Chapter 1 Key Terms
Advanced Placement Biology Handbook
Instructor: Mrs. Jessica Sanford Room: 319
E-mail: jessica.sanford@warren.kyschools.us Phone: (270) 781-1277 Ext. 3121
Phone: (h) 777-8213 (c) 991-1685
Teacher Website:
Once you wrestle with the textbook a bit, you begin to see the scope of this class. There are two ways to attack this problem—1) memorize the textbook OR 2) pare down to essentials —major concepts and vocabulary—and learn those. We’re trying the second approach.
The text focuses on detail. The book is great, but we don’t have time to cover that in depth. You don’t need to know all that information to do well on the exam. In fact, too much information can paralyze your brain—it freezes up and can’t remember what is important.
Extra credit assignments are NOT given in lieu of regular classroom work. Individual assignments will not be given out. It will be given to the class as a whole. Extra credit may be incorporated into a grading period, but I will choose what and when it will be offered.
Make up /Late work: Only students with excused absences and tardies will be able to make up missed work, quizzes, or tests. If you do not do make up work, you will receive a zero for that assignment. School policy will be followed for make up work. Excused make up work will receive full credit if done in a timely manner (school rule is 5 days after return to school). Missed lab activities will have to done with a science teacher AND done before or after school and/or may be replaced with an alternate assignment. Late work will receive half credit!!!!
Plagiarism and Cheating: Plagiarism and cheating will not be tolerated and will be given a grade of zero. Cheating on all or any part of an assignment will result in a zero for ALL people involved. A word about Cheating—DON’T
• Rote copying from anyone’s paper on any assignment--test, lab, wkst, homework--is cheating.
• Knowingly allowing anyone to copy your work--test, lab, worksheet, and homework--is cheating.
• Dividing assignments into parts and sharing is cheating
•Using an unauthorized cheat sheet during tests or quizzes is cheating.
Schedule: I try to keep a tentative schedule and at times discuss them with students allowing some choice in due dates of assignments and tests. You should plan your activities (work, sports, clubs, and social) around due dates. Many activities you will have several weeks notice on and others may be due the next day. Waiting until the last possible minute normally does not result in a desired grade. Some chapters may be assigned over fall, Christmas, and spring breaks. This may depend on how fast we are progressing through the material. Each unit usually has 2 quizzes and one test with related labs and assignments.
Class Rules
1) You drink and/or eat…you clean it up!!
•Why? Science rooms are also Laboratory rooms. Food/Drink do not mix with labs and vermin (roaches, mice, etc.) love junk food more than students do. They will set up housekeeping in any room that provides free food. Chewing Gum/Candy: "If I see it or hear it, it's gone.” Same as food policy… I will not clean up after you!
2) You look just fine! Don’t try to improve on perfection. Don’t do your hair, makeup, or any other grooming during class. Don’t share grooming materials with anyone else in class. This is unsanitary and a health hazard.
3) Don't leave a mess on your desk or on the floor around your desk. When we have class activities, cleaning up is a part of your grade. To earn full credit, you must leave the work area and materials neat and clean.
4) Tables, countertops, and desktops are not chairs. You sit in chairs, not on countertops, desktops or tabletops. The chair has a seat. That is the only part of the chair you can safely sit on. I expect all four legs of the chair to be on the floor at all times. You can’t break the Law of Gravity without eventual consequences.
5) Do not attempt to get your classmates off task. This is a major rule infraction and earns severe consequences. Talking, beating on desks/countertops, singing, tapping your feet create a level of noise that prevents other students from concentrating on their work. Carrying on a conversation with the person beside/behind you or across the room from you class is in session shows a high level of disrespect both to the student(s) you are distracting and to Mrs. Sanford. Showing off in any way—arguing with another student or the teacher, roaming around the room, attempting to disrupt the teaching process and stop the lesson, making loud, rude remarks about anything or person in the room---will be dealt with swiftly and decisively
6) Do not talk when another person has the floor. Listen respectfully and the same will be done for you.
•Do not talk when Mrs. Sanford is talking.
•Raise your hand and wait to be recognized before you speak. If your hand starts turning blue, put it down and hold your question. You will be recognized when the time it right.
7) You must be awake and paying attention in class at all times.
•Do not put your head down during class. If you assume a position of comfort, you will usually go to sleep. This is not naptime.
•If you LOOK like you are taking a Nap, you are taking a Nap. If you are very ill or injured, tell me about it. I will do what I can to help (Sick of school doesn't count). Because of liability, I cannot just let you sleep. Having me wake you up in the midst of a doze is startling and sometimes downright scary.
•Mrs. Sanford is not a mind reader. If you are sitting straight up, facing forward with both eyes open, not propping your head up with your arms and appear to take notes, she thinks you are on task. Eye contact and evidence of note taking is very important to her in determining if you are paying attention. If you are slumped over, head on the desk, or turned around so she cannot see your eyes, she assumes you are off task.
•Do not read/write letters, talk, draw/doodle or do other assignments (even biology assignments) while class is in session. Books, magazines, letters, and other distractions will be taken up. Your mail may be read and your possessions kept.
WEHS General Laboratory Safety Procedures
At all times think about what you are doing. Be sure that you know the hazards to avoid before you start an experiment and be prepared for the unexpected. READ AND FOLLOW THE DIRECTIONG PROVIDED BY YOUR INSTRUCTOR.
1. Always wear safety goggles.
2. Know where the safety equipment is and how to use it.
3. Report all accidents to your instructor immediately.
4. Always lubricate glass tubing or thermometers with glycerin before inserting them into stoppers. When inserting the materials into stoppers be sure to protect your hands with towels and screw the material into the stopper, do not try to push the material through the stopper hole.
5. Never leave anything unattended while it is heating or reacting rapidly.
6. Be cautious when testing for odors; be sure to fan the vapors to your nose.
7. Always add concentrated acids to water.
8. Never aim the opening of a test tube at yourself or anyone else.
9. Bundle long loose hair.
10. Do not mouth suction to fill a pipette.
11. Do not return unused reagents to the bottle. Dispose of them as directed by your instructor.
12. Clean up immediately any spillage of solid or liquid reagents. Ask your instructor if you do not know how to properly clean up the spill.
13. Do only the experiments specifically assigned by your instructor.
Laboratory activities/procedures: Periodically, we will perform a laboratory activity. Safety is of utmost importance. Safety procedures must be followed at all times. I reserve the right to remove you from laboratory activities when your behavior endangers yourself, other students, or classroom facilities. A safety contract must be signed by the student and parent/guardian before the student can participate in laboratory activities. Misbehavior in the lab area may result in a zero grade or deduction of points depending on severity of your actions and may be reported to school administrators if needed. At no time will a student be permitted to work in the laboratory alone. A certified science teacher must be present. If you are absent you will need to make arrangements to stay after school or come in early
Lab Format(s): Students should read the labs before the day of the lab. Pre-lab quizzes may be given. Pre-lab discussion and set-up will be done prior to the day of the lab. This may require students to come in before or after school or during homeroom to get this done. Two (2) different options may be given for a lab write-up (I will let you know prior to doing each of the labs which one is expected and the due date). Option 1 is the completion of the AP lab procedures/questions. Additional information may be required. Option 2 is a formal lab report. I expect we will do at least one of these per semester. A formal lab report follows this format.
Formal Lab Report Format
The following is a guide for all formal lab reports in this course. You need not limit yourself to this outline. If additional information is warranted then please add it.
1. Title page
Title, names of group members, class, teacher, date submitted
2. Introduction & Background
• important concepts essential to understand your experiment
• your choice of experimental model
• list of lab objectives: independent variable, dependent variable, control factors, etc.
• include what is already known with citations
• indicate what you hope to learn (purpose)
• clearly identify your hypothesis
• caveat: This introduction section will take some research. Do not “wing it” by makingup info from your head!
3. Materials used in the lab
4. Procedure
• brief description of the procedure to show how the lab was conducted
• describe methods for control variables
• describe methods for collecting the data
5. Results (present the data)
• data tables & charts to present the data collected
• must include titles and labels for all tables & charts
6. Analysis (process the data)
• construct all graphs needed to show results, must include titles and labels
• answer all questions from the lab handout & include all equations & calculations
7. Discussion & Conclusions
• state a valid conclusion & explain
• explain any unexpected results & why those results may have been obtained
• evaluate the data to determine if it supports your hypothesis using specific reference to the data
• evaluate the procedure, making suggestions for improvement if needed
• identify weaknesses & state realistic improvements
Research expectations: This class requires much research. Science and biology is ever changing. I do not expect lengthy papers but detailed ones. I also expect you to share this information with your peers. On each research project no-one will be doubling the same topic. The length and time details may change for given assignments. Research material should come from a variety of sources (at least 2 for each paper) and should be documented and turned in with your papers.
Lab Objectives
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AP Lab #1 Diffusion and Osmosis
In this laboratory you will investigate the process of diffusion and osmosis in a model of a membrane system. You also will investigate the effect of solute concentration on water potential as it relates to living plant tissues.
Objectives
Section A: Before doing this laboratory you should understand:
* the mechanisms of diffusion and osmosis and their importance to cells
* the effects of solute size and concentration gradients on diffusion across selectively permeable membranes
* the effects of a selectively permeable membrane on diffusion and osmosis between two solutions separated by the membrane
* the concept of water potential
* the relationship between solute concentration and pressure and the water potential of a solution
* the concept of molarity and its relationship to osmotic concentration
Section B: After doing this laboratory you should be able to:
* measure the water potential of a solution in a controlled experiment
* determine the osmotic concentration of living tissue or an unknown solution from experimental data
* describe the effects of water gain or loss in animal and plant cells
* relate osmotic potential to solute concentration and water potential
AP Lab #2 Enzyme Catalysis
In this laboratory you will measure the amount of product generated and then calculate the rate of conversion of hydrogen peroxide (H2O2) to water and oxygen gas by the enzyme catalase.
Objectives
Section A: Before doing this laboratory you should understand:
* the general functions and activities of enzymes
* the relationship between the structure and function of enzymes
* the concepts of initial reaction rates of enzymes
* how the concept of free energy relates to enzyme activity
* how pH relates to enzyme activity
* that changes in temperature, pH, enzyme concentration, and substrate concentration can affect the initial reaction rates of enzyme-catalyzed reactions
Section B: After doing this laboratory you should be able to:
* measure the effects of changes of temperature, pH, enzyme concentration, and substrate concentration on reaction rates of an enzyme-catalyzed reaction in a controlled experiment
* explain how environmental factors affect the rate of enzyme-catalyzed reactions
AP Lab #3 Mitosis and Meiosis
Exercise 3A is a study of mitosis. You will use prepared slides of onion root tips to study plant mitosis and to calculate the relative duration of the phases in the meristem of root tissue. Prepared slides of the whitefish blastula will be used to study mitosis in animal cells and to compare animal mitosis and plant mitosis. Exercise 3B is a study of meiosis. You will simulate the stages of meiosis by using chromosome models. You will study the crossing over and recombination that occurs during meiosis. You will observe the arrangements of ascospores in the asci from a cross between wild type and mutants for tan spore coat color in the fungus Sordaria fimicola. These arrangements will be used to estimate the percentage of crossing over that occurs between the centromere and the gene that controls that tan spore color.
Objectives
Section A: Before doing this laboratory you should understand:
* the key mechanical and genetic differences between meiosis and mitosis
* the events of mitosis in animal and plant cells
* the events of meiosis (gametogenesis) in animal and plant cells
Section B: After doing this laboratory you should be able to:
* recognize the stages of mitosis in a plant or animal cell
* calculate the relative duration of the cell cycle stages
* describe how independent assortment and crossing over can generate genetic variation among the products of meiosis
* use chromosome models to demonstrate the activity of chromosomes during Meiosis I and Meiosis II
* relate chromosome activity to Mendelian segregation and independent assortment
* calculate the map distance of a particular gene from a chromosome's center for between two genes using an organism of your choice in a controlled experiment
* demonstrate the role of meiosis in the formation of gametes using an organism of your choice, in a controlled experiment
* compare and contrast the results of meiosis and mitosis in plant cells
* compare and contrast the results of meiosis and mitosis in animal cells
AP Lab #4 Plant Pigments and Photosynthesis
In this laboratory you will separate plant pigments using chromatography. You also will measure the rate of photosynthesis in isolated chloroplasts. The measurement technique involves the reduction of the dye, DPIP. The transfer of electrons during the light-dependent reactions of photosynthesis reduces DPIP and changes its color from blue to colorless.
Objectives
Section A: Before doing this laboratory you should understand:
* how chromatography separates two or more compounds that are initially present in a mixture
* the process of photosynthesis
* the function of plant pigments
* the relationship between light wavelength or light intensity and photosynthetic rate
Section B: After doing this laboratory you should be able to:
* separate pigments and calculate their Rf values
* describe a technique to determine photosynthetic rates
* compare photosynthetic rates at different temperatures, different light intensities, and different wavelengths of light in a controlled experiment
* explain why the rate of photosynthesis vary under different environmental conditions
AP Lab #5 Cell Respiration
Seeds are living but dormant. When conditions necessary to begin growth are achieved, germination occurs, cellular reactions are accelerated, and the rate of respiration greatly increases. In this laboratory you will measure O2 consumption during respiration as the change in gas volume in respirometers containing either germinating or non-germinating peas. In addition, you will measure the respiration of these peas at two different temperatures.
Objectives
Section A: Before doing this laboratory you should understand:
* how a respirometer works in terms of the gas laws
* the general process of metabolism in living organisms
Section B: After doing this laboratory you should be able to:
* test the effects of temp. on the rate of cell respiration in ungerminated verses germinated seeds in a controlled experiment
* calculate the rate of cell respiration from experimental data
* relate gas production to respiration rate
AP Lab #6 Molecular Biology
In this laboratory, you will investigate some basic principles of genetic engineering. Plasmids containing specific fragments of foreign DNA will be used to transform Escherichia coli cells, conferring antibiotic (ampicillin) resistance. Restriction enzyme digests of phage lambda DNA also will be used to demonstrate techniques for separating and identifying DNA fragments using gel electrophoresis.
Objectives
Section A: Before doing this laboratory you should understand:
* the principles of bacterial transformation
* the conditions under which cells can be transformed
* the process of competent cell preparation
* how a plasmid can be engineered to include a piece of foreign DNA
* how plasmid vectors are used to transfer genes
* how antibiotic resistance is transferred between cells
* how restriction endonucleases function
* the importance of restriction enzymes to genetic engineering experiments
* how gel electrophoresis separates DNA molecules present in a mixture
Section B: After doing this laboratory you should be able to:
* use plasmids as vectors to transform bacteria with a gene for antibiotic resistance in a controlled experiment
* demonstrate how restrictions enzymes are used in genetic engineering
* describe the biological process of transformation in bacteria
* calculate transformation efficiency
* be able to use multiple experimental controls
* use electrophoresis to separate DNA fragments
* design a procedure to select positively for antibiotic resistant transformed cells
* determine unknown DNA fragment sizes when given DNA fragments of known size
* Determine the identity of an unknown sample of DNA
AP Lab #7 Genetics of Organisms
In this laboratory, you will use fruit flies to do genetic crosses. You will learn how to collect and manipulate fruit flies, collect data from F1 and F2 generations, and analyze the results from a monohybrid, dihybrid, or sex-linked cross.
Objectives
Section A: Before doing this laboratory you should understand:
* chi-square analysis of data
* the life cycle of diploid organisms useful in genetics studies
Section B: After doing this laboratory you should be able to:
* investigate the independent assortment of two genes and determine whether the two genes are autosomal or sex-linked using a multi-generation experiment
* analyze the data from your genetic crosses chi-square analysis techniques
AP Lab #8 Population Genetics and Evolution
In this activity, you will learn about the Hardy-Weinberg law of genetic equilibrium and study the relationship between evolution and changes in allele frequency by using your class as a sample population.
Objectives
Section A: Before doing this laboratory you should understand:
* how natural selection can alter allelic frequencies in a population
* the Hardy-Weinberg equation and its use in determining the frequency of alleles in a population
* the effects on the allelic frequencies of selection against the homozygous recessive or other genotypes
Section B: After doing this laboratory you should be able to:
* calculate the frequencies of alleles and genotypes in the gene pool of a population using the Hardy-Weinberg formula
* discuss natural selection and other causes of microevolution as deviations from the conditions required to maintain Hardy-Weinberg equilibrium
AP Lab #9 Transpiration
In this laboratory, you will apply what you learned about water potential from Lab 1 (Diffusion and Osmosis) to the movement of water within the plant. You will measure transpiration under different laboratory conditions. You will study the organization of the plant stem and leaf as it relates to these processes by observing sections of tissue.
Objectives
Section A: Before doing this laboratory you should understand:
* how water moves from roots to leaves in terms of physical/chemical properties of water and the forces provided by differences in water potential
* the role of transpiration in the transport of water within a plant
* the structures used by plants to transport water and regulate water movement
Section B: After doing this laboratory you should be able to:
* test the effects of environmental variables on rates of transpiration using a controlled experiment
* make thin section of stem, identify xylem and phloem cells, and relate the function of these vascular tissues to the structures of their cells
AP Lab #10 Physiology of the Circulatory System
In Exercise 10A, you will learn how to measure blood pressure. In Exercise 10B, you will measure pulse rate under different physiological conditions: standing, reclining, after the baroreceptor reflex, and during and immediately after exercise. The blood pressure and pulse rate will be analyzed and related to a relative fitness index. In Exercise 10C, you will measure the effect of temperature on the heart rate of the water flea, Daphnia magna.
Objectives
Section A: Before doing this laboratory you should understand:
* the relationship between temperature and rates of physiological processes
* basic anatomy of various circulatory systems
Section B: After doing this laboratory you should be able to:
* measure heart rate and blood pressure in a human volunteer
* describe the effect of changing body position on heart rate and blood pressure
* explain how exercise changes heart rate
* determine a human's fitness index
* analyze pooled cardiovascular data
* discuss and explain the relationship between heart rate and temperature
AP Lab #11 Animal Behavior
In this laboratory, you will observe the behavior of an insect and design an experiment to investigate its responses to environmental variables. You also will observe and investigate mating behavior.
Objectives
Section A: Before doing this laboratory you should understand:
* the concept of distribution of organisms in a resource gradient
* the difference between a kinesis and a taxis
Section B: After doing this laboratory you should be able to:
* measure the effects of environmental variables on habitat selection in a controlled experiment
* describe the different types of insect mating behaviors
AP Lab #12 Dissolved Oxygen and Aquatic Primary Productivity
In this laboratory, (12A) you will measure and analyze the dissolved oxygen concentration in water samples at varying temperatures. In 12B, you will measure and analyze the primary productivity of natural waters or laboratory cultures as a function of light intensity.
Objectives
Section A: Before doing this laboratory you should understand:
* the biological importance of carbon and oxygen cycling in ecosystems
* how primary productivity relates to the metabolism of organisms in an ecosystem
* the physical and biological factors that affect the solubility of gasses in aquatic ecosystems
* the relationship between dissolved oxygen and the process of photosynthesis and respiration as they affect primary productivity
Section B: After doing this laboratory you should be able to:
* measure primary productivity based on changes in dissolved oxygen in a controlled experiment
* investigate the effects of changing light intensity and/or inorganic nutrient concentrations on primary productivity in a controlled experiment
The Course
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This course is designed to be the equivalent of a college introductory biology course usually taken by biology majors during their first year. Some AP students, as college freshmen, are permitted to undertake upper-level courses in biology or to register for courses for which biology is a prerequisite. Other students may have fulfilled a basic requirement for a laboratory science course and will be able to undertake other courses to pursue their majors.
