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Unit 5-1: Regulation and Communication -- Adapted from Dr. Milks5.1:Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms.Performance indicator for 5.1:Connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.Use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism. Justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. Describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis.Justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation.Connect concepts that describe mechanisms that regulate the timing and coordination of physiological events.In class:- Hox gene coloring (use @ to log in; can’t post publically) - from WGBH- Is Most of Our DNA Garbage? assignment(can’t share publicly)HW: - Is Most of Our DNA Garbage? assignment(can’t share publicly;)5.2: Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues and organs.Performance indicator for 5.2:Refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs.In class:- Plant Hormones POGIL (cannot legally post)- Introduction to feedback loops- Investigating Seed Germination & Processing Quantitative Data from B. Franckowiak ??????- form for data collection ?????- class assignmentHW: - 2014 AP Bio FRQ #1 (scoring guidelines, even)5.3: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.Performance indicator for 5.3: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.Connect how organisms use negative feedback to maintain their internal environments.Evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms. Make predictions about how organisms use negative feedback mechanisms to maintain their internal environments.Make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models.Justify that positive feedback mechanisms amplify responses in organisms.In class:- selected questions from Feedback Loops POGIL (cannot legally post)- Knuffke’s Maintenance Physiology Info Cooperative ProjectHW: - Knuffke’s Maintenance Physiology Info Cooperative Project5.4: Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments environments.Performance indicator for 5.4:Construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments.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.In class:- Knuffke’s Maintenance Physiology Info Cooperative ProjectHW: - Knuffke’s Maintenance Physiology Info Cooperative Project5.5: Biological systems are affected by disruptions to their dynamic homeostasis.Performance indicator for 5.5:Use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems.In class:- Knuffke’s Maintenance Physiology Info Cooperative ProjectHW: - Knuffke’s Maintenance Physiology Info Cooperative Project5.6: Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis.Performance indicator for 5.6:Create representations and models to describe immune responses.Create representations or models to describe nonspecific immune defenses in plants and animals.In class:- Immune System POGIL (can’t legally post)- Zombie Outbreak ELISA (Bio-rad)- Immune system scenarios- (optional) Immune system game from ABT- Teachers: instructions here - ...and game cards hereHW: - Immune responses(see also 06 Communication)6.1: Cell communication processes share common features that reflect a shared evolutionary history.Performance indicator for 6.1:Describe basic chemical processes for cell communication shared across evolutionary lines of descent.Generate scientific questions involving cell communication as it relates to the process of evolution. Use representation(s) and appropriate models to describe features of a cell signaling pathway.In class:- ?Cell communications POGIL (cannot legally post)HW: - ?none currently 6.2: Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling.Performance indicator for 6.2:Construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling.Create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling.In class:- ?none currentlyHW: - Take a quick look at quorum sensing again! 6.3: Signal transduction pathways link signal reception with cellular response.Performance indicator for 6.3:Describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response.In class:- ?Signal transduction pathways POGIL (cannot legally post)- Pathways with friendsHW: - Signal transduction pathways POGIL (cannot legally post) ????- Want more help? ?See Paul’s video on signal transduction (at and at Youtube) 6.4: Changes in signal transduction pathways can alter cellular response.Performance indicator for 6.4:Justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response.Describe a model that expresses key elements to show how change in signal transduction can alter cellular response.Construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways.Connect the concept of cell communication to the functioning of the immune system.In class:- ?Rock pocket mice again: Biochemistry and cell signalling (from HHMI)HW: - See also 05 Regulation. 6.5: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.Performance indicator for 6.6:Construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses.Describe how nervous systems detect external and internal signals.Describe how nervous systems transmit information. Describe how the vertebrate brain integrates information to produce a response.Create a visual representation of complex nervous systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses.Create a visual representation to describe how nervous systems detect external and internal signals. Create a visual representation to describe how nervous systems transmit information. Create a visual representation to describe how the vertebrate brain integrates information to produce a response.In class:- Intro to the brain and neurons- Spreading the news: how neurons communicate (Nervous system simulation)- Neuron structure POGIL (cannot legally post)- Neuron function POGIL (cannot legally post)- IF POSSIBLE: Inquiry into reaction time- Evaluating digital sources: neuroscience editionHW: - ?Investigating Neurons and Action Potential(- Paul’s video on Action Potential) 6.6: Individuals can act on information and communicate it to others.Performance indicator for 6.5:Analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior.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.Describe how organisms exchange information in response to internal changes or environmental cues. In class:- ?AP Bio Investigation 12: Fruit Fly BehaviorHW: - ................
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