EVOLUTION	MATTER & ENERGY	INFORMATION	INTERACTIONS

Biology Place Lab Bench Biology in Focus log in What You Should Know Homework Calendar SLIDE SHOWS Handouts Review games for this Chapter Webstites for this chapter Tutorials, animations, etc Other AP BIO websites How do you say it? STUDENTS Get ready for the AP Exam

Cells Chapters 4 & 5   Teacher help links SCIENCE NEWS Autism linked to mitochondrial DNA

AP BIO INFO BHS Biology webpage (Stuff you should already know) DDN GRADE CHECK Riedell Science Home APBIO HOME Countdown May 16 2024 AP BIO EXAM (Time change to Noon!) Next Chapter Last Chapter Other Chapters 2023       2022-1999   FRQ's by topic AP BIO Teacher help links

Changes/alignment with new 2019-2020 CED

Homework Calendar

MONDAY 10/9	TUESDAY  10/10	WEDNESDAY 10/11	THURSDAY  10/12	FRIDAY  10/13
NO SCHOOL	Multiple choice Test- Chap 1-3 TAKE HOME ESSAY DUE HW: TO DO LIST 1.Start "reading" Ch 4 Bring any ?'s you have to class 2.Download this PPT Cell parts You should Know from Bio  Also in the Shared with me Google drive folder and review cell parts you learned in BIO/Honors BIO 2. You can watch Bio videos to refresh your brain) 3. Old Bio Quizlet cell functions can help 4. OLD BIO Cell ?'s due WED 10/18 5. Complete Cell parts comparison chart in BILL DUE MON 10/23 6. Test corrections done in my room by WED 10/25 3:30 pm 7. Nervous system project DUE MON 10/30	Making test correctionst Download this PPT New cell parts you didn't learn in Bio Also in the Shared with me folder to your Google drive before class today Cells video intro Inner life of a cell Cytoplasmic streaming Amoeboid movement HW: See TO DO LIST OLD BIO Cell ?'s  due WED 10/18	Finish cell parts you didn't learn in Bio slide show Phagocytosis/lysosomes Lysosomes DO PLANTS HAVE LYSOSOMES?  HW: See TO DO LIST 1. OLD BIO Cell ?'s due WED Cell Venn due FRI 2.	BILL-Diagram Endosymbiotic theory and add evidence to your BILL Endocytosis animation Bozeman-Endosymbiosis Endosymbiotic theory Desktop Cell parts Kahoot Cell Structure/Function Cell parts Outlaws  Cell Parts Outlaws 2
MONDAY 10/16	TUESDAY  10/17	WEDNESDAY  10/18	THURSDAY  10/19	FRIDAY  10/20
DO LAB Collect Data Dissolved oxygen lab Someone from each lab group add data to Class data SEE TO DO LIST 1. OLD BIO Cell ?'s due WED 2. Nervous system project DUE FRI	Open this powerpoint here Membranes/Transport slide show ALso in shared with me folder in Google Drive Modeling Cell transport EK 2.B.1  & 2.B.2: Membrane fluidity Phospholipid movement Diffusion FD carrier Voltage Gated Ion channels Endocytosis & exocytosis Proton pump Cotransport Sodium potassium pump Lysosomes GIFs Diffusion gases in lungs Na+-K+ pumps Exocytosis    Endocytosis Pinocytosis Phagocytosis Receptor Mediated Endocytosis 1. OLD BIO Cell ?'s due TOMORROW 2. Nervous system project due FRI 2. Test corrections due WED 10/25 3:30 pm	OLD BIO Cell ?'s due Show Cell transport models Fill in Transport comparison Nerve Muscle Animation DISCUSS NERVE & MUSCLE CELL transport  1 & 2 assignment Muscle contraction video EK3.E.2 & LO 3.45 Sumanas animation-Muscle contraction Nerve Action potential modeling HW: TO DO LIST 2. Test corrections due WED 3:30 pmHW:SEE TO DO LIST	Open this powerpoint here Membranes/Transport slide show Also in shared with me folder in Google Drive Nerve Muscle Animation DISCUSS NERVE & MUSCLE CELL transport  1 & 2 assignment Muscle contraction video EK3.E.2 & LO 3.45 Nerve action potential video Suanas animation-Muscle contraction Nerve Action potential modeling HW: 1. TO DO LIST 2.Nervous system project due tomorrow 3.Test Corrections due by WED 3:30 pm	END 1st Quarter BODY SYSTEM- NERVOUS SYSTEM PROJECT DUE Membranes/Transport slide show Stolof Osmosis Plant osmosis turgor TONICITY How can water kill you? HW:TO DO LIST 1. Tonicity comparison due TUES 2. Test Corrections due by WED 3:30 pm
MONDAY 10/23	TUESDAY  10/24	WEDNESDAY  10/25	THURSDAY  10/26	FRIDAY 10/27
Bozeman Water potential WATER POTENTIAL BILL-practice Water potential problems HW:TO DO LIST 1. Tonicity comparison due TOMORROW 2. Water potential problems #1 due TUESDAY 3. Test Corrections due by 3:30 pm WED Conferences: 4:00-7:30	Tonicity comparison due Osmosis Diffusion Lab #1 HW:TO DO LIST 1.Test Corrections due by 3:30 pm TOMORROW 2. Excretory system project due MON Conferences: 4:00-7:30	Ch 1 Test corrections due by 3:30 pm today Finish Osmosis Diffusion Lab #1 Someone from each lab group add data to Class data HW:  TO DO LIST 1.  Watch What is a mole? slide show if you don't remember your Chem	NO SCHOOL Parent Teacher Conferences 8:00 am- 4:00pm	NO SCHOOL Comp Day
MONDAY 10/30	TUESDAY  10/31	WEDNESDAY  11/1	THURSDAY 11/2	FRIDAY  11/3
EXCRETORY SYSTEM PROJECT DUE Osmosis Diffusion labs Osmosis Diffusion Lab #2 Potatoes Dialysis of mystery solutions-Experimental design HW: 1. Water potential problems #1 due tomorrow 2. Osmosis Diffusion lab #1 (iodine, starch, glucose) due FRI HW: TO DO LIST	Water potential problems #1 due Mass potatoes Add your results to the CLASS DATA spreadsheet here Dialysis of mystery solutions-Set up your experiment HW: 1. Work on Osmosis Diffusion labs (#1, #2, #3) HW: TO DO LIST	Collect data for Osmosis Diffusion lab #3 Elodea osmosis Red onion plasmolysis HW: TO DO LIST 1. Work on finishing Osmosis Diffusion labs (#1 (due FRI)  #2 & #3 DUE TUES 2.Water potential problems #2 due WED	SUB HERE: WORK on finishing Osmosis Diffusion labs Osmosis Diffusion Lab #1 (starch, glucose, iodine) due TOMORROW Osmosis Diffusion Lab #2 Potato lab  DUE  TUES Osmosis Diffusion Lab #3 (dialysis bags) DUE TUES HW: 1. Water potential problems #2 due WED	Osmosis Diffusion Lab #1 DUE Self check binders Group work: Kim Foglia Osmosis Challenge Water will move Crashcourse: Urinary System Part 1 Part 2 If time work on Cell Venn
MONDAY 11/6	TUESDAY  11/7	WEDNESDAY  11/8	THURSDAY 11/9	FRIDAY  11/10
Cell signaling slide show BILL Cell signaling notes Bozeman video Signal transduction pathways Tyrosine kinase Intracellular receptors Ligand gated ion channel Phosphorylation cascade 2:44-3:16 Tyrosine Kinase cyclic AMP (cAMP) G proteins Signalling and taste HW: TO DO LIST 1. Diffusion Osmosis Lab #2 (potatoes & Lab #3 (dialysis bags) due tomorrow 2. Water potential problems #2 due WED 3. Cell parts organizer due THURS	Diffusion Osmosis labs #2 (potatoes) & #3 (dialysis bags) due Bonnie Bassler-How  bacteria "talk"- 18 min Bessler-short version 6 min Quorum sensing 3:48 min Bozeman video Signal transmission & Gene expression Disruptions in pathways Cell Communication 8:30 min HW: TO DO LIST	Water potential problems #2 due Cell signaling comparison due MODELING SIGNAL TRANSDUCTION PATHWAYS Cutouts Honeybee signals Receptors/G proteins G Proteins/Ca++ channels 2nd messenger/cAMP Intracellular receptors Dolan Learning Center Cell Signaling See TO DO LIST	BILL-Cell parts organizer DUE Review KAHOOT Cell Transport & Signaling Cell Venn not doing this time  HW: 1. Take home FRQ (2005B #4) due Tuesday 2. Study for multiple choice exam Tues over Cells, ransport, and Signaling	NO SCHOOL VETERANS DAY Bio-Birthday!
MONDAY 11/13	TUESDAY  11/14	WEDNESDAY  11/15	THURSDAY  11/16	FRIDAY  11/17
Knowing vs Understanding Card review ?'s ANSWERS KAHOOT Cell Transport & Signaling HW: STUDY for test TOMORROW Take home FRQ due TOMORROW	TAKE HOME FRQ due TEST-Chapter 4 & 5 & 11 Cells, Signaling, Transport See test results It wasn't pretty :( HW: TO DO LIST Refresh your Bio brain about Mitosis/Meioisis Watch Bozeman Biology video Practice 2: Using Math Appropriately and Statistics for Science and take notes in your BILL by THURSDAY Watch Bozeman Biology Mitosis Phases video, TAKE NOTES IN YOUR BILL, then take the Google Docs quiz by MONDAY 4. Test corrections due WED 12/6 Refresh your Bio brain about Mitosis/Meioisis	Mutagen mice Mean, Median, Standard deviation BILL- Mutagen mice BILL- SEM Spreadsheet  Add your data to the class spreadsheet Calculating SEM in EXCEL Standard deviation Standard error HW: 1.Watch Bozeman Biology video Practice 2: Using Math Appropriately and Statistics for Science and take notes in your BILL by tomorrow Watch Bozeman Biology Mitosis Phases video, TAKE NOTES IN YOUR BILL, then take the Google Docs quiz by MONDAY 4. Test corrections due WED 12/6 Refresh your Bio brain about Mitosis/Meioisis	Watch Bozeman Biology video AP Practice 2: Using Math Appropriately Statistics for Science and take notes in your BILL by TODAY Mutagen mice Mean, median, mode, range Variance Calculate standard deviation/SEM and make a graph with error bars for mice data due tomorrow  2014 FRQ graphs, a & b parts due TUES Mutagen mice ?'s, graph due TUES	Mutagen Mice- graphs/?'s due TUES HW: 2014 FRQ graphs, a & b parts due TUES
MONDAY 11/20	TUESDAY  11/21	WEDNESDAY  11/22	THURSDAY  11/23	FRIDAY  11/24
MITOSIS Desktop Mitosis cards DO LAB graphs & ?'s DUE Fill in study guide	Mutagen mice ?'s, graphs, 2014 FRQ DUE

