APBIOecology

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

Essential knowledge 2.A.1: All living systems require constant input of free energy.

To demonstrate student understanding of this concept, make sure you can explain the following:

3. Increased disorder and entropy are offset by biological processes that maintain or increase order.

b. Living systems do not violate the second law of thermodynamics, which states that entropy increases over time.

To demonstrate student understanding of this concept, make sure you can explain the following:

1. Order is maintained by coupling cellular processes that increase entropy (and so have negative changes in free energy) with those that decrease entropy (and so have positive changes in free energy).

2. Energy input must exceed free energy lost to entropy to maintain order and power cellular processes.

3. Energetically favorable exergonic reactions, such as ATP→ADP, that have a negative change in free energy can be used to maintain or increase order in a system by being coupled with reactions that have a positive free energy change.

To demonstrate student understanding of this concept, make sure you can explain the following:

1. Organisms use various strategies to regulate body temperature and metabolism.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Endothermy (the use of thermal energy generated by metabolism to maintain homeostatic body temperatures)

● Ectothermy (the use of external thermal energy to help regulate and maintain body temperature)

2. Reproduction and rearing of offspring require free energy beyond that used for maintenance and growth. Different organisms use various reproductive strategies in response to energy availability.

To demonstrate student understanding of this concept, make sure you can explain the following:

3. There is a relationship between metabolic rate per unit body mass and the size of multicellular organisms — generally, the smaller the organism, the higher the metabolic rate.

4. Excess acquired free energy versus required free energy expenditure results in energy storage or growth.

5. Insufficient acquired free energy versus required free energy expenditure results in loss of mass and, ultimately, the death of an organism.

d. Changes in free energy availability can result in changes in population size.

e. Changes in free energy availability can result in disruptions to an ecosystem.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Change in the producer level can affect the number and size of other trophic levels.

● Change in energy resources levels such as sunlight can affect the number and size of the trophic levels.

● How do energetic considerations contribute to the structure of populations, communities, and ecosystems?

● Provide examples of how energetic considerations affect the reproductive and life-history strategies of organisms.

● Provide examples of how disruptions to the free energy available in ecosystems can affect the structure of those ecosystems.

● The student is able to 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.

● The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems.

● The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems.

Enduring understanding 2.D: Growth and dynamic homeostasis of a biological system are inﬂuenced by changes in the system’s environment.

Essential knowledge 2.D.1: 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.

a. Cell activities are affected by interactions with biotic and abiotic factors.

To demonstrate student understanding of this concept, make sure you can explain the following:

b. Organism activities are affected by interactions with biotic and abiotic factors.

To demonstrate student understanding of this concept, make sure you can explain the following:

c. The stability of populations, communities and ecosystems is affected by interactions with biotic and abiotic factors.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Provide examples of how biotic and abiotic factors affect organism behavior, community interactions, and ecosystem structure. Utilize the following examples in your responses:

● The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems.

● The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions.

● The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems).

Essential knowledge 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis.

a. Disruptions to ecosystems impact the dynamic homeostasis or balance of the ecosystem.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Provide examples of how disruptions to ecosystems can affect the dynamics of the ecosystem. Utilize the following examples in your responses:

● The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems.

Enduring understanding 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.

Essential knowledge 2.E.3: Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection.

To demonstrate student understanding of this concept, make sure you can explain the following:

2. Learning occurs through interactions with the environment and other organisms.

b. Responses to information and communication of information are vital to natural selection.

To demonstrate student understanding of this concept, make sure you can explain the following:

1. In phototropism in plants, changes in the light source lead to differential growth, resulting in maximum exposure of leaves to light for photosynthesis.

2. In photoperiodism in plants, changes in the length of night regulate flowering and preparation for winter.

3. Behaviors in animals are triggered by environmental cues and are vital to reproduction, natural selection and survival.

To demonstrate student understanding of this concept, make sure you can explain the following:

4. Cooperative behavior within or between populations contributes to the survival of the populations.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Availability of resources leading to fruiting body formation in fungi and certain types of bacteria

● Mutualistic relationships (lichens; bacteria in digestive tracts of animals; mycorrhizae)

● Describe how environmental cues trigger behaviors that are related to reproduction, natural selection, and survival. Utilize the following behaviors in your response:

● Describe how cooperative behavior within or between populations contributes to the survival of the populations. Utilize the following behaviors in your response:

○ Availability of resources leading to fruiting body formation in fungi and certain types of bacteria

○ Mutualistic relationships (lichens; bacteria in digestive tracts of animals; mycorrhizae)

● The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection.

● The student is able to justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms.

● The student is able to connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior.

Enduring understanding 3.E: Transmission of information results in changes within and between biological systems.