AP Biology should include the topics regularly covered in a college biology course for majors or in the syllabus from a high-quality college program in introductory biology. The textbooks used for AP Biology should be those used by college biology majors and the kinds of labs done by AP students must be the equivalent of those done by college students.
The AP Biology course is designed to be taken by students after the successful completion of a first course in high school biology and one in high school chemistry. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology.
The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. The ongoing information explosion in biology makes these goals even more challenging. Primary emphasis in an Advanced Placement Biology course should be on developing an understanding of concepts rather than on memorizing terms and technical details. Essential to this conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns.
The AP Biology Development Committee conducts college curriculum surveys of introductory biology courses for biology majors and develops the AP Biology Examination so that it is representative of the topics covered by the survey group. Accordingly, goals have been set for percentage coverage of three general areas: molecules and cells (25%), heredity and evolution (25%), and organisms and populations (50%). See annotated course outline below for more information.
Major Themes in AP Biology
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There are eight major themes that recur throughout the course. AP Biology teachers should emphasize the pervasiveness of these themes to assist students in organizing concepts and topics into a coherent conceptual framework: Science as a Process, Evolution, Energy Transfer, Continuity and Change, Relationship of Structure to Function, Regulation, Interdependence in Nature, and Science, Technology, and Society
This list is not exhaustive and it is only a beginning. Students should be encouraged to focus on understanding important relationships, processes, mechanisms, and potential extensions and applications of concepts. Less important is the memorization of specialized terminology and technical details. For example, understanding how protein structure affects enzyme action is more important than memorizing a list of enzyme names. Questions on Advanced Placement Biology Examinations will test students' abilities to explain, analyze, and interpret biological processes and phenomena more than their ability to recall specific facts.
I. Molecules and Cells: Cells are the structural and functional units of life; cellular processes are based on physical and chemical changes. (25%)
A. Chemistry of Life (7%)
Water
How do the unique chemical and physical properties of water make life on earth possible?
Organic molecules in organisms
What is the role of carbon in the molecular diversity of life?
How do cells synthesize and break down?
How do structures of biologically important molecules (carbohydrates, lipids, proteins, nucleic acids) account for their functions?
Free energy changes
How do the laws of thermodynamics relate to the biochemical processes that provide energy to living systems?
Enzymes
How do enzymes regulate the rate of chemical reactions?
How does the specificity of an enzyme depend on its structure?
How is the activity of an enzyme regulated?
B. Cells (10%)
Prokaryotic and eukaryotic cells
What are their similarities and differences?
What are their evolutionary relationships?
Membranes
What is the current model of the molecular architecture of membranes?
How do variations in this structure account for functional differences among membranes?
How does the structural organization of membranes provide for transport and recognition?
What are various mechanisms by which substances cross membranes?
Subcellular organization
How does compartmentalization organize a cell's functions?
How are the structures of the various subcellular organelles related to their functions?
How do organelles function together in cellular processes?
What factors limit cell size?
Cell cycle and its regulation
How does the cell cycle assure genetic continuity?
How does mitosis allow for the even distribution of genetic information to new cells?
What are the mechanisms of cytokinesis?
How is the cell cycle regulated?
How can aberrations in the cell cycle lead to tumor formation?
C. Cellular Energetics (8%)
Coupled reactions
What is the role of ATP in coupling the cell's anabolic and catabolic processes?
How does chemiosmosis function in bioenergetics?
Fermentation and cellular respiration
How are organic molecules broken down by catabolic pathways?
What is the role of oxygen in energy-yielding pathways?
How do cells generate ATP in the absence of oxygen?
Photosynthesis
How does photosynthesis convert light energy into chemical energy?
How are the chemical products of the light-trapping reactions coupled to the synthesis of carbohydrates?
What kinds of photosynthetic adaptations have evolved in response to different environmental conditions?
What interactions exist between photosynthesis and cellular respiration?
II. Heredity and Evolution: Hereditary events control the passage of structural and functional information from one generation to the next. (25%)
A. Heredity (8%)
Meiosis and gametogenesis
What features of meiosis are important in sexual reproduction?
Why is meiosis important in heredity?
How is meiosis related to gametogenesis?
What are the similarities and differences between gametogenesis in animals and gametogenesis in plants?
Eukaryotic chromosomes
How is genetic information organized in the eukaryotic chromosome?
How does this organization contribute to both continuity of and variability in the genetic information?
Inheritance patterns
How did Mendel's work lay the foundation of modern genetics?
What are the principal patterns of inheritance?
B. Molecular Genetics (9%)
RNA and DNA structure and function
How do the structures of nucleic acids relate to their functions of information storage and protein synthesis?
What are the similarities and differences between prokaryotic and eukaryotic genomes?
Gene regulation
What are some mechanisms by which gene expression is regulated in prokaryotes and eukaryotes?
Mutation
In what ways can genetic information be altered?
What are some effects of these alterations?
Viral structure and replication
What is the structure of viruses?
What are the major steps in viral reproduction?
How do viruses transfer genetic material between cells?
Nucleic acid technology and applications
What are some current recombinant technologies?
What are some practical applications of nucleic acid technology?
What legal and ethical problems may arise from these applications?
C. Evolutionary Biology (8%)
Early evolution of life
What are the current biological models for the origins of biological macromolecules?
What are the current models for the origins of prokaryotic and eukaryotic cells?
Evidence for evolution
What types of evidence support an evolutionary view of life?
Mechanisms of evolution
What is the role of natural selection in the process of evolution?
How are heredity and natural selection involved in the process of evolution?
What mechanisms account for speciation and macroevolution?
What different patterns of evolution have been identified and what mechanisms are responsible for each of these patterns?
III. Organisms and Populations: The relationship of structure to function is a theme that is common to all organisms; the interactions of organisms with their environment is the major theme in ecology. (50%)
A. Diversity of Organisms (8%)
Evolutionary patterns
What are the major body plans of plants and animals?
Survey of the diversity of life
What are representative organisms from the Monera, Fungi, and Protista?
What are representative members of the major animal phyla and plant divisions?
Phylogenetic classification
What are the distinguishing characteristics of each group (kingdoms and the major phyla and divisions of animals and plants)?
Evolutionary relationships
What is some evidence that organisms are related to each other?
How do scientists study evolutionary relationships among organisms?
How is this information used in classification of organisms?
B. Structure and Function of Plants and Animals (32%)
Reproduction, growth, and development
What patterns of reproduction and development are found in plants and animals and how are they regulated?
What is the adaptive significance of alternation of generations in the major groups of plants?
Structural, physiological, and behavioral adaptations
How does the organization of cells, tissues, and organs determine structure and function in plant and animal systems?
How are structure and function related in the various organ systems?
How do the organ systems of animals interact?
What adaptive features have contributed to the success of various plants and animals on land?
Response to the environment
What are the responses of plants and animals to environmental cues, and how do hormones mediate them?
C. Ecology (10%)
Population dynamics
What models are useful in describing the growth of a population?
How is population size regulated by abiotic and biotic factors?
Communities and ecosystems
How is energy flow through an ecosystem related to trophic structure (trophic levels)?
How do elements (e.g., carbon, nitrogen, phosphorus, sulfur, oxygen) cycle through ecosystems?
How do organisms affect the cycling of elements and water through the biosphere?
How do biotic and abiotic factors affect community structure and ecosystem function?
Global issues
In which ways are humans affecting biogeochemical cycles?
AP Biology Vocabulary (
Chapter 1 Introduction: Themes in the Study of Life (pp.1-27)
Lab - Perform a controlled lab experiment.
Observations –learn to make good observations
Book – Emergent Properties Fig 2.3
p.11#2, p.27 #14, p.32 #1-3, p. 37 #2,4, p.42 #1-3, p.43 #2, 3, p.45 #5, 12
STUDENT MEDIA
Activities
▪ The Levels of Life Card Game
▪ Energy Flow and Chemical Cycling
▪ Form Fits Function: Cells
▪ Comparing Prokaryotic and Eukaryotic Cells
▪ Heritable Information: DNA
▪ Regulation: Negative and Positive Feedback
▪ Classification Schemes
▪ Science, Technology, and Society: DDT
Biology Labs On-Line
▪ Evolution Lab
Investigations
▪ How Do Environmental Changes Affect a Population?
▪ How Does Acid Precipitation Affect Trees?
Graph It!
▪ An Introduction to Graphing
Chapter 1 Word Roots
▪ bio- = life (biology: the scientific study of life; biosphere: all the environments on Earth that are inhabited by life; bioinformatics: using information technology to extract useful information from large sets of biological data)
▪ -ell = small (organelle: a small membrane-enclosed body with a specialized function found in the cytoplasm of eukaryotic cells)
▪ eu- = true (eukaryotic cell: a cell that has a true nucleus)
▪ pro- = before; karyo- = nucleus (prokaryotic cell: a cell that has no nucleus)
Chapter 1 Key Terms
adaptive radiation
bioinformatics
biology
controlled experiment
data
deductive reasoning
discovery science
emergent properties
evolution
hypothesis
inductive reasoning
inquiry
model
negative feedback
order
positive feedback
systems biology
technology
Unit 1 The Chemistry of Life (pp. 28-29)
Chapter 2 The Chemistry Context of Life (pp.30-45)
Activity
Build a water molecule (need Styrofoam balls, toothpicks, wax paper)
Catalyst learning – Comparison of Bond Properties and Intermolecular Bonding
Book – Emergent Properties of Water p. 47
p.52 #1,2, p.57 #1, 3, 4, 7-8, 12-13
STUDENT MEDIA
Activities
▪ Structure of the Atomic Nucleus
▪ Electron Arrangement
▪ Build an Atom
▪ Covalent Bonds
▪ Nonpolar and Polar Molecules
▪ Ionic Bonds
▪ Hydrogen Bonds
Investigation
▪ How Are Space Rocks Analyzed for Signs of Life?
Chapter 2 Word Roots
▪ an- = not (anion: a negatively charged ion)
▪ co- = together; -valent = strength (covalent bond: an attraction between atoms that share one or more pairs of outer-shell electrons)
▪ electro- = electricity (electronegativity: the tendency for an atom to pull electrons toward itself)
▪ iso- = equal (isotope: an element having the same number of protons and electrons but a different number of neutrons)
▪ neutr- = neither (neutron: a subatomic particle with a neutral electrical charge)
▪ pro- = before (proton: a subatomic particle with a single positive electrical charge)
Chapter 2 Terms
anion
atom
atomic mass
atomic nucleus
atomic number
cation
chemical bond
chemical equilibrium
chemical reaction
compound
covalent bond
electron
electron shell
electronegativity
element
energy
hydrogen bond
ion
ionic bond
ionic compound
isotope
mass number
matter
molecular formula
molecule
neutron
nonpolar covalent bond
nucleus
orbital
polar covalent bond
potential energy
product
proton
radioactive isotope
reactant
salt
structural formula
trace element
valence
valence electron
valence shell
van der Waals interactions
Chapter 3 Water and the Fitness of the Environment (pp.46-57)
Lab - Water Inquiry Labs
Bioflix animations – Water Transport in Plants
STUDENT MEDIA
MP3 Tutor
▪ The Properties of Water
Activities
▪ The Polarity of Water
▪ Cohesion of Water
▪ Dissociation of Water Molecules
▪ Acids, Bases, and pH Investigation
▪ How Does Acid Precipitation Affect Trees?
Chapter 3 Word Roots
▪ kilo- = a thousand (kilocalorie: a thousand calories)
▪ hydro- = water; -philos = loving; -phobos = fearing (hydrophilic: having an affinity for water; hydrophobic: having an aversion to water)
Chapter 3 Terms
acid
adhesion
aqueous solution
base
buffer
cohesion
colloid
electronegativity
evaporation
evaporative cooling
heat
heat of vaporization
hydration shell
hydrogen bond
hydrogen ion
hydronium ion
hydrophilic
hydrophobic
hydroxide ion
kinetic energy
molarity
mole (mol)
molecular mass
pH
polar molecule
solute
solution
solvent
specific heat
surface tension
temperature
Chapter 4 Carbon and the Molecular Diversity of Life (pp.58-67)
Activity - Build enzyme with 10, 2 0, 3 0, 4 0 structures (need wire)
Article – One Family’s Challenge: CDG
Macromolecule Activity
Quiz – chart p.64-65 Chemical groups
Book – p.67 #8, 10
STUDENT MEDIA
Activities
▪ Diversity of Carbon-Based Molecules
▪ Isomers
▪ Functional Groups
Investigation
▪ What Factors Determine the Effectiveness of Drugs?
Chapter 4 Word Roots
▪ hydro- = water (hydrocarbon: an organic molecule consisting only of carbon and hydrogen)
▪ iso- = equal (isomer: one of several organic compounds with the same molecular formula but different structures and, therefore, different properties)
▪ enanti- = opposite (enantiomer: molecules that are mirror images of each other)
▪ carb- = coal (carboxyl group: a functional group present in organic acids, consisting of a carbon atom double-bonded to an oxygen atom and a hydroxyl group)
▪ sulf- = sulfur (sulfhydryl group: a functional group that consists of a sulfur atom bonded to an atom of hydrogen)
▪ thio- = sulfur (thiol: organic compounds containing sulfhydryl groups)
Chapter 4 Terms
amino group
carbonyl group
carboxyl group
enantiomer
functional group
geometric isomer
hydrocarbon
hydroxyl group
isomer
methyl group
organic chemistry
phosphate group
Structural isomer
sulfhydryl group
Chapter 5 The Structure and Function of Large Biological Molecules (pp.68-91)
Activity - Bring in a food that is predominantly a carbohydrate, lipid, or protein. Class discussion.
Protein Chemistry Lab (milk and eggs)
Quiz p. 78 Protein Functions
Article- Plump Turkey Populations
Book – p.69 #2, p. 74 #2, p. 77 #2, p. 91 # 1, 12
STUDENT MEDIA
MP3 Tutor
▪ Protein Structure and Function
Activities
▪ Making and Breaking Polymers
▪ Models of Glucose
▪ Carbohydrates
▪ Lipids
▪ Protein Functions
▪ Protein Structure
▪ Nucleic Acid Functions
▪ Nucleic Acid Structure
Biology Labs On-Line
▪ Hemoglobin Lab
Chapter 5 Word Roots
▪ con- = together (condensation reaction: a reaction in which two molecules become covalently bonded to each other through the loss of a small molecule, usually water)
▪ di- = two (disaccharide: two monosaccharides joined
▪ glyco- = sweet (glycogen: a polysaccharide sugar used to store energy in animals)
▪ hydro- = water; -lyse = break (hydrolysis: breaking chemical bonds by adding water)
▪ macro- = large (macromolecule: a large molecule) meros- = part (polymer: a chain made from smaller organic molecules)
▪ mono- = single; -sacchar = sugar (monosaccharide: simplest type of sugar)
▪ poly- = many (polysaccharide: many monosaccharides joined together)
▪ tri- = three (triacylglycerol: three fatty acids linked to one glycerol molecule)
Chapter 5 Terms
alpha (a) helix
amino acid
antiparallel
atherosclerosis
beta (ß) pleated sheet
bioinformatics
carbohydrate
catalyst
cellulose
chaperonin
chitin
cholesterol
collagen
condensation rxn
dehydration rxn
disaccharide
disulfide bridge
double helix
eendorphin
enzyme
fat
fatty acid
glycosidic linkage
hydrolysis
hydrophobic interaction
insulin
lipid
monomer
monosaccharide
peptide bond
phospholipid
polymer
polynucleotide
polypeptide
polysaccharide
primary structure
protein
protein kinase
quaternary structure
saturated fatty acid
secondary structure
starch
steroid
tertiary structure
trans fat
triacylglycerol
unsaturated fatty acid
Unit 2 The Cell (pp. 92-93)
Chapter 6 An Tour of the Cell (pp.94-124)
Activity - Build a plant/animal cell (Need balloons, marble, Styrofoam balls, large super ball, shoebox, foil, wax paper, and colander)
Article – Nobel Prize in Chemistry (Aquaporins)
Wkst – Foglia – Cell Organelles Comparison (Good for learning endomembrane system)
Wkst – Catalyst learning – Cell Comparisons
Book – p.108 #1-3, P.111 #1-2, p.118 #3, p.122 #2
INSTRUCTOR MEDIA
Bio Flix Animations
▪ Tour of an Animal Cell
▪ Tour of a Plant Cell
Discovery Video
▪ Cells
STUDENT MEDIA
Activities
▪ Metric System Review
▪ Prokaryotic Cell Structure and Function
▪ Comparing Prokaryotic and Eukaryotic Cells
▪ Build an Animal Cell and a Plant Cell
▪ Role of the Nucleus and Ribosomes in Protein Synthesis
▪ The Endomembrane System
▪ Build a Chloroplast and a Mitochondrion
▪ Cilia and Flagella
▪ Cell Junctions
▪ Review: Animal Cell Structure and Function
▪ Review: Plant Cell Structure and Function
Investigation
▪ What Is the Size and Scale of Our World?
Chapter 6 Word Roots
▪ centro- = the center; -soma = a body (centrosome: structure present in the cytoplasm of all animal cells, important during cell division)
▪ chloro- = green (chloroplast: the site of photosynthesis in plants and algae)
▪ cili- = hair (cilium: a short hair-like cellular appendage with a microtubule core)
▪ cyto- = cell (cytosol: a semifluid medium in a cell in which are located organelles)
▪ -ell = small (organelle: a small membrane-enclosed structure with a specialized function found in the cytoplasm of eukaryotic cells)
▪ endo- = inner (endomembrane system: the system of membranes within a cell that includes the nuclear envelope, endoplasmic reticulum, Golgi apparatus, lysosomes, vacuoles, and the plasma membrane)
▪ eu- = true (eukaryotic cell: a cell that has a true nucleus)
▪ extra- = outside (extracellular matrix: the substance in which animal tissue cells are embedded)
▪ flagell- = whip (flagellum: a long whip-like cellular appendage that moves cells)
▪ glyco- = sweet (glycoprotein: a protein covalently bonded to a carbohydrate)
▪ lamin- = sheet/layer (nuclear lamina: a netlike array of protein filaments that maintains the shape of the nucleus)
▪ lyso- = loosen (lysosome: a membrane-enclosed sac of hydrolytic enzymes that a cell uses to digest macromolecules)
▪ micro- = small; -tubul = a little pipe (microtubule: a hollow rod of tubulin protein in the cytoplasm of almost all eukaryotic cells)
▪ nucle- = nucleus; -oid = like (nucleoid: the region where the genetic material is concentrated in prokaryotic cells)
▪ phago- = to eat; -kytos = vessel (phagocytosis: a form of cell eating in which a cell engulfs a smaller organism or food particle)
▪ plasm- = molded; -desma = a band or bond (plasmodesmata: an open channel in a plant cell wall)
▪ pro- = before; karyo- = nucleus (prokaryotic cell: a cell that has no nucleus)
▪ pseudo- = false; -pod = foot (pseudopodium: a cellular extension of amoeboid cells used in moving and feeding)
▪ thylaco- = sac or pouch (thylakoid: a series of flattened sacs within chloroplasts)
▪ tono- = stretched; -plast = molded (tonoplast: the membrane that encloses a large central vacuole in a mature plant cell)
▪ trans- = across; -port= a harbor (transport vesicle: a membranous compartment used to enclose and transport materials from one part of a cell to another)
▪ ultra- = beyond (ultracentrifuge: a machine that spins test tubes at the fastest speeds to separate liquids and particles of different densities)
▪ vacu- = empty (vacuole: sac that buds from the ER, Golgi, or plasma membrane)
Chapter 6 Terms
basal body
capsule
central vacuole
centriole
centrosome
chloroplast
chromatin
chromosome
cilium
collagen
contractile vacuole
cytoplasm
cytoplasmic streaming
cytoskeleton
cytosol
desmosome
dynein
endomembrane system
endoplasmic reticulum
eukaryotic cell
extracellular matrix
flagellum
gap junction
Golgi apparatus
Integrin
Intermediate filament
lysosome
microfilament
microtubule
middle lamella
mitochondrial matrix
mitochondrion
motor protein
nuclear envelope
nuclear lamina
nucleoid region
nucleolus
nucleus
organelle
peroxisome
phagocytosis
plasma membrane
plasmodesmata
plastid
primary cell wall
prokaryotic cell
pseudopodium
ribosome
rough ER
secondary cell wall
smooth ER
tight junction
transport vesicle
vacuole
vesicle
Chapter 7 Membrane Structure and Function (pp.125-141)
Egg Lab
Lab – Cell membrane Construction
Osmosis Challenge wkst
AP Lab #1 – Diffusion and Osmosis
Bioflix Animations – Membrane Transport
Book – p.131 32, p.135 #2, p.141#6, 9
STUDENT MEDIA
Activities
▪ Membrane Structure
▪ Selective Permeability of Membranes
▪ Diffusion
▪ Osmosis and Water Balance in Cells
▪ Facilitated Diffusion
▪ Active Transport
▪ Exocytosis and Endocytosis
Investigation
▪ How Do Salt Concentrations Affect Cells?