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Cell signaling, autism, and ATP

*Use OBJECTIVES in class to take notes during lecture or use with reading to prepare for lecture

SLIDE SHOWS

Chapter 4 Cell parts You should Know from Bio I Modified from Powerpoint by Kim Foglia

Chapter 4 Cell structure & Function Modified from Powerpoint by Kim Foglia

Chapter 5 Cell Membranes Modified from Powerpoint by Kim Foglia MOLARITY

Chapter 5 Cell Signaling Notes

Chapter 4 New Stuff Slide shows modified from:
http://gbs.glenbrook.k12.il.us/Academics/gbssci/bio/apbio/Lecture/lecture.htm
http://www.explorebiology.com/
http://home.att.net/~tljackson/neville.html

Chapter 5 Slide show modified from:
Kim Foglia: http://www.explorebiology.com/pptAP/2005/
http://facstaff.bloomu.edu/gdavis/links%20100.htm

Molarity Slide show by: Riedell

DOWNLOAD POWERPOINT
VIEWER HERE
to watch Powerpoint presentations

WEBSITES FOR THIS CHAPTER

Remember: Biology is more than "just the facts". It's all about connections.
(That said... you have to know the vocab and concepts to be able to see the "big picture" and make those connections)

Chap 4-Cells    Chap 5-Membranes & Transport    

WHAT SHOULD YOU KNOW

2019 NEW CED

UNIT 2-CELL STRUCTURE AND FUNCTION
TOPIC 2.1 Cell Structure: Subcellular Components
ENDURING UNDERSTANDING SYI-1  Living systems are organized in a hierarchy of structural levels that interact.
LEARNING OBJECTIVE SYI-1.D Describe the structure and/ or function of subcellular components and organelles	ESSENTIAL KNOWLEDGE SYI-1.D.1 Ribosomes comprise ribosomal RNA (rRNA) and protein. Ribosomes synthesize protein according to mRNA sequence.
	SYI-1.D.2 Ribosomes are found in all forms of life, reflecting the common ancestry of all known life.
	SYI-1.D.3 Endoplasmic reticulum (ER) occurs in two forms—smooth and rough. Rough ER is associated with membrane-bound ribosomes—    a. Rough ER compartmentalizes the cell.    b. Smooth ER functions include detoxification and lipid synthesis. ILLUSTRATIVE EXAMPLE § Glycosylation and other chemical modifications of proteins that take place within the Golgi and determine protein function or targeting  EXCLUSION STATEMENT Specific functions of smooth ER in specialized cells are beyond the scope of the course and the AP Exam.
	SYI-1.D.4 The Golgi complex is a membrane-bound structure that consists of a series of flattened membrane sacs— a.   Functions of the Golgi include the correct folding and chemical modification of newly synthesized proteins and packaging for protein trafficking  ILLUSTRATIVE EXAMPLE Glycosylation and other chemical modifications of proteins that take place within the Golgi and determine protein function or targeting.
	SYI-1.D.5 Mitochondria have a double membrane. The outer membrane is smooth, but the inner membrane is highly convoluted, forming folds.
	SYI-1.D.6 Lysosomes are membrane-enclosed sacs that contain hydrolytic enzymes.
	SYI-1.D.7 A vacuole is a membrane-bound sac that plays many and differing roles. In plants, a specialized large vacuole serves multiple functions.
	SYI-1.D.8 Chloroplasts are specialized organelles that are found in photosynthetic algae and plants. Chloroplasts have a double outer membrane.

TOPIC 2.2 Cell Structure and Function
ENDURING UNDERSTANDING SYI-1 Living systems are organized in a hierarchy of structural levels that interact.
LEARNING OBJECTIVE SYI-1.E Explain how subcellular components and organelles contribute to the function of the cell.	ESSENTIAL KNOWLEDGE SYI-1.E.1 Organelles and subcellular structures, and the interactions among them, support cellular function— a. Endoplasmic reticulum provides mechanical support, carries out protein synthesis on membrane-bound ribosomes, and plays a role in intracellular transport. b. Mitochondrial double membrane provides compartments for different metabolic reactions.  c. Lysosomes contain hydrolytic enzymes, which are important in intracellular digestion, the recycling of a cell’s organic materials, and programmed cell death (apoptosis).  d. Vacuoles have many roles, including storage and release of macromolecules and cellular waste products. In plants, it aids in retention of water for turgor pressure.
LEARNING OBJECTIVE SYI-1.F Describe the structural features of a cell that allow organisms to capture, store, and use energy.	SYI-1.F.1 The folding of the inner membrane increases the surface area, which allows for more ATP to be synthesized.
	SYI-1.F.2 Within the chloroplast are thylakoids and the stroma.
	SYI-1.F.3 The thylakoids are organized in stacks, called grana.
	SYI-1.F.4 Membranes contain chlorophyll pigments and electron transport proteins that comprise the photosystems.
	SYI-1.F.5 The light-dependent reactions of photosynthesis occur in the grana.
	SYI-1.F.6 The stroma is the fluid within the inner chloroplast membrane and outside of the thylakoid.
	SYI-1.F.7 The carbon fixation (Calvin-Benson cycle) reactions of photosynthesis occur in the stroma.
	SYI SYI-1.F.8 The Krebs cycle (citric acid cycle) reactions occur in the matrix of the mitochondria.
	SYI-1.F.9 Electron transport and ATP synthesis occur on the inner mitochondrial membrane