Essential knowledge 3.E.1: Individuals can act on information and communicate it to others.

a. Organisms exchange information with each other in response to internal changes and external cues, which can change behavior.

To demonstrate student understanding of this concept, make sure you can explain the following:

1. Living systems have a variety of signal behaviors or cues that produce changes in the behavior of other organisms and can result in differential reproductive success.

To demonstrate student understanding of this concept, make sure you can explain the following:

2. Animals use visual, audible, tactile, electrical and chemical signals to indicate dominance, find food, establish territory and ensure reproductive success.

To demonstrate student understanding of this concept, make sure you can explain the following:

c. Responses to information and communication of information are vital to natural selection and evolution. [See also 1.A.2]

To demonstrate student understanding of this concept, make sure you can explain the following:

1. Natural selection favors innate and learned behaviors that increase survival and reproductive fitness.

To demonstrate student understanding of this concept, make sure you can explain the following:

2. Cooperative behavior tends to increase the fitness of the individual and the survival of the population.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Explain how the exchange of information between organisms is triggered by internal/external cues and how it can change behavior. Utilize the following behaviors in your response:

● Explain how signaling behaviors can result in differential reproductive success. Utilize the following signals and behaviors in your response:

● Explain how natural selection can result in the evolution of innate and learned behaviors that increase survival and reproductive success. Utilize the following behaviors in your response:

● Explain how natural selection can result in the evolution of cooperative behaviors that increase either the fitness of the individual or the survival of the population at the expense of the fitness of the individual. Provide examples of behaviors that do both.

● The student is able to analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior.

● The student is able to create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior.

● The student is able to describe how organisms exchange information in response to internal changes or environmental cues.

Enduring understanding 4.A: Interactions within biological systems lead to complex properties.

Essential knowledge 4.A.5: Communities are composed of populations of organisms that interact in complex ways.

a. The structure of a community is measured and described in terms of species composition and species diversity.

b. Mathematical or computer models are used to illustrate and investigate population interactions within and environmental impacts on a community.

To demonstrate student understanding of this concept, make sure you can explain the following:

c. Mathematical models and graphical representations are used to illustrate population growth patterns and interactions.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Reproduction without constraints results in the exponential growth of a population.

● A population can produce a density of individuals that exceeds the system’s resource availability.

● As limits to growth due to density-dependent and density-independent factors are imposed, a logistic growth model generally ensues.

● Demographics data with respect to age distributions and fecundity can be used to study human populations.

● Explain how species composition and diversity can be used to describe the structure of a community.

● Explain why mathematical/computer models are used to illustrate and investigate population growth patterns, population interactions, and environmental impacts on a community. Describe the strengths and limitations of these analytical approaches.

● Describe the major demographic features of the human population locally and globally.

● The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities.

● The student is able to apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways.

● The student is able to predict the effects of a change in the community’s populations on the community.

Essential knowledge 4.A.6: Interactions among living systems and with their environment result in the movement of matter and energy.

b. Changes in regional and global climates and in atmospheric composition influence patterns of primary productivity.

e. Models allow the prediction of the impact of change in biotic and abiotic factors.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Competition for resources and other factors limits growth and can be described by the logistic model.

● Competition for resources, territoriality, health, predation, accumulation of wastes and other factors contribute to density-dependent population regulation.

To demonstrate student understanding of this concept, make sure you can explain the following:

● As human populations have increased in numbers, their impact on habitats for other species have been magnified.

● In turn, this has often reduced the population size of the affected species and resulted in habitat destruction and, in some cases, the extinction of species.

g. Many adaptations of organisms are related to obtaining and using energy and matter in a particular environment.

● Describe how ecosystems provide organisms with their energetic and matter requirements.

● Explain how changes in climate can influence primary productivity in an ecosystem.

● Explain how modeling of the trophic structure of an ecosystem can be used to make predictions about the effects of changes in biotic and abiotic factors on that ecosystem. Describe the strengths and limitations of this approach.

● Provide examples to demonstrate how human activities have impacted ecosystems on local, regional, and global scales. Describe the causes, and effects of these impacts, and discuss possible avenues of mitigating these impacts.

● Provide examples of species that have been driven to extinction by human activities.

● The student is able to apply mathematical routines to quantities that describe interactions among living systems and their environment, which result in the movement of matter and energy.

● The student is able to use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy.

● The student is able to predict the effects of a change of matter or energy availability on communities.

Enduring understanding 4.B: Competition and cooperation are important aspects of biological systems.

Essential knowledge 4.B.3: Interactions between and within populations inﬂuence patterns of species distribution and abundance.

a. Interactions between populations affect the distributions and abundance of populations.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Competition, parasitism, predation, mutualism and commensalism can affect population dynamics.