Lab Bench
▪ Diffusion & Osmosis
Chapter 7 Word Roots
▪ amphi- = dual (amphipathic molecule: a molecule that has both a hydrophobic and a hydrophilic region)
▪ aqua- = water; -pori = a small opening (aquaporin: a transport protein in the plasma membrane of a plant or animal cell that specifically facilitates the diffusion of water across the membrane)
▪ co- = together; trans- = across (cotransport: the coupling of the "downhill" diffusion of one substance to the "uphill" transport of another against its own concentration gradient)
▪ electro- = electricity; -genic = producing (electrogenic pump: an ion transport protein generating voltage across a membrane)
▪ endo- = inner; cyto- = cell (endocytosis: the movement of materials into a cell; cell eating)
▪ exo- = outer (exocytosis: the movement of materials out of a cell)
▪ hyper- = exceeding; -tonus = tension (hypertonic: a solution with a higher concentration of solutes) hypo- = lower (hypotonic: a solution with a lower concentration of solutes)
▪ iso- = same (isotonic: solutions with equal concentrations of solutes)
▪ phago- = eat (phagocytosis: cell eating)
▪ pino- = drink (pinocytosis: cell drinking)
▪ plasm- = molded; -lyso = loosen (plasmolysis: a phenomenon in walled cells in which the cytoplasm shrivels and the plasma membrane pulls away from the cell wall when the cell loses water to a hypertonic environment)
Chapter 7 Terms
active transport
amphipathic
aquaporin
concentration gradient
diffusion
electrochemical gradient
electrogenic pump
endocytosis
exocytosis
facilitated diffusion
flaccid
gated channel
glycogen
glycolipid
glycoprotein
hypertonic
hypotonic
integral protein
ion channel
isotonic
ligand
membrane potential
osmoregulation
osmosis
passive transport
peripheral protein
phagocytosis
pinocytosis
plasma membrane
plasmolysis
proton pump
receptor-mediated endocytosis
selective permeability
Na-K pump
tonicity
transport protein
turgid
Chapter 8 An Introduction to Metabolism (pp. 142-161)
Enzymes at Work Wkst
AP Lab #2 – Enzyme Catalysis
Toothpickase Lab
Pineapple Enzymes Lab
Lab – Strange Brew
Lab – Intro to the Effect of pH on Enzyme Activity
Lab – Intro to Enzymes and Temperature Effects
STUDENT MEDIA
MP3 Tutor
▪ Basic Energy Concepts
Activities
▪ Energy Transformations
▪ The Structure of ATP
▪ Chemical Reactions and ATP
▪ How Enzymes Work
Biology Labs On-Line
▪ Enzyme Lab
Investigation
▪ How Is the Rate of Enzyme Catalysis Measured?
Lab Bench
▪ Enzyme Catalysis
Chapter 8 Word Roots
▪ allo- = different (allosteric site: a specific receptor site on some part of an enzyme molecule remote from the active site)
▪ ana- = up (anabolic pathway: a metabolic pathway that consumes energy to build complex molecules from simpler ones)
▪ bio-= life (bioenergetics: the study of how organisms manage their energy resources)
▪ cata- = down (catabolic pathway: a metabolic pathway that releases energy by breaking down complex molecules into simpler ones)
▪ endo- = within (endergonic reaction: a reaction that absorbs free energy from its surroundings)
▪ ex- = out (exergonic reaction: a reaction that proceeds with a net release of free energy)
▪ kinet- = movement (kinetic energy: the energy of motion)
▪ therm- = heat (thermodynamics: the study of the energy transformations that occur in a collection of matter)
Chapter 8 Terms
activation energy
active site
allosteric regulation
anabolic pathway
bioenergetics
catabolic pathway
catalyst
chemical energy
coenzyme
cofactor
competitive inhibitor
cooperativity
endergonic reaction
energy
energy coupling
entropy
enzyme
enzyme-substrate complex
exergonic reaction
feedback inhibition
first and second law of thermodynamics
free energy
heat
induced fit
kinetic energy
metabolic pathway
metabolism
noncompetitive inhibitor
potential energy
substrate
thermal energy
thermodynamics
Chapter 9 Cellular Respiration: Harvesting Chemical Energy (pp. 162-184)
Activities
* We will all need to agree on a day to wear comfy clothes and bring candy bars to eat. We will be doing the lactic acid sit-out burn challenge for bonus points and demonstration.
* Create a pamphlet /poster on a topic from this chapter. Be prepared to talk to the class.
AP Lab #5 – Cell respiration
Respiration Extra Credit
INSTRUCTOR MEDIA
Bio Flix Animation
▪ Cellular Respiration
Discovery Video
▪ Space Plants
STUDENT MEDIA
MP3 Tutors
▪ Cellular Respiration Part 1: Glycolysis
▪ Cellular Respiration Part 2: Citric Acid Cycle and Electron Transport
Activities
▪ Build a Chemical Cycling System
▪ Overview of Cellular Respiration
▪ Glycolysis
▪ The Citric Acid Cycle
▪ Electron Transport
▪ Fermentation
Biology Labs On-Line
▪ Mitochondria Lab
Investigation
▪ How Is the Rate of Cellular Respiration Measured?
Lab Bench
▪ Cell Respiration
Chapter 9 Word Roots
▪ aero- = air (aerobic: chemical reaction using oxygen)
▪ an- = not (anaerobic: chemical reaction not using oxygen)
▪ chemi- = chemical (chemiosmosis: the production of ATP using the energy of hydrogen ion gradients across membranes to phosphorylate ADP)
▪ glyco- = sweet; -lysis = split (glycolysis: the splitting of glucose into pyruvate)
Chapter 9 Terms
acetyl CoA
aerobic respiration
alcohol fermentation
anabolic pathway
anaerobic respiration
ATP synthase
beta oxidation
catabolic pathway
cellular respiration
chemiosmosis
citric acid cycle
cytochrome
electron transport chain
facultative anaerobe
fermentation
glycolysis
lactic acid fermentation
obligate anaerobe
oxidation
oxidative & substrate-level phosphorylation
oxidizing agent
proton-motive force
reducing agent
reduction
Chapter 10 Photosynthesis (pp. 185-205)
Introduction to Chromatography Lab
AP Lab #4 – Plant Pigments and Photosynthesis
Lab – Chlorophyll Fluorescence
Lab – Absorption Spectrum for Chlorophyll (intro)
INSTRUCTOR MEDIA
Bio Flix Animation
▪ Photosynthesis
Video
▪ Space-filling Model of Chlorophyll a
Animation
▪ Light and Pigments
STUDENT MEDIA
MP3 Tutor
▪ Photosynthesis
Activities
▪ The Sites of Photosynthesis
▪ Overview of Photosynthesis
▪ Light Energy and Pigments
▪ The Light Reactions
▪ The Calvin Cycle
▪ Photosynthesis in Dry Climates
Biology Labs On-Line
▪ Leaf Lab
Investigations
▪ How Does Paper Chromatography Separate Plant Pigments?
▪ How Is the Rate of Photosynthesis Measured?
Lab Bench
▪ Photosynthesis
Chapter 10 Word Roots
▪ auto- = self; -troph = food (autotroph: an organism that obtains organic food molecules without eating other organisms)
▪ chloro- = green; -phyll = leaf (chlorophyll: photosynthetic pigment in chloroplasts)
▪ electro- = electricity; magnet- = magnetic (electromagnetic spectrum: the entire spectrum of radiation)
▪ hetero- = other (heterotroph: an organism that obtains organic food molecules by eating other organisms or their by-products)
▪ meso- = middle photo- = light (photosystem: cluster of pigment molecules)
Chapter 10 Terms
absorption spectrum
action spectrum
atom
autotroph
bundle-sheath cell
C3 & C4 plants
Calvin cycle/rxns
CAM plant
carbon fixation
carotenoid
chlorophyll (a & b)
crassulacean acid metabolism (CAM)
cyclic electron flow
electromagnetic spectrum
heterotroph
light reactions
light-harvesting complex
linear electron flow
mesophyll
mesophyll cell
nicotinamide
PEP carboxylase
photoautotroph
photon
photophosphorylation
photorespiration
photosynthesis
photosystem (I & II)
primary electron acceptor
producer
reaction center complex
rubisco
spectrophotometer
stoma
stroma
thylakoid
visible light
wavelength
Chapter 11 Cell Communication (pp. 206-227)
STUDENT MEDIA
Activities
▪ Overview of Cell Signaling
▪ Reception
▪ Signal Transduction Pathways
▪ Cellular Responses
▪ Build a Signaling Pathway
Investigation
▪ How Do Cells Communicate with Each Other?
Book – p.210 #1,2, p.222 #2, p. 225 #1
Chapter 11 Word Roots
▪ liga- = bound or tied (ligand: a small molecule that specifically binds to a larger one)
▪ trans- = across (signal transduction pathway: the process by which a signal on a cell's surface is converted into a specific cellular response inside the cell)
▪ -yl = substance or matter (adenylyl cyclase: an enzyme built into the plasma membrane that converts ATP to cAMP)
Chapter 11 Terms
adenylyl cyclase
amplification
apoptosis
cyclic AMP (cAMP)
cytoplasm
diacylglycerol (DAG)
epinephrine
G protein
gap junction
glycogen
growth factor
inositol trisphosphate (IP3)
ligand
ligand-gated ion channel
local regulator
protein kinase
protein phosphatase
receptor tyrosine kinase
scaffolding protein
second messenger
signal transduction
signal transduction pathway
transcription factor
transduction
Chapter 12 The Cell Cycle (pp.228-245)
Activities
* Demo - plant and animal cell cytokinesis (need balloon, box, and string)
* Demo - people and chromosomes (need a full picture of a human, 8x10 size)
* Cancer research
Video – Mitosis Cheer and Mitosis RAP
Book – p.230 #1-3, p.238 #2-3;6, p.243 33-4, p.245 #11
INSTRUCTOR MEDIA
Bio Flix Animation
▪ Mitosis
STUDENT MEDIA
MP3 Tutor
▪ Mitosis
Activities
▪ Roles of Cell Division
▪ The Cell Cycle
▪ Mitosis and Cytokinesis Animation
▪ Mitosis and Cytokinesis Video
▪ Causes of Cancer
Investigation
▪ How Much Time Do Cells Spend in Each Phase of Mitosis?
Lab Bench
▪ Mitosis & Meiosis
Chapter 12 Word Roots
▪ ana- = up, throughout, again (anaphase: the mitotic stage in which the chromatids of each chromosome have separated and the daughter chromosomes are moving to the poles of the cell)
▪ bi- = two (binary fission: a type of cell division in which a cell divides in half)
▪ centro- = the center; -mere = a part (centromere: the narrow "waist" of a condensed chromosome)
▪ chroma- = colored (chromatin: DNA and the various associated proteins that form eukaryotic chromosomes)
▪ cyclo- = a circle (cyclin: a regulatory protein whose concentration fluctuates cyclically)
▪ cyto- = cell; -kinet = move (cytokinesis: division of the cytoplasm)
▪ gamet- = a wife or husband (gamete: a haploid egg or sperm cell)
▪ gen- = produce (genome: a cell's endowment of DNA)
▪ inter- = between (interphase: time when a cell metabolizes and performs its various functions)
▪ mal- = bad or evil (malignant tumor: a cancerous tumor that is invasive enough to impair functions of one or more organs)
▪ meio- = less (meiosis: a variation of cell division that yields daughter cells with half as many chromosomes as the parent cell)
▪ meta- = between (metaphase: the mitotic stage in which the chromosomes are aligned in the middle of the cell, at the metaphase plate)
▪ mito- = a thread (mitosis: the division of the nucleus)
▪ pro- = before (prophase: the first mitotic stage in which the chromatin is condensing)
▪ soma- = body (centrosome: a nonmembranous organelle that functions throughout the cell cycle to organize the cell's microtubules)
▪ telos- = an end (telophase: the final stage of mitosis in which daughter nuclei are forming and cytokinesis has typically begun)
▪ trans- = across; -form shape (transformation: the process that converts a normal cell into a cancer cell)
Chapter 12 Terms
anchorage dependence
aster
benign tumor
binary fission
cell cycle
cell cycle control system
cell division
cell plate
centromere
centrosome
checkpoint
chromatin
chromosome
cleavage furrow
cyclin
cyclin-dependent kinase (Cdk)
cytokinesis
density-dependent inhibition
G0, G1, &
G2 phases
gamete
genome
growth factor
kinetochore
malignant tumor
metaphase plate
metastasis
mitosis
mitotic spindle
origin of replication
sister chromatids
somatic cell
transformation
Unit 3 Genetics (pp.246-247)
Chapter 13 Meiosis and Sexual Life Cycles (pp. 248-261)
You Tube: Meiosis Square Dance
AP Lab#3 – Mitosis and Meiosis
Linkage Problems
Book – p.253 #4, p.258 #1-2, and p.261 #11-12
INSTRUCTOR MEDIA
Bio Flix Animation
▪ Meiosis
STUDENT MEDIA
MP3 Tutors
▪ Meiosis
▪ Comparing Mitosis and Meiosis
Activities
▪ Asexual and Sexual Life Cycles
▪ Meiosis Animation
▪ Origins of Genetic Variation
Investigation
▪ How Can the Frequency of Crossing Over Be Estimated?
Lab Bench
▪ Mitosis & Meiosis
Chapter 13 Word Roots
▪ a- = not or without (asexual: type of reproduction not involving fertilization)
▪ -apsis = juncture (synapsis: the pairing of replicated homologous chromosomes during prophase I of meiosis)
▪ auto- = self (autosome: the chromosomes that do not determine gender)
▪ chiasm- = marked crosswise (chiasma: the X-shaped microscopically visible region representing homologous chromosomes that have exchanged genetic material through crossing over during meiosis)
▪ di- = two (diploid: cells that contain two homologous sets of chromosomes)
▪ fertil- = fruitful (fertilization: process of fusion of a haploid sperm and a haploid egg cell)
▪ haplo- = single (haploid: cells that contain only one chromosome of each homologous pair)
▪ homo- = like (homologous: like chromosomes that form a pair)
▪ karyo- = nucleus (karyotype: a display of the chromosomes of a cell)
▪ meio- = less (meiosis: a variation of cell division that yields daughter cells with half as many chromosomes as the parent cell)
▪ soma- = body (somatic: body cells with 46 chromosomes in humans)
▪ sporo- = a seed; -phyte = a plant (sporophyte: the multicellular diploid form in organisms undergoing alternation of generations that results from a union of gametes and that meiotically produces haploid spores that grow into the gametophyte generation)
▪ syn- = together; gam- = marriage (syngamy: the process of cellular union during fertilization)
Chapter 13 Terms
allele
alt. of generations
asexual reproduction
autosome
chiasma
clone
crossing over
diploid cell
gametophyte
gene
genetics
haploid cell
heredity
homologous chromosomes
karyotype
life cycle
locus
meiosis (I & II)
recombinant chromosome
sex chromosome
sexual reproduction
somatic cell
spore
sporophyte
synapsis
variation
zygote
Chapter 14 Mendel and the Gene Idea (pp. 262-285)
Activity - Class separation based on traits
Article – Blue People of Troublesome Creek
Article – Case of Desiree’s Baby
Wkst - Mendelian Genetics
STUDENT MEDIA
MP3 Tutor
▪ Chromosomal Basis of Inheritance
Activities
▪ Monohybrid Cross
▪ Dihybrid Cross
▪ Gregor's Garden
▪ Incomplete Dominance
Biology Labs On-Line
▪ Pedigree Lab
▪ Fly Lab
Investigation
▪ How Do You Diagnose a Genetic Disorder?
Lab Bench
▪ Genetics of Organisms
Chapter 14 Word Roots
▪ -centesis = a puncture (amniocentesis: a technique for determining genetic abnormalities in a fetus by the presence of certain chemicals or defective fetal cells in the amniotic fluid, obtained by aspiration from a needle inserted into the uterus)
▪ co- = together (codominance: phenotype in which both dominant alleles are expressed in the heterozygote)
▪ di- = two (dihybrid cross: a breeding experiment in which offspring of a cross of parental varieties differing in two traits are mated)
▪ epi- = beside; -stasis = standing (epistasis: a phenomenon in which one gene alters the expression of another gene that is independently inherited)
▪ geno- = offspring (genotype: the genetic makeup of an organism)
▪ hetero- = different (heterozygous: having two different alleles for a trait)
▪ homo- = alike (homozygous: having two identical alleles for a trait)
▪ mono- = one (monohybrid cross: a breeding experiment that crosses offspring of a cross of parental varieties differing in a single character)
▪ pedi- = a child (pedigree: a family tree describing the occurrence of heritable characters in parents and offspring across as many generations as possible)
▪ pheno- = appear (phenotype: the physical and physiological traits of an organism)
▪ pleio- = more (pleiotropy: when a single gene impacts more than one characteristic)
▪ poly- = many; gene- = produce (polygenic: an additive effect of two or more gene loci on a single phenotypic character)
Chapter 14 Terms
amniocentesis
carrier
character
chorionic villus sampling (CVS)
codominance
complete dominance
dominant allele
epistasis
P, F1 & F2 generations
genotype
heterozygous
homozygous
hybridization
incomplete dominance
law of ind. assortment
law of segregation
multifactorial
norm of reaction
pedigree
phenotype
pleiotropy
polygenic inheritance
quantitative character
recessive allele
test cross
trait
true-breeding
Chapter 15 The Chromosomal Basis of Inheritance (pp. 286-304)
Wkst –chromosome disorders
Article: Racing With Sam
AP Lab #7 – Genetics of Organisms
STUDENT MEDIA
MP3 Tutor
▪ Chromosomal Basis of Inheritance
Activities
▪ Sex-Linked Genes
▪ Linked Genes and Crossing Over
▪ Polyploid Plants
Biology Labs On-Line
▪ Fly Lab
▪ Pedigree Lab
Investigation
▪ What Can Fruit Flies Reveal About Inheritance?