TOPIC 2.3 Cell Size
ENDURING UNDERSTANDING ENE-1 The highly complex organization of living systems requires constant input of energy and the exchange of macromolecules
LEARNING OBJECTIVE ENE-1.B Explain the effect of surface area-to-volume ratios on the exchange of materials between cells or organisms and the environment.	ESSENTIAL KNOWLEDGE ENE-1.B.1 Surface area-to-volume ratios affect the ability of a biological system to obtain necessary resources, eliminate waste products, acquire or dissipate thermal energy, and otherwise exchange chemicals and energy with the environment.              ILLUSTRATIIVE EXAMPLES- SA/V Ratios and exchange ·         Root hair cells ·         Guard cells ·         Gut epithelial cells
	ENE-1.B.2 The surface area of the plasma membrane must be large enough to adequately exchange materials— a. These limitations can restrict cell size and shape. Smaller cells typically have a higher surface area-to-volume ratio and more efficient exchange of materials with the environment.  b. As cells increase in volume, the relative surface area decreases and the demand for internal resources increases.  c. More complex cellular structures (e.g., membrane folds) are necessary to adequately exchange materials with he environment.  d. As organisms increase in size, their surface area-to-volume ratio decreases, affecting properties like rate of heat exchange with the environment.
ENE-1.C Explain how specialized structures and strategies are used for the efficient exchange of molecules to the environment.	ENE-1.C.1 Organisms have evolved highly efficient strategies to obtain nutrients and eliminate wastes. Cells and organisms use specialized exchange surfaces to obtain and release molecules from or into the surrounding environment. ILLUSTRATIVE EXAMPLES ·         Vacuoles ·         Cilia ·         Stomata

TOPIC 2.4 Plasma Membranes
ENDURING UNDERSTANDING ENE-2 Cells have membranes that allow them to establish and maintain internal environments that are different from their external environments
LEARNING OBJECTIVE  ENE-2.A Describe the roles of each of the components of the cell membrane in maintaining the internal environment of the cell..	ESSENTIAL KNOWLEDGE ENE-2.A.1 Phospholipids have both hydrophilic and hydrophobic regions. The hydrophilic phosphate regions of the phospholipids are oriented toward the aqueous external or internal environments, while the hydrophobic fatty acid regions face each other within the interior of the membrane.
	ENE-2.A.2 Embedded proteins can be hydrophilic, with charged and polar side groups, or hydrophobic, with nonpolar side groups.
ENE-2.B Describe the Fluid Mosaic Model of cell membranes.	ENE-2.B.1 Cell membranes consist of a structural framework of phospholipid molecules that is embedded with proteins, steroids (such as cholesterol in eukaryotes), glycoproteins, and glycolipids that can flow around the surface of the cell within the membrane.
TOPIC 2.5 Membrane Permeability
ENDURING UNDERSTANDING ENE-2 Cells have membranes that allow them to establish and maintain internal environments that are different from their external environments.
LEARNING OBJECTIVE  ENE-2.C Explain how the structure of biological membranes influences selective permeability	ESSENTIAL KNOWLEDGE ENE-2.C.1 The structure of cell membranes results in selective permeability.
	ENE-2.C.2 Cell membranes separate the internal environment of the cell from the external environment.
	ENE-2.C.3 Selective permeability is a direct consequence of membrane structure, as described by the fluid mosaic model.
	ENE-2.C.4 Small nonpolar molecules, including N2, O2, and CO2 , freely pass across the membrane. Hydrophilic substances, such as large polar molecules and ions, move across the membrane through embedded channel and transport proteins.
	ENE-2.C.5 Polar uncharged molecules, including H2O, pass through the membrane in small amounts.
ENE-2.D Describe the role of the cell wall in maintaining cell structure and function.	ENE-2.D.1 Cell walls provide a structural boundary, as well as a permeability barrier for some substances to the internal environments. ENE-2.D.2 Cell walls of plants, prokaryotes, and fungi are composed of complex carbohydrates.

TOPIC 2.6 Membrane Transport
ENDURING UNDERSTANDING ENE-2 Cells have membranes that allow them to establish and maintain internal environments that are different from their external environments.
LEARNING OBJECTIVE ENE-2.E Describe the mechanisms that organisms use to maintain solute and water balance.	ESSENTIAL KNOWLEDGE ENE-2.E.1 Passive transport is the net movement of molecules from high concentration to low concentration without the direct input of metabolic energy.
	ENE-2.E.2 Passive transport plays a primary role in the import of materials and the export of wastes.
	ENE-2.E.3 Active transport requires the direct input of energy to move molecules from regions of low concentration to regions of high concentration
ENE-2.F Describe the mechanisms that organisms use to transport large molecules across the plasma membrane.	ENE-2.F.1 The selective permeability of membranes allows for the formation of concentration gradients of solutes across the membrane.
	ENE-2.F.2 The processes of endocytosis and exocytosis require energy to move large molecules into and out of cells— a. In exocytosis, internal vesicles fuse with the plasma membrane and secrete large  macromolecules out of the cell.  b. In endocytosis, the cell takes in macromolecules and particulate matter by forming new vesicles derived from the plasma membrane.