● Relationships among interacting populations can be characterized by positive and negative effects, and can be modeled mathematically (predator/prey, epidemiological models, invasive species).

● Many complex symbiotic relationships exist in an ecosystem, and feedback control systems play a role in the functioning of these ecosystems.

b. A population of organisms has properties that are different from those of the individuals that make up the population. The cooperation and competition between individuals contributes to these different properties.

c. Species-specific and environmental catastrophes, geological events, the sudden influx/ depletion of abiotic resources or increased human activities affect species distribution and abundance.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Explain how interactions among populations affect the pattern of species distribution and abundance.

● Explain how competition, parasitism, predation, mutualism, and commensalism can all affect the distribution and abundance of populations. Provide examples of each effect.

● Explain why it is impossible to model the totality of interactions among populations in an ecosystem.

● Provide examples of the emergent properties that a population possesses that the individuals that comprise the population do not possess. Explain how cooperation and competition between individuals contributes to these emergent properties.

● Provide examples of how species-specific and environmental catastrophes, geological events, and the sudden influx/depletion of abiotic resources or increased human activities can affect species distribution and abundance.

● The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance.

Essential knowledge 4.B.4: Distribution of local and global ecosystems changes over time.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Logging, slash and burn agriculture, urbanization, monocropping, infrastructure development (dams, transmission lines, roads), and global climate change threaten ecosystems and life on Earth.

● An introduced species can exploit a new niche free of predators or competitors, thus exploiting new resources.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Explain how human impact can accelerate change at local and global levels of ecosystem structure. Provide examples of each.

● Explain how introduced species can disrupt the structure of an ecosystem. Provide examples to support your answer.

● Explain how geological and meteorological events can impact the distribution of ecosystems. Provide examples to support your answer..

● The student is able to explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past.

● The student is able to predict consequences of human actions on both local and global ecosystems.

Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Essential knowledge 4.C.3: The level of variation in a population affects population dynamics.

a. Population ability to respond to changes in the environment is affected by genetic diversity. Species and populations with little genetic diversity are at risk for extinction.

To demonstrate student understanding of this concept, make sure you can explain the following:

b. Genetic diversity allows individuals in a population to respond differently to the same changes in environmental conditions.

To demonstrate student understanding of this concept, make sure you can explain the following:

● Not all individuals in a population in a disease outbreak are equally affected; some may not show symptoms, some may have mild symptoms, or some may be naturally immune and resistant to the disease.

c. Allelic variation within a population can be modeled by the Hardy-Weinberg equation(s).

● Explain how the genetic diversity present in a population is related to the resiliency of the population and its ability to respond to changes in the environment.

● Explain why populations with limited genetic diversity are at greater risk of extinction. Provide examples to support your answer.

● The student is able to use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population.

● The student is able to use theories and models to make scientific claims and/or predictions about the effects of variation within populations on survival and fitness.

Essential knowledge 4.C.4: The diversity of species within an ecosystem may inﬂuence the stability of the ecosystem.

a. Natural and artificial ecosystems with fewer component parts and with little diversity among the parts are often less resilient to changes in the environment.

b. Keystone species, producers, and essential abiotic and biotic factors contribute to maintaining the diversity of an ecosystem. The effects of keystone species on the ecosystem are disproportionate relative to their abundance in the ecosystem, and when they are removed from the ecosystem, the ecosystem often collapses.

● Explain the relationship between the diversity present in an ecosystem and its resiliency when subjected to changes in the environment.

● Describe how keystone species, producers, and limiting abiotic and biotic factors contribute to maintaining the diversity of an ecosystem.

● Provide examples of how disruption to keystone species populations can trigger disproportionately large-scale changes to the structure of an ecosystem.

● The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability.

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)

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.1: All living systems require constant input of free energy.

f. Changes in free energy availability can result in disruptions to an ecosystem.
      To foster student understanding of this concept, instructors can choose an illustrative example such as:
         • Change in the producer level can affect the number and size of other trophic levels
         • Change in energy resources levels such as sunlight can affect the number and size of the trophic levels

LO 2.2 The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems. [See SP 6.1]

LO 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems. [See SP 6.4]

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

        a. Molecules and atoms from the environment are necessary to build new molecules.
          Evidence of student learning is a demonstrated understanding of each of the following:
           1. Carbon moves from the environment to organisms where it is used to build carbohydrates, proteins, lipids or nucleic acids.
                 Carbon is used in storage compounds and cell formation in all organisms.

2. Nitrogen moves from the environment to organisms where it is used in building proteins and nucleic acids. Phosphorus moves from the
environment to organisms where it is used in nucleic acids and certain lipids.

