elicits cellular response.
Compare humoral and cell-mediated immunity, in detail
o List the types of T-cells and explain the role of each.
o List the types of B-cells and explain the role of each.
o List the steps of clonal selection.
Identify the parts of an antibody, and recognize the antigen
binding site.
Compare the methods of antibody action: neutralization,
opsonization, and activation of complement.
Compare the primary immune response and the secondary
immune response.
Relate antigen recognition to blood groups and transfusion
reactions.
Contrast immune disorders: autoimmune, immunodeficiency
and allergy.
Use your understanding of genetics to describe how pathogens
evolve to evade the host immune system.
o Antibiotic Discussion
o Relate mate selection and reproduction to immunity and
genetics- Bill Nye “Genetic Diversity”
 Use serology to assess the immunological compatibility of 5
mammals, to determine their evolutionary relationships.
Reproduction and Development
 Compare the advantages and disadvantages of sexual
reproduction versus asexual reproduction.
 Trace the development of the gametes. Describe where and
when the gametes go through each meiotic division.
 Analyze a graph depicting the role of reproductive hormones in
sexual reproduction.
 Trace the development of the fetus. Tell which major systems
are derived from endoderm, mesoderm, and ectoderm.
Endocrine System
 Contrast hormonal regulation with local regulation of organs.
 Contrast the three classes of hormones based on structure.
 Describe how each of the above hormones classes causes a
cellular response.
o Hydrophilic hormone via 2nd messenger verses
Hydrophobic hormone
 List the events of glucose feedback regulation, focusing on figure
45.13
 For each of these glands, know the hormone(s) produced and
the representative action of the hormone:
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o Hypothalamus, posterior pituitary, anterior pituitary,
thyroid, parathyroid, pancreas, adrenal, gonads, pineal
gland.
Describe the negative feedback cascade pathway of thyroid
regulation
Name the disorders represented by hyposecretion and
hypersecretion of the thyroid.
Describe the functions of the sex hormones: estrogens
(estradiol) , androgens (testosterone), progestins, LH, FSH,
oxytocin
Contrast the actions of calcitonin and PTH and describe how
they interact to regulate blood calcium levels.
List the cellular effects of epinephrine and norepinephrine.
List the organ level effects of epinephrine and norepinephrine.
Nervous System
 Draw two neurons in a sequence and label the major structures.
Use an arrow to designate the signal direction.
 Model and describe a neuron at rest. Include the charges inside
and outside the neuron, the major ions, and which channels are
opened/ closed.
 Model and describe a firing neuron. Including the charges inside
and outside the neuron, the major ions, and which channels are
opened/ closed.
 Using the graph (on page 1052), explain the role of voltage-gated
ion channels in the generation of an action potential in 5 steps.
 List and explain the events that conduct an action potential
down the nerve membrane (Figure 48.12)
 Contrast IPSP and EPSP and give examples of neurotransmitters
that are involved in each.
 Describe the major actions of the 8 neurotransmitters that we
discuss in class.
 Determine which type of nerve organization is seen in the
various animal phyla, including which has a nerve net, nerve
ring, ganglia, and brain.
 Contrast the effects of the parasympathetic and sympathetic
branches of the nervous system on the body.
 The human brain can be organized into four main functional
parts: cerebrum, diencephalon, cerebrum, and brainstem. List
the major functions of each brain part.
 Discuss what research tells us about how the brain learns and
makes memories via synaptic connections.
 Propose an experiment that can answer the question, “Which
cells control he circadian rhythm in mammals?”
 Propose an experiment that can answer the question, “Is there a
genetic component to schizophrenia?”
 Describe how each of the sensory neurons receives signals
(mechanoreceptor, chemo-, electro-, thermo-, photo-)
 Explore tactile sensory perception on human skin.
 Compare the ideas of teen cognition from the early 1900’s and
the modern understanding of the teen brain.
PLANT OBJECTIVES
 Discuss the major body plans of plants and identify the three
plant tissues: ground tissue, dermal tissue, and vascular tissue.
 Describe the life cycle of plants, focusing on alternation of
generations in mosses (bryophytes), ferns, gymnosperms, and
angiosperms.
 Explain the role of transpiration in the transport of water within
a plant.
 Describe how the differences in water potential drives water
transport in plants, and the significance of turgor pressure.
 Describe how the phloem translocates sap sugar from source to
sink.
 Explain how plants and animals respond to environmental cues
and how hormones mediate them.
 Explain how plant hormones help to coordinate growth,
development, and response to stimuli.
 Analyze how auxin regulates phototropism, the movement of
plants in response to light.
 Explain how photoperiodism, the response of to change of
length of night, results in flowering in long-day and short day
plants.
 Explain how plants cope with environmental stress through a
combination of developmental and physiological responses.
 Test the effects of environmental variables on rates of
transpiration in a controlled experiment.
 Using a model spice, explain the adaptive role that this plant
parts for the plant’s survival.