Lab Bench
▪ Genetics of Organisms
Chapter 15 Word Roots
▪ aneu- = without (aneuploidy: a chromosomal aberration in which certain chromosomes are present in extra copies or are deficient in number)
▪ cyto- = cell (cytogenetic maps: charts of chromosomes that locate genes with respect to chromosomal features)
▪ hemo- = blood (hemophilia: a human genetic disease caused by a sex-linked recessive allele, characterized by excessive bleeding following injury)
▪ mono- = one (monosomic: a chromosomal condition in which a particular cell has only one copy of a chromosome, instead of the normal two; the cell is said to be monosomic for that chromosome)
▪ non- = not; dis- = separate (nondisjunction: an accident of meiosis or mitosis in which both members of a pair of homologous chromosomes or both sister chromatids fail to move apart properly)
▪ poly- = many (polyploidy: a chromosomal alteration in which the organism possesses more than two complete chromosome sets)
▪ re- = again; com- = together; bin- = two at a time (recombinant: an offspring whose phenotype differs from that of the parents)
▪ trans- = across (translocation: attachment of a chromosomal fragment to a nonhomologous chromosome)
▪ tri- = three; soma- = body (trisomic: a chromosomal condition in which a particular cell has an extra copy of one chromosome, instead of the normal two; the cell is said to be trisomic for that chromosome)
Chapter 15 Terms
aneuploidy
Barr body
chromosome theory of inheritance
crossing over
cytogenetic map
duplication
genetic map
genetic recombination
genomic imprinting
inversion
linkage map
linked genes
map unit
monosomic
nondisjunction
parental type
polyploidy
sex-linked gene
translocation
trisomic
wild type
Chapter 16 The Molecular Basis of Inheritance (pp. 305-324)
Activities
* Demo on Sex-linked traits and Griffith’s Experiment (need ping-pong and tennis balls)
* Genetic disease/disorders research
Origami DNA
M & M Chi-square Analysis
DNA simulation Lab
DNA extraction from Living Organisms Lab
Bio Flix Animations: DNA Replication
Teacher Resource Packet: The History of DNA: A Timeline
STUDENT MEDIA
Activities
▪ The Hershey-Chase Experiment
▪ DNA and RNA Structure
▪ DNA Double Helix
▪ DNA Replication: An Overview
▪ DNA Replication: A Closer Look
▪ DNA Replication: A Review
▪ DNA Packing
Investigation
▪ What Is the Correct Model for DNA Replication?
Chapter 16 Word Roots
▪ helic- = a spiral (helicase: an enzyme that untwists the double helix of DNA at the replication forks)
▪ liga- = bound or tied (DNA ligase: a linking enzyme for DNA replication)
▪ -phage = to eat (bacteriophages: viruses that infect bacteria)
▪ semi- = half (semiconservative model: type of DNA replication in which the replicated double helix consists of one old strand, derived from the parent molecule, and one newly made strand)
▪ telos- = an end (telomere: the protective structure at each end of a eukaryotic chromosome)
▪ trans- = across (transformation: a phenomenon in which external DNA is assimilated by a cell)
Chapter 16 Terms
bacteriophage
chromatin
DNA ligase
DNA polymerase
double helix
euchromatin
helicase
heterochromatin
histone
lagging strand
leading strand
mismatch repair
nuclease
nucleoid
nucleoid region
nucleosome
nucleotide excision repair
Okazaki fragment
origin of replication
phage
primase
primer
pyrimidine
radioactive isotope
repetitive DNA
replication fork
semiconservative model
single-strand DNA-binding protein (SSBPs)
telomerase
telomere
template strand
topoisomerase
transformation
X-ray crystallography
Chapter 17 From Gene to Protein (pp. 325-350)
RNA Simulation
Lab – Protein Synthesis
INSTRUCTOR MEDIA
Bio Flix Animation
▪ Protein Synthesis
STUDENT MEDIA
MP3 Tutor
▪ DNA to RNA to Protein
Activities
▪ Overview of Protein Synthesis
▪ Transcription
▪ RNA Processing
▪ Translation
Biology Labs On-Line
▪ Translation Lab
Investigation
▪ How Is a Metabolic Pathway Analyzed?
Chapter 17 Word Roots
▪ anti- = opposite (anticodon: a specialized base triplet on one end of a tRNA molecule that recognizes a particular complementary codon on an mRNA molecule)
▪ exo- = out, outside, without (exon: a coding region of a eukaryotic gene that is expressed)
▪ intro- = within (intron: a noncoding, intervening sequence within a eukaryotic gene)
▪ muta- = change; -gen = producing (mutagen: a physical or chemical agent that causes mutations)
▪ poly- = many (poly-A tail: the modified end of the 3[H11032] end of an mRNA molecule consisting of the addition of some 50 to 250 adenine nucleotides)
▪ trans- = across; -script = write (transcription: the synthesis of RNA on a DNA template)
Chapter 17 Terms
5' cap
A site
alternative RNA splicing
amino acid
aminoacyl-tRNA synthetase
anticodon
base-pair substitution
chaperonin
codon
domain
E site
endomembrane system
exon
frameshift mutation
gene expression
insertion
intron
messenger RNA
missense mutation
mutagen
mutation
nonsense mutation
P site
point mutation
poly (A) tail
polyribosome (polysome)
primary transcript
promoter
reading frame
ribosomal RNA
ribozyme
RNA polymerase
RNA processing
RNA splicing
signal peptide
signal-recognition particle (SRP)
spliceosome
TATA box
template strand
terminator
transcription
transcription factor
transcription initiation complex
transcription unit
transfer RNA
translation
triplet code
wobble
Chapter 18 Regulation of Gene Expression (pp. 351-380)
Lab – DNA Restriction Enzyme Simulation
STUDENT MEDIA
MP3 Tutor
▪ Control of Gene Expression
Activities
▪ The lac Operon in E. coli
▪ Overview: Control of Gene Expression
▪ Control of Transcription
▪ Post-Transcriptional Control Mechanisms
▪ Review: Control of Gene Expression
▪ Signal Transduction Pathways
▪ Role of bicoid Gene in Drosophila Development
▪ Causes of Cancer
Investigations
▪ How Do You Design a Gene Expression System?
▪ How Do bicoid Mutations Alter Development?
Chapter 18 Word Roots
▪ morph- = form; -gen = produce (morphogen: a substance that provides positional information in the form of a concentration gradient along an embryonic axis)
▪ proto- = first, original; onco- = tumor (proto-oncogene: a normal cellular gene corresponding to an oncogene)
Chapter 18 Terms
activator
alternative RNA splicing
bicoid
cell differentiation
control element
corepressor
cytoplasmic determinants
determination
differential gene expression
egg-polarity gene
embryonic lethal
enhancer
epigenetic inheritance
feedback inhibition
genomic imprinting
histone
histone acetylation
homeotic gene
inducer
induction
maternal effect gene
micro-RNA (miRNA)
morphogen
morphogenesis
oncogene
operator
operon
p53
pattern formation
positional information
proteasome
proto-oncogene
Ras gene
regulatory gene
repressor
RNA interference (RNAi)
small interfacing RNA (siRNA)
tumor-suppressor gene
Chapter 19 Viruses (pp. 381-395)
Activities
* Research bacteria and viruses (pick 1 of each and present)
Video – Ebola
Video – Outbreak
INSTRUCTOR MEDIA
Discovery Video
▪ Emerging Diseases
STUDENT MEDIA
Activities
▪ Simplified Viral Reproductive Cycle
▪ Phage Lytic Cycle
▪ Phage Lysogenic and Lytic Cycles
▪ Retrovirus (HIV) Reproductive Cycle
Investigations
▪ What Causes Infections in AIDS Patients?
▪ Why Do AIDS Rates Differ Across the U.S.?
Chapter 19 Word Roots
▪ capsa- = a box (capsid: the protein shell that encloses the viral genome)
▪ lyto- = loosen (lytic cycle: a type of viral replication cycle resulting in the release of new phages by death or lysis of the host cell)
▪ -phage = to eat (bacteriophages: viruses that infect bacteria)
▪ pro- = before (provirus: viral DNA that inserts into a host genome)
▪ retro- = backward (retrovirus: an RNA virus that reproduces by transcribing its RNA into DNA and then inserting the DNA into a cellular chromosome)
▪ virul- = poisonous (virulent virus: a virus that reproduces only by a lytic cycle)
Chapter 19 Terms
bacteriophage
capsid
host range
lysogenic cycle
lytic cycle
pandemic
phage
prion
prophage
provirus
restriction enzyme
retrovirus
reverse transcriptase
temperate phage
vaccine
viral envelope
viroid
virulent phage
Chapter 20 Biotechnology (pp.396-425)
Research DNA Technology/Ethics
Movie – GATTACA
AP Lab #6 – Molecular Biology
Lab – Introduction to Gel Electrophoresis
Computer activity – Guide to Exploring the Human Genome
Activity – Name That Gene
Teacher Resources Packet – Genetic Engineering I: Conjugative Plasmid Transfer
INSTRUCTOR MEDIA
Discovery Videos
▪ Cloning
▪ DNA Forensics
▪ Transgenics
▪ Pronuclear Injection
STUDENT MEDIA
Activities
▪ Applications of DNA Technology
▪ Restriction Enzymes
▪ Cloning a Gene in Bacteria
▪ Gel Electrophoresis of DNA
▪ Analyzing DNA Fragments Using Gel Electrophoresis
▪ DNA Fingerprinting
▪ Making Decisions About DNA Technology: Golden Rice
Investigations
▪ How Can Antibiotic-Resistant Plasmids Transform E. coli?
▪ How Can Gel Electrophoresis Be Used to Analyze DNA?
Lab Bench
▪ Molecular Biology
Chapter 20 Word Roots
▪ electro- = electricity (electroporation: a technique to introduce recombinant DNA into cells by applying a brief electrical pulse to a solution containing cells)
▪ liga- = bound, tied (DNA ligase: a linking enzyme essential for DNA replication)
▪ muta- = change; -genesis = origin, birth (in vitro muta-genesis: a technique to discover the function of a gene by introducing specific changes into the sequence of a cloned gene, reinserting the mutated gene into a cell, and studying the phenotype of the mutant)
▪ poly- = many; morph- = form (single nucleotide polymorphisms: one-base-pair variations in the genome sequence)
Chapter 20 Terms
bacterial artificial chromosome (BAC)
biofuel
biotechnology
cDNA library
clone
cloning vector
complementary DNA (cDNA)
DNA ligase
DNA microarray assay
electroporation
expression vector
gel electrophoresis
gene cloning
gene therapy
genetic engineering
genetic profile
genetically modified (GM) organism
genomic library
in situ hybridization
in vitro mutagenesis
northern blotting
nucleic acid hybridization
nucleic acid probe
plasmid
pluripotent
polymerase chain reaction (PCR)
recombinant DNA
restriction fragment
restriction fragment length polymorphisms (RFLPs)
restriction site
reverse transcriptase-polymerase chain reaction (RT-PCR)
RNA interference (RNAi)
short tandem repeats (STRs)
single nucleotide polymorphisms (SNPs)
Southern blotting
stem cell
sticky end
Ti plasmid
yeast artificial chromosome (YAC)
Chapter 21 Genomes and Their Evolution (pp.426-449)
STUDENT MEDIA
Activity
▪ The Human Genome Project: Genes on Human Chromosome 17
Biology Labs On-Line
▪ Hemoglobin Lab
Chapter 21 Word Roots
▪ pseudo- = false (pseudogenes: DNA segments very similar to real genes but which do not yield functional products)
▪ retro- = backward (retrotransposons: transposable elements that move in a genome as an RNA intermediate, a transcript of the retrotransposon DNA)
Chapter 21 Terms
bioinformatics
cytogenetic map
evo-devo
evolution
genome
genomics
homeobox
homeotic gene
Human Genome Project
lysozyme
multigene family
phylogenetic tree
physical map
polyploidy
proteomics
pseudogene
retrotransposon
short tandem repeats (STRs)
simple sequence DNA
systems biology
transposable element
transposon
Unit 4 Mechanisms of Evolution (pp.450-451)
Chapter 22 Descent with Modification: A Darwinian View of Life (p.452-467)
Article - Survival of the Fakest
Article – The Evolution—Creationism Continuum in College Biology
Guess Who Came to Dinner??
Evolution Time Line
Lab – Biochemical Evidence for Evolution
INSTRUCTOR MEDIA
Discovery Video
▪ Charles Darwin
STUDENT MEDIA
MP3 Tutor
▪ Natural Selection
Activities
▪ Darwin and the Galápagos Islands
▪ The Voyage of the Beagle: Darwin's Trip Around the World
▪ Reconstructing Forelimbs
Investigations
▪ How Do Environmental Changes Affect a Population?
▪ What Are the Patterns of Antibiotic Resistance?
Chapter 22 Word Roots
▪ bio- = life; geo- = the Earth (biogeography: the study of the past and present distribution of species)
▪ end- = within (endemic: a type of species that is found only in one region and nowhere else in the world)
▪ homo- = like, resembling (homology: similarity in characteristics resulting from a shared ancestry)
▪ paleo- = ancient (paleontology: the scientific study of fossils)
▪ vestigi- = trace (vestigial organs: structures of marginal, if any, importance to an organism, historical remnants of structures that had important functions in ancestors)
Chapter 22 Terms
adaptation
analogous
artificial selection
biogeography
catastrophism
continental drift
convergent evolution
endemic
evolutionary tree
fossil
homologous structures
homology
marsupial
natural selection
paleontology
stratum
uniformitarianism
vestigial structure
Chapter 23 The Evolution of Populations (pp. 468-486)
HHMI – Lectures of Evolution
AP Lab #8 Population Genetics and Evolution
Lab – Natural Selection
Hardy-Weinberg Lab
Article – Evolutionary Biology
Lab – Variation and Selection in the Origami Bird
Article – The Evolution-Creationism Continuum in College Biology Classrooms
Article – Does God Make Science Obsolete?
Article – AP Central: The Making of Darwin’s Endless Forms
STUDENT MEDIA
Activities
▪ Genetic Variation from Sexual Recombination
▪ Causes of Evolutionary Change
Biology Labs On-Line
▪ Population Genetics Lab
▪ Evolution Lab
Investigation
▪ How Can Frequency of Alleles Be Calculated?
Chapter 23 Word Roots
▪ inter- = between (intersexual selection: individuals of one sex are choosy in selecting their mates from individuals of the other sex, also called mate choice)
▪ intra- = within (intrasexual selection: a direct competition among individuals of one sex for mates of the opposite sex)
▪ micro- = small (microevolution: a change in the gene pool of a population over a succession of generations)
▪ muta- = change (mutation: a change in the DNA of genes that ultimately creates genetic diversity)
Chapter 23 Terms
ave. heterozygosity
balancing selection
bottleneck effect
cline
directional selection
disruptive selection
founder effect
frequency-dep. selection
gene flow
gene pool
genetic drift
geographic variation
H-W equilibrium
H-W principle
heterozygote advantage
intersexual selection
intrasexual selection
microevolution
natural selection
neutral variation
quantitative character
recessive allele
relative fitness
sexual dimorphism
sexual selection
stabilizing selection
Chapter 24 The Origin of Species (pp. 487-506)
Activities
* Sing Rudolph the Red-Nosed Reindeer and then discuss adaptations and environmental stresses
* Create a relative dating bottle (need sand, plastic toys, clay/med, and an empty bottle)
STUDENT MEDIA
MP3 Tutor
▪ Speciation Activity
▪ Overview of Macroevolution
Biology Labs On-Line
▪ Evolution Lab
Investigation
▪ How Do New Species Arise by Genetic Isolation?
Chapter 24 Word Roots
▪ auto- = self; poly- = many (autopolyploid: a type of polyploid species resulting from one species doubling its chromosome number to become tetraploid)
▪ macro- = large (macroevolution: long-term evolutionary change that produces new groups of organisms)
▪ post- = after (postzygotic barrier: any of several speciesisolating mechanisms that prevent hybrids produced by two different species from developing into viable, fertile adults)
▪ sym- = together; -patri = father (sympatric speciation: a mode of speciation occurring as a result of a radical change in the genome that produces a reproductively isolated subpopulation in the midst of its parent population)
Chapter 24 Terms
allopatric speciation
allopolyploid
autopolyploid
biological, ecological, morphological and phylogenetic species concepts
hybrid
hybrid zone
macroevolution
postzygotic barrier
prezygotic barrier
punctuated equilibrium
reinforcement
reproductive isolation
speciation
species
sympatric speciation
Chapter 25 The History of Life on Earth (pp.507-533)
Who am I? Wkst
Characteristics/Taxonomy Packet
Article – Causes and the Consequences of the Black Death
INSTRUCTOR MEDIA
Discovery Videos
▪ Early Life
▪ Mass Extinction
STUDENT MEDIA
Activities
▪ A Scrolling Geologic Record
▪ The History of Life
▪ Allometric Growth
Investigation
▪ How Did Life Begin on Early Earth?
Chapter 25 Word Roots
▪ hetero = different (heterochrony: evolutionary changes in the timing or rate of development)
▪ macro- = large (macroevolution: long-term evolutionary change including the origin of novel designs, adaptive radiations, and mass extinctions)
▪ paedo- = child (paedomorphosis: the retention in the adult organism of the juvenile features of its evolutionary ancestors)
▪ proto- = first (protobionts: aggregates of abiotically produced molecules)
▪ stromato- = something spread out; -lite = a stone (stromatolite: layered rocks made by the actions of prokaryotes that bind sediment, in which are found the most ancient forms of life)
Chapter 25 Terms
adaptive radiation
Cambrian explosion
endosymbiosis
geologic record
half-life
heterochrony
mass extinction
paedomorphosis
Pangaea
protobiont
radiometric dating
ribozyme
serial endosymbiosis
Unit 5 The Evolutionary History of Biological Diversity (pp.534-535)
Chapter 26 Phylogeny and the Tree of Life (pp. 536-555)
Activity
* Selective pressures card game and create a phylogenetic tree of your organism
Article – Phylogenetic trees
NMSI: Notes on Phylogeny
Teacher Resource Packet : Introduction to the Diversity of Life
STUDENT MEDIA
Activity
▪ Classification Schemes
Investigation
▪ How Is Phylogeny Determined by Comparing Proteins?
Chapter 26 Word Roots
▪ analog- = proportion (analogy: similarity due to convergence)
▪ bi- = two; nom- = name (binomial: a two-part latinized name of a species)
▪ clado- = branch (cladogram: a dichotomous phylogenetic tree that branches repeatedly)
▪ homo- = like, resembling (homology: similarity in characteristics resulting from a shared ancestry)
▪ mono- = one (monophyletic: pertaining to a taxon derived from a single ancestral species that gave rise to no species in any other taxa)
▪ parsi- = few (principle of parsimony: the premise that a theory about nature should be the simplest explanation that is consistent with the facts)
▪ phylo- = tribe; -geny = origin (phylogeny: the evolutionary history of a taxon)
Chapter 26 Terms
analogy
archaean
binomial
branch point
clade
cladistics
genome
homoplasy
horizontal gene transfer
ingroup
maximum likelihood
maximum parsimony
molecular clock
molecular systematics
monophyletic
neutral theory
orthologous genes
outgroup
paralogous genes
paraphyletic
phylocode
phylogenetic bracketing
phylogenetic tree
phylogeny
polyphyletic
polytomy
rooted
shared ancestral &
derived characters
sister taxa
systematics
taxon
taxonomy
Chapter 27 Bacteria and Archaea (pp.556-574)
Activities - Make a list of good uses of bacteria (research may be needed)
NMSI: Survey of Phyla - Prokaryote
INSTRUCTOR MEDIA
Discovery Videos
▪ Bacteria
▪ Antibiotics
▪ Tasty Bacteria
STUDENT MEDIA
Activities
▪ Prokaryotic Cell Structure and Function
▪ Classification of Prokaryotes
Investigations
▪ What Are the Patterns of Antibiotic Resistance?
▪ What Are the Modes of Nutrition in Prokaryotes?