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.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system's environment

Essential knowledge 2.D.1: 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.

                 a. Cell activities are affected by interactions with biotic and abiotic factors.
                 To foster student understanding of this concept, instructors can choose an illustrative example such as:
                 • Cell density
                 • Biofilms
                 • Temperature
                 • Water availability
                 • Sunlight

                  b. Organism activities are affected by interactions with biotic and abiotic factors. [See also 4.A.6]
                  To foster student understanding of this concept, instructors can choose an illustrative example such as:
               • Symbiosis (mutualism, commensalism, parasitism)
                  • Predator-prey relationships
                  • Water and nutrient availability, temperature, salinity, pH

                  c. The stability of populations, communities and ecosystems is affected by interactions with biotic and abiotic factors.
                       [See also 4.A.5, 4.A.6]
                   To foster student understanding of this concept, instructors can choose an illustrative example such as:
                  • Water and nutrient availability
                     • Availability of nesting materials and sites
                     • Food chains and food webs
                  • Species diversity
                  • Population density
                  • Algal blooms
                    ✘✘ No specific example is required for teaching the above concepts. Teachers are free to choose an example that best
                                          fosters student understanding.

Learning Objectives:
LO 2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems. [See SP 1.3, 3.2]

LO 2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions. [See SP 4.2, 7.2]

LO 2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems). [See SP 5.1]

Essential knowledge 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis.

          b. Disruptions to ecosystems impact the dynamic homeostasis or balance of the ecosystem.
            To foster student understanding of this concept, instructors can choose an illustrative example such as:
              • Invasive and/or eruptive species
            • Human impact
              • Hurricanes, floods, earthquakes, volcanoes, fires
            • Water limitation
            • Salination
       ✘✘ No specific system is required for teaching the above concepts. Teachers are free to choose the system that best fosters
                      student understanding.

Learning Objective:
LO 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. [See SP 1.4]

Enduring understanding 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.

Essential knowledge 2.E.3: Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection.

         a. Individuals can act on information and communicate it to others.
            Evidence of student learning is a demonstrated understanding of each of the following:
               1. Innate behaviors are behaviors that are inherited.

2. Learning occurs through interactions with the environment and other organisms.

        b. Responses to information and communication of information are vital to natural selection. [See also 2.C.2]
          Evidence of student learning is a demonstrated understanding of each of the following:
                    1. In phototropism in plants, changes in the light source lead to differential growth, resulting in maximum exposure of leaves to light f
                         or photosynthesis.

2. In photoperiodism in plants, changes in the length of night regulate flowering and preparation for winter.

                    3. Behaviors in animals are triggered by environmental cues and are vital to reproduction, natural selection and survival.
                   Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
                  • Hibernation
                  • Estivation
                         • Migration
                         • Courtship

                    4. Cooperative behavior within or between populations contributes to the survival of the populations.
                    Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
                     • Availability of resources leading to fruiting body formation in fungi and certain types of bacteria
                     • Niche and resource partitioning
                     • Mutualistic relationships (lichens; bacteria in digestive tracts of animals; mycorrhizae)
                     • Biology of pollination

Learning Objectives:
LO 2.38 The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection. [See SP 5.1]

LO 2.39 The student is able to justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms. [See SP 6.1]

LO 2.40 The student is able to connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior. [See SP 7.2]

Enduring understanding 3.E: Transmission of information results in changes within and between biological systems.

Essential knowledge 3.E.1: Individuals can act on information and communicate it to others.

       a. Organisms exchange information with each other in response to internal changes and external cues, which can change behavior.
         Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
           • Fight or flight response
          • Predator warnings
            • Protection of young
            • Plant-plant interactions due to herbivory
            • Avoidance responses

        b. Communication occurs through various mechanisms.
           Evidence of student learning is a demonstrated understanding of each of the following:
              1. Living systems have a variety of signal behaviors or cues that produce changes in the behavior of other organisms and can result in
                      differential reproductive success.
                      To foster student understanding of this concept, instructors can choose an illustrative example such as:
                  • Herbivory responses
               • Territorial marking in mammals
                  • Coloration in flowers
                   2. Animals use visual, audible, tactile, electrical and chemical signals to indicate dominance, find food, establish territory and ensure
                        reproductive success.
                    To foster student understanding of this concept, instructors can choose an illustrative example such as:
                • Bee dances
                      • Birds songs
                • Territorial marking in mammals
                • Pack behavior in animals
                  • Herd, flock, and schooling behavior in animals
               • Predator warning
                  • Colony and swarming behavior in insects
                • Coloration

           c. Responses to information and communication of information are vital to natural selection and evolution. [See also 1.A.2]

