EVOLUTION MATTER & ENERGY  INFORMATION INTERACTIONS
Biology Place Lab Bench
Campbell & Reece log in
What Should You know
Homework Calendar
Slide shows     videos
Handouts
Review games for this Chapter
Webstites for this chapter
Tutorials, animations, etc
Other AP BIO websites
  How do you say it?

HOMEOSTASIS, SIGNALING,
& BODY SYSTEMS

Chapters 

 
Get ready for AP EXAM

Review video-Ask Mr. Anderson a ?
AP BIO INFO
BHS Biology webpage
(Stuff you should already know)
DDN GRADE CHECK
Riedell Science Home 
APBIO HOME
Countdown to AP BIO EXAM
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AP Central Old essays      2013
Note02.gif (247 bytes) Teacher help links
 

Homework Calendar

MONDAY 4/14 TUESDAY  4/15 WEDNESDAY 4/16 THURSDAY  4/17 FRIDAY  4/18
Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" by TODAY

Collect data for Transpiration lab

Transport in plants
Collect data for Transpiration lab

Watch Bozeman Biology
Homeostasis Hugs


Countercurrent flow
Act it out


Homeostatic Loops
Collect data for Transpiration lab

Positive/Negative Feedback

Hormone All about me
Due WED


NO
SCHOOL
NO
SCHOOL
MONDAY 4/21 TUESDAY  4/22 WEDNESDAY  4/23 THURSDAY  4/24 FRIDAY 4/25 SAT/SUNDAY
NO
SCHOOL
Signal Transduction

Cell Communication

Exit pass:
Structure/function
post it

Hormone All about me
Due

Write 5 ?'s with EK's & LO's/SP's due Friday

Fight or Flight

Work on 5 ?'s with EK's & LO's/SP's due Friday

Transpiration lab due
Graph, ?'s, discussion

Write 5 ?'s with EK's & LO's/SP's due

Clicker review w/ answers

HW: Find your Kinds of transport in nerves and muscles from transport chapter
PROM
MONDAY 4/28 TUESDAY  4/29 WEDNESDAY 4/30 THURSDAY  5/1 FRIDAY  5/2  
Nervous system

Find your Kinds of transport in nerves and muscles from transport chapter by today

Set up Learning Library
logins

Nervous System
Pick 3 Misconceptions
From Anna Gallardo

HW: Misconceptions- respond to 3 for tomorrow
Use your online Campbell link
Complete BIOFLIX 48.3 How do neurons work? & Chap 48.4 How does a synapse work?
by WED

STUDY STUDY STUDY
Share your 3 Misconceptions
From Anna Gallardo


Watch Plant Control video and fill in chart in BILL

Fight or Flight
video


HW: Use your online Campbell link
Complete BIOFLIX 48.3 How do neurons work? & Chap 48.4 How does a synapse work?
by WED

STUDY STUDY STUDY

How does a synapse work?
&
How do neurons work? DUE

Mrs. Doss-AP Exam

Blood pH & Buffers
Blood pH & buffers

HW:
 
Fill in BILL pH homeostasis
STUDY STUDY STUDY

Review video-Ask Mr. Anderson a ?

DNA extraction

BioRad- Genes in a Bottle kit

HW:
STUDY STUDY STUDY
Check BILL blood pH homeostasis

Biomolecules concept map review

2013 Review video

HW:
STUDY STUDY STUDY
MONDAY 5/5 TUESDAY  5/6 WEDNESDAY  5/7 THURSDAY  5/8 FRIDAY  5/9 SAT/Sun 5/10 & 11
AP Chem
AP Psych-PM
Academic Awards night

Warm up to PRACTICE Exam

STUDY STUDY STUDY
Find these organizers you made
Osmosis compare
Mito/chloro venn

Cell compare   
 

nerve & muscle transport 1 and 2

Nerve/muscle transport
Transport comparison
Tonic comparison
Water will move

Know your molecules #1
Pro/eukaryote venn

Know your molecules #2
Photosynthesis Venn
Who am I?
Alt gen comparison
Know your LIFE CYCLES
Anatomy organizer

Plant solutions

Practice AP BIO EXAM

STUDY STUDY STUDY

Lab review by Kim Foglia

7 steps to Kevin Bacon (AP BIO)
Vocab for Kevin Bacon AP Bio
AP Calc

EU/sticky note posters
modified from Frankie Tate & Ms. Morris-O'Hearn

tyrosine kinase animation
NPR virus video

Honeybee signals
STUDY STUDY STUDY

Mr Anderson 2013 Review video

Starts with G

Starts with C

Ends with -tion Pictionary

What's the difference?
AP Eng Lit & Comp

STUDY STUDY STUDY
Card review     mini


HW: Use the Exam Prep link and try 2 review games/quizzes
AP Eng Lang & Comp

STUDY STUDY STUDY

HW: Review concepts in your BILL
Happy Mother's Day

Happy Mother's Day
Play this video for your mom


STUDY STUDY STUDY
MONDAY 5/12 TUESDAY  5/13 WEDNESDAY  5/14 THURSDAY  5/15 FRIDAY  5/16
AP BIO TEST !