Chapter 27 Word Roots
▪ -gen = produce (methanogen: microorganisms that obtain energy by using carbon dioxide to oxidize hydrogen, producing methane as a waste product)
▪ -oid = like, form (nucleoid: a dense region of DNA in a prokaryotic cell)
▪ an- = without, not; aero- = the air (anaerobic: lacking oxygen; referring to an organism, environment, or cellular process that lacks oxygen and may be poisoned by it)
▪ anti- = against; -biot = life (antibiotic: a chemical that kills bacteria or inhibits their growth)
▪ bi- = two (binary fission: the type of cell division by which prokaryotes reproduce; each dividing daughter cell receives a copy of the single parental chromosome)
▪ chemo- = chemical; hetero- = different (chemoheterotroph: an organism that must consume organic molecules for both energy and carbon)
▪ endo- = inner, within (endotoxin: a component of the outer membranes of certain gram-negative bacteria responsible for generalized symptoms of fever and ache)
▪ exo- = outside (exotoxin: a toxic protein secreted by a bacterial cell that produces specific symptoms even in the absence of the bacterium)
▪ halo- = salt; -philos = loving (halophile: microorganisms that live in unusually highly saline environments such as the Great Salt Lake or the Dead Sea)
▪ mutu- = reciprocal (mutualism: a symbiotic relationship in which both the host and the symbiont benefit)
▪ photo- = light; auto- = self; -troph = food, nourish (photoautotroph: an organism that harnesses light energy to drive the synthesis of organic compounds from carbon dioxide)
▪ sym- = with, together; -bios = life (symbiosis: an ecological relationship between organisms of two different species that live together in direct contact)
▪ thermo- = temperature (thermophiles: microorganisms that thrive in hot environments, often 60–80°C)
Chapter 27 Terms
adaptation
binary fission
biofilm
bioremediation
capsule
commensalism
conjugation
cooperativity
decomposer
endospore
endotoxin
exotoxin
extreme halophile
extreme thermophile
extremophile
F factor
F plasmid
facultative anaerobe
fimbria
Gram stain
gram-negative
gram-positive
heterocyte
horizontal gene transfer
methanogen
nitrogen fixation
nucleoid
obligate aerobe
obligate anaerobe
pathogen
R plasmid
symbiont
symbiosis
taxis
transduction
transformation
Chapter 28 Protists (pp.575-599)
Activities
* Role play - Dr. of diseases of the Protista kingdom
* Card game - phyla/class with characteristics of Protista
STUDENT MEDIA
Activity
▪ Tentative Phylogeny of Eukaryotes
Investigation
▪ What Kinds of Protists Do Various Habitats Support
Chapter 28 Word Roots
▪ -phyte = plant (gametophyte: the multicellular haploid form in organisms undergoing alternation of generations)
▪ con- = with, together (conjugation: in ciliates, the transfer of micronuclei between two cells that are temporarily joined)
▪ hetero- = different; -morph = form (heteromorphic: a condition in the life cycle of all modern plants in which the sporophyte and gametophyte generations differ in morphology)
▪ iso- = same (isomorphic: alternating generations in which the sporophytes and gametophytes look alike, although they differ in chromosome number)
▪ pseudo- = false; -podium = foot (pseudopodium: a cellular extension of amoeboid cells used in moving and feeding)
▪ thallos- = sprout (thallus: a seaweed body that is plant-like but lacks true roots, stems, and leaves)
Chapter 28 Terms
alt. of generations
alveolate
amoeba
amoebozoan
apicomplexan
archaeplastida
blade
brown algae
cellular slime mold
chromalveolata
ciliate
cytoplasmic streaming
diatom
dinoflagellate
diplomonad
euglenid
euglenozoan
excavata
foraminiferan
golden alga
heteromorphic
holdfast
isomorphic
kinetoplastid
mixotroph
oomycete
opisthokont
parabasalid
plasmodial slime mold
plasmodium
protist
pseudopodium
radiolarian
red alga
rhizaria
sec. endosymbiosis
stipe
stramenopile
thallus
unikonta
Chapter 29 Plant Diversity I: How Plants Colonized Land (pp.600-617)
Activities
* Bring in plants for viewing, fruits from flowering plants, and seeds. Compare and contrast.
* Construct a flower from house/class items. Explain why/how each part works.
* Why are plants important to the biosphere?
AP Lab #9 – Transpiration
Flower Watching Acivity
PPT – Hot Young Trees
Notes - The Incest Taboo: How plants Sel-pollinate
Lab Application Problem (Effects of IAA on Growth)
Article – Flower and the Fly
STUDENT MEDIA
Activities
▪ Terrestrial Adaptations of Plants
▪ Highlights of Plant Phylogeny
▪ Moss Life Cycle
▪ Fern Life Cycle
Investigation
▪ What Are the Different Stages of a Fern Life Cycle?
Chapter 29 Word Roots
▪ -angio = vessel (gametangia: the reproductive organ of bryophytes, consisting of the male antheridium and female archegonium; a multichambered jacket of sterile cells in which gametes are formed)
▪ -phore = bearer (gametophore: the mature gamete-producing structure of a gametophyte body of a moss)
▪ bryo- = moss; -phyte = plant (bryophytes: the mosses, liverworts, and hornworts; a group of nonvascular plants that inhabit the land but lack many of the terrestrial adaptations of vascular plants)
▪ gymno- = naked; -sperm = seed (gymnosperm: a vascular plant that bears naked seeds not enclosed in any specialized chambers)
▪ hetero- = different; -sporo = a seed (heterosporous: referring to plants in which the sporophyte produces two kinds of spores that develop into unisexual gametophytes, either female or male) homo- = like (homosporous: referring to plants in which a single type of spore develops into a bisexual gametophyte having both male and female sex organs)
▪ mega- = large (megaspores: a spore from a heterosporous plant that develops into a female gametophyte bearing archegonia)
▪ micro- = small; -phyll = leaf (microphylls: the small leaves of lycophytes that have only a single, un-branched vein)
▪ peri- = around; -stoma = mouth (peristome: the upper part of the moss capsule often specialized for gradual spore discharge)
▪ phragmo- = a partition; -plast = formed, molded(phragmoplast: an alignment of cytoskeletal elements and Golgi-derived vesicles across the mid-line of a dividing plant cell)
▪ proto- = first; -nema = thread (protonema: a mass of green, branched, one-cell-thick filaments produced by germinating moss spores)
▪ pter- = fern (pterophytes: seedless plants with true roots and lignified vascular tissue; the group includes ferns, whisk ferns, and horsetails)
▪ rhizo- = root; -oid = like, form (rhizoids: long tubular single cells or filaments of cells that anchor bryophytes to the ground)
Chapter 29 Terms
alt. of generations
angiosperm
antheridium
apical meristem
archegonium
bryophyte
cuticle
embryophyte
foot
gametangium
gametophore
gametophyte
grade
gymnosperm
heterosporous
homosporous
hornwort
lignin
liverwort
lycophyte
megaphyll
megaspore
microphyll
microspore
moss
mycorrhizae
peat
peristome
phloem
phragmoplast
placental transfer cell
protonema
pterophyte
rhizoid
root
seed
seedless vascular plants
seta
sorus
sporangium
spore
sporocyte
sporophyll
sporophyte
sporopollenin
stoma
strobili
tracheid
vascular plant
vascular tissue
xylem
Chapter 30 Plant Diversity II: The Evolution of Seed Plants (pp.618-635)
NMSI : Survey of the Phyla Plantae
STUDENT MEDIA
Activities
▪ Pine Life Cycle
▪ Angiosperm Life Cycle
Investigation
▪ How Are Trees Identified by Their Leaves?
Chapter 30 Word Roots
▪ endo- = inner (endosperm: a nutrient-rich tissue formed by the union of a sperm cell with two polar nuclei during double fertilization, which provides nourishment to the developing embryo in angiosperm seeds)
▪ peri- = around; -carp = fruit (pericarp: the thickened wall of a fruit)
▪ pro- = before; gymno- = naked; -sperm = seed (progymnosperm: an extinct group of plants that is probably ancestral to gymnosperms and angiosperms)
Chapter 30 Terms
basal angiosperms
carpel
conifer
cotyledon
cross-pollination
dicots
double fertilization
endosperm
eudicots
filament
flower
fruit
indeterminate cleavage
integument
magnoliids
monocots
ovary
ovule
petal
pollen grains
pollination
progymnosperms
seed
sepal
sporangium
spore
sporophyte
stamen
stigma
style
Chapter 31 Fungi (pp.636-653)
Activities
* Bring in mushrooms, fungus, and lichens
* Inquiry lab with oranges (need oranges and plastic bags)
INSTRUCTOR MEDIA
Discovery Videos
▪ Leafcutter Ants
▪ Fungi
STUDENT MEDIA
Activities
▪ Fungal Reproduction and Nutrition
▪ Fungal Life Cycles
Investigation
▪ How Does the Fungus Pilobolus Succeed as a Decomposer?
Chapter 31 Word Roots
▪ -osis = a condition of (mycosis: the general term for a fungal infection)
▪ coeno- = common; -cyto = cell (coenocytic: referring to a multinucleated condition resulting from the repeated division of nuclei without cytoplasmic division)
▪ di- = two; -karyo = nucleus (dikaryotic: a mycelium with two haploid nuclei per cell)
▪ hetero- = different (heterokaryon: a mycelium formed by the fusion of two hyphae that have genetically different nuclei)
▪ myco- = fungus; rhizo- = root (mycorrhizae: mutualistic associations of plant roots and fungi)
▪ plasmo- = plasm; -gamy = marriage (plasmogamy: the fusion of the cytoplasm of cells from two individuals; occurs as one stage of syngamy)
Chapter 31 Terms
arbuscular mycorrhizal
ascocarp
ascomycete
ascus
basidiocarp
basidiomycete
basidium
chytrid
club fungus
coenocytic fungus
coidia
deuteromycete
dikaryotic
ectomycorrhizal fungi
endophyte
glomeromycete
haustorium
heterokaryon
hypha
karyogamy
lignin
mold
mycelium
mycorrhizae
nucleariid
pheromone
plasmogamy
sac fungus
septum (plural, septa)
soredium
yeast
zoospore
zygomycete
zygosporangium
Chapter 32 An Introduction to Animal Diversity (pp.654-665)
Activities
* Demonstration of deuterostomes and protostomes
* Identify symmetry in classroom objects
Article – Gastrulation: Shaping the Embryo
PPT – 25 World’s Weirdest Animal
STUDENT MEDIA
Activity
▪ Animal Phylogenetic Tree
Investigation
▪ How Do Molecular Data Fit Traditional Phylogenies?
Chapter 32 Word Roots
▪ an = without; -koilos = a hollow (acoelomate: the condition of lacking a coelom)
▪ arch- = ancient, beginning (archenteron: the endoderm-lined cavity, formed during the gastrulation process, that develops into the digestive tract of an animal)
▪ bi- = two (Bilateria: the branch of eumetazoans possessing bilateral symmetry)
▪ blast- = bud, sprout; -pore = a passage (blastopore: the opening of the archenteron in the gastrula that develops into the mouth in protostomes and the anus in deuterostomes)
▪ cephal- = head (cephalization: an evolutionary trend toward the concentration of sensory equipment on the anterior end of the body)
▪ deutero- = second (deuterostome: one of two lines of coelomates characterized by radial, indeterminate cleavage; formation of the coelom from outpockets of mesoderm; and development of the anus from the blastopore)
▪ di- = two (diploblastic: having two germ layers)
▪ ecdys- = an escape (Ecdysozoa: one of two proposed clades within the protostomes; it includes the arthropods)
▪ ecto- = outside; -derm = skin (ectoderm: the outermost of the three primary germ layers in animal embryos)
▪ endo- = within (endoderm: the innermost of the three primary germ layers in animal embryos)
▪ gastro- = stomach, belly (gastrulation: the formation of a gastrula from a blastula)
▪ in- = into; -gest = carried (ingestion: a heterotrophic mode of nutrition in which other organisms or detritus are eaten whole or in pieces)
▪ lopho- = a crest, tuft; -trocho = a wheel (Lophotrochozoa: one of two proposed clades within the protostomes that includes annelids and molluscs)
▪ meso- = middle (mesoderm: the middle primary germ layer of an early embryo)
▪ meta- = boundary, turning point; -morph = form (metamorphosis: the resurgence of development in an animal larva that transforms it into a sexually mature adult)
▪ proto- = first; -stoma = mouth (protostomes: a member of one of two distinct evolutionary lines of coelo-mates characterized by spiral, determinate cleavage, formation of the coelom as splits in solid masses of mesoderm, and development of the mouth from the blastopore)
▪ pseudo- = false (pseudocoelom: a body cavity that is not completely lined by mesoderm)
▪ radia- = a spoke, ray (radial symmetry: characterizing a body shaped like a pie or barrel, lacking a left and right side, but having a top and bottom)
▪ tri- = three (triploblastic: having three germ layers)
Chapter 32 Terms
anterior
bilateral symmetry
bilaterian
blastopore
blastula
body cavity
body plan
cephalization
clade
cleavage
coelom
coelomate
determinate cleavage
deuterostome development
diploblastic
ecdysozoans
ectoderm
endoderm
eumetazoan
gastrula
gastrulation
grade
heterotroph
larva
lophophore
lophotrochozoan
mesoderm
metamorphosis
molting
protostome development
pseudocoelomate
radial cleavage
radial symmetry
spiral cleavage
triploblastic
Chapter 33 Invertebrates (pp. 666-697)
Card game- phylum/class of invertebrates
Demonstration of Nematodes in Soil (need soil, potatoes, spring water or aged tap water)
INSTRUCTOR MEDIA
Discovery Video
▪ Invertebrates
STUDENT MEDIA
Activity
▪ Characteristics of Invertebrates
Investigation
▪ How Are Insect Species Identified?
Chapter 33 Word Roots
▪ arthro- = jointed; -pod = foot (Arthropoda: segmented coelomates with exoskeletons and jointed appendages)
▪ arachn- = spider (Arachnida: the arthropod group that includes scorpions, spiders, ticks, and mites)
▪ brachio- = the arm (brachiopod: also called lamp shells, these animals superficially resemble clams and other bivalve molluscs, but the two halves of the brachiopod shell are dorsal and ventral to the animal rather than lateral, as in clams)
▪ bryo- = moss; -zoa = animal (bryozoan: colonial animals (phylum Ectoprocta) that superficially resemble mosses)
▪ cheli- = a claw (chelicerae: clawlike feeding appendages characteristic of the cheliceriform group)
▪ choano- = a funnel; -cyte = cell (choanocyte: flagellated collar cells of a sponge)
▪ cnido- = a nettle (cnidocytes: unique cells that function in defense and prey capture in cnidarians)
▪ -coel = hollow (spongocoel: the central cavity of a sponge)
▪ cope- = an oar (copepods: a group of small crustaceans that are important members of marine and freshwater plankton communities)
▪ cuti- = the skin (cuticle: the exoskeleton of an arthropod)
▪ deca- = ten (decapod: a large group of crustaceans that includes lobsters, crayfish, crabs, and shrimp)
▪ diplo- = double (Diplopoda: the millipede class)
▪ echino- = spiny; -derm = skin (echinoderm: sessile or slow-moving animals with a thin skin that covers an exoskeleton; the group includes sea stars, sea urchins, brittle stars, crinoids, sea cucumbers, and sea daisies)
▪ eury- = broad, wide; -pter = a wing, a feather, a fin (eurypterid: mainly marine and freshwater, extinct cheliceriforms; these predators, also called water scorpions, ranged up to 3 meters long)
▪ exo- = outside (exoskeleton: a hard encasement on the surface of an animal)
▪ gastro- = stomach; -vascula = a little vessel (gastrovascular cavity: the central digestive compartment, usually with a single opening that functions as both mouth and anus)
▪ hermaphrod- = with both male and female organs(hermaphrodite: an individual that functions as both male and female in sexual reproduction by producing both sperm and eggs)
▪ in- = without (invertebrates: animals without a backbone)
▪ iso- = equal (isopods: one of the largest groups of crustaceans, primarily marine, but including pill bugs common under logs and moist vegetation next to the ground)
▪ lopho- = a crest, tuft; -phora = to carry (lophophore: a crown of ciliated tentacles that function in feeding and surround the mouth)
▪ meso- = the middle; -hyl = matter (mesohyl: a gelatinous region between the two layers of cells of a sponge)
▪ meta- = change; -morph = shape (metamorphosis: the resurgence of development in an animal larva that transforms it into a sexually mature adult)
▪ nemato- = a thread; -cyst = a bag (nematocysts: the stinging capsules in cnidocytes, unique cells that function in defense and capture of prey)
▪ nephri- = the kidney (metanephridium: in annelids, a type of excretory tubule with internal openings called nephrostomes that collect body fluids)
▪ oscul- = a little mouth (osculum: a large opening in a sponge that connects the spongocoel to the environment)
▪ partheno- = without fertilization; -genesis = producing (parthenogenesis: a type of reproduction in which females produce offspring from unfertilized eggs)
▪ plan- = flat or wandering (planarians: flatworms that prey on smaller animals or feed on dead animals)
▪ tri- = three; -lobi = a lobe (trilobite: an extinct group of arthropods with pronounced segmentation)
▪ trocho- = a wheel (trochophore: distinctive larval stage observed in certain invertebrates, including some annelids and molluscs)
Chapter 33 Terms
alimentary canal
amoebocyte
book lung
chelicerae
choanocyte
cnidocyte
complete metamorphosis
cuticle
exoskeleton
foot
gastrovascular cavity
hemolymph
hermaphrodite
incomplete metamorphosis
invertebrate
mandible
mantle
mantle cavity
medusa
mesohyl
molting
nematocyst
osculum
parthenogenesis
protonephridium
radula
spongocoel
suspension feeder
torsion
tube foot
visceral mass
water vascular system
Chapter 34 Vertebrates (pp.698-735)
Card game- phylum/class of vertebrates
Dissection – Animal Diversity
NMSI : Survey of Phyla – Animalia I
NMSI : Survey of Phyla – Animalia II
STUDENT MEDIA
MP3 Tutor
▪ Human Evolution
Activities
▪ Characteristics of Chordates
▪ Primate Diversity
▪ Human Evolution
Investigation
▪ How Does Bone Structure Shed Light on the Origin of Birds?
