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Unit 6 Vocabulary and Standards AP Biology: Energy LO 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [See SP 7.2]LO 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [See SP 6.1]*1. Identify and discuss evidence of structural and functional similarities that all organisms share with regards to the production of ATP in both aerobic and anaerobic conditions? LO 2.1 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. [See SP 6.2]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]*2. Define free energy.*3. Define entropy.*4. Describe the coupling of cellular processes that increase entropy (glycolysis, citric acid cycle) with those that decrease entropy (ADP--> ATP) takes place in cellular processes. *5. Give an example and explain how ATP--> ADP is coupled with other processes.*6-7. Explain how free energy is used to maintain homeostasis in both endothermic and ectothermic organisms?Endothermy Ectothermy LO 2.4 The student is able to use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. [See SP 1.4, 3.1]LO 2.5 The student is able to construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy. [See SP 6.2]* 8-11. Describe how organisms capture, store and use free energy? Photosynthesis (know the detailed steps of light reaction, Photosystem I & II, locations, know general process of Calvin Cycle but not all steps and the only enzyme needed is ATP synthase.Cellular Respiration (know the inputs and outputs of glycolysis, citric acid cycle, ETC with chemiosmosis and oxidative phosphorylation) Fermentation (names of enzymes and intermediates of the pathway are NOT necessary)Electron acceptors (NADP+ in photosynthesis, NAD+ and FAD and Oxygen in cellular respiration)*12. Compare the differences between substrate level and oxidative phosphorylation.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]*13. Draw a diagram that illustrations the connection between photosynthesis and cellular respiration.LO 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions. [ SP 6.2]LO 2.14 Use representations and models to describe differences in prokaryotic and eukaryotic cells. [See SP 1.4]*14. Explain the advantage of internal membranes? compartmentalizing (Give specific examples for the mitochondria and chloroplasts)LO 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments. [See SP 6.4]*15. Explain the purpose of and give detailed steps involved in a specific negative feedback mechanism? Temperature regulation in animalsLO 2.31 Connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism & these events are regulated by multiple mechanisms.(See SP 7.2]*16. Describe how temperature and water affect seed germination?LO 4.5 The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions. [See SP 6.2]*17-18. Describe how the structure of subcellular components (organelles) relates to their function? mitochondria (double membrane for compartmentalization, inner membrane cristae, respiration)chloroplast (photosynthesis, chlorophylls, double membrane, thylakoids, Calvin cycle)LO 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function. 5.1]LO 1.25 The student is able to describe a model that represents evolution within a population. [See SP 1.2]*19. Explain the role of coenzyme A in cellular respiration.*20. Describe the differences between C3, C4 and CAM plants. Make sure to explain how their difference are adaptations to their environment. ................
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