TOPIC 2.7 Facilitated Diffusion
ENDURING UNDERSTANDING ENE-2 Cells have membranes that allow them to establish and maintain internal environments that are different from their external environments.
LEARNING OBJECTIVE ENE-2.G Explain how the structure of a molecule affects its ability to pass through the plasma membrane.	ESSENTIAL KNOWLEDGE ENE-2.G.1 Membrane proteins are required for facilitated diffusion of charged and large polar molecules through a membrane— a. Large quantities of water pass through aquaporins. b. Charged ions, including Na+ and K+, require channel proteins to move through the membrane. c. Membranes may become polarized by movement of ions across the membrane.
	ENE-2.G.2 Membrane proteins are necessary for active transport.
	ENE-2.G.3 Metabolic energy (such as from ATP) is required for active transport of molecules and/ or ions across the membrane and to establish and maintain concentration gradients.
	ENE-2.G.4 The Na+/K+ ATPase contributes to the maintenance of the membrane potential.
TOPIC 2.8 Tonicity and Osmoregulation
ENDURING UNDERSTANDING ENE-2 Cells have membranes that allow them to establish and maintain internal environments that are different from their external environments.
LEARNING OBJECTIVE ENE-2.H Explain how concentration gradients affect the movement of molecules across membranes.	ESSENTIAL KNOWLEDGE ENE-2.H.1 External environments can be hypotonic, hypertonic or isotonic to internal environments of cells— a. Water moves by osmosis from areas of high water potential/low osmolarity/ low solute concentration to areas of low water potential/high osmolarity/high solute concentration.
ENE-2.I Explain how osmoregulatory mechanisms contribute to the health and survival of organisms ILLUSTRATIVE EXAMPLES § Contractile vacuole in protists § Central vacuoles in plant cells	ENE-2.I.1 Growth and homeostasis are maintained by the constant movement of molecules across membranes.
	ENE-2.I.2 Osmoregulation maintains water balance and allows organisms to control their internal solute composition/water potential