Chapter 34 Word Roots
▪ arch- = ancient (archosaurs: the reptilian group that includes crocodiles, alligators, dinosaurs, and birds)
▪ aktin- = a ray; -pterygi = a fin (Actinopterygii: the class of ray-finned fishes)
▪ cephalo- = head (cephalochordates: a chordate without a backbone, represented by lancelets)
▪ crani- = the skull (craniata: the chordate clade that possess a cranium)
▪ crocodil- = a crocodile (Crocodilia: the reptile group that includes crocodiles and alligators)
▪ di- = two (diapsids: a group of amniotes distinguished by a pair of holes on each side of the skull)
▪ dino- = terrible; -saur = lizard (dinosaurs: an extremely diverse group of ancient reptiles varying in body shape, size, and habitat)
▪ endo- = inner; -therm = heat (endotherm: an animal that uses metabolic energy to maintain a constant body temperature, such as a bird or mammal)
▪ eu- = good (eutherians: placental mammals; those whose young complete their embryonic development within the uterus, joined to the mother by the placenta)
▪ extra- = outside, more (extraembryonic membranes: four membranes that support the developing embryo in reptiles and mammals)
▪ gnantho- = the jaw; -stoma = the mouth (gnathostomes: the vertebrate clade that possesses jaws)
▪ homin- = man (hominin: a term that refers to mammals that are more closely related to humans than to any other living species)
▪ lepido- = a scale (lepidosaurs: the reptilian group that includes lizards, snakes, and tuatara)
▪ marsupi- = a bag, pouch (marsupial: a mammal, such as a koala, kangaroo, or opossum, whose young complete their embryonic development inside a maternal pouch called the marsupium)
▪ mono- = one (monotremes: an egg-laying mammal, represented by the platypus and echidna)
▪ neuro- = nerve (neural crest: a band of cells along the border where the neural tube pinches off from the ectoderm)
▪ noto- = the back; -chord = a string (notochord: a longitudinal, flexible rod formed from dorsal mesoderm and located between the gut and the nerve cord in all chordate embryos)
▪ opercul- = a covering, lid (operculum: a protective flap that covers the gills of fishes)
▪ osteo- = bone; -ichthy = fish (Osteichthyans: the vertebrate clade that includes the ray-finned fishes and lobe-fins)
▪ ovi- = an egg; -parous = bearing (oviparous: referring to a type of development in which young hatch from eggs laid outside the mother's body)
▪ paedo- = a child; -genic = producing (paedogenesis: the precocious development of sexual maturity in a larva)
▪ paleo- = ancient; anthrop- = man; -ology = the science of (paleoanthropology: the study of human origins and evolution)
▪ placo- = a plate (placoderm: a member of an extinct group of gnathostomes that had jaws and were enclosed in a tough, outer armor)
▪ ptero- = a wing (pterosaurs: winged reptiles that lived during the time of dinosaurs)
▪ ratit- = flat-bottomed (ratites: the group of flightless birds)
▪ soma- = body (somites: blocks of mesoderm that give rise to muscle segments in chordates)
▪ syn- = together (synapsids: an amniote group distinguished by a single hole behind each eye socket)
▪ tetra- = four; -podi = foot (tetrapod: a terrestrial lobe-fin, possessing two pairs of limbs, such as amphibians, reptiles, and mammals)
▪ tunic- = a covering (tunicates: members of the subphylum Urochordata)
▪ uro- = tail (urochordate: a chordate without a backbone, commonly called a tunicate)
▪ uro- = (note) tail; -del = visible (Urodela: the order of salamanders that includes amphibians with tails)
▪ vivi- = alive (ovoviviparous: referring to a type of development in which young hatch from eggs that are retained in the mother's uterus)
Chapter 34 Terms
amniote
amniotic egg
chorion
cloaca
craniate
diapsid
endothermic
extraembryonic membranes
hominin
lateral line system
mammary glands
neural crest cells
notochord
operculum
opposable thumb
oviparous
ovoviviparous
paedomorphosis
paleoanthropology
parareptile
pharyngeal clefts
pharyngeal slits
placenta
placoderm
swim bladder
synapsid
vertebrate
viviparous
Unit 6 Plant Form and Function (pp.736-737)
Chapter 35 Plant Structure, Growth, and Development (pp. 738-763)
Rootview Activity
AP Biology Photo Collection
INSTRUCTOR MEDIA
Bio Flix Animation
▪ Tour of a Plant Cell
STUDENT MEDIA
Activities
▪ Root, Stem, and Leaf Sections
▪ Primary and Secondary Growth
Investigation
▪ What Are Functions of Monocot Tissues?
Chapter 35 Word Roots
▪ apic- = the tip; meristo- = divided (apical meristems: embryonic plant tissue on the tips of roots and in the buds of shoots that supplies cells for the plant to grow)
▪ bienn- = every 2 years (biennial: a plant that requires two years to complete its life cycle)
▪ coll- = glue; -enchyma = an infusion (collenchyma cell: a flexible plant cell type that occurs in strands or cylinders that support young parts of the plant without restraining growth)
▪ endo- = inner; derm- = skin (endodermis: the innermost layer of the cortex in plant roots)
▪ epi- = over (epidermis: the dermal tissue system in plants; the outer covering of animals)
▪ inter- = between (internode: the segment of a plant stem between the points where leaves are attached)
▪ meso- = middle; -phyll = a leaf (mesophyll: the ground tissue of a leaf, sandwiched between the upper and lower epidermis and specialized for photosynthesis)
▪ morpho- = form; -genesis = origin (morphogenesis: the development of body shape and organization)
▪ perenni- = through the year (perennial: a plant that lives for many years)
▪ peri- = around; -cycle = a circle (pericycle: a layer of cells just inside the endodermis of a root that may become meristematic and begin dividing again)
▪ phloe- = the bark of a tree (phloem: the portion of the vascular system in plants consisting of living cells arranged into elongated tubes that transport sugar and other organic nutrients throughout the plant)
▪ sclero- = hard (sclereid: a short, irregular sclerenchyma cell in nutshells and seed coats that is scattered through the parenchyma of some plants)
▪ trachei- = the windpipe (tracheids: a water-conducting and supportive element of xylem composed of long, thin cells with tapered ends and walls hardened with lignin)
▪ vascula- = a little vessel (vascular tissue: plant tissue consisting of cells joined into tubes that transport water and nutrients throughout the plant body)
▪ xyl- = wood (xylem: the tube-shaped, nonliving portion of the vascular system in plants that carries water and minerals from the roots to the rest of the plant)
Chapter 35 Terms
ABC model
annual
apical bud
apical dominance
apical meristem
axillary bud
biennial
blade
collenchyma cell
companion cell
cork cambium
cortex
cuticle
dermal tissue system
determinate growth
endodermis
epidermis
ground tissue system
guard cells
indeterminate growth
internode
lateral meristem
lateral root
leaf primordia
lenticels
meristem
meristem identity gene
mesophyll
morphology
node
organ identity genes
parenchyma cell
pattern formation
perennial
pericycle
periderm
petiole
phase change
phloem
pith
polarity
positional information
preprophase band
primary growth
primary plant body
root
root cap
root hair
root system
sclereid
sclerenchyma cell
secondary growth
sec. plant body
shoot system
sieve-tube element
stele
stem
stoma
taproot
tissue
tissue system
tracheid
vascular cambium
vascular tissue system
vein
vessel element
vessels
xylem
Chapter 36 Resource Acquisition and Transport in Vascular Plants (pp.764-784)
Activities
* Students bring in leaves, stems, winter twigs, shoots and tree trunks for form and function discussion.
* Students design the ultimate plant of the future
Lab #9 Transpiration
STUDENT MEDIA
MP3 Tutor
▪ Transpiration
Activities
▪ Transport of Xylem Sap
Translocation of Phloem Sap
Investigation
▪ How Is the Rate of Transpiration Calculated?
Chapter 36 Word Roots
▪ apo- = off, away; -plast = formed, molded (apoplast: in plants, the nonliving continuum formed by the extracellular pathway provided by the continuous matrix of cell walls)
▪ aqua- = water; -pori = a pore, small opening (aquaporin: a transport protein in the plasma membranes of a plant or animal cell that specifically facilitates the diffusion of water across the membrane)
▪ circa- = a circle (circadian rhythm: a physiological cycle of about 24 hours, present in all eukaryotic organisms, that persists even in the absence of external cues)
▪ co- = together; trans- = across; -port = a gate, door (cotransport: the coupling of the "downhill" diffusion of one substance to the "uphill" transport of another against its own concentration gradient)
▪ endo- = within, inner; -derm = skin (endodermis: the innermost layer of the cortex in plant roots)
▪ gutt- = a drop (guttation: the exudation of water droplets caused by root pressure in certain plants)
▪ mega- = large, great (megapascal: a unit of pressure equivalent to 10 atmospheres of pressure)
▪ myco- = a fungus; -rhizo = a root (mycorrhizae: mutualistic associations of plant roots and fungi)
▪ osmo- = pushing (osmosis: the diffusion of water across a selectively permeable membrane)
▪ sym- = with, together (symplast: in plants, the continuum of cytoplasm connected by plasmodesmata between cells)
▪ turg- = swollen (turgor pressure: the force directed against a cell wall after the influx of water and the swelling of a walled cell due to osmosis)
▪ xero- = dry; -phyto = a plant (xerophytes: plants adapted to arid climates)
Chapter 36 Terms
apoplast
bulk flow
circadian rhythm
endodermis
guttation
megapascal (MPa)
mycorrhizae
phloem sap
phyllotaxy
rhizoid
root pressure
sieve plate
stoma
sugar sink
sugar source
symplast
systemic
transfer cell
translocation
wilting
xerophyte
xylem sap
Chapter 37 Soil and Plant Nutrition (pp.785-800)
INSTRUCTOR MEDIA
Video
▪ Sun Dew Trapping Prey
STUDENT MEDIA
Activities
▪ How Plants Obtain Minerals from Soil
▪ The Nitrogen Cycle
Investigation
▪ How Does Acid Precipitation Affect Mineral Deficiency?
Graph It!
▪ Global Soil Degradation
Chapter 37 Word Roots
▪ ecto- = outside; -myco- = a fungus; -rhizo = a root (ectomycorrhizae: a type of mycorrhizae in which the mycelium forms a dense sheath, or mantle, over the surface of the root; hyphae extend from the mantle into the soil, greatly increasing the surface area for water and mineral absorption)
▪ endo- = inside (endomycorrhizae: a type of mycorrhizae that, unlike ectomycorrhizae, does not have a dense mantle ensheathing the root; instead, microscopic fungal hyphae extend from the root into the soil)
▪ macro- = large (macronutrient: elements required by plants and animals in relatively large amounts)
▪ micro- = small (micronutrient: elements required by plants and animals in very small amounts)
▪ -phyto = a plant (phytoremediation: an emerging, nondestructive technology that seeks to cheaply reclaim contaminated areas by taking advantage of the remarkable ability of some plant species to extract heavy metals and other pollutants from the soil and to concentrate them in easily harvested portions of the plant)
Chapter 37 Key Terms
arbuscular mycorrhizal
arbuscular mycorrhizal fungus
bacteroids
cation exchange
crop rotation
ectomycorrhiza
epiphyte
essential element
fertilization
humus
hydroponic culture
loam
macronutrient
micronutrient
global
nitrogen fixation
nodule
no-till (agriculture)
phytoremediation
rhizobacterium
rhizosphere
soil horizon
sustainable agriculture
topsoil
Chapter 38 Angiosperm Reproduction and Biotechnology (pp. 801-820)
Activity
* Parental care discussion (need various seeds). Show off homemade flowers and discuss the future of flowers.
* Plant Scavenger Hunt
INSTRUCTOR MEDIA
Discovery Videos
▪ Plant Pollination
▪ Colored Cotton
STUDENT MEDIA
MP3 Tutor
▪ From Flower to Fruit
Activities
▪ Angiosperm Life Cycle
▪ Seed and Fruit Development
▪ Making Decisions About DNA Technology: Golden Rice
Investigation
▪ What Tells Desert Seeds When to Germinate?
Chapter 38 Word Roots
▪ an = without; -pomo = fruit (apomixis: the asexual production of seeds)
▪ anth- = a flower (anther: the terminal pollen sac of a stamen, inside which pollen grains with male gametes form in the flower of an angiosperm)
▪ carp- = a fruit (carpel: The female reproductive organ of a flower, consisting of the stigma, style, and ovary)
▪ coleo- = a sheath; -rhiza = a root (coleorhiza: the covering of the young root of the embryo of a grass seed)
▪ di- = two (dioecious: referring to a plant species that has staminate and carpellate flowers on separate plants)
▪ dorm- = sleep (dormancy: a condition typified by extremely low metabolic rate and a suspension of growth and development)
▪ endo- = within (endosperm: a nutrient-rich tissue formed by the union of a sperm cell with two polar nuclei during double fertilization, which provides nourishment to the developing embryo in angiosperm seeds)
▪ epi- = on, over (epicotyl: the embryonic axis above the point at which the cotyledons are attached)
▪ gamet- = a wife or husband (gametophyte: the multicellular haploid form in organisms undergoing alternation of generations, which mitotically produces haploid gametes that unite and grow into the sporophyte generation)
▪ hypo- = under (hypocotyl: the embryonic axis below the point at which the cotyledons are attached) mega- = large (megaspore: a large, haploid spore that can continue to grow to eventually produce a female gametophyte)
▪ micro- = small (microspore: a small, haploid spore that can give rise to a haploid male gametophyte)
▪ peri- = around; -carp = a fruit (pericarp: the thickened wall of fruit)
▪ proto- = first; -plast = formed, molded (protoplast: the contents of a plant cell exclusive of the cell wall)
▪ scutell- = a little shield (scutellum: a specialized type of cotyledon found in the grass family)
▪ sporo- = a seed; -phyto = a plant (sporophyte: the multicellular diploid form in organisms undergoing alternation of generations that results from a union of gametes and that meiotically produces haploid spores that grow into the gametophyte generation)
▪ stam- = standing upright (stamen: the pollen-producing male reproductive organ of a flower, consisting of an anther and filament)
▪ uni- = one (unisexual flower: a flower missing either stamens or carpels)
Chapter 38 Terms
accessory fruit
aggregate fruit
angiosperm
anther
apomixis
artificial selection
biofuel
biomass
biotechnology
callus
carpel
clone
coleoptile
coleorhiza
complete flower
dioecious
dispersal
dormancy
double fertilization
embryo sac
endosperm
epicotyl
fertilization
filament
flower
fragmentation
fruit
gamma aminobutyric acid (GABA)
hypocotyl
imbibition
in vitro fertilization
incomplete flower
inflorescence
integument
megaspore
microspore
multiple fruit
ovary
ovule
petal
pistil
pollen grains
pollen tube
pollination
protoplast fusion
radicle
receptacle
scion
seed coat
self-incompatibility
sepal
simple fruit
stigma
stock
style
transgenic
vegetative reproduction
Chapter 39 Plant Response to Internal and External Signals (pp.821-849)
Activities
* Tropism experiments with Wisconsin fast plants
STUDENT MEDIA
Activities
▪ Leaf Abscission
▪ Flowering Lab
Investigation
▪ What Plant Hormones Affect Organ Formation?
Chapter 39 Word Roots
▪ aux- = grow, enlarge (auxins: a class of plant hormones, including indoleacetic acid, having a variety of effects, such as phototropic response through the stimulation of cell elongation, stimulation of secondary growth, and the development of leaf traces and fruit)
▪ circ- = a circle (circadian rhythm: a physiological cycle of about 24 hours, present in all eukaryotic organisms, that persists even in the absence of external cues)
▪ crypto- = hidden; -chromo = color (cryptochrome: the name given to one of the blue-light photoreceptors)
▪ cyto- = cell; -kine = moving (cytokinins: a class of related plant hormones that retard aging and act in concert with auxins to stimulate cell division, influence the pathway of differentiation, and control apical dominance)
▪ gibb- = humped (gibberellins: a class of related plant hormones that stimulate growth in the stem and leaves, trigger the germination of seeds and breaking of bud dormancy, and stimulate fruit development with auxin)
▪ hyper- = excessive (hypersensitive response: a vigorous, localized defense response to a pathogen that is avirulent based on an R-Avr match)
▪ photo- = light; -trop = turn, change (phototropism: growth of a plant shoot toward or away from light)
▪ phyto- = a plant; -alexi = to ward off (phytoalexin: an antibiotic, produced by plants, that destroys microorganisms or inhibits their growth)
▪ stato- = standing, placed; -lith = a stone (statolith: specialized plastids that help a plant tell up from down)
▪ thigmo- = a touch; morpho- = form; -genesis = origin (thigmomorphogenesis: a response in plants to chronic mechanical stimulation, resulting from increased ethylene production; an example is thickening stems in response to strong winds)
▪ zea- = a grain; -xantho = yellow (zeaxanthin: a blue-light photoreceptor probably involved in stomatal opening)
Chapter 39 Terms
abscisic acid (ABA)
action potential
action spectrum
auxin
avirulent
biological clock
blue-light photoreceptors
brassinosteroids
circadian rhythm
cytokinin
day-neutral plant
de-etiolation
dormancy
ethylene
etiolation
expansin
florigen
gene-for-gene recognition
gibberellins
gravitropism
heat-shock protein
hypersensitive response (HR)
lateral root
long-day plant
organ identity genes
photomorphogenesis
photoperiodism
phototropism
phytochromes
second messenger
senescence
short-day plant
statolith
systemic acquired resistance (SAR)
thigmomorphogenesis
thigmotropism
triple response
tropism
vernalization
virulent
Unit 7 Animal Form and Function (pp. 850-851)
Chapter 40 Basic Principles of Animal Form and Function (pp. 852-874)
Concept Maps I and II – Body Systems
Wkst – 20 Little Known Facts about the Human Body
Article: Muse – Under Your Skin
INSTRUCTOR MEDIA
Discovery Video
▪ An Introduction to the Human Body
STUDENT MEDIA
Activities
▪ Overview of Animal Tissues
▪ Epithelial Tissue
▪ Connective Tissue
▪ Muscle Tissue
▪ Nervous Tissue
▪ Regulation: Negative and Positive Feedback
Investigation
▪ How Does Temperature Affect Metabolic Rate in Daphnia?
Chapter 40 Word Roots
▪ chondro- = cartilage; -cyte = cell (chondrocytes: cartilage cells)
▪ con- = with; -vect = carried (convection: the mass movement of warmed air or liquid to or from the surface of a body or object)
▪ counter- = opposite (countercurrent heat exchanger: a special arrangement of blood vessels that helps trap heat in the body core and is important in reducing heat loss in many endotherms)
▪ -dilat = expanded (vasodilation: an increase in the diameter of superficial blood vessels triggered by nerve signals that relax the muscles of the vessel walls)
▪ ecto- = outside; -therm = heat (ectotherm: an animal, such as a reptile (other than birds), fish, or amphibian, that must use environmental energy and behavioral adaptations to regulate its body temperature)
▪ endo- = inner (endotherm: an animal, such as a bird or mammal, that uses metabolic energy to maintain a constant body temperature)
▪ fibro- = a fiber (fibroblast: a type of cell in loose connective tissue that secretes the protein ingredients of the extracellular fibers)
▪ homeo- = same; -stasis = standing, posture (homeostasis: the steady-state physiological condition of the body)
▪ inter- = between (interstitial fluid: the internal environment of vertebrates, consisting of the fluid filling the space between cells)
▪ macro- = large (macrophage: an amoeboid cell that moves through tissue fibers, engulfing bacteria and dead cells by phagocytosis)
▪ osteo- = bone; -blast = a bud, sprout (osteoblasts: bone-forming cells that deposit a matrix of collagen)
Chapter 40 Terms
acclimatization
anatomy
basal metabolic rate (BMR)
bioenergetics
calorie (cal)
conduction
conformer
convection
countercurrent exchange
hibernation
homeostasis
hypothalamus
metabolic rate
negative feedback
normal range
physiology
positive feedback
radiation
regulator
response
sensor
set point
standard metabolic rate (SMR)
stimulus
thermoregulation
torpor
vasoconstriction
vasodilation
Chapter 41 Animal Nutrition (pp. 875-897)
Activities
* Demonstration on positive feedback
* Students bring in food items with labels
* Research skin, bone, muscle, and digestive system disorders/diseases (pick 3, present 1)
You tube: Weird Al Pancreas video
Article – It’s All About Vitamins
Article – The Bacteria Behind Ulcers
Article – An Endangered Species in the Stomach
INSTRUCTOR MEDIA
Discovery Video
▪ Nutrition
STUDENT MEDIA
MP3 Tutor
▪ The Human Digestive System
Activities
▪ Analyzing Food Labels
▪ Feeding Mechanisms of Animals
▪ Digestive System Function
▪ Hormonal Control of Digestion
▪ Case Studies of Nutritional Disorders
Investigation
▪ What Role Does Amylase Play in Digestion?