               Evidence of student learning is a demonstrated understanding of the following:
                   1. Natural selection favors innate and learned behaviors that increase survival and reproductive fitness.
                   Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
                  • Parent and offspring interactions
                • Migration patterns
                  • Courtship and mating behaviors
                  • Foraging in bees and other animals
                  • Avoidance behavior to electric fences, poisons, or traps

                   2. Cooperative behavior tends to increase the fitness of the individual and the survival of the population.
                  To foster student understanding of this concept, instructors can choose an illustrative example such as:
                • Pack behavior in animals
                  • Herd, flock and schooling behavior in animals
                • Predator warning
                   • Colony and swarming behavior in insects
                     ✘✘ The details of the various communications and community behavioral systems are beyond the scope of the course and the
                                     AP Exam

Learning Objectives:
LO 3.40 The student is able to analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior. [See SP 5.1]

LO 3.41 The student is able to create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior. [See SP 1.1]

LO 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues. [See SP 7.1]

Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.

Enduring understanding 4.A: Interactions within biological systems lead to complex properties.

Essential knowledge 4.A.5: Communities are composed of populations of organisms that interact in complex ways.

a. The structure of a community is measured and described in terms of species composition and species diversity.

          b. Mathematical or computer models are used to illustrate and investigate population interactions within and environmental impacts on a
               community. [See also 3.E.1]
             To foster student understanding of this concept, instructors can choose an illustrative example such as:
               • Predator/prey relationships spreadsheet model
             • Symbiotic relationship
               • Graphical representation of field data
               • Introduction of species
               • Global climate change models

          c. Mathematical models and graphical representations are used to illustrate population growth patterns and interactions.
               Evidence of student learning is a demonstrated understanding of each of the following:
                    1. Reproduction without constraints results in the exponential growth of a population.

2. A population can produce a density of individuals that exceeds the system's resource availability.

3. As limits to growth due to density-dependent and density- independent factors are imposed, a logistic growth model generally
ensues.

4. Demographics data with respect to age distributions and fecundity can be used to study human populations.

Learning Objectives:
LO 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities. [See SP 1.4, 4.1]

LO 4.12 The student is able to apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways. [See SP 2.2]

LO 4.13 The student is able to predict the effects of a change in the community's populations on the community. [See SP 6.4]

Essential knowledge 4.A.6: Interactions among living systems and with their environment result in the movement of matter and energy.

a. Energy flows, but matter is recycled. [See also 2.A.1]

b. Changes in regional and global climates and in atmospheric composition influence patterns of primary productivity.

c. Organisms within food webs and food chains interact. [See also 2.D.1]

d. Food webs and food chains are dependent on primary productivity.

          e. Models allow the prediction of the impact of change in biotic and abiotic factors.
                 Evidence of student learning is a demonstrated understanding of each of the following
                1. Competition for resources and other factors limits growth and can be described by the logistic model.

2. Competition for resources, territoriality, health, predation, accumulation of wastes and other factors contribute to density-
dependent population regulation.

          f. Human activities impact ecosystems on local, regional and global scales. [See also 2.D.3]
              Evidence of student learning is a demonstrated understanding of each of the following:
                   1. As human populations have increased in numbers, their impact on habitats for other species have been magnified.

2. In turn, this has often reduced the population size of the affected species and resulted in habitat destruction and, in some cases,
the extinction of species.

g. Many adaptations of organisms are related to obtaining and using energy and matter in a particular environment. [See also 2.A.1, 2.A.2]

Learning Objectives:
LO 4.14 The student is able to apply mathematical routines to quantities that describe interactions among living systems and their environment, which result in the movement of matter and energy. [See SP 2.2]

LO 4.15 The student is able to use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy. [See SP 1.4]

LO 4.16 The student is able to predict the effects of a change of matter or energy availability on communities.[See SP 6.

               To foster student understanding of this concept, instructors can choose an illustrative example such as:
                • Loss of keystone species
              • Kudzu
              • Dutch elm disease

Learning Objective:
LO 4.19 The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance. [See SP 5.2]

Essential knowledge 4.B.4: Distribution of local and global ecosystems changes over time.

         a. Human impact accelerates change at local and global levels. [See also 1.A.2]
            To foster student understanding of this concept, instructors can choose an illustrative example such as:
              • Logging, slash and burn agriculture, urbanization, monocropping, infrastructure development (dams, transmission lines, roads), and
                         global climate change threaten ecosystems and life on Earth.
              • An introduced species can exploit a new niche free of predators or competitors, thus exploiting new resources.
              • Introduction of new diseases can devastate native species.
                      Illustrative examples include:
                   • Dutch elm disease
                   • Potato blight
                      • Small pox [historic example for Native Americans]

             b. Geological and meteorological events impact ecosystem distribution.
               Evidence of student learning is a demonstrated understanding of the following:
                   1. Biogeographical studies illustrate these changes.
                       To foster student understanding of this concept, instructors can choose an illustrative example such as:
                    • El Niño
                    • Continental drift
                    • Meteor impact on dinosaurs