2015 OLD CED

Big Idea	LO/EK description
SYI-	1.D	Describe the structure and/ or function of subcellular components and organelles.
SYI	1.D.1	Ribosomes comprise ribosomal RNA (rRNA) and protein. Ribosomes synthesize protein according to mRNA sequence.
SYI	1.D.2	Ribosomes are found in all forms of life, reflecting the common ancestry of all known life.
SYI	1.D.3	Endoplasmic reticulum (ER) occurs in two forms—smooth and rough. Rough ER is associated with membrane-bound ribosomes—  a. Rough ER compartmentalizes the cell.  b. Smooth ER functions include detoxification and lipid synthesis  c. Lysosomes are membrane-enclosed sacs that contain hydrolytic enzymes.  d. A vacuole is a membrane-bound sac that plays many and differing roles. In plants, a specialized large vacuole serves multiple functions.  e. Chloroplasts are specialized organelles that are found in photosynthetic algae and plants. Chloroplasts have a double outer membrane
SYI	1.D.4	The Golgi complex is a membrane-bound structure that consists of a series of flattened membrane sacs— a. Functions of the Golgi include the correct folding and chemical modification of newly synthesized proteins and packaging for protein trafficking.
SYI	1.E	Explain how subcellular components and organelles contribute to the function of the cell.
SYI	1.E.1	Organelles and subcellular structures, and the interactions among them, support cellular function—  a. Endoplasmic reticulum provides mechanical support, carries out protein synthesis on membrane-bound ribosomes, and plays a role in intracellular transport.  b. Mitochondrial double membrane provides compartments for different metabolic reactions.  c. Lysosomes contain hydrolytic enzymes, which are important in intracellular digestion, the recycling of a cell’s organic materials, and programmed cell death (apoptosis).  d. Vacuoles have many roles, including storage and release of macromolecules and cellular waste products. In plants, it aids in retention of water for turgor pressure."
SYI	1.F	Describe the structural features of a cell that allow organisms to capture, store, and use energy.
SYI	1.F.1	The folding of the inner membrane increases the surface area, which allows for more ATP to be synthesized.
SYI	1.F.2	Within the chloroplast are thylakoids and the stroma.
SYI	1.F.3	The thylakoids are organized in stacks, called grana.
SYI	1.F.4	Membranes contain chlorophyll pigments and electron transport proteins that comprise the photosystems.
SYI	1.F.5	The light-dependent reactions of photosynthesis occur in the grana.
SYI	1.F.6	The stroma is the fluid within the inner chloroplast membrane and outside of the thylakoid.
SYI	1.F.7	The carbon fixation (Calvin-Benson cycle) reactions of photosynthesis occur in the stroma.
SYI	1.F.8	The Krebs cycle (citric acid cycle) reactions occur in the matrix of the mitochondria.
SYI	1.F.9	Electron transport and ATP synthesis occur on the inner mitochondrial membrane.
ENE	1.B	Explain the effect of surface area-to-volume ratios on the exchange of materials between cells or organisms and the environment.
ENE	1.B.1	Surface area-to-volume ratios affect the ability of a biological system to obtain necessary resources, eliminate waste products, acquire or dissipate thermal energy, and otherwise exchange chemicals and energy with the environment.
ENE	1.B.2	The surface area of the plasma membrane must be large enough to adequately exchange materials— a. These limitations can restrict cell size and shape. Smaller cells typically have a higher surface area-to-volume ratio and more efficient exchange of materials with the environment. b. As cells increase in volume, the relative surface area decreases and the demand for internal resources increases. c. More complex cellular structures (e.g., membrane folds) are necessary to adequately exchange materials with the environment. d. As organisms increase in size, their surface area-to-volume ratio decreases, affecting properties like rate of heat exchange with the environment.
ENE	1.C	Explain how specialized structures and strategies are used for the efficient exchange of molecules to the environment.
ENE	1.C.1	Organisms have evolved highly efficient strategies to obtain nutrients and eliminate wastes. Cells and organisms use specialized exchange surfaces to obtain and release molecules from or into the surrounding environment.
ENE	2.A	Describe the roles of each of the components of the cell membrane in maintaining the internal environment of the cell.
ENE	2.A.1	Phospholipids have both hydrophilic and hydrophobic regions. The hydrophilic phosphate regions of the phospholipids are oriented toward the aqueous external or internal environments, while the hydrophobic fatty acid regions face each other within the interior of the membrane.
ENE	2.A.2	Embedded proteins can be hydrophilic, with charged and polar side groups, or hydrophobic, with nonpolar side groups.
ENE	2.B	Describe the Fluid Mosaic Model of cell membranes.
ENE	2.B.1	Cell membranes consist of a structural framework of phospholipid molecules that is embedded with proteins, steroids (such as cholesterol in eukaryotes), glycoproteins, and glycolipids that can flow around the surface of the cell within the membrane.
ENE	2.C	Explain how the structure of biological membranes influences selective permeability.
ENE	2.C.1	The structure of cell membranes results in selective permeability.
ENE	2.C.2	Cell membranes separate the internal environment of the cell from the external environment.
ENE	2.C.3	Selective permeability is a direct consequence of membrane structure, as described by the fluid mosaic model.
ENE	2.C.4	Small nonpolar molecules, including N2, O2, and CO2, freely pass across the membrane. Hydrophilic substances, such as large polar molecules and ions, move across the membrane through embedded channel and transport proteins.
ENE	2.C.5	Polar uncharged molecules, including H2O, pass through the membrane in small amounts
ENE	2.D	Describe the role of the cell wall in maintaining cell structure and function.
ENE	2.D.1	Cell walls provide a structural boundary, as well as a permeability barrier for some substances to the internal environments.
ENE	2.D.2	Cell walls of plants, prokaryotes, and fungi are composed of complex carbohydrates.
ENE	2.E	Describe the mechanisms that organisms use to maintain solute and water balance.
ENE	2.E.1	Passive transport is the net movement of molecules from high concentration to low concentration without the direct input of metabolic energy.
ENE	2.E.2	Passive transport plays a primary role in the import of materials and the export of wastes.
ENE	2.E.3	Active transport requires the direct input of energy to move molecules from regions of low concentration to regions of high concentration.
ENE	2.F	Describe the mechanisms that organisms use to transport large molecules across the plasma membrane.
ENE	2.F.1	The selective permeability of membranes allows for the formation of concentration gradients of solutes across the membrane.
ENE	2.F.2	The processes of endocytosis and exocytosis require energy to move large molecules into and out of cells— a. In exocytosis, internal vesicles fuse with the plasma membrane and secrete large macromolecules out of the cell. b. In endocytosis, the cell takes in macromolecules and particulate matter by forming new vesicles derived from the plasma membrane.
ENE	2.G	Explain how the structure of a molecule affects its ability to pass through the plasma membrane.
ENE	2.G.1	Membrane proteins are required for facilitated diffusion of charged and large polar molecules through a membrane— a. Large quantities of water pass through aquaporins. b. Charged ions, including Na+ and K+, require channel proteins to move through the membrane. c. Membranes may become polarized by movement of ions across the membrane.
ENE	2.G.2	Membrane proteins are necessary for active transport.
ENE	2.G.3	Metabolic energy (such as from ATP) is required for active transport of molecules and/ or ions across the membrane and to establish and maintain concentration gradients.
ENE	2.G.4	The Na+/K+ ATPase contributes to the maintenance of the membrane potential.
ENE	2.H	Explain how concentration gradients affect the movement of molecules across membranes.
ENE	2.H.1	External environments can be hypotonic, hypertonic or isotonic to internal environments of cells— a. Water moves by osmosis from areas of high water potential/low osmolarity/ low solute concentration to areas of low water potential/high osmolarity/high solute concentration.
ENE	2.I	Explain how osmoregulatory mechanisms contribute to the health and survival of organisms.
ENE	2.I.1	Growth and homeostasis are maintained by the constant movement of molecules across membranes.
ENE	2.I.2	Osmoregulation maintains water balance and allows organisms to control their internal solute composition/water potential.
ENE	2.J	Describe the processes that allow ions and other molecules to move across membranes.
ENE	2.J.1	A variety of processes allow for the movement of ions and other molecules across membranes, including passive and active transport, endocytosis and exocytosis.
ENE	2.K	Describe the membrane-bound structures of the eukaryotic cell.
ENE	2.K.1	Membranes and membrane-bound organelles in eukaryotic cells compartmentalize intracellular metabolic processes and specific enzymatic reactions.
ENE	2.L	Explain how internal membranes and membrane-bound organelles contribute to compartmentalization of eukaryotic cell functions
EVO	1.A.2	Prokaryotes generally lack internal membrane-bound organelles but have internal regions with specialized structures and functions.
EVO	1.A.3	Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
EVO	1.B	Describe the relationship between the functions of endosymbiotic organelles and their free-living ancestral counterparts.
EVO	1.B.1	Membrane-bound organelles evolved from previously free-living prokaryotic cells via endosymbiosis.
		The learning targets highlighted below are taken from the CED HEREDITY
IST	3.A	Describe the ways that cells can communicate with one another.
IST	3.A.1	Cells communicate with one another through direct contact with other cells or from a distance via chemical signaling— a. Cells communicate by cell-to-cell contact.
IST	3.B	Explain how cells communicate with one another over short and long distances.
IST	3.B.1	Cells communicate over short distances by using local regulators that target cells in the vicinity of the signal-emitting cell —    a. Signals released by one cell type can travel long distances to target cells of another         cell type.
IST	3.C	Describe the components of a signal transduction pathway.
IST	3.C.1	Signal transduction pathways link signal reception with cellular responses.
IST	3.C.2	Many signal transduction pathways include protein modification and phosphorylation cascades.
IST	3.D	Describe the role of components of a signal transduction pathway in producing a cellular response.
IST	3.D.1	Signaling begins with the recognition of a chemical messenger—a ligand—by a receptor protein in a target cell—    a. The ligand-binding domain of a receptor recognizes a specific chemical messenger,           which can be a peptide, a small chemical, or protein, in a specific one-to-one        relationship.    b. G protein-coupled receptors are an example of a receptor protein in eukaryotes.
IST	3.D.2	Signaling cascades relay signals from receptors to cell targets, often amplifying the incoming signals, resulting in the appropriate responses by the cell, which could include cell growth, secretion of molecules, or gene expression—     a. After the ligand binds, the intracellular domain of a receptor protein changes shape         initiating transduction of the signal.      b. Second messengers (such as cyclic AMP) are molecules that relay and amplify the             intracellular signal.      c. Binding of ligand-to-ligand-gated channels can cause the channel to open or close.
IST	3.E	Describe the role of the environment in eliciting a cellular response.
IST	E.1	Signal transduction pathways influence how the cell responds to its environment
IST	3.F	Describe the different types of cellular responses elicited by a signal transduction pathway.
IST	3.F.1	Signal transduction may result in changes in gene expression and cell function, which may alter phenotype or result in programmed cell death (apoptosis).
IST	3.G	Explain how a change in the structure of any signaling molecule affects the activity of the signaling pathway.
IST	3.G.1	Changes in signal transduction pathways can alter cellular response— a. Mutations in any domain of the receptor protein or in any component of the signaling pathway may affect the downstream components by altering the subsequent transduction of the signal.
IST	3.G.2	Chemicals that interfere with any component of the signaling pathway may activate or inhibit the pathway.
ENE	3.A	Describe positive and/ or negative feedback mechanisms.
ENE	3.A.1	Organisms use feedback mechanisms to maintain their internal environments and respond to internal and external environmental changes.
ENE	3.B	Explain how negative feedback helps to maintain homeostasis.
ENE	3.B.1	Negative feedback mechanisms maintain homeostasis for a particular condition by regulating physiological processes. If a system is perturbed, negative feedback mechanisms return the system back to its target set point. These processes operate at the molecular and cellular levels.
ENE	3.C	Explain how positive feedback affects homeostasis.
ENE	3.C.1	Positive feedback mechanisms amplify responses and processes in biological organisms. The variable initiating the response is moved farther away from the initial set point. Amplification occurs when the stimulus is further activated, which, in turn, initiates an additional response that produces system change.

OLD CED

Big Idea 1: The process of evolution drives the diversity and unity of life.

Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry.

Essential knowledge 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

       a. Structural and functional evidence supports the relatedness of all domains
        Evidence of student learning is a demonstrated understanding of each of the following:
          3. Metabolic pathways are conserved across all currently recognized domains. [See also 3.A.1]

      b. Structural evidence supports the relatedness of all eukaryotes {See also 2.B.3, 4.A.2]
        To foster student udnerstanding of this concept, instructors can chose an illustrative example such as:
           3. Metabolic pathways are conserved across all currently recognized domains. [See also 3.A.1]
              • Cytoskeleton (a network of structural proteins that facilitate cell movement,
                      morphological integrity and organelle transport
                    • Membrane-bound organelles (mitochondria and chloroplasts)
                    • Linear chromosomes
                    • Endomembrane systems, including the nuclear envelope

Learning Objectives:
LO 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes tht provide insights into the history of life on Earth [See SP 3.1]

LO 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms   [See SP 7.2]

LO 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distrubuted among organisms today [See SP 6.1]

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.

Enduring understanding 2.A: Growth, reproduction and maintenance of the organization of living systems require free energy and matter.

Essential knowledge 2.A.3: Organisms must exchange matter with the environment to grow, reproduce and maintain organization.

      b. Surface area-to-volume ratios affect a biological system's ability to obtain necessary resources or eliminate waste products.
            Evidence of student learning is a demonstrated understanding of each of the following:
             1. As cells increase in volume, the relative surface area decreases and demand for material resources increases; more cellular
                 structures are necessary to adequately exchange materials and energy with the environment. These limitations restrict cell size.
             To foster student understanding of this concept, instructors can choose an illustrative example such as:
              •  Root hairs
                •  Cells of the alveoli
              •  Cells of the villi
              •  Microvilli

              2. The surface area of the plasma membrane must be large enough to adequately exchange materials; smaller cells have a
                  more  favorable surface area-to-volume ratio for exchange of materials with the environment.

Learning Objectives:
LO 2.6 The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. [See SP 2.2]

LO 2.7 Students will be able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. [See SP 6.2]

LO 2.8 The student is able to 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. [See SP 4.1]

LO 2.9 The student is able to 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. [See SP 1.1, 1.4]

Enduring understanding 2.B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.

              c. The processes of endocytosis and exocytosis move large molecules from the external environment to the internal environment
                   and vice versa, respectively.
                 Evidence of student learning is a demonstrated understanding of each of the following:
                          1. In exocytosis, internal vesicles fuse with the plasma membrane to secrete large macromolecules out of the cell.

                          2. In endocytosis, the cell takes in macromolecules and particulate matter by forming new vesicles derived from the
                               plasma membrane.

 Learning Objectives:
LO 2.12 The student is able to 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. [See SP 1.4]  

      Essential knowledge 2.B.3: Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.

            a. Internal membranes facilitate cellular processes by minimizing competing interactions and by increasing surface area where
                   reactions can occur.

             b. Membranes and membrane-bound organelles in eukaryotic cells localize (compartmentalize) intracellular metabolic processes
                    and specific  enzymatic reactions. [See also 4.A.2]

                  To foster student understanding of this concept, instructors can choose an illustrative example, such as:
              •  Endoplasmic reticulum
                 •  Mitochondria
                 •  Chloroplasts
                 •  Golgi
                     •  Nuclear envelope

             c. Archaea and Bacteria generally lack internal membranes and organelles and have a cell wall

Learning Objectives:
LO 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions. [See SP 6.2]

LO 2.14 The student is able to use representations and models to describe differences in prokaryotic and eukaryotic cells. [See SP  1.4]

Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.

Enduring understanding 3.D: Cells communicate by generating, transmitting and receiving chemical signals.

      Essential knowledge 3.D.1: Cells communication  processes share common features that reflect a shared elovutionary
     history
            a. Communication involves transduction of stimulatory or inhibitory signals from other cells, organisms or the environment.
                  [See 1.B.1]
            b. Correct and appropriate signal transduction processes are generally under strong selective control.
            c. In single-celled organisms, signal transduction pathways influced how the cell responds to the environment.
             To foster student understanding of this concept, instructors can choose an illustrative example such as:
               •  Use of chemical messengers by microbes to communicate with other nearby cells and to regulate specific pathwasys in
                            response to population density (quorum sensing)
                     •  Use of pheromones to trigger reproduction and developmental pathways
                     •  Response to external signals by bacteria that influences cell movement
              d. In multi-cellular organisms, signal transduction pathways coordinate the activities within individual cells that support the
                   function of the organism as a whole.
       To foster student understanding of this concept, instructors can choose an illustrative example such as:
                      •  Epinephrine stimulation of glycogen breakdown in nmammals
                       •  Temperature determinato of sex in some vertebrate organisms
                       •  DNA repair mechanims

Learning Objectives:
LO 3.31 The student is able to describe basic chemical processes for cell communication shared across evolutionary lines of descent
[See SP 7.2]

LO 3.42 The student is able to generate scientific questions involving cell communication as it relates to the process of evolution
[See SP 3.1]

LO 3.42 The student is able to use representation(s) and appropriate models to describe features of a cell signaling pathway [See SP 1.4]

      Essential knowledge 3.D.2: Cells communicate with each other through direct contact with other cells or from a distance
       via chemical signaling.
            a. Cells communicate by cell-to-cell contact.

             To foster student understanding of this concept, instructors can choose an illustrative example such as:
               •  Plasmodesmata between plant cells that allow material to be transported from cell to cell.

            b. Cells communicate over short distances by using local regulators that target cells in the vicinity of the emitting cell.
               To foster student undnerstanding of this concept insructors can choose an illustrative example such as:
               •  Neurotransmitters
                    •  Quorum sensing in bacteria

           c.  Signals released by one cell type can travel long distances to target cells of another cell type.
                     Evidence of student learning is a demonstrated understanding of the following:
                    1. Endocrine signal are produced by endocrine cells that release signaling molecules which are specifc, and can travel long
                              distances though the vlood to reach all parts of the body.
                            •  Insulin 
                            •   Human growth hormone
                            •   Thyroid hormones
                            •   Testosterone
                            •   Estrogen

 ✘✘No specific system, with the exception of the endocrine system, is required for teaching the concpets in 3.D.2. Teachers are free to choose a ssytem that best fosters student understanding.  Study of the nervous and immune systems is required for concepts detailed in 3.E.2 and 2.D.4.   

Learning Objectives:
LO 3.34 The student is able to construct explanations of cell communication through cel-to-cell contact or through chemical signaling. [See SP 6.2]

LO 3.35 The student is able to create representation(s) tht depict how cell-to-cell communication occurs by direct contact or from a distance through cell signaling . [See SP1.1]

Learning Objectives:

LO 3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways can alter
cellular response. [See SP 6.1]

LO 3.38 The student is able to describe a model that expresses key elements to show how change in signal transduction can alter
cellular response. [See SP 1.5]

LO 3.39 The student is able to construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways. [See SP 6.2]

Learning Objectives:
LO 3.43 The student is able to construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses. [See SP 6.2, 7.1]

LO 3.44 The student is able to describe how nervous systems detect external and internal signals. [See SP 1.2]

LO 3.45 The student is able to describe how nervous systems transmit information. [See SP 1.2]

LO 3.46 The student is able to describe how the vertebrate brain integrates information to produce a response. [See SP 1.2]

LO 3.47 The student is able to create a visual representation of complex nervous systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses. [See SP 1.1]

LO 3.48 The student is able to create a visual representation to describe how nervous systems detect external and internal signals. [See SP 1.1]

LO 3.49 The student is able to create a visual representation to describe how nervous systems transmit information. [See SP 1.1]

LO 3.50 The student is able to create a visual representation to describe how the vertebrate brain integrates information to produce a response. [See SP 1.1]