Chapter 41 Word Roots
▪ chylo- = juice; micro- = small (chylomicron: small globules composed of fats that are mixed with cholesterol and coated with special proteins) chymo- = juice; -trypsi = wearing out (chymotrypsin: an enzyme found in the duodenum; it is specific for peptide bonds adjacent to certain amino acids)
▪ di- = two (dipeptidase: an enzyme found attached to the intestinal lining; it splits small peptides)
▪ epi- = over; -glotti = the tongue (epiglottis: a cartilaginous flap that blocks the top of the windpipe, the glottis, during swallowing)
▪ extra- = outside (extracellular digestion: the breakdown of food outside cells)
▪ gastro- = stomach; -vascula = a little vessel (gastrovascular cavity: pouch that serves as the site of extracellular digestion and a passageway to disperse materials throughout most of an animal's body)
▪ herb- = grass; -vora = eat (herbivore: a heterotrophic animal that eats plants)
▪ hydro- = water; -lysis = to loosen (hydrolysis: a chemical process that lyses or splits molecules by the addition of water)
▪ intra- = inside (intracellular digestion: the joining of food vacuoles and lysosomes to allow chemical digestion to occur within the cytoplasm of a cell)
▪ micro- = small; -villi = shaggy hair (microvilli: many fine, fingerlike projections of the epithelial cells in the lumen of the small intestine that increase its surface area)
▪ omni- = all (omnivore: an animal that consumes both meat and plant material)
▪ peri- = around; -stalsis = a constriction (peristalsis: rhythmic waves of contraction of smooth muscle that push food along the digestive tract
Chapter 41 Terms
absorption
alimentary canal
amylase
bile
bolus
bulk feeder
chylomicron
chyme
complete digestive tract
digestion
elimination
enzymatic hydrolysis
essential amino acid
essential fatty acids
essential nutrient
extracellular digestion
feces
fluid-feeder
food vacuole
gastric juice
gastrovascular cavity
glucagon
hepatic portal vein
ingestion
insulin
intracellular digestion
lacteal
malnourishment
mucus
nutrition
oral cavity
overnourishment
pepsin
pepsinogen
peristalsis
protease
ruminant
sphincter
substrate feeder
suspension feeder
undernourishment
vitamin
Chapter 42 Circulatory and Gas Exchange (pp.898-929)
AP Lab #10 Physiology if the Circulatory System
INSTRUCTOR MEDIA
Discovery Video
▪ Blood
STUDENT MEDIA
Activities
▪ Mammalian Cardiovascular System Structure
▪ Path of Blood Flow in Mammals
▪ Mammalian Cardiovascular System Function
▪ The Human Respiratory System
▪ Transport of Respiratory Gases
Biology Labs On-Line
▪ Cardio Lab
▪ Hemoglobin Lab
Investigation
▪ How Is Cardiovascular Fitness Measured?
Chapter 42 Word Roots
▪ alveol- = a cavity (alveoli: one of the dead-end, multilobed air sacs that constitute the gas exchange sur-face of the lungs)
▪ atrio- = a vestibule; -ventriculo = ventricle (atrioventricular node: a region of specialized muscle tissue between the right atrium and right ventricle; it generates electrical impulses that primarily cause the ventricles to contract)
▪ cardi- = heart; -vascula = a little vessel (cardiovascular system: the closed circulatory system characteristic of vertebrates)
▪ counter- = opposite (countercurrent exchange: opposite flow of adjacent fluids that maximizes transfer rates)
▪ endo- = inner (endothelium: the innermost, simple squamous layer of cells lining the blood vessels; the only constituent structure of capillaries)
▪ erythro- = red; -poiet = produce (erythropoietin: a hormone produced in the kidney when tissues of the body do not receive enough oxygen. This hormone stimulates the production of erythrocytes.)
▪ fibrino- = a fiber; -gen = produce (fibrinogen: the inactive form of the plasma protein that is converted to the active form fibrin, which aggregates into threads that form the framework of a blood clot)
▪ hemo- = blood; -philia = loving (hemophilia: a human genetic disease caused by a sex-linked recessive allele, characterized by excessive bleeding following injury)
▪ leuko- = white; -cyte = cell (leukocyte: a white blood cell)
▪ multi- = many; -potent = powerful (multipotent stem cell: a cell within bone marrow that is a progenitor for any kind of blood cell)
▪ myo- = muscle (myoglobin: an oxygen-storing, pigmented protein in muscle cells)
▪ para- = beside, near (parabronchi: the sites of gas exchange in bird lungs; they allow air to flow past the respiratory surface in just one direction)
▪ pulmo- = a lung; -cutane = skin (pulmocutaneous: the route of circulation that directs blood to the skin and lungs)
▪ semi- = half; -luna = moon (semilunar valve: a valve located at the two exits of the heart, where the aorta leaves the left ventricle and the pulmonary artery leaves the right ventricle)
▪ thrombo- = a clot (thrombus: a clump of platelets and fibrin that blocks the blood flow through a vessel)
Chapter 42 Terms
B cells
body plan
Bohr shift
breathing
breathing control center
capillary
capillary bed
cardiac cycle
cardiac output
cardiovascular system
closed circulatory system
countercurrent exchange
diaphragm
diastole
diastolic blood pressure
double circulation
electrocardiogram (ECG or EKG)
endothelin
endothelium
erythrocyte
Erythropoietin (EPO)
fibrin
gas exchange
heart rate
hemoglobin
hemolymph
high-density lipoprotein (HDL)
hypertension
interstitial fluid
leukocyte
low-density lipoprotein (LDL)
lymph
lymphocyte
myoglobin
negative pressure breathing
open circulatory system
partial pressure
plasma
platelet
positive pressure breathing
pulmocutaneous circuit
pulmonary circuit
pulse
residual volume
respiratory pigment
single circulation
sinoatrial (SA) node
stem cell
stroke
stroke volume
surfactant
systemic circuit
systole
systolic blood pressure
thrombus
tidal volume
tracheal system
trans fat
vasoconstriction
vasodilation
ventilation
vital capacity
Chapter 43 The Immune System (pp. 930-953)
Activities
* Demonstration - antibody/antigen (need balloons)
* Research respiratory, circulatory, lymphatic, and immune diseases/disorders (pick 2, present 1)
INSTRUCTOR MEDIA
Discovery Videos
▪ Fighting Cancer
▪ Vaccines
STUDENT MEDIA
MP3 Tutor
▪ The Human Immune System
Activities
▪ Immune Responses
▪ HIV Reproductive Cycle
Investigations
▪ What Causes Infections in AIDS Patients?
▪ Why Do AIDS Rates Differ Across the U.S.?
Chapter 43 Word Roots
▪ an- = without; -aphy = suck (anaphylactic shock: an acute, life-threatening, allergic response)
▪ anti- = against; -gen = produce (antigen: a foreign macromolecule that does not belong to the host organism and that elicits an immune response)
▪ cyto- = cell (cytokines: in the vertebrate immune system, protein factors secreted by macrophages and helper T cells as regulators of neighboring cells)
▪ epi- = over; -topo = place (epitope: a localized region on the surface of an antigen that is chemically recognized by antibodies)
▪ immuno- = safe, free; -glob = globe, sphere (immunoglobulin: one of the class of proteins comprising the antibodies)
▪ macro- = large; -phage = eat (macrophage: an amoeboid cell that moves through tissue fibers, engulfing bacteria and dead cells by phagocytosis)
▪ neutro- = neutral; -phil = loving (neutrophil: the most abundant type of leukocyte; neutrophils tend to self-destruct as they destroy foreign invaders, limiting their life span to but a few days)
▪ perfora- = bore through (perforin: a protein that forms pores in a target cell's membrane)
Chapter 43 Terms
acquired immunity
active immunity
antibody
antigen
antigen presentation
antigen receptor
antigen-presenting cell
autoimmune disease
B cell receptor
CD4
CD8
cell-mediated immune response
class I MHC molecules
class II MHC molecules
clonal selection
complement system
cytokine
cytotoxic T cell
dendritic cell
effector cell
eosinophil
epitope
heavy chain
helper T cell
histamine
humoral immune response
immune system
immunization
immunodeficiency
immunoglobulin (Ig)
inflammatory response
innate immunity
interferon
light chain
lymphocyte
lysozyme
macrophage
major histocompatibility complex (MHC)
mast cell
memory cell
monoclonal antibody
natural killer (NK) cell
neutrophil
passive immunity
pathogen
phagocytosis
plasma cell
primary immune response
secondary immune response
T cell
T cell receptor
thymus
vaccination
vaccine
Chapter 44 Osmoregulation and Excretion (pp. 954- 974)
STUDENT MEDIA
Activities
▪ Structure of the Human Excretory System
▪ Nephron Function
▪ Control of Water Reabsorption
Investigation
▪ What Affects Urine Production?
Chapter 44 Word Roots
▪ an- = without, hydro- = water; -bios = life (anhydrobiosis: the ability to survive in a dormant state when an organism's habitat dries up)
▪ anti- = against; -diure = urinate (antidiuretic hormone: a hormone that helps regulate water balance)
▪ eury- = broad, wide; -halin = salt (euryhaline: organisms that can tolerate substantial changes in external osmolarity)
▪ glomer- = a ball (glomerulus: a ball of capillaries surrounded by Bowman's capsule in the nephron and serving as the site of filtration in the vertebrate kidney)
▪ homeo- = like, same; -stasis = standing (homeostasis: the steady-state physiological condition of the body)
▪ juxta- = near to (juxtaglomerular apparatus: a specialized tissue in nephrons that releases the enzyme renin in response to a drop in blood pressure or volume)
▪ meta- = with; -nephri = kidney (metanephridium: a type of excretory organ in many invertebrates that consists of tubules connecting internal openings that collect body fluids to external openings)
▪ osmo- = pushing; -regula = regular (osmoregulation: process by which organisms regulate solute concentrations and balance the gain and loss of water)
▪ peri- = around (peritubular capillaries: the network of tiny blood vessels that surrounds the proximal and distal tubules in the kidney)
▪ proto- = first (protonephridium: an excretory system, such as the flame-cell system of flatworms, consisting of a network of closed tubules lacking internal openings)
▪ reni- = a kidney; -angio = a vessel; -tens = stretched (renin-angiotensin-aldosterone system: a part of a complex feedback circuit that normally partners with antidiuretic hormone in osmoregulation) steno- = narrow (stenohaline: organisms that cannot tolerate substantial changes in external osmolarity)
▪ vasa- = a vessel; -recta = straight (vasa recta: the capillary system that serves the loop of Henle)
Chapter 44 Key Terms
aldosterone
ammonia
angiotensin II
anhydrobiosis
antidiuretic hormone (ADH)
atrial natriuretic peptide
countercurrent multiplier system
euryhaline
excretion
filtrate
filtration
juxtaglomerular apparatus (JGA)
juxtamedullary
metanephridium
osmoconformer
osmolarity
osmoregulation
osmoregulator
reabsorption
renin-angiotensin-aldosterone system (RAAS)
secretion
stenohaline
transport epithelium
urea
uric acid
Chapter 45 Hormones and the Endocrine System (pp. 975-996)
Activities
* Hormonal Card Game
* Research excretory, reproductive, and endocrine system diseases/disorders (pick 2, present 1)
* Role play an endocrinologist
Wkst - Hormones and Homeostasis
INSTRUCTOR MEDIA
Discovery Video
▪ Endocrine System
STUDENT MEDIA
Activities
▪ Overview of Cell Signaling
▪ Peptide Hormone Action
▪ Steroid Hormone Action
▪ Human Endocrine Glands and Hormones
Investigation
▪ How Do Thyroxine and TSH Affect Metabolism?
Chapter 45 Word Roots
▪ adeno- = gland; -hypo = below (adenohypophysis: also called the anterior pituitary, a gland positioned at the base of the hypothalamus)
▪ andro- = male; -gen = produce (androgens: the principal male steroid hormones, such as testosterone, which stimulate the development and maintenance of the male reproductive system and secondary sex characteristics)
▪ anti- = against; -diure = urinate (antidiuretic hormone: a hormone that helps regulate water balance)
▪ cata- = down; -chol = anger (catecholamines: a class of compounds, including epinephrine and norepinephrine, synthesized from the amino acid tyro-sine)
▪ -cortico = the shell; -tropic = to turn or change (adrenocorticotropic hormone: a hormone released from the anterior pituitary, it stimulates the production and secretion of steroid hormones by the adrenal cortex)
▪ ecdys- = an escape (ecdysone: a steroid hormone that triggers molting in arthropods)
▪ epi- = above, over (epinephrine: a hormone produced as a response to stress; also called adrenaline)
▪ gluco- = sweet (glucagon: a peptide hormone secreted by pancreatic endocrine cells that raises blood glucose levels; an antagonistic hormone to insulin)
▪ lut- = yellow (luteinizing hormone: a gonadotropin secreted by the anterior pituitary)
▪ melan- = black (melatonin: a modified amino acid hormone secreted by the pineal gland)
▪ neuro- = nerve (neurohypophysis: also called the posterior pituitary, it is an extension of the brain)
▪ oxy- = sharp, acid (oxytocin: a hormone that induces contractions of the uterine muscles and causes the mammary glands to eject milk during nursing)
▪ para- = beside, near (parathyroid glands: four endocrine glands, embedded in the surface of the thyroid gland, that secrete parathyroid hormone and raise blood calcium levels)
▪ pro- = before; -lact = milk (prolactin: a hormone produced by the anterior pituitary gland, it stimulates milk synthesis in mammals)
▪ tri- = three; -iodo = violet (triiodothyrodine: one of two very similar hormones produced by the thyroid gland and derived from the amino acid tyrosine)
Chapter 45 Key Terms
adrenocorticotropic hormone (ACTH)
androgen
autocrine
biological clock
calcitonin
catecholamine
circadian rhythm
corticosteroid
cytokine
ecdysone
epinephrine
estradiol
estrogen
follicle-stimulating hormone (FSH)
G protein-coupled receptor
glucocorticoid
growth hormone (GH)
hormone
hypothalamus
islets of Langerhans
juvenile hormone
local regulator
melanocyte-stimulating hormone (MSH)
melatonin
mineralocorticoid
negative feedback
nervous system
neurohormone
neurotransmitter
norepinephrine
oxytocin
paracrine
parathyroid hormone (PTH)
pheromone
positive feedback
progesterone
prolactin (PRL)
prostaglandin (PG)
second messenger
semen
signal transduction
testosterone
thyroxine (T4)
triiodothyrodine (T3)
tropic hormone
Chapter 46 Animal Reproduction (pp. 997-1020)
Activities
* Card game on oogenesis
* CD-Rom The 9 month miracle
* Research reproductive diseases/disorders
Lab – Fetal Development
Lab – Menstrual Cycle
STUDENT MEDIA
MP3 Tutor
▪ The Female Reproductive Cycle
Activities
▪ Reproductive System of the Human Female
▪ Reproductive System of the Human Male
Investigation
▪ What Might Obstruct the Male Urethra?
Chapter 46 Word Roots
▪ a = not, without (asexual reproduction: a type of reproduction involving only one parent that produces genetically identical offspring)
▪ acro- = tip; -soma = body (acrosome: an organelle at the tip of a sperm cell that helps the sperm penetrate the egg)
▪ bacul- = a rod (baculum: a bone that is contained in, and helps stiffen, the penis of rodents, raccoons, walruses, and several other mammals)
▪ blasto- = produce; -cyst = sac, bladder (blastocyst: a hollow ball of cells produced one week after fertilization in humans)
▪ coit- = a coming together (coitus: the insertion of a penis into a vagina, also called sexual intercourse)
▪ contra- = against (contraception: the prevention of pregnancy)
▪ -ectomy = cut out (vasectomy: the cutting of each vas deferens to prevent sperm from entering the urethra)
▪ endo- = inside (endometrium: the inner lining of the uterus, which is richly supplied with blood vessels)
▪ epi- = above, over (epididymis: a coiled tubule located adjacent to the testes where sperm are stored)
▪ labi- = lip; major- = larger (labia majora: a pair of thick, fatty ridges that enclose and protect the vulva)
▪ lact- = milk (lactation: the production of milk)
▪ menstru- = month (menstruation: the shedding of portions of the endometrium during a menstrual cycle)
▪ minor- = smaller (labia minora: a pair of slender skin folds that enclose and protect the opening to the urethra and vagina)
▪ myo- = muscle (myotonia: increased muscle tension)
▪ oo- = egg; -genesis = producing (oogenesis: the process in the ovary that results in the production of female gametes)
▪ partheno- = a virgin (parthenogenesis: a type of reproduction in which females produce offspring from unfertilized eggs)
▪ partur- = giving birth (parturition: the expulsion of a baby from the mother, also called birth)
▪ -theca = a cup, case (spermatheca: a sac in the female reproductive system where sperm are stored)
▪ tri- = three (trimester: a three-month period)
▪ vasa- = a vessel (vasocongestion: the filling of a tissue with blood caused by increased blood flow through the arteries of that tissue)
Chapter 46 Key Terms
asexual reproduction
assisted reproductive technology (ART)
blastocyst
budding
cloaca
corpus luteum
ectopic
ejaculatory duct
endometriosis
endometrium
epididymis
estradiol
estrogen
estrous cycle
external fertilization
fertilization
fetus
fission
follicle
follicular phase
fragmentation
gamete
gametogenesis
gestation
gonads
hermaphroditism
human chorionic gonadotropin (hCG)
in vitro fertilization
inhibin
internal fertilization
labor
lactation
Leydig cell
luteal phase
luteinizing hormone (LH)
mammary glands
menopause
menstrual cycle
menstruation
myotonia
oocyte
oogenesis
oogonium
organogenesis
ovarian cycle
ovulation
parthenogenesis
pheromone
primary oocyte
progesterone
progestin
proliferative phase
secondary oocyte
secretory phase
sexual reproduction
spermatheca
spermatogenesis
spermatogonia
testosterone
trimester
trophoblast
tubal ligation
uterine cycle
vasectomy
vasocongestion
zygote
Chapter 47 Animal Development (pp. 1021-1046)
Activities
* Demonstration - Cleavage, blastulation, gastrulation
STUDENT MEDIA
Activities
▪ Sea Urchin Development
▪ Frog Development
Investigation
▪ What Determines Cell Differentiation in the Sea Urchin?
Chapter 47 Word Roots
▪ acro- = the tip (acrosomal reaction: the discharge of a sperm's acrosome when the sperm approaches an egg)
▪ arch- = ancient, beginning (archenteron: the endoderm-lined cavity, formed during the gastrulation process, that develops into the digestive tract of an animal)
▪ blast- = bud, sprout; -pore= a passage (blastopore: the opening of the archenteron in the gastrula that develops into the mouth in protostomes and the anus in deuterostomes)
▪ blasto- = produce; -mere= a part (blastomere: small cells of an early embryo)
▪ cortex- = shell (cortical reaction: a series of changes in the cortex of the egg cytoplasm during fertilization)
▪ ecto- = outside; -derm = skin (ectoderm: the outermost of the three primary germ layers in animal embryos)
▪ endo- = within (endoderm: the innermost of the three primary germ layers in animal embryos)
▪ epi- = above; -genesis = origin, birth (epigenesis: the progressive development of form in an embryo)
▪ extra- = beyond (extraembryonic membrane: four membranes that support the developing embryo in reptiles (including birds) and mammals)
▪ fertil- = fruitful (fertilization: the union of haploid gametes to produce a diploid zygote)
▪ gastro- = stomach, belly (gastrulation: the formation of a gastrula from a blastula)
▪ holo- = whole (holoblastic cleavage: a type of cleavage in which there is complete division of the egg)
▪ in- = into; vagin- = a sheath (invagination: the infolding of cells)
▪ involut- = wrapped up (involution: cells rolling over the edge of a lip into the interior)
▪ mero- = a part (meroblastic cleavage: a type of cleavage in which there is incomplete division of yolk-rich egg, characteristic of avian development)
▪ meso- = middle (mesoderm: the middle primary germ layer of an early embryo)
▪ noto- = the back; -chord = a string (notochord: a flexible rod that runs along the dorsal axis of the body in the future position of the vertebral column)
▪ poly- = many (polyspermy: fertilization by more than one sperm)
▪ soma- = a body (somites: paired blocks of mesoderm lateral to the notochord of a vertebrate embryo)
▪ tropho- = nourish (trophoblast: the outer epithelium of the blastocyst, which forms the fetal part of the placenta)
▪ zona = a belt; pellucid- = transparent (zona pellucida: the extracellular matrix of a mammalian egg)
Chapter 47 Key Terms
acrosomal reaction
acrosome
action potential
allantois
amnion
amniote
animal pole
apical ectodermal ridge
blastocyst
blastopore
blastula
cadherins
cell adhesion molecules (CAMs)
chorion
convergent extension
cortex
cortical granules
cortical reaction
cytoplasmic determinants
dorsal lip
extraembryonic membranes
fast block to polyspermy
fate map
fertilization envelope
gastrula
gastrulation
germ layers
gray crescent
holoblastic cleavage
induction
inner cell mass (ICM)
invagination
involution
meroblastic cleavage
mesoderm
neural tube
notochord
organogenesis
pattern formation
positional information
primitive streak
slow block to polyspermy
somites
totipotent
trophoblast
vegetal pole
yolk
yolk plug
yolk sac
zona pellucida
zone of polarizing activity (ZPA)
Chapter 48 Neurons, Synapses, and Signaling (pp.1047-1063)
INSTRUCTOR MEDIA
Bio Flix Animation
▪ How Neurons Work
▪ How Synapses Work
Discovery Video
▪ Novelty Gene
STUDENT MEDIA
Activities
▪ Neuron Structure
▪ Nerve Signals: Action Potentials
▪ Signal Transmission at a Chemical Synapse
Investigation
▪ What Triggers Nerve Impulses?