Learning Objectives:
LO 4.20 The student is able to explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past. [See SP 6.3]

LO 4.21 The student is able to predict consequences of human actions on both local and global ecosystems. [See SP 6.4]

Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Essential knowledge 4.C.3: The level of variation in a population affects population dynamics.

          a. Population ability to respond to changes in the environment is affected by genetic diversity. Species and populations with little genetic
              diversity are at risk for extinction. [See also 1.A.1, 1.A.2, 1.C.1]
                 To foster student understanding of this concept, instructors can choose an illustrative example such as:
              • California condors
                • Black-footed ferrets
              • Prairie chickens
                • Potato blight causing the potato famine
                        • Corn rust affects on agricultural crops
                • Tasmanian devils and infectious cancer

Learning Objectives:
LO 4.25 The student is able to use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population. [See SP 6.1]

LO 4.26 The student is able to use theories and models to make scientific claims and/or predictions about the effects of variation within populations on survival and fitness. [See SP 6.4]

Essential knowledge 4.C.4: The diversity of species within an ecosystem may influence the stability of the ecosystem.

a. Natural and artificial ecosystems with fewer component parts and with little diversity among the parts are often less resilient to changes in
the environment. [See also 1.C.1]

          b. Keystone species, producers, and essential abiotic and biotic factors contribute to maintaining the diversity of an ecosystem. The effects of
               keystone species on the ecosystem are disproportionate relative to their abundance in the ecosystem, and when they are removed from the
               ecosystem, the ecosystem often collapses.

Learning Objective:
LO 4.27 The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability. [See SP 6.4]

BODY SYSTEM PROJECT
Your assignment is to create study aids your classmates can use to study for the AP BIO Exam

1) Research a body system:
Use your textbook, library resources, internet, your Human Anatomy notes/resources
from Mr. Caldwell’s class (if you have these), etc

2) Create a two sided study sheet for your classmates
This should include a list of 10 important concepts/facts/ideas someone should know about the body system you have been assigned.
You may add bulleted explanations but don’t make it too wordy. Use the “What I should know” sheets as an example.

4) Create a review game, interactive crossword, jeopardy, or other online accessible game with 20-25 questions your classmates can use to review the information.

5) DUE DATE: APRIL 23
You must have these completed and turned in by the time we get to our body systems unit.


EVOLUTION	MATTER & ENERGY	INFORMATION	INTERACTIONS

MONDAY 4/15	TUESDAY 4/16	WEDNESDAY 4/17	THURSDAY 4/18	FRIDAY 4/19
PLANT TEST Chap 29 & 30, 35,36,37,38.39 HW: LAB 9 transpiration ?'s/graphs due REGISTER FOR YOUR COLLEGE BOARD ACCOUNT so you can see your scores online this summer! NHS Banquet	Bozeman video-Populations Ecology Slide show	Guest speakers USD Med School	Slide show EARLY OUT SNOW!	Finish slide show HW: Watch Bozeman Video- Exponential growth Do problems 1 & 2 From Jan Palmer & Jensi Kellogg-Andrus D2L Learning Power AP Biology	PROM: SAT 4/20
MONDAY 4/22	TUESDAY 4/23	WEDNESDAY 4/24	THURSDAY 4/25	FRIDAY 4/26
Earth DAY A Billion Acts of Green Home Range Activity from Fred Holtzclaw Early out-SNOW DAY AGAIN	Opener Check home range maps Check Exponential growth problems 1 & 2 Population problems due Free hour: Plant test makeup	Home Range Activity due Musical chairs essay discussion 2010 FRQ	Lunch: Plant test makeup WRITE IN CLASS ESSAY Clicker Review	ECOLOGY TEST
MONDAY 4/29	TUESDAY 4/30	WEDNESDAY 5/1	THURSDAY 5/2	FRIDAY 5/4
NERVOUS SYSTEM DUE REGISTER FOR YOUR COLLEGE BOARD ACCOUNT so you can see your scores online this summer!	Body systems NFL Banquet	FIELD TRIP Water testing Scavenger hunt Body systems Feedback Countercurrent flow	Cap & Gown Distribution/locker checks Body systems	Take home body system test due TUESDAY REVIEW
MONDAY 5/6	TUESDAY 5/7	WEDNESDAY 5/8	THURSDAY 5/9	FRIDAY 5/10
AP CHEM TEST (6 gone) FIND THESE ORGANIZERS & REVIEW Osmosis compare Mito/chloro venn Cell compare Nerve/muscle transport Transport comparison Tonic comparison Water will move Know your molecules #1 Pro/erkaryote venn Know your molecules #2 Photosynthesis Venn Alt gen comparison Know your LIFE CYCLES Plant solutions 1 2 3 4 5 6 Labs 2a 3a REGISTER FOR YOUR COLLEGE BOARD ACCOUNT so you can see your scores online this summer!	REVIEW Practice AP Exam Senior Academic Awards night	AP Calculus TEST (10 gone) REVIEW	AP English Lit & Comp TEST (11 gone) REVIEW	AP English Lang & Comp TEST (11 gone) AP STATS TEST @ noon (2 gone) REVIEW Spring Fling Dance	SUNDAY Happy Mother's DayPlay this video for your mom World Science Festival Youtube
MONDAY 5/13	TUESDAY 5/14	WEDNESDAY 5/15	THURSDAY 5/16	FRIDAY 5/17
AP BIO TEST ! Pops concert	AP GOV TEST (12 gone) If I were you . . . Koffee Klatch	AP US History TEST (3 gone) BiO Cookie contest	AP MicroEcon TEST 12-4 (5 gone) SUB HERE I will be gone to National Science Olympiad	AP Human Geog TEST (2 gone) SUB HERE I will be gone to National Science Olympiad
MONDAY 5/20	TUESDAY 5/21	WEDNESDAY 5/22	THURSDAY 5/23	FRIDAY 5/24
SENIORS LAST DAY DNA extraction Choir Awards	Late Start SENIOR BREAKFAST Sports Awards night		Snow Day Makeup Semester Test LAST DAY 4th Hr	Snow Day Make up Semester TESTS NO AP BIO
MONDAY 5/28	TUESDAY 5/29	WEDNESDAY 5/30	THURSDAY 5/31	FRIDAY 6/1
MEMORIAL DAY NO SCHOOL	SNOW DAY #3 MAKEUP ?

Bozeman Biology Videos

Lab 12 Dissolved Oxygen	Biodiversity 2/19/12	Population Variation 2/19/12	Ecosystem Change 2/19/12	Populations 11/30/11	Ecosystems 11/30/11	Biogeochemical cycles 4/5/12	Animal Behavior 4/26/12

Niche 4/27/12	Lab 11 Animal Behavior 3/15/12	Ecological Succession 4/26/12	r and k selection 4/28/12	Aposematic Coloration 5/9/12	Population Modeling 9/11/12	Exponential Growth 4/3/12	Information Exchange


Communities


Ecology 1: Behavior	Ecology 2 Population Dynamics	Ecology 3: Community Interactions	Ecology 4: Ecosystem Structure	Ecology 5: Conservation Biology	Ecology 6- Human Impact:


What's the Deal with Carbon?	Tragedy of the Commons	Best Climate Change Advert	Girl Who Silenced the World for 5 minutes	Big Question What is Nature Worth	Big Question Is Earth Past the Tipping Point

Animals Save the Planet	Change the way you think about Everything	Change the way you Think about your Laptop	Change the way you Think about food	The World is where we live	The Power of One

Mr. W-Seven Ways to lose carbon

Chemistry of Life	Cells	Cell Division	Metabolism
Genetics	DNA, RNA, Proteins	Evolution	Parade
Plants	Body systems	Ecology	Exam Prep

MONDAY 4/4	TUESDAY 4/5	WEDNESDAY 4/6	THURSDAY 4/7	FRIDAY 4/8
PLANT TEST Write 2 plant essays in class See TAKE HOME test results HW: Body system project due APRIL 15 HW: Finish Lab 4a/4b graph due FRIDAY Study for Plant TEST	ECOLOGY			Lab 4a?/4b graph
MONDAY 4/11	TUESDAY 4/12	WEDNESDAY 4/13	THURSDAY 4/14	FRIDAY 4/15
Biomes Flyer due at end of class HW: BODY SYSTEMS WIKI due FRIDAY Ecology test FRI	Dakota Step Jrs gone Finish biomes/Wiki projects Spring play@ PAC	Dakota Step Jrs gone Set up lab 9 Collect Lab 9 transpiration data Biome presentations	Collect Lab 9 transpiration data Biome presentations Spring play@ PAC	Test corrections due by end of day Collect Lab 9 transpiration data ECOLOGY TEST BODY SYSTEMS WIKI due by end of day Have a fun (AND SAFE ! ) PROM	PROM
MONDAY 4/18	TUESDAY 4/19	WEDNESDAY 4/20	THURSDAY 4/21	FRIDAY 4/22
Body systems	Body systems	Body systems	NO SCHOOL	Earth Day 2011: A Billion Acts of Green NO SCHOOL
MONDAY 4/25	TUESDAY 4/26	WEDNESDAY 4/27	THURSDAY 4/28	FRIDAY 4/29
NO SCHOOL	FIELD TRIP Water testing ?			All that Jazz
MONDAY 5/2	TUESDAY 5/3	WEDNESDAY 5/4	THURSDAY 5/5	FRIDAY 5/6
REVIEW Starts with G Find these organizers you made 1 2 3 4 5 6 2a 3a 4 Labs by Kim Foglia HW: STUDY STUDY STUDY	REVIEW Practice AP Exam 2008 Stats HW: STUDY STUDY STUDY	AP Calculus TEST (3 gone) LUNCH REVIEW SESSION REVIEW HW: STUDY STUDY STUDY	AP English Lit TEST LUNCH TIME REVIEW SESSION REVIEW HW: STUDY STUDY STUDY Thespians Banquet	AP US History TEST (2 gone) REVIEW LUNCH REVIEW SESSION Cap & Gown Distribution/Senior locker clean out HW: STUDY STUDY STUDY Spring Fling Dance	WEEKEND REVIEW ?
MONDAY 5/9	TUESDAY 5/10	WEDNESDAY 5/11	THURSDAY 5/12	FRIDAY 5/13
AP BIO TEST !	AP Gov TEST If I were you . . . Senior Academic Awards night	AP English Lang TEST AP STATS TEST @ noon (6 gone) Butterflies BIOBOOKS	DNA Necklaces AP MicroEcon TEST @ noon Koffee Klatch	AP Human Geog TEST (2 gone)
MONDAY 5/16	TUESDAY 5/17	WEDNESDAY 5/18	THURSDAY 5/19	FRIDAY 5/20
Seniors' last day	Late Start SENIOR BREAKFAST		Semester Tests 1st-4th hr LAST DAY	Semester tests 5th -7th hrs.
MONDAY 5/23	TUESDAY 5/17	WEDNESDAY 5/18	THURSDAY 5/19	FRIDAY 5/20
SNOW DAY MAKEUP TEACHER WORK DAY

MONDAY 4/12	TUESDAY 4/13	WEDNESDAY 4/14	THURSDAY 4/15	FRIDAY 4/16
Plant test due Write plant essays in class	ECOLOGY HW: Body system project due APRIL 23	Ecology slide show	Short schedule AM-STEP TEST PM-Assembly	Practice Winkler method DO
MONDAY 4/19	TUESDAY 4/20	WEDNESDAY 4/21	THURSDAY 4/22	FRIDAY 4/23
FIELD TRIP Water testing- Lab 12 See pictures Scavenger hunt Finish Lab 9 & Lab 4 Birds and alligators Algae car video	Finish Lab 12 ECOLOGY TEST	Review	Review EARTH DAY-Do something nice for the planet!	BODY SYSTEM PROJECTS DUE! Have a fun (AND SAFE ! ) PROM
MONDAY 4/26	TUESDAY 4/27	WEDNESDAY 4/28	THURSDAY 4/29	FRIDAY 4/30
Body systems	Body systems	Lab 4 & 12 graphs/?'s due Body systems	Ecology test due REVIEW	REVIEW
MONDAY 5/3	TUESDAY 5/4	WEDNESDAY 5/5	THURSDAY 5/6	FRIDAY 5/7
AP Gov TEST (1 gone-4th ) REVIEW 1 2 3 4 5 6 Labs 2a 3a	AP STATS TEST @ noon (all here) REVIEW Practice AP Exam	AP Calculus TEST REVIEW (All here)	AP English Lit & Comp TEST (3 gone 4th) REVIEW	AP US History TEST (all here) REVIEW
MONDAY 5/10	TUESDAY 5/11	WEDNESDAY 5/12	THURSDAY 5/13	FRIDAY 5/14
AP BIO TEST !	If I were you . . . Butterflies BIOBOOKS Senior Academic Awards night	AP English Lang & Comp TEST (3 gone-4th) Butterflies BIOBOOKS	AP MicroEcon TEST (4 gone-4th) Koffee Klatch	AP Human Geog TEST (all here)
MONDAY 5/17	TUESDAY 5/18	WEDNESDAY 5/19	THURSDAY 5/20	FRIDAY 5/21
Senior's last day Projects due	Late Start SENIOR BREAKFAST		Semester Test LAST DAY 4th Hr	Semester Test LAST DAY 7th Hr