AP Biology Big Idea 2 Exam Review 2013
Essential Knowledge:
For each of the “Essential Knowledge” statements, you should be able to use the resources listed to develop a detailed explanation explaining what those statements mean. You should be able to provide very detailed examples for each of the statements. Sometimes you can combine two or more of the essential knowledge statements into one explanation. You should be able to utilize relevant vocabulary in your discussions. Treat each of these “Essential Knowledge” statements as a free response question.
Learning Objectives:
Below are the learning objectives that are related to the essential knowledge statements. You should be able to perform each of these. Think about these statements while developing your explanations of each of the essential knowledge statements. An item on an exam may be worded similarly to these learning objectives. Whenever you are asked to analyze data, the data will be provided. These statements are meant to guide you in your discussions of each of the essential knowledge statements. You may not necessarily be able to complete all learning objectives while explaining each statement due to lack of data provided, but you should try to use your resources and any additional resources to find sample data, examples, and sample AP exam questions related to each essential knowledge statement.
All living systems require constant input of free energy. / · “Life Requires Energy” Bozeman Video
· “Gibbs Free Energy” Bozeman video
· “ATP: Adenosine Triphosphate” Bozeman Video
· “The Importance of Oxygen” Bozeman Video
· “Cellular Respiration” Bozeman Video
· “Anaerobic Respiration” Bozeman Video
· “Biochemistry Basics” packet
· ATP Packet
· Cellular Respiration Lab / · Explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce.
· Justify a scientific claim that free energy is requiredfor living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems.
· Predict how changes in free energy availability affectorganisms, populations and ecosystems.
Organisms capture and store free energy for use in biological processes. / · “Life Requires Energy” Bozeman Video
· “Gibbs Free Energy” Bozeman video
· “ATP: Adenosine Triphosphate” Bozeman Video
· “The Importance of Oxygen” Bozeman Video
· “Cellular Respiration” Bozeman Video
· “Anaerobic Respiration” Bozeman
· “AP Biology Lab 5: Cellular Respiration” Bozeman Video
· Video
· “Biochemistry Basics” packet
· ATP Packet
· “Cellular Respiration” Packet
· Cellular Respiration Lab / · Use representations to pose scientific questionsabout what mechanisms and structural features allow organisms to capture, store and use free energy.
· Construct explanations of the mechanisms andstructural features of cells that allow organisms to capture, store or use free energy.
Organisms must exchange matter with the environment to grow, reproduce and maintain organization. / · “Environmental Matter Exchange” Bozeman Video
· “Why are Cells Small?” Bozeman Video
· “Cell Membranes” Bozeman Video
· “Transport Across Cell Membranes” Bozeman Video / · Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion.
· Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination.
· Justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products.
· Represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction.
Cell membranes are selectively permeable due to their structure. / · “Why are Cells Small?” Bozeman Video
· “Cell Membranes” Bozeman Video
· “Transport Across Cell Membranes” Bozeman Video
· “Water Potential” Bozeman Video
· “AP Biology Lab 1: Diffusion and Osmosis” Bozeman Video
· Potato Osmosis Lab
· “Cell Membrane” packet
· “Cell Membrane Structure and Function” Packet / · Use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.
· Construct models that connect the movement of molecules across membranes with membrane structure and function.
· Use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes.
Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes. / · “Cell Membranes” Bozeman Video
· “Transport Across Cell Membranes” Bozeman Video
· Membrane Function packet
· Membrane Structure and Function (Chapter 7) packet / · Use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.
· Construct models that connect the movement of molecules across membranes with membrane structure and function.
· Use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes.
Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
/ · “Compartmentalization” Bozeman Video / · Explain how internal membranes and organelles contribute to cell functions. (only discuss the role of the mitochondria-no other organelles at this point)
Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.
/ · “Positive and Negative Feedback Loops” Bozeman Video / · Connect how organisms use negative feedback to maintain their internal environments.
· Evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms.
· Make predictions about how organisms use negativefeedback mechanisms to maintain their internal environments.
· Make predictions about how positive feedbackmechanisms amplify activities and processes in organisms based on scientific theories and models.
· Justify that positive feedback mechanisms amplifyresponses in organisms.
Organisms respond to changes in their external environments. / · “Response to External Environments” Bozeman Video / · Justify the selection of the kind of data needed toanswer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment.
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. / · “Biotic and Abiotic Factors” Bozeman Video / · Design a plan for collecting data to show that allbiological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions.
· Analyze data to identify possible patterns andrelationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems).
Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments. / · “Homeostatic Evolution” Bozeman Video / · Construct explanations based on scientific evidencethat homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments.
· Analyze data to identify phylogenetic patterns orrelationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments.
· Connect differences in the environment with theevolution of homeostatic mechanisms.
Biological systems are affected by disruptions to their dynamic homeostasis. / · “Homeostatic Disruptions” Bozeman Video / · Use representations or models to analyzequantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems.
Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis.
/ · “Plant and Animal Defenses” Bozeman Video / · Use representations or models to analyzequantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems.
· Create representations and models to describe immuneresponses.
· Create representations or models to describe nonspecificimmune defenses in plants and animals.
All of your work will need to be completed on separate lined paper. You may NOT type any of your responses. These must all be handwritten, including any graphs or data tables that you may choose to generate or use from an Internet source or from your book in order to aid your explanation. Please write neatly. Organize your writing by “Essential Knowledge” statement. Label each of your responses, making it clear which is which.