Chapter 48 Word Roots
▪ bio- = life; -genic = producing (biogenic amines: neuro-transmitters derived from amino acids)
▪ dendro- = tree (dendrite: one of usually numerous, short, highly branched processes of a neuron that receive signals from other neurons)
▪ de- = down, out (depolarization: an electrical state in an excitable cell whereby the inside of the cell is made less negative relative to the outside)
▪ endo- = within (endorphin: a hormone produced in the brain and anterior pituitary that inhibits pain perception)
▪ glia = glue (glia: supporting cells that are essential for the structural integrity of the nervous system and for the normal functioning of neurons)
▪ hyper- = over, above, excessive (hyperpolarization: an electrical state whereby the inside of the cell is made more negative relative to the outside than at the resting membrane potential)
▪ inter- = between (interneurons: an association neuron; a nerve cell within the central nervous system that forms synapses with sensory and motor neurons and integrates sensory input and motor output)
▪ neuro- = nerve; trans- = across (neurotransmitter: a chemical messenger released from the synaptic terminal of a neuron at a chemical synapse that diffuses across the synaptic cleft and binds to and stimulates the postsynaptic cell)
▪ oligo- = few, small (oligodendrocytes: glial cells that form insulating myelin sheaths around the axons of neurons in the central nervous system)
▪ post- = after (postsynaptic cell: the target cell at a synapse)
▪ pre- = before (presynaptic cell: the transmitting cell at a synapse)
▪ salta- = leap (saltatory conduction: rapid transmission of a nerve impulse along an axon resulting from the action potential jumping from one node of Ranvier to another, skipping the myelin-sheathed regions of membrane)
▪ syn- = together (synapse: the locus where a neuron communicates with a postsynaptic cell in a neural pathway)
Chapter 48 Key Terms
acetylcholine
axon
axon hillock
biogenic amine
cell body
depolarization
dopamine
endorphin
epinephrine
equilibrium potential (Eion)
excitatory postsynaptic potential (EPSP)
gamma aminobutyric acid (GABA)
ganglion
gated ion channel
glia
glutamate
hyperpolarization
inhibitory postsynaptic potential (IPSP)
interneuron
ion channel
membrane potential
motor neuron
myelin sheath
neuron
neuropeptide
neurotransmitter
nodes of ranvier
norepinephrine
oligodendrocyte
postsynaptic cell
presynaptic cell
refractory period
resting potential
saltatory conduction
Schwann cell
sensory neuron
serotonin
sodium-potassium pump
spatial summation
substance P
synapse
synaptic cleft
synaptic terminal
synaptic vesicle
temporal summation
threshold
voltage-gated ion channel
Chapter 49 Nervous Systems (pp.1064-1086)
Activities
* Research the nervous and special senses disorders/diseases (both, present 1)
INSTRUCTOR MEDIA
Discovery Videos
▪ Novelty Gene
▪ Teen Brains
STUDENT MEDIA
Activities
▪ Neuron Structure
▪ Signal Transmission at a Chemical Synapse
Chapter 49 Word Roots
▪ astro- = a star; -cyte = cell (astrocytes: glial cells that provide structural and metabolic support for neurons)
▪ auto- = self (autonomic nervous system: the branch of the peripheral nervous system of vertebrates that regulates the internal environment)
▪ cephalo- = head (cephalization: the clustering of sensory neurons and other nerve cells to form a brain near the anterior end and mouth of animals with elongated, bilaterally symmetrical bodies)
▪ epi- = above, over (epithalamus: a brain region, derived from the diencephalon, that contains several clusters of capillaries that produce cerebrospinal fluid; it is located above the thalamus)
▪ hypo- = below (hypothalamus: the ventral part of the vertebrate forebrain that functions in maintaining homeostasis, especially in coordinating the endocrine and nervous systems; it is located below the thalamus)
▪ para- = near (parasympathetic division: one of three divisions of the autonomic nervous system)
▪ supra- = above, over (suprachiasmatic nuclei: a pair of structures in the hypothalamus of mammals that functions as a biological clock)
Chapter 49 Key Terms
amygdala
astrocyte
autonomic nervous system
biogenic amine
biological clock
bipolar disorder
blood-brain barrier
central canal
cephalization
cerebral cortex
cerebral hemisphere
cerebrospinal fluid
corpus callosum
enteric division
forebrain
G protein-coupled receptor
lateralization
long-term memory
long-term potentiation (LTP)
major depressive disorder
motor system
nerve
nerve net
neural plasticity
parasympathetic division
peripheral nervous system (PNS)
radial glia
reflex
reticular formation
short-term memory
spinal nerve
suprachiasmatic nuclei (SCN)
sympathetic division
white matter
Chapter 50 Sensory and Motor Mechanisms (pp. 1087-1119)
Activities
* Build a 3D sarcomere (need pipe cleaners of various colors)
* Compare and Contrast a neuron and sarcomere structure
Article – Dying to See
INSTRUCTOR MEDIA
Discovery Video
▪ Muscles and Bones
Bio Flix Animations
• Muscle Contraction
STUDENT MEDIA
Activities
▪ Structure and Function of the Eye
▪ Skeletal Muscle Structure
▪ Muscle Contraction
▪ Human Skeleton
Investigation
▪ How Do Electrical Stimuli Affect Muscle Contraction?
Chapter 50 Word Roots
▪ ama- = together (amacrine cell: neurons of the retina that help integrate information before it is sent to the brain)
▪ aqua- = water (aqueous humor: the clear, watery solution that fills the anterior cavity of the eye)
▪ bi- = two (bipolar cell: neurons that synapse with the axons of rods and cones in the retina of the eye)
▪ chemo- = chemical (chemoreceptor: a receptor that transmits information about the total solute concentration in a solution or about individual kinds of molecules)
▪ coch- = a snail (cochlea: the complex, coiled organ of hearing that contains the organ of Corti)
▪ electro- = electricity (electromagnetic receptor: receptors of electromagnetic energy, such as visible light, electricity, and magnetism)
▪ endo- = within (endoskeleton: a hard skeleton buried within the soft tissues of an animal)
▪ exo- = outside (exoskeleton: a hard encasement on the surface of an animal that provides protection and points of attachment for muscles)
▪ fovea- = a pit (fovea: center of the visual field of the eye)
▪ gusta- = taste (gustatory receptors: taste receptors)
▪ hydro- = water (hydrostatic skeleton: a skeletal system composed of fluid held under pressure in a closed body compartment; the main skeleton of most cnidarians, flatworms, nematodes, and annelids)
▪ inter- = between; -cala = insert (intercalated disks: specialized junctions between cardiac muscle cells, which provide direct electrical coupling) mechano- = an instrument (mechanoreceptor: a sensory receptor that detects physical deformations in the body's environment associated with pressure, touch, stretch, motion, and sound)
▪ myo- = muscle; -fibro = fiber (myofibril: a fibril collectively arranged in longitudinal bundles in muscle cells; composed of thin filaments of actin and a regulatory protein and thick filaments of myosin)
▪ noci- = harm (nociceptor: pain receptors in the epidermis of the skin)
▪ olfact- = smell (olfactory receptor: smell receptors)
▪ omma- = the eye (ommatidia: the facets of the compound eye of arthropods and some polychaete worms)
▪ peri- = around; -stalsis = a constriction (peristalsis: rhythmic waves of contraction of smooth muscle that push food along the digestive tract)
▪ photo- = light (photoreceptor: receptors of light)
▪ rhodo- = red (rhodopsin: a visual pigment consisting of retinal and opsin)
▪ sacc- = a sack (saccule: a chamber in the vestibule behind the oval window that participates in the sense of balance)
▪ sarco- = flesh; -mere = a part (sarcomere: the fundamental, repeating unit of striated muscle, delimited by the Z lines)
▪ sclero- = hard (sclera: a tough, white outer layer of connective tissue that forms the globe of the vertebrate eye)
▪ semi- = half (semicircular canals: a three-part chamber of the inner ear that functions in maintaining equilibrium)
▪ stato- = standing; -lith = a stone (statolith: sensory organs that contain mechanoreceptors and function in the sense of equilibrium)
▪ tetan- = rigid, tense (tetanus: the maximal, sustained contraction of a skeletal muscle caused by a very fast frequency of action potentials elicited by continual stimulation)
▪ thermo- = heat (thermoreceptor: a receptor stimulated by either heat or cold)
▪ trans- = across; -missi = send (transmission: the conduction of impulses to the central nervous system)
▪ tropo- = turn, change (tropomyosin: the regulatory protein that blocks the myosin-binding sites on the actin molecules)
▪ tympan- = a drum (tympanic membrane: another name for the eardrum)
▪ utric- = a leather bag (utricle: a chamber behind the oval window that opens into the three semicircular canals)
▪ vitre- = glass (vitreous humor: the jellylike material that fills the posterior cavity of the vertebrate eye)
Chapter 50 Key Terms
amacrine cell
amplification
bipolar cell
chemoreceptor
compound eye
electromagnetic receptor
fast-twitch fiber
horizontal cell
hydrostatic skeleton
intercalated disk
lateral inhibition
lateral line system
locomotion
mechanoreceptor
motor unit
myofibril
myoglobin
nociceptor
odorant
olfaction
ommatidium
opsin
pain receptor
perception
peristalsis
photoreceptor
primary visual cortex
receptor potential
recruitment
sarcomere
sarcoplasmic reticulum (SR)
sclera
semicircular canals
sensory adaptation
sensory reception
sensory receptor
sensory transduction
signal transduction
single-lens eye
skeletal muscle (striated muscle)
sliding-filament model
slow-twitch fiber
smooth muscle
statocyst
statolith
striated muscle
tastant
taste buds
tetanus
thermoreceptor
thick filament
thin filament
transmission
transverse (T)
tropomyosin
troponin complex
utricle
Chapter 51 Animal Behavior (pp. 1120-1145)
AP Lab #11 Animal Behavior
STUDENT MEDIA
Activity
▪ Honeybee Waggle Dance Video
Investigation
▪ How Can Pillbug Responses to Environments Be Tested?
Lab Bench
▪ Animal Behavior
Chapter 51 Word Roots
▪ agon- = a contest (agonistic behavior: a type of behavior involving a contest of some kind that determines which competitor gains access to some resource, such as food or mates)
▪ andro- = a man (polyandry: a polygamous mating system involving one female and many males)
▪ etho- = custom, habit (ethology: the study of animal behavior in natural conditions)
▪ gyno- = a woman (polygyny: a polygamous mating system involving one male and many females)
▪ kine- = move (kinesis: a change in activity rate in response to a stimulus)
▪ mono- = one; -gamy = reproduction (monogamous: a type of relationship in which one male mates with just one female)
▪ poly- = many (polygamous: a type of relationship in which an individual of one sex mates with several of the other sex)
▪ socio- = a companion (sociobiology: the study of social behavior based on evolutionary theory)
Chapter 51 Key Terms
agonistic behavior
altruism
archenteron
associative learning
behavior
blastocoel
blastomere
circadian rhythm
classical conditioning
coefficient of relatedness
cognition
cognitive map
communication
cross-fostering study
culture
ecology
ethology
fixed action pattern (FAP)
foraging
game theory
habituation
Hamilton’s rule
imprinting
inclusive fitness
innate behavior
intersexual selection
intrasexual selection
kin selection
landmark
learning
mate choice copying
migration
model organism
monogamous
operant conditioning
pheromone
polyandry
polygamous
polygyny
problem solving
promiscuous
proximate causation
reciprocal altruism
sensitive period
sign stimulus
signal
social learning
spatial learning
taxis
twin study
ultimate causation
Unit 8 Ecology (pp. 1146-1147)
Chapter 52 An Introduction to Ecology and the Biosphere (pp.1148-1173)
Activity
* Study biome pictures and learn plants and animals (may require research)
Biome Diorama
INSTRUCTOR MEDIA
Discovery Video
▪ Trees
STUDENT MEDIA
Activities
▪ Science, Technology, and Society: DDT
▪ Adaptations to Biotic and Abiotic Factors
▪ Aquatic Biomes
▪ Terrestrial Biomes
Investigation
▪ How Do Abiotic Factors Affect Distribution of Organisms?
Word Roots Chapter 52
▪ a- = without; bio- = life (abiotic components: nonliving chemical and physical factors in the environment)
▪ abyss- = deep, bottomless (abyssal zone: the very deep benthic communities near the bottom of the ocean; this region is characterized by continuous cold, extremely high water pressure, low nutrients, and near or total absence of light)
▪ bentho- = the depths of the sea (benthic zone: the bottom surfaces of aquatic environments)
▪ estuar- = the sea (estuary: the area where a freshwater stream or river merges with the ocean)
▪ eu- = good, well; troph- = food, nourishment (eutrophic: shallow lakes with high nutrient content in the water)
▪ geo- = the Earth (biogeography: the study of the past and present distribution of species)
▪ hydro- = water; therm- = heat (deep-sea hydrothermal vents: a dark, hot, oxygen-deficient environment associated with volcanic activity; the food producers are chemoautotrophic prokaryotes)
▪ inter- = between (intertidal zone: the shallow zone of the ocean where land meets water)
▪ limn- = a lake (limnetic zone: the well-lit, open surface waters of a lake farther from shore)
▪ littor- = the seashore (littoral zone: the shallow, well-lit waters of a lake close to shore)
▪ oligo- = small, scant (oligotrophic lake: a nutrient-poor, clear, deep lake with minimum phytoplankton)
▪ micro- = small (microclimate: very fine scale variations of climate, such as the specific climatic conditions underneath a log)
▪ pelag- = the sea (oceanic pelagic biome: most of the ocean's waters far from shore, constantly mixed by ocean currents)
▪ perman- = remaining (permafrost: a permanently frozen stratum below the arctic tundra)
▪ -photo = light (aphotic zone: the part of the ocean beneath the photic zone, where light does not penetrate sufficiently for photosynthesis to occur)
▪ thermo- = heat; -clin = slope (thermocline: a narrow stratum of rapid temperature change in the ocean and in many temperate-zone lakes)
Chapter 52 Key Terms
benthos
biogeography
biome
biosphere
canopy
climate
climograph
community
deep-sea hydrothermal vent
detritus
dispersal
ecosystem
ecotone
macroclimate
microclimate
permafrost
thermocline
turnover
Chapter 53 Population Ecology (pp. 1174-1197)
STUDENT MEDIA
Activities
▪ Techniques for Estimating Population Density and Size
▪ Investigating Survivorship Curves
▪ Human Population Growth
▪ Analyzing Age-Structure Pyramids
Biology Labs On-Line
▪ Population Ecology Lab
▪ Demography Lab
Graph It!
▪ Age Pyramids and Population Growth
Word Roots Chapter 53
▪ co- = together (cohort: a group of individuals of the same age, from birth until all are dead)
▪ demo- = people; -graphy = writing (demography: the study of statistics relating to births and deaths in populations)
▪ itero- = to repeat (iteroparity: a life history in which adults produce large numbers of offspring over many years; also known as repeated reproduction)
▪ semel- = once; -parity = to beget (semelparity: a life history in which adults have but a single reproductive opportunity to produce large numbers of offspring, such as the life history of the Pacific salmon; also known as "big-bang reproduction")
Chapter 53 Key Terms
age structure
big-bang reproduction
carrying capacity
cohort
density
density dependent
density independent
dispersion
ecological footprint
emigration
exponential population growth
immigration
iteroparity
K-selection
life history
life table
logistic population growth
mark-recapture method
metapopulation
population
population dynamics
population ecology
repeated reproduction
reproductive table
r-selection
semelparity
survivorship curve
territoriality
zero population growth (ZPG)
Chapter 54 Community Ecology (pp. 1198-1221)
Demonstration - organism competition
Lion King/Finding Nemo movie review
Catalyst FR – Island Biogeography
STUDENT MEDIA
Activities
▪ Interspecific Interactions
▪ Food Webs
▪ Primary Succession
▪ Exploring Island Biogeography
Biology Labs On-Line
▪ Population Ecology Lab
Investigation
▪ How Are Impacts on Community Diversity Measured?
Graph It!
▪ Species-Area Effect and Island Biogeography
Word Roots Chapter 54
▪ crypto- = hidden, concealed (cryptic coloration: a type of camouflage that makes potential prey difficult to spot against its background)
▪ ecto- = outer (ectoparasites: parasites that feed on the external surface of a host)
▪ endo- = inner (endoparasites: parasites that live within a host)
▪ herb- = grass; -vora = eat (herbivory: the consumption of plant material by an herbivore)
▪ inter- = between (interspecific competition: competition for resources between plants, between animals, or between decomposers when resources are in short supply)
▪ mutu- = reciprocal (mutualism: a symbiotic relationship in which both the host and the symbiont benefit)
Chapter 54 Key Terms
aposematic coloration
Batesian mimicry
biogeography
biomanipulation
biomass
bottom-up model
character displacement
commensalism
community
competitive exclusion
cryptic coloration (CT)
disturbance
dominant species
dynamic stability hypothesis
ecological niche
ecological succession
ectoparasite
endoparasite
energetic hypothesis
evapotranspiration
food chain
food web
herbivory
host
intermediate disturbance hypothesis
interspecific competition
interspecific interaction
invasive species
keystone species
Müllerian mimicry
nonequilibrium model
parasite
parasitism
predation
primary succession
relative abundance
resource partitioning
secondary succession
Shannon diversity
species diversity
species richness
species-area curve
symbiosis
top-down model
trophic structure
vector
Chapter 55 Ecosystems (pp.1222-1244)
Make a model terrarium, identify organisms and trophic levels
STUDENT MEDIA
MP3 Tutors
▪ Energy Flow in Ecosystems
▪ Global Warming
Activities
▪ Pyramids of Production
▪ Energy Flow and Chemical Cycling
▪ The Carbon Cycle
▪ The Nitrogen Cycle
▪ Water Pollution from Nitrates
▪ The Greenhouse Effect
Investigation
▪ How Do Temperature and Light Affect Primary Production?
Graph It!
▪ Animal Food Production Efficiency and Food Policy
▪ Atmospheric CO2 and Temperature Changes
Word Roots Chapter 55
▪ auto- = self; troph- = food, nourishment (autotroph: an organism that obtains organic food molecules without eating other organisms)
▪ bio- = life; geo- = Earth (biogeochