Download Adlai E. Stevenson High School Course Description

Adlai E. Stevenson High School
Course Description
Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
Content Objectives:
By the end of this course, students will be able to:
Describe the process of gene regulation and explain the significant applications of Biotechnology. (Biotech)
Describe the structure and function of the digestive, circulatory, respiratory, excretory, and immune Systems . (Systems)
Discuss the evidence for Evolution and the factors that affect speciation . (Evolution)
List and explain the reproductive structures and functions of the human male and female Systems, and describe
comparative reproduction and development in respresentative species. (Reproduction & Development)
Separate the animal kingdom into phyla based on defining characteristics . (Animals)
Understand the interactions of the endocrine and nervous Systems with all other body Systems in order to maintain
homeostasis . (HOMEOSTASIS)
College Readiness Objectives:
By the end of this course, students will be able to:
Evaluation of Models, Inferences, and Experimental results
Interpretation of Data
Scientific Investigation
Social-Emotional Learning Objectives:
By the end of this course, students will be able to:
Develop their Relationship Skills
Develop their Responsible Decision Making skills
Develop their Self-Awareness skills.
Develop their Self-Management skills.
Develop their Social Awareness skills.
Content Learning Targets
Describe the process of gene regulation and explain the significant applications of
Biotechnology. (Biotech)
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Describe how DNA is packaged as chromatin and how it may affect gene regulation. Include the following terms:
histones, nucleosomes, scaffold, heterochromatin, euchromatin, tightly packed, loosely packed, looped domain
Describe how DNA microarray assays are used to study gene expression. Use the following terms: single-stranded
DNA fragments, glass slide, cDNA, mRNA from Cells of interest, fluorescent dye, reverse transcriptase, hybridize,
fluorescence detector, intens
Describe how the organization of a typical eukaryotic gene lends itself to regulation. Include the following terms:
enhancer, proximal control elements, distal control elements, promoter, exon, intron, poly-A signal sequence,
termination region, activat
Describe how the presence of cAMP promotes positive gene regulation in the lac operon. Use the following terms:
CAP-binding site, inactive CAP, active CAP, activator, cAMP, stimlate transcription, and other relevant terms for
operation of lac operon
Describe the process by which restriction endonucleases are used to make recombinant DNA. Use the following
terms in your explanations: restriction site, restriction fragments, “sticky ends”, DNA ligase, vector.
Describe the process of polymerase chain reaction (PCR). Use the following terms in your explanations: heating,
cooling, denaturation, DNA primers, annealing, extension, Taq polymerase, cycle, amplification
Distinguish between inducible and repressible operon function in negative gene regulation. Provide examples of
each type of operon. Include the following terms: corepressor, active repressor, inactive repressor, no mRNA
produced, mRNA produced, tryptophan
Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
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Explain how DNA methylation affects gene regulation in eukaryotic Cells. Include the following terms: histones,
methylate, repress transcription
Explain how histone acetylation affects gene regulation in eukaryotic Cells. Include the following terms: histones,
acetylate, stimulate transcription
Explain how the dideoxy chain termination method is used to sequence DNA. Use the following terms in your
explanations: dideoxYRibonucleotides, fluorescent label, primer, deoxYRibonucleotides, DNA template strand, gel
electrophoresis, fluorescence detetc
Explain how the process of RNA interference (RNAi) is used to silence expression for certain genes. Use the
following terms: miRNAs, Dicer, degrade mRNA or block translation, “turn off”
Explain the process of creating plasmid, phage, or bacterial artificial chromosome libraries.
Explain the process of DNA cloning and its application in copying eukaryotic genes. Use the following terms in your
explanations: plasmids, rDNA, gene of interest, bacterium, eukaryotic cell, ampicillin resistance gene, ampicillin,
mitosis, bacterial clo
Explain the process of gel electrophoresis. Use the following terms: negatively charged DNA, positive end, negative
end, wells, gel, buffer, long fragments, short fragments, distance traveled, electric field, restriction enzyme
Identify components of the operon model of gene expression in Prokaryotes. Include the following terms: promoter,
regulatory gene mRNA, protein, RNA polymerase, operator, genes of operon
Describe the structure and function of the digestive, circulatory, respiratory, excretory, and
immune Systems . (Systems)
A.