AP PHYSICS TEST  - PM

Pops concert
Senior's Last day
AP GOV
AP Human Geog-PM

What I wish I knew?
Band awards/concert
SENIOR BREAKFAST
AP US HISTORY
Biology Cookie decorating contest
AP Micro Econ-PM

Koffee Klatch
9-11 Semester test
(Periods 1-4)
Last day for AP BIO

Choir Awards
MONDAY 5/12 TUESDAY  5/13 WEDNESDAY  5/14 THURSDAY  5/15 FRIDAY  5/16
9-11 Semester Tests
NO AP BIO
OUT AT NOON
Teacher Work day Teacher work day
OUT AT NOON
5 K Run
   

HW:

DNA extraction

Back to top

How do you say it?
Pronunciation-Merriam-Webster
sphygmomanometer
osmoregulation
cephalization
trypsin
duode
num   duodenum
ileum
villi

sphincter

 

BOZEMAN BIOLOGY VIDEOS
Immune
System
Endocrine
System
Nervous
System
Homeostatic Loops Osmoregulation Thermoregulation Homeostatic
Disruptions

Homeostasis
Preview
Positive & Negative
Feedback Loops
Cell Communication
Fight or Flight
Signal Transduction
Pathway
Organ Systems
Cell Specialization
Circulatory
System

Respiratory
system
Sensory
System
Digestive
system
Anatomy & Physiology Reproductive
System
Muscular
System
             
             
             

             

 

ANIMATIONS

Signal Transduction
G protein animation, 2nd messengers
Tyrosine Kinase animation
Apoptosis
How Bacteria Talk to Each Other (TED talk)
Roots of Plant Intelligence TED talk
Shugosin
Shugosin 2
Great Animations of Cell Signaling

Transpiration

McGraw Hill Videos
G Proteins/Ca++ channels
2nd messenger/cAMP
Intracellular receptors

Neuromuscular junction
Steroid hormone action
2nd messengers
Cytotoxic T-cells
IgE hypersensitivity - allergic reaction

Mr. David Knuffke's Prezis
Physiology1- Intro
Physiology 2- Nutrition
Physiology 3- Transport
Physiology 4- Immunity
Physiology 5- Thermoregulation/Osmoregulation
Physiology 6- Hormonal Control
Physiology 7 - Neurons
Physiology 8- Sensation, Integration, Response
Physiology 9- Reproduction
Physiology 10-Development
Physiology11-Responses


Slide shows
Slides shows from Kim Foglia 
@ http://www.explorebiology.com

Animal systems
Respiratory system
Digestive system
Circulatory system
Excretory system
Immune system
Nervous system
Hormones
Muscles and Locomotion
Reproduction
Reproduction
Human development

Slide shows from Glenbrook High School
Chapter 40
Chapter 41
Overview of Intestinal Enzymes
Chapter 42
Chapter 43
Overview of the Immune System
Chapter 44
Overview of the Kidney and Nephron
Overview of Nephron Function
Chapter 45

Structure & Function

 

 

Handouts
Countercurrent flow
Blood pH & buffers
Homeostasis/Regulation

BODY SYSTEMS
Muscular system
Respiratory system
Circulatory system
Immune system

KIM FOGLIA Body system Top 10

 

 

Structure & Function

Mr. Knight
Chapter 40 diagram

Chap 43 The Body's Defenses
Ch. 43 Diagram Packet

Chap 44 Controlling The Internal Environment
Chap 45- Chemical Signals in Animals
Chap 46-Animal Reproduction;
Chap 48 Nervous System
Chap 49 Sensory and Motor Mechanisms
Diagram on the PNS

 

 

 

 

 

Review Games
POWERPOINT version

DOWNLOAD POWERPOINT
VIEWER HERE
to watch Powerpoint presentations

Chapter 37-42 quiz- Mr. Wanamaker
Chapter 43 & 44 quiz- Mr. Wanamaker
QUIA-Endocrine hormones -Jensi Andrus
Body Smart.com

Anatomy exams

Hormone flash cards

Mrs. Muskopf
Digestive system quiz
Digestiv quiz 2

Brain quiz

Biology 30 quizzes
Nervous system quiz
Brain function quiz
Brain structure
Reflex arc
Action potential
Endocrine glands
Endocrine function
Blood sugar regulation
Danger response
Water balance

Flash quizze
Endocrine quiz
Neuron quiz
Brain quiz

Eye quiz

Senses quiz

BBC Bitesize Interactive Body quizzes

Mrs. Ferguson's self quizzes:
Metabolism,nutrition,circulation & Gas exchange

Homeostasis

BC quizme
Choose a topic
Anatomy Arcade
Interactive body
Interactive body
Body interactives

Find Aaahnold's parts

Smithsonian-Body Parts

Science Geek
The Nervous System, Endocrine System and Homeostasis
The Structure and Function of the Heart 
Circulatory, Respiratory and Immune Systems
Naming the Bones of the Human Skeleton
Digestive, Skeletal and Muscular Systems
Unit 8 Test Review

Weird science
What happened to Einstein's brain?
Diprosopus in the News
Wikipedia-Diprosopus
Ditto the pig
Discover-Name changes

Biologyspaceedublog

Pinky and the Brain video
You can't watch at school, but check it out at home!
 

Virtual Heart Dissection

Inner  Body Online


National Geographic Human body

Body systems

Northside Independent School District-Body systems
Inner body.com

The Encyclopedia of Life
Human Anatomy online
Anatomy & Physiology tutorials
Virtual Library of Diseases
Visible Human
Gray's Anatomy
BBC Science Guru Organs and systems
Virtual body
Maricopia-Anatomy Review
Merck Manual of Medical Info

MedMyst Medical Mysteries
Body Systems
Histology
Tissue Review
Animal Physiology

Froehle Anatomy & Physiology

GetBodySmart

 

 

 

 

 

 

 

 

 

 

 

Respiratory

Respirtory crossword
Respiratory system
Respiratory system

Respiratory system

American Lung Association

Fast gains made in giving up smoking

Circulatory
BioCoach-Cardiovascular system
BioCoach-Cardiovascular system II
Circulatory system
Human body- Heart

Circulatory crossword
Malaria
Nova-Heart
Blood Cells Practice
Heart flash cards
Blood Cell Quiz
Blood Cell Lab Quiz
Parts of Blood Quiz
White Blood Cell Quiz
Blood Types Quiz
Heart Matching Quiz
Heart Lab Quiz
Heart Chambers
Heart Valves
ECG
Intrinsic Conduction System
Action Potential
Cardiac Cycle & Output
Blood Vessel Quiz
Blood Vessel Lab Quiz
Artery, Vein, or Capillary Quiz
Blood Vessel Wall Quiz
Blood Pressure Quiz
Blood Vessel Matching Quiz
Blood vessel movie
Cardiovascular system
Blood Cells Practice
Myoglobin & Hemoglobin

Digestive
Digestive crossword
Digestive tutorial/quizzes
Digestive system
Digestion
Animated guide- digestive system
Digestive system
Vitamins

Digestive System Processes
Digestive System Parts ID
Digestive System Parts - Functions
Lab Practical Review
DIGESTIVE SYSTEM
Carbo metabolism

Digestive system

Digestive system video

Digestive system mouse-over interactive

Digestive system matching

Digestive system build it
Fat digestion & Bile

Digestive system

Immune
Nobel Prize Immune system tutorial

Immune system defender game
Immune system

Immunity

IMMUNITY ANIMATION

Tin Man Immunity-Science Freaks

Reproductive
Female cycles
Windows on the Womb
Reproductive system
Conception & Prenatal Development

Female reproductive system

Male reproductive system

Human embryonic development

Mrs. Ferguson's self quizzes
Animal Reproduction & development 

Breastfeeding and IQ

Nervous
Nervous system

CNS vs. PNS
Peripheral Nervous System

The Brain from Top to Bottom

Neuron Matching
Neuron Structure & Function

Impulse Transmission
How your brain works

Explore the ear

Nerve impulses

Action potential

Nervous system

Nervous system

Eye Anatomy interactive

Excretory
Excretory system
Nephron animation
Negative feedback and osmoregulation
Kidney Pictures
Urinary System Gross Anatomy

Kidney Internal Structures Nephron

Urine concentration

Urinary system

Kidney animation

 

Endocrine
Hormone table
Endocrine system
ENDOCRINE SYSTEM
Thyroid Gland
 
Endocrine system

EPA testing pesticides that 
   affect endocrine system

 

Muscular/Skeletol

Muscles
actin myosin crossbridge

Muscle video

Muscular system

Myoglobin & Hemoglobin

Skeletal muscle

Muscle animation

Muscle contraction animation

Homeostasis

Homeostasis


 

Microbiology (Bacteria)Mendelian Genetics
Advanced Genetics (crosses) |

BIOLOGY CORNER QUIZZES
Body Systems | Body Regions | Body Cavities
Ch 1: Introduction to Anatomy
Cells
Tissues

Muscles (fascia, cells, neurotransmitters)

Skeletal System
Nervous System
Nervous System (brain)

Urinary System | Brain | Heart | Digestive System

Biology Corner
Anatomy & Physiology

 

  ANIMATIONS  
Sarcomere shortening 3 phases of gastric secretion Changes in Partial pressure of
O2 and CO2
Chemical synapse Membrane bound receptors, G proteins, & Ca channels Voltage gated channels
Na -K exchange Neuromuscular Junction Action potential in axon
Epinephrine Action on Liver Insulin/glucagon regulation Thyroxine Action
Immune system animations Spermatogenesis Reflex arcs
Mammalian Kidney Ovarian/Uterine cycles Blood flow through human heart
Action Potential 1 Action Potential 2 Sodium-Potassium pump
Medical Animations Synaptic transmission Excitatory/Inhibitory synaptic transmission
YouTube Infection Animated heart & lungs  

 

DRUGS
Learn Genetics: The science of Addiction


 

 

WATER TESTING FIELD TRIP

10lake4.JPG (1667736 bytes)   sp10sh62.JPG (3083961 bytes)

SCAVENGER HUNT

sp10 sh40.JPG (3583119 bytes)  sp10 sh53.JPG (2561626 bytes)  sp10 sh 31.JPG (3407513 bytes)  sp10 sh 32.JPG (2855886 bytes)  sp10 sh 36.JPG (3499227 bytes)  sp10sh6.JPG (2575124 bytes) sp10sh14.JPG (2751800 bytes)  sp10sh16.JPG (3286847 bytes)  sp10sh17.JPG (2744223 bytes)  sp10sh18.JPG (2512484 bytes)  sp10sh29.JPG (2790205 bytes)  sp10sh56.JPG (3358127 bytes)  

 

 

Jeopardy template
Right click on link above
Save target as...
choose your "My Documents" 
OR jump drive
then fill in your own ?'s and answers
Flashcard template
Right click on the link above, 
Save Target as . . . 
choose your "My Documents" 
OR jump drive
then fill in your own ?'s and answers
Eclipse Crosswords
Make an interactive crossword puzzle. Click on link above. Choose DOWNLOAD Tab at top of page

 

 

 

Scientific Method
Chemistry
 
Water
Carbon
Functional groups
Proteins
Amino acids
Carbos
Nucleic Acids
Lipids
Cell parts comparison
What to know Chap 6Raven, Johnson, et al cells parts
Transport comparison
Transport comparison2
Tonic comparison
Water will move
Transport in nerve & muscle cells
1 and 2
What to know-Ch12
What to know-Ch13
Mitosis/Meiosis diagrams
Mitosis notes
Interphase notes
Mitosis/Meiosis comparison
What to know Chapter 14
What to know Chapter 15
Making twins
What to know -Chap 8
What to know- Chap 9
What to know-Chap 10
Mitochondria/Chloroplast comparison

 

DNA people
Chapter 16 DNA
Chapter 17 Gene to protein
Chapters 18 + 19 Gene Regulation
Be a DNA scientist
Know your molecules desktop activity
Know your molecules organizer
Prokaryote vs eukaryote venn
Chapters Bacteria, viruses, prions
Chapter 20 DNA Technology
Know your molecules #2
Know your molecules #2 organizer

What to know - Ch 22
What to know - Ch 23-24
Who influenced Darwin? organizer
Darwin's theory organizer
Causes of microevolution organizer

Mr. Knight's notes
Ch 25
Ch 26-Early Earth

Prokaryotes-Ch 27
Protists - Chap 28
Fungi- Ch 31
Intro to Animals
Animals
Prokaryote comparison
Amniotic eggs and reproduction
Who am I?       cards

Alternation of generations comparison
Anatomy organizer

Chap 29 & 30
Plant structure Chap 35
Transport Chap 36
Plant Nutrition Chap 37
Angiosperm Reproduction Chap 38
Plant responses Chap 39

 

Biogeochemical cycles
Ecology notes

Mr. Knight
Ch 50 Ecology & Biosophere
Ch 51- Behavioral ecology
Ch 52-Population ecology
Ch 53-Community ecology

   

 

 

BODY SYSTEM PROJECTS

LIZ
Body system project
Shirley
Circulatory
       
           
           


 What Should You know

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

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

          d. Organisms use free energy to maintain organization, grow and reproduce.
            
            Evidence of student learning is a demonstrated understanding of each of the following:
              
1. Organisms use various strategies to regulate body temperature and metabolism.
                   To foster student understanding of this concept, instructors can choose an illustrative example such as:
                  •  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)
                  •  Elevated floral temperatures in some plant species

Essential knowledge 2.C.1: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.

           a. Negative feedback mechanisms maintain dynamic homeostasis for a particular condition (variable) by regulating physiological processes,
               returning the changing condition back to its target set point.

           To foster student understanding of this concept, instructors can choose an illustrative example such as:
              •  Operons in gene regulation
              •  Temperature regulation in animals
              • Plant responses to water limitations

           b. 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.
               
Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
                 
•  Lactation in mammals
               •  Onset of labor in childbirth
             •  Ripening of fruit

             c. Alteration in the mechanisms of feedback often results in deleterious consequences.
              To foster student understanding of this concept, instructors can choose an illustrative example such as:
                •  Diabetes mellitus in response to decreased insulin
                •  Dehydration in response to decreased antidiuretic hormone (ADH)
                •  Graves' disease (hyperthyroidism)
              •  Blood clotting

Learning Objectives:
LO 2.15 The student can justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered. [See SP 6.1]

LO 2.16 The student is able to connect how organisms use negative feedback to maintain their internal environments. [See SP 7.2]

LO 2.17 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms. [See SP 5.3]

LO 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments. [See SP 6.4]

LO 2.19 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models. [See SP 6.4]

LO 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms. [See SP 6.1]

 

Essential knowledge 2.C.2: Organisms respond to changes in their external environments.

        a. Organisms respond to changes in their environment through behavioral and physiological mechanisms.
          To foster student understanding of this concept, instructors can choose an illustrative example such as:
            •  Photoperiodism and phototropism in plants
          •  Hibernation and migration in animals
          •  Taxis and kinesis in animals
            •  Chemotaxis in bacteria, sexual reproduction in fungi
          •  Nocturnal and diurnal activity: circadian rhythms
            •  Shivering and sweating in humans
     ✘✘
No specific behavioral or physiological mechanism is required for teaching the above concept. Teachers are free to choose
                           the mechanism that best fosters student understanding.

Learning Objective:
LO 2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment. [See SP 4.1]

 

Essential knowledge 2.D.2: Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments.

          a. Continuity of homeostatic mechanisms reflects common ancestry, while changes may occur in response to different environmental
              conditions. [See also 1.B.1]

          b. Organisms have various mechanisms for obtaining nutrients and eliminating wastes.
            To foster student understanding of this concept, instructors can choose an illustrative example such as:
            •  Gas exchange in aquatic and terrestrial plants
            •  Digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-way digestive systems
            •  Respiratory systems of aquatic and terrestrial animals
            •  Nitrogenous waste production and elimination in aquatic and terrestrial animals

           c. Homeostatic control systems in species of microbes, plants and animals support common ancestry. [See also 1.B.1]
            To foster student understanding of this concept, instructors can choose an illustrative example such as the comparison of:
               •  Excretory systems in flatworms, earthworms and vertebrates
                      
•  Osmoregulation in bacteria, fish and protists
               •  Osmoregulation in aquatic and terrestrial plants
               •  Circulatory systems in fish, amphibians and mammals
               •  Thermoregulation in aquatic and terrestrial animals (countercurrent exchange mechanisms)

Learning Objectives:
LO 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments. [See SP 6.2]

LO 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments. [See SP 5.1]

LO 2.27 The student is able to connect differences in the environment with the evolution of homeostatic mechanisms. [See SP 7.1]


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

        a. Disruptions at the molecular and cellular levels affect the health of the organism.
          To foster student understanding of this concept, instructors can choose an illustrative example such as:
            •  Physiological responses to toxic substances
          •  Dehydration
            •  Immunological responses to pathogens, toxins and allergens
     ✘✘ 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]


Essential knowledge 2.D.4: Plants and animals have a variety of chemical
defenses against infections that affect dynamic homeostasis.

              a. Plants, invertebrates and vertebrates have multiple, nonspecific immune responses.
                Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
                  •  Invertebrate immune systems have nonspecific response mechanisms, but they lack pathogen-specific defense responses.
                  •  Plant defenses against pathogens include molecular recognition systems with systemic responses; infection triggers chemical
                                 responses that destroy infected and adjacent cells, thus localizing the effects.

                  •  Vertebrate immune systems have nonspecific and nonheritable defense mechanisms against pathogens.

              b. Mammals use specific immune responses triggered by natural or artificial agents that disrupt dynamic homeostasis.
               Evidence of student learning is a demonstrated understanding of each of the following:
                        1. The mammalian immune system includes two types of specific responses: cell mediated and humoral.
          
                        2. In the cell-mediated response, cytotoxic T cells, a type of
lymphocytic white blood cell, "target" intracellular pathogens when
                              antigens are displayed on the outside of the cells.

                        3. In the humoral response, B cells, a type of lymphocytic white blood cell, produce antibodies against specific antigens.

                        4. Antigens are recognized by antibodies to the antigen.

                        5. Antibodies are proteins produced by B cells, and each antibody is specific to a particular antigen.

                         6. A second exposure to an antigen results in a more rapid and enhanced immune response.
                       
✘✘ Memorization of the structures of specific antibodies is beyond the scope of the course and the AP Exam.

Learning Objectives:
LO 2.29 The student can create representations and models to describe immune responses. [See SP 1.1, 1.2]

LO 2.30 The student can create representations or models to describe nonspecific immune defenses in plants and animals. [See SP 1.1, 1.2]

 

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

Essential knowledge 2.E.2: Timing and coordination of physiological events are regulated by multiple mechanisms.

       a. In plants, physiological events involve interactions between environmental stimuli and internal molecular signals. [See also 2.C.2]
             Evidence of student learning is a demonstrated understanding of each of the following:
                    1. Phototropism, or the response to the presence of light
                    2. Photoperiodism, or the response to change in length of the
night, that results in flowering in long-day and short-day plants
             
  ✘✘ Memorization of the names, molecular structures and specificeffects of all plant hormones are beyond the scope of the
                                 course  and the AP Exam.

        b. In animals, internal and external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues.
          To foster student understanding of this concept, instructors can choose an illustrative example such as:
               
•  Circadian rhythms, or the physiological cycle of about 24 hours that is present in all eukaryotes and persists even in the absence
                         of external cues
                   
•  Diurnal/nocturnal and sleep/awake cycles
           •  Jet lag in humans
             •  Seasonal responses, such as hibernation, estivation and migration
             •  Release and reaction to pheromones
             •  Visual displays in the reproductive cycle

         c. In fungi, protists and bacteria, internal and external signals regulate a variety of physiological responses that synchronize with
              environmental cycles and cues.

               To foster student understanding of this concept, instructors can choose an illustrative example such as:
                  •  Fruiting body formation in fungi, slime molds and certain types of bacteria
               •  Quorum sensing in bacteria
         
    ✘✘ Memorization of the names, molecular structures and specific effects of hormones or features of the brain responsible
                                       for these physiological phenomena is beyond the scope of the course and the AP Exam.

Learning Objectives:
LO 2.35 The student is able to design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation. [See SP 4.2]

LO 2.36 The student is able to justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation. [See SP 6.1]

LO 2.37 The student is able to connect concepts that describe mechanisms that regulate the timing and coordination of physiological events. [See SP 7.2]

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

        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 for
                          photosynthesis.

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

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

Enduring understanding 3.B: Expression of genetic information involves cellular and molecular mechanisms.

Essential knowledge 3.B.2: A variety of intercellular and intracellular signal transmissions mediate gene expression.

          a. Signal transmission within and between cells mediates gene expression.
           To foster student understanding of this concept, instructors can choose an illustrative example such as:
            •  Cytokines regulate gene expression to allow for cell replication and division.
            •  Mating pheromones in yeast trigger mating gene expression
                 
•  Levels of cAMP regulate metabolic gene expression in bacteria.
                 
•  Expression of the SRY gene triggers the male sexual development pathway in animals.
            •  Ethylene levels cause changes in the production of different enzymes, allowing fruits to ripen.
           •  Seed germination and gibberellin.
            b. Signal transmission within and between cells mediates cell function.
                  
To foster student understanding of this concept, instructors can choose an illustrative example such as:
               
•  Mating pheromones in yeast trigger mating genes expression and sexual reproduction.
             •  Morphogens stimulate cell differentiation and development.
                   
•  Changes in p53 activity can result in cancer.
                  
•  HOX genes and their role in development.

Learning Objectives:
LO 3.22 The student is able to explain how signal pathways mediate gene expression, including how this process can affect protein production.
[See SP 6.2]

LO 3.23 The student can use representations to describe mechanisms of the regulation of gene expression. [See SP 1.4]

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

         Essential knowledge 3.D.1: Cell communication processes share common  features that reflect a shared evolutionary history.

                    a. Communication involves transduction of stimulatory or inhibitory signals from other cells, organisms or the environment.
                        [See also
1.B.1]

                    b. Correct and appropriate signal transduction processes are generally under strong selective pressure.

                    c. In single-celled organisms, signal transduction pathways influence how the cell responds to its 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 pathways 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 multicellular 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 mammals
                       •  Temperature determination of sex in some vertebrate organisms
                       •  DNA repair mechanisms

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

LO 3.33 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:
                      •  Immune cells interact by cell-cell contact, antigen-presenting cells (APCs), helper T-cells and killer T-cells. [See also 2.D.4]
                      •  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 understanding of this concept, instructors can choose an illustrative example such as:
                   •  Neurotransmitters
                   •  Plant immune response
                   •  Quorum sensing in bacteria
                      •  Morphogens in embryonic development

                         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 signals are produced by endocrine cells that release signaling molecules, which are specific and can travel long
                                       distances through the blood to reach all parts of the body.

                                 To foster student understanding of this concept, instructors can choose an illustrative example such as:
                           •  Insulin
                           •  Human growth hormone
                           •  Thyroid hormones
                                •  Testosterone
                            •  Estrogen
                       
✘✘ No specific system, with the exception of the endocrine system, is required for teaching the concepts in
                              3.D.2 . Teachers are free to choose a system 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 cell-to-cell direct contact or through chemical signaling. [See SP 6.2]

LO 3.35 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling. [See SP 1.1]

 
Essential knowledge 3.D.3: Signal transduction pathways link signal
reception with cellular response.

          a. Signaling begins with the recognition of a chemical messenger, a ligand, by a receptor protein.
                Evidence of student learning is a demonstrated understanding of each of the following:
                     1. Different receptors recognize different chemical messengers, which can be peptides, small chemicals or proteins, in a specific
                         one-to-one relationship.

                     2. A receptor protein recognizes signal molecules, causing the receptor protein's shape to change, which initiates transduction of the
                         signal.

                         To foster student understanding of this concept, instructors can choose an illustrative example such as:
                             
•  G-protein linked receptors
                     •  Ligand-gated ion channels
                            
•  Receptor tyrosine kinases
                        
✘✘ No particular system is required for teaching the concepts above.Teachers are free to choose a system that best fosters
                                         student understanding.

            b. Signal transduction is the process by which a signal is converted to a cellular response.
               Evidence of student learning is a demonstrated understanding of each of the following:
                     1. Signaling cascades relay signals from receptors to cell targets, often amplifying the incoming signals, with the result of appropriate
                          responses by the cell.

                      2. Second messengers are often essential to the function of the cascade.
                      To foster student understanding of this concept, instructors can choose an illustrative example such as:
                     •  Ligand-gated ion channels
                        •  Second messengers, such as cyclic GMP, cyclic AMP calcium ions (Ca2+), and inositol triphosphate (IP3)

                  3. Many signal transduction pathways include:
                               i. Protein modifications (an illustrative example could be how methylation changes the signaling process)
                               ii. Phosphorylation cascades in which a series of protein
kinases add a phosphate group to the next protein in the
                                       cascade sequence

Learning Objectives:
LO 3.36 The student is able to describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response. [See SP 1.5]

Essential knowledge 3.D.4: Changes in signal transduction pathways can alter cellular response.

          a. Conditions where signal transduction is blocked or defective can be deleterious, preventative or prophylactic.
              
To foster student understanding of this concept, instructors can choose an illustrative example such as:
                •  Diabetes, heart disease, neurological disease, autoimmune disease, cancer, cholera
                •  Effects of neurotoxins, poisons, pesticides
                •  Drugs (Hypertensives, Anesthetics, Antihistamines and Birth Control Drugs) 
                                                                     
✘✘Specific mechanisms of these diseases and action of drugs are beyond the scope of the course and the AP Exam.

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]

 

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.4: Organisms exhibit complex properties due to interactions between their constituent parts.

                a. Interactions and coordination between organs provide essential biological activities.
                To foster student understanding of this concept, instructors can choose an illustrative example such as:
                   •  Stomach and small intestines
                •  Kidney and bladder
                   •
  Root, stem and leaf

               b. Interactions and coordination between systems provide essential biological activities.
                To foster student understanding of this concept, instructors can choose an illustrative example such as:
                 •  Respiratory and circulatory
                 •  Nervous and muscular
                       
•  Plant vascular and leaf

Learning Objectives:
LO 4.8 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts. [See SP 3.3]

LO 4.9 The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). [See SP 6.4]

LO 4.10 The student is able to refine representations and models to illustrate biocomplexity due to interactions of the constituent parts. [See SP 1.3]

 

 

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

 

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MONDAY 4/30 TUESDAY  5/1 WEDNESDAY  5/2 THURSDAY  5/3 FRIDAY  5/4
tyrosine kinase animation
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MONDAY 5/7 TUESDAY  5/8 WEDNESDAY  5/9 THURSDAY  5/10 FRIDAY  5/11
         
MONDAY 5/14 TUESDAY  5/15 WEDNESDAY  5/16 THURSDAY  5/17 FRIDAY  5/18
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2011-12

MONDAY 4/30 TUESDAY  5/1 WEDNESDAY  5/2 THURSDAY  5/3 FRIDAY  5/4
ALL BODY SYSTEM PROJECTS DUE !

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Loose ends Lab 12
Class data Lab 12

HW: STUDY STUDY STUDY
Opener
Body systems

Watch Bozeman Biology
Homeostasis Hugs

Countercurrent flow
Act it out

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Spend at least 30 min on APEX learning link tonight
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Body systems
Feedback

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Look for organizers shown Mon 5/7 & Sticky-note tag your binder

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Opener

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& Signal transduction pathways

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Starts with G
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Immune system video

Blood pH & Buffers

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AMAZING ANIMAL VIDEO
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MONDAY 5/7 TUESDAY  5/8 WEDNESDAY  5/9 THURSDAY  5/10 FRIDAY  5/11 SAT/SUNDAY

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2010

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video

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Start butterfly eggs

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Chinese delegation here

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(AND SAFE ! ) PROM

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MONDAY 4/26 TUESDAY  4/27 WEDNESDAY  4/28 THURSDAY  4/29 FRIDAY  4/30
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2012-BODY SYSTEM PROJECTS

Liz     pix Jeff Pious Nick N    Nervous Isaac Alice
Nick F     pix Praneeth Albert Lauri     pix Matt Sam
Spencer
pix
Yuru Miranda   pix Jesse    
           
Shirley
Digestive   Circulatory     Respiratory   Immune    Excretory 
Endocrine   Reproductive   Nervous      Senses     Muscular   Skeletal
John
Digestive   Circulatory     Respiratory   Immune   Excretory    
Endocrine   Reproductive   Nervous       Senses    Muscular    Skeletal       
Andee    Digestive     Circulatory     Excretory/Respiratory      Immune 
Muscular/Endocrine  reproductive   Senses                 Skeletal             Nervous
Doug
Digestive   Circulatory     Respiratory   Immune   Excretory      
Endocrine   Reproductive   Nervous       Senses    Muscular    Skeletal
Nathan    Part 1     Part 2
Alex
Digestive      Circulatory       Respiratory     Immune  Excretory
Endocrine      Reproductive    Nervous           Senses   Muscular    Skeletal
Alyssa  Part 1     Part 2     Scans
Bryce Digestive   Circulatory  Respiratory  Immune   Excretory         
Endocrine   Reproductive      Nervous    Senses   Skeletal    Muscular        
Pix   Pix2
Marie   Part 1    Part 2   Part 3    Part 4
Katie   
digestive          circulatory     respiratory   Immune     excretory
 endocrine 
reproductive     nervous               senses   Skeletal      muscular     
 

 

 

 

 

 

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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.

3) Include a diagram of your body system with parts and functions labeled

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.

BODY SYSTEM PROJECTS
Student made review games

REVIEW GAMES WHAT TO KNOW
Muscular

Transport in nerve & muscle cells  1 and 2
Digestive
Ashle & Ross
Digestive
Respiratory
Gabe & Jackson
Respiratory
Excretory
Julianna & Ethan
Excretory
Circulatory
Devesh & Jimmy
Circulatory
Nervous
Kirstie, Jay, & Dana
Nervous
Immune system
by Presley & Helen
Immune
Male reproductive system crossword    
Taylor & Kaitlin
Male Reproductive
Female Reproductive
by Marlee & Ericka

answers

Female Reproductive
Endocrine system Jeopardy    
by Dan, Shan, Adam
Endocrine