B.
Apply the concepts of immunity to the following: blood type, organ transplantation, allergies, autoimmune disorders,
and HIV infection. (figures 43.23, 43.26)
Compare & contrast humoral immunity and cell-mediated immunity. (figures 43.2, 43.16)
C.
Compare and contrast cardiac, skeletal, and smooth muscle.
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Compare and contrast mechanical and chemical digestion. Identify where each happens and the specific
mechanisms or chemicals that contribute to each.
Compare and contrast the complete digestive system of humans to digestive Systems in other organisms. Section
41.2
Compare and contrast the open and closed circulatory Systems. Give examples of organisms that use each. Use
the following terms in your discussion: heart, hemolymph, blood, sinuses, interstitial fluid, vessels.
Compare and contrast the three types of blood vessels. Also, discuss the contributions and connections of the
lymph vessels. Include the following terms in your analysis: endothelium, smooth muscle, thickness, valves,
pressure, permeability, gradient,
Construct a graph of lung volume during 4 normal inhales, 4 normal exhales, and one deep inhale and exhale.
Label the following: tidal volume, residual volume, vital capacity, inhalation, exhalation, maximum inhalation,
maximum exhalation. Include a gen
Describe how oxygen is carried in the blood stream and distributed to Cells. Include the following terms:
Hemoglobin (explain structure), dissociation, conformational change, pH, cooperativity, affinity, oxygen, carbon
dioxide, diffusion, partial pressur
Describe how pepsinogen is activated to make pepsin in the stomach through positive feedback. Be sure to explain
the role of HCl chief Cells and parietal Cells.
Describe how peripheral resistance, vasoconstriction, and vasodilation relate to blood pressure.
L.
Describe how the valves contribute to the heart sounds “LUB” and “DUB”.
M.
Describe how to specific immunity can be active or passive, and natural or artificial.
N.
Describe reflex arc as an example of a neuron circuit (include the following: sensory neuron, motor neuron,
interneuron, spinal cord, brain, effector, receptors, reflex response).
Describe the accessory organs (pancreas, liver, gall bladder), what they produce, where the product go, and what the
products do.
Describe the causes of 3 respiratory diseases and describe how they disrupt homeostasis: “smoker’s cough”,
emphysema, and pneumonia.
Describe the causes of five cardiovascular diseases and explain how they disrupt homeostasis: atherosclerosis,
arteriosclerosis, heart attack (myocardial infarction), hemophilia, and stroke.
Describe the concept of countercurrent exchange in a fish gill. Explain how it maximizes gas exchange efficiency.
Use the following terms: high partial pressure, low partial pressure, opposite directions, blood, water, oxygen-rich,
oxygen-poor.
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Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
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Describe the events of an inflammatory response including the roles of: histamine, mast Cells, interferons,
cytokines, and pYRogens. (figure 43.8)
Describe the give general requirements for efficient gas exchange surfaces (thin, warm, moist, clean, and large
surface area to volume ratio) and explain why they are important. In addition, compare gas exchange in
amphibians, fish, and mammals.
Describe the pathway of ingested food from the mouth to the anus in the human digestive system. Identify general
functions of each organ. Also, name the non-enzyme substances that enter each section and their functions.
Describe the process of absorption in the large intestine. Use the following terms: water, bacteria, methane gas,
vitamins, fiber.
Describe the process of absorption in the small intestine. Use the following terms: villi, microvilli, diffusion, surface
area, concentration gradient, chylomicrons, lacteals.
Describe the process of peristalsis and where it happens in the human digestive tract.
Describe the relationship between “normal” dissociation curves, right Bohr shifts,m and left Bohr shifts. Use the
examples of myoglobin (diving mammals) and fetal hemoglobin in your descriptions of left Bohr shifts.
Describe the role of valves, nodes, hormones, & exercise in altering or maintaining the cardiac cycle. Include the
following terms in your description: systole, diastole, cardiac output, heart rate, stroke volume, AV valve, semilunar
valves, SA node, AV
Describe the sequence of events involved in blood clotting. Include the following terms: platelets, fibrinogen,
prothrobmin, thrombin, fibrin, activation.
Describe the structure and role of B-cell receptors called antibodies (a.k.a. immunoglobulins-Ig) in acquired
immunity. (figures 43.9, 43.10, 43.20)
Describe the structure of a sarcomere (include the following: thick filament, thin filament, Z line, myofibril, actin,
myosin, troponin, tropomyosin, Ca2+ binding site).
Describe the tracheal system of insects. Use the following terms/phrases: tracheae, “direct to Cells”.
Differentiate between Animals that excrete metabolic wastes ammonia, urea, and uric acid. Be sure to explain why
these types of excretion are adaptive based on the environment in which they live. Explain why all Animals need to
excrete the metabolic was
Differentiate between transmission along a myelinated or unmyelinated axon (include the following: Schwann Cells,
myelin, salutatory conduction, faster, slower).
Distinguish between and provide an example of an EPSP and an IPSP and relate them to the concept of
summation.
Distinguish between and provide examples of osmoregulators and osmoconformers. Be sure to explain how the
process is adaptive in the environments in which the Animals live.
Distinguish between and provide examples of thermoregulators and thermoconformers. Be sure to explain how the
process is adaptive in the environments in which the Animals live.
Distinguish between membrane potential, resting potential, & threshhold potential (include the following:
sodium-potassium pumps, [K+], [Na+], gated ion channels (voltage-gated, ligand-gated), mV units).
Distinguish between the roles of B-Cells and T-Cells in acquired immunity.
Explain how a chemical signal originates from a neuron, crosses a synapse, and becomes an action potential along
the next neuron. Include the following terms: synaptic terminals, [Ca2+], dendrites, vesicles, exocytosis, “All or
nothing”, neurotransmitter
Explain how barrier defenses prevent pathogens from entering body: skin, mucus membranes, ciliated Cells, &
secretions (lysozymes of tears & saliva, ear wax, stomach acid, oil, & sweat) (figure 43.2)
Explain how blood pressure is measured. Be sure to include the following terms: sphygmomanometer, sounds of
Korotkoff, stethoscope, systolic pressure, diastolic pressure.
Explain how breathing rate is monitored and regulated. Include the following: the role of [O2] in the blood, the role of
[CO2] in the blood, medulla oblongata, pons, low pH.
Explain how carbon dioxide is carried in the blood. Include the following terms: carbonic anhydrase, plasma, carbon
dioxide, carbonic acid, H+, water, hemoglobin, bicarbonate ions. You should be able to write a balanced chemical
reaction for how CO2 c
Explain how hormones (CCK, gastrin, secretin) work to inhibit and stimulate processes in digestive organs to
respond to presence or lack of food in the digestive tract.
Explain how humans ventilate using intercostals muscles of ribs and diaphragm. Be able to label both on a diagram.
Describe how positive and negative pressure are created within the chest cavity.
Explain how leukocytes attack pathogens that enter the body: phagocytic neutrophils & macrophages; natural killer
(NK) Cells, and eosinophils. (figure 43.2)
Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
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Explain how the nephron osmoregulates, regulates blood pH, and concentrates urine for excretion. Be sure to
explain the stages of filtration, reabsorption, secretion, and excretion sequentially. Include the following terms:
proximal tubule, distal tubul
Explain how the RAAS (rennin-anigotensin-aldosterone system) maintains blood volume and blood pressure through
negative feedback. State the role of the following hormones: angiotensin II, ANF, aldosterone, and renin. See figures
44.21
Explain the benefits and costs associated with a two-chambered, three-chambered, and four-chambered heart. Give
examples of organisms that use each.
Explain the concepts of external respiration, internal respiration, and cellular respiration. Explore how they are
related.
Explain the role of ADH (vasopressin) in osmoregulation. Use the following terms: hypothalamus (osmoreceptors),
pituitary, permeability, osmolarity (increase/decrease), water reabsorption, collecting duct, distal tubule, thirst, cAMP,
second messenger, s
Explain the role of B-Cells, clonal selection, and antibodies in humoral immunity (figures 43.16, 43.17, 43.19, 43.20,
43.21)
Explain the role of cytotoxic T-Cells in cell-mediated immunity (figures 43.16, 43.17, 43.18)
Explain the role of MHC (class I MHC and class II MHC), antigen-presenting Cells (APC), T-helper Cells, and
cytokines for the initiation of a specific immune response. (figures 43.12, 43.16, 43.17)
Explore the relationship between cross-sectional area of blood vessels, blood flow velocity, and blood pressure
throughout all of the vessels of the cardiovascular system.
Identify all of the enzymes involved in the human digestive tract. Locate where they come from, where they do their
work, the substrate (polymer) that is broken down, and the products (monomers, or smaller polymers) that are
formed.
Identify and describe the functions of the following brain regions: cerebral cortex (motor cortex and sensory cortex),
cerebellum, thalamus, hypothalamus, pituitary, brain stem (medulla oblongata, pons), reticular formation, corpus
callosum
Identify locations where synapses are located (axo-axonic, axo-dendritic, axo-somatic).
Identify the components & functions of the CNS and PNS (include the following: brain, spinal cord, autonomic
nervous system, somatic nervous system, sympathetic nervous system, parasympathetic nervous system,
interneurons, motor neurons, sensory neurons).
Identify the functions and sources of the four components of blood (plasma, red blood Cells with hemoglobinstructure explained, white blood Cells, and platelets).
Name & state parts and functions of neuron (include the following: dendrites, axon, cell body, axon hillock, synaptic
terminals, nucleus).
Relate the secondary immune response to memory Cells; compare the secondary immune response to a primary
immune response. (figure 43.15)
Trace the flow of a red blood cell sequentially through all of the structures of the pulmonary and systemic circuits.
Be sure to identify whether each structure carries oxygen rich or oxygen poor blood. Include the following terms in
your sequence: rig
Trace the path of inhaled air to the bloodstream. Use the following terms: alveoli, bronchi, broncioles, larynx,
trachea, mouth, pharynx, capillaries, diffusion. Be able to label all parts on a diagram.
Discuss the evidence for Evolution and the factors that affect speciation . (Evolution)
A.
Apply the concept of Evolution by natural selection to examples and scenarios. (5 MC Qs)
B.
Define and distinguish between the terms species and population. (2 MC Qs)
C.
Describe how a neurotransmitter stimulates contraction of muscle fiber (include the following: acetylcholine,
acetylcholinesterase, Ca2+).
Describe the conditions of Early Earth that led to the appearance and Evolution of early life forms. (3 MC Qs)
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Describe the mechanisms for macroEvolution (modes of speciation) and generate several examples of: allopatric
speciation (adaptive radiation) and sympatric speciation. (5 MC Qs)
Describe the two main causes of microEvolution: genetic drift (bottleneck effect & founder effect) and natural
selection. (4 MC Qs)
Differentiate between the different types of muscle (include the following: cardiac, smooth, skeletal).
Distinguish between and provide examples of the modes of selection: disruptive, directional, stabilizing, diversifying,
frequency-dependent, and sexual. (4 MC Qs)
Distinguish between Darwinian, Lamarckian, and other proposed mechanisms for how Evolution occurs. (2 MC Qs)
Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
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Distinguish between the punctuated equilibrium model and gradualism model for how Evolution occurs in
populations. (2 MC Qs)
IIX. Explain the roles of mutation, meiosis, polyploidy, geographic variation, and sexual recombination as
mechanisms for creating variation within populations. (6 MC Qs)
Perform calculations using the Hardy-Weinberg principle formula for determining allele frequency, genotype
frequency, and or phenotype frequency for a trait in a population. (2 MC Qs)
State and explain the five assumptions of the Hardy-Weinberg principle. (2 MC Qs)
State several examples of pre-zygotic barriers and post-zygotic barriers as causes of reproductive isolation between
species. (3 MC Qs)
Use evidence from embryology, anatomy (homologous structures & vestigial structures), molecular biology,
paleontology, and physiology to support the theory of Evolution by natural selection and classification by common
ancestry (descent with modification)
List and explain the reproductive structures and functions of the human male and female
Systems, and describe comparative reproduction and development in respresentative species.
(Reproduction & Development)
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Compare and contrast different types of cleavage in sea urchins, frogs, chickens, and humans. Use the following
terms: holoblastic, meroblastic yolk, vegetal pole, animal pole, gray crescent.
Compare and contrast different types of gastrulation in sea urchins, frogs, chickens, and humans. Use the following
terms: ectoderm, endoderm, mesoderm, invagination, archenteron, blastopore, animal pole, vegetal pole, anus,
mouth, blastocoel, involution,
Compare and contrast different types of organogenesis in frogs, chickens, and humans. Use the following terms:
notochord, neural tube, neural crest Cells, somites, endoderm, mesoderm, ectoderm, coelom, archenteron, amnion,
allantois, chorion, yolk sac, e
Describe how animal phylogeny has changed with the advent of new molecular data. Also, identify the points of
agreement between classical phylogeny (based on morphology and developmental comparison) and molecular
based phylogeny. Analyze cladograms rela
Describe the challenges that species have faced through Evolutionary time. Consider the movement from fish-like
species in water to amphibian-like species to reptilian-like species to larger terrestrial organisms. Identify which
adaptations were most he
Describe the process of cleavage following fertilization. Use the following terms in your description: blastomere, no
cell enlargement, blastula (blastocyst), blastocoel.
Describe the role of cell adhesion molecules and the extracellular matrix in cell migration and the stabilization of
tissue structure. Use the following terms: cell adhesion molecules (CAMs), cadherins, convergence, extension.
Describe the three embryonic germs layers, where they first appear, and what organs or tissues they differentiate
into in adult organisms.
Describe three different ways that meiosis is different in human spermatogenesis versus oogenesis. (See figure
46.12 in the book)
Explain protostome and deuterostome development. Identify specific phyla that undergo each. Compare and
contrast these in terms of cleavage (spiral and determinate or radial an indeterminate), coelom formation, and the
fate of the blastopore (mouth or an
Explain the adaptive value of menopause.
Explain the advantages and disadvantages of asexual versus sexual reproduction. Be able to discuss the different
mechanisms of asexual reproduction in your explanation.
Explain the advantages and disadvantages of external versus internal fertilization.
Explain the difference between acoelomates, pseudocoelomates, and coelomates. Describe the Evolutionary
importance of a body cavity. Name several examples of each.
Explain the difference between radial and bilaterial symmetry. Name several examples of each.
Explain the process of mammalian fertilization. Use the following terms in your explanation: zona pellucida,
acrosomal reaction, cortical granules, cortical reaction, slow block to polyspermy.
Explain the significance of the “organizer”. Use the following terms: apical ectodermal ridge (AER), zone of
polarizing activity (ZPA).
Explain the significance of the acrosomal and cortical reactions in sea urchin fertilization. Use the following terms in
your explanation: acrosome, acrosomal process, vitelline layer, sodium ions, fast block to polyspermy, cortex,
cortical granules, per
Explain why sessile Animals are more often hermaphroditic as compared to mobile ones.
Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
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Identify the four hormones involved in the human female reproductive cycle and describe where they are produced,
their target organs, their functions, and their relative concentrations in each of the phases of the uterine cycle and
ovarian cycle.
Identify the hormones involved with sperm production in males and describe the role of each.
Label male and female human reproductive structures and describe the function of each. Be able to trace the path
of the gamete through the male and female Systems.
Separate the animal kingdom into phyla based on defining characteristics . (Animals)
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Compare and contrast (using a table format) Class Chondrichthyes with Class Osteichthyes based on the following
criteria: skeleton composition, gas exchange mechanism, air bladder, operculum, oviparous, buoyancy, #
species/diversity representatives/exampl
Compare and contrast the specific clades of invertebrates with specific clades of vertebrates.
D.
Describe the defining characteristics of Class Mammalia, Class Amphibia, Class Reptilia, and Class Aves using the
following characteristics: skin/outer covering, location of fertilization, location of development, # of heart chambers,
location of respirat
Describe the fate of ectoderm, mesoderm, and endoderm in chordates.
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Explain the difference between the terms chordate and vertebrate.
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Identify the classes of vertebrates which produce amniotic eggs. Explain the Evolutionary significance of this
adaptation.
Identify the distinguishing characteristics of the arthropods (Phylum Arthropoda) and how they impact humans.
Include the following terms: open circulatory system, hemolymph, spiders, scorpions, crabs, lobsters, ecdysis,
exoskeleton, chitin.
Identify the distinguishing characteristics of the Cnidarians. Include the following terms: gastrovascular cavity,
polyps, medusa, cnidocytes, nematocysts, diploblastic, radial symmetry, marine, freshwater, anemones, jellies,
coral.
Identify the distinguishing characteristics of the Echinoderms. Include the following terms: water vascular system,
tube feet, madreporite, anus, stomach, ring canal, gonads, ampullae, radial canal, digestive glands, central disk, sea
stars, deuterostome
Identify the distinguishing characteristics of the flatworms (Phylum Platyhelminthes). Include the following terms:
protonephridia, acoelomate, triploblastic, planarians, flatworms, flukes, tapeworms.
Identify the distinguishing characteristics of the mollusks and how they impact humans (Phylum Mollusca). Include
the following terms: muscular foot, visceral mass, mantle, radula, gastropods (snails), bivalves (clams, oysters,
mussels, scallops), cephal
Identify the distinguishing characteristics of the roundworms and how they impact humans (Phylum Nematoda).
Include the following terms: parasitic, free-living, ecdysis.
Identify the distinguishing characteristics of the segmented worms (Phylum Annelida) and how they impact humans.
Include the following terms: oligochaetes, segmented, hermaphroditic, metanephridium, coelom, chaetae.
Identify the distinguishing characteristics of the sponges (Phylum Porifera). Include the following terms: suspension
feeders, spongocoel, osculum, choanocytes, mesohyl, amoebocytes, hermaphroditic, no distinct tissues.
Name and describe the four characteristics shared by all chordates. Name several examples of chordates.
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Name and describe the four characteristics shared by all vertebrates. Name several examples of vertebrates.
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Understand the interactions of the endocrine and nervous Systems with all other body Systems in
order to maintain homeostasis . (HOMEOSTASIS)
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Define the general functions, source gland, and target organs of hormones not discussed in class during this unit
(GnRH, LH, FSH, estrogen, progesterone, androgens, growth hormone, and melatonin). (Table 45.1)
Define tropic hormones, identify their molecular class, source glands, target organs, and provide examples. (TRH,
FSH, LH, ACTH). (Table 45.1, Figure 45.17)
Define, describe the process of, and provide examples of hormones that maintain homeostasis via antagonistic
relationships with other hormones (glucagon and insulin, calcitonin and PTH). (Figure 45.12, 45.20)
Define, describe the process of, and provide examples of hormones that maintain homeostasis via negative
feedback (T3 and T4) . (Figure 45.18)
Define, describe the process of, and provide examples of hormones that maintain homeostasis via positive feedback
(oxytocin, prolactin, and prostaglandins). (Figure 45.16)
Describe how the body maintains homeostasis during conditions of long-term stress. Discuss how the following
hormones play a role: ACTH, glucocorticoids, mineralcoritcoids. (Figure 45.21)
Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
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Describe how the body maintains homeostasis during conditions of short-term stress. Discuss how the following
hormones play a role: epinephrine/adrenaline, norepinephrine, endorphins. (Figure 45.21)
Describe how the nervous and endocrine Systems are linked (use the terms: hypothalamus, neurosectretory Cells,
nerve impulses, hormones, anterior pituitary, posterior pituitary).
Describe the role of protein kinases in signal transduction pathways. (Figures 11.9, 11.11, 45.6)
Distinguish between and provide an example of paracrine, endocrine, exocrine, autocrine, neuroendocrine, and
synaptic mechanisms of cell signaling. Also, describe the selective advantage of cell signaling in general. (Figures
11.4, 11.5, 45.2)
Distinguish between the mechanisms employed by protein hormones (use the terms: water-soluble, plasma
membrane, signal receptor, second messenger, enzyme cascade, signal transduction, nucleus cytoplasmic response
OR gene regulation/cytoplasmic response, “
Identify specific characteristics of ADH and aldosterone, including where they are produced, stored, the target
organs, mechanism for how the hormones interacts with target Cells, and how the the hormone is degraded. Be sure
to include information on the
Identify specific characteristics of glucagon and insulin, including where they are produced, stored, the target organs,
mechanism for how the hormones interacts with target Cells, and how the the hormone is degraded. Be sure to
include information on th
Identify specific characteristics of prolactin, oxytocin, and prostaglandins (local), including where they are produced,
stored, the target organs, mechanism for how the hormones interacts with target Cells, and how the the hormone is
degraded. Describe
Identify specific characteristics of PTH and calcitonin, including where they are produced, stored, the target organs,
mechanism for how the hormones interacts with target Cells, and how the the hormone is degraded. Explain the
relationship between calci
Identify specific characteristics of TSH, T3, and T4, including where they are produced, stored, the target organs,
mechanism for how the hormones interacts with target Cells, and how the hormone is degraded. Discuss
relationships between iodine levels a
Identify the similarities between the functioning of all types of hormones (use the terms: receptor proteins, gland,
bloodstream, target Cells/organs, cell activity, steroid/protein/amine/carb).
College Readiness target
Evaluation of Models, Inferences, and Experimental results
A.
D.
14a. Select (or create) a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a
model
14b. Select (or create) a simple hypothesis, prediction, or conclusion that is supported by two or more data
presentations or models
14c. Select (or create) a data presentation or a model that supports or contradicts a hypothesis, prediction or
conclusion
15a. Identify key issues or assumptions in a model
E.
15b. Identify strengths and weaknesses in one or more models
F.
15c. Identify similarities and differences between models
G.
16a. Determine whether given information supports or contradicts a simple hypothesis or conclusion, and why
H.
16b. Determine which model(s) is(are) supported or weakened by new information
I.
16c. Determine whether new information supports or weakens a model, and why
B.
C.
Interpretation of Data
A.
8a. Analyze given information when presented with new, simple information
Scientific Investigation
A.
10a. Understand a simple experimental design
B.
10b. Identify a control in an experiment
C.
12a. Predict the results of an additional trial or measurement in an experiment
D.
12b. Determine the experimental conditions that would produce specified results
Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
E.
12c. Determine the hypothesis for an experiment
F.
12f. Identify an additional trial or experiment that could be performed to enhance or evaluate experimental results
G.
13a. Understand precision and accuracy issues
H.
9a. Understand (or use) the methods and tools used in a simple experiment
I.
9b. Understand (or use) the methods and tools used in a moderately complex experiment
Social Emotional learning Targets
Develop their Relationship Skills
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I adapt my behavior according to the situation and those involved.
B.
b.
I build and sustain relationships characterized by mutual respect.
C.
c.
I monitor the information I share with others.
D.
d.
I identify effective ways to positively influence others.
E.
e.
I work cooperatively with others.
F.
f.
I work well in teams by soliciting other’s input.
G.
g.
I work well in teams by encouraging participation of everyone present.
H.
h.
I am intentional with my body language in order to portray the messages I send.
I.
i.
I can identify active listening strategies.
J.
j.
I can demonstrate active listening strategies.
K.
k.
I communicate my emotions to others in healthy ways.
L.
l.
I communicate care and concern for the feelings of others.
M.
m.
I evaluate my written communications for consideration of tone, content and language before sending.
N.
n.
I use "I" statements to communicate my feelings to others.
O.
o.
I recognize interpersonal conflict.
P.
p.
I try to resolve conflict by openly talking about disagreements with those involved.
Q.
q.
I resolve conflict and de-escalate the emotions in the situation.
R.
r.
I try to resolve conflict by finding a positive that everyone can endorse.
S.
s.
I invite and welcome feedback from others.
T.
t.
I consider feedback from others.
U.
u.
I recognize when others need help.
V.
v.
I offer assistance appropriately when others need help.
Develop their Responsible Decision Making skills
A.
a.
B.
b. I identify possible options, including major alternative points of view and their consequences, before making a
decision.
c.
I evaluate possible options, including major alternative points of view and their consequences, before making a
decision.
C.
I can identify the problem.
Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
D.
d.
I identify and ask significant questions that clarify various points of view and lead to better solutions.
E.
e.
I can identify resources before making my decisions.
F.
f.
I utilize resources before making my decisions.
G.
g.
I reflect upon and evaluate the choices I make and the outcomes of those choices.
H.
h.
I can articulate socially defined ethics and norms.
I.
i.
I choose to be encouraging, kind, and polite toward others.
J.
j.
I make decisions based on my personal values, ethics and my knowledge of social norms.
Develop their Self-Awareness skills.
A.
i.
I can identify my strengths.
B.
j.
I can predict conditions under which I am likely to be successful.
C.
k.
I can identify my areas for growth.
D.
l.
I recognize that making mistakes is part of the learning process
Develop their Self-Management skills.
A.
a.
I think before responding.
B.
b.
I remove myself from a situation when needed.
C.
c.
I choose to behave respectfully (in non-aggressive/non-harmful ways towards myself, others or things).
D.
d.
I listen to others without interrupting.
E.
e.
I express my emotions in positive and constructive ways.
F.
f.
I accept responsibility for my actions and words.
G.
g.
I follow rules of the school.
H.
h.
I follow laws of the community.
I.
n.
I create individualized short-term and long-term goals for myself.
J.
o.
I create plans to reach my goals.
K.
p.
I implement specific action steps towards reaching my goals.
L.
q.
I monitor and evaluate my progress towards reaching my goals.
M.
r.
I identify various resources to help me reach my goals.
N.
s.
I use various resources to help me reach my goals.
O.
t.
I seek assistance when needed.
P.
u.
I adapt by smoothly juggling multiple demands.
Q.
v.
I prioritize and organize my resources (time, materials, support from others) when achieving my goals.
Develop their Social Awareness skills.
A.
a.
I can explain what it means to be empathetic.
B.
b.
I listen attentively to understand another person's feelings and/or perspectives.
C.
c.
I utilize resources to understand another person's feelings and/or perspectives.
Division:
Science
Course Number:
SCI632
Course Title:
AP Biology
D.
d.
I evaluate how my actions impact others.
E.
e.
I compare and contrast different types of relationships and their different expectations for behavior.
F.
f.
I can interpret the reasons for another’s actions.
G.
g.
I act responsibly with the interests of the larger community in mind.
H.
h.
I seek to understand the diverse background of others.
I.
i.
I can explain what it means to be respectful.
J.
j.
I treat others with respect.
K.
k.
I can identify a team or organization’s unspoken rules and informal processes.
L.
l.
I can navigate the informal processes by which work gets done in the team or organization.
M.
m.
I recognize the values and the culture of the team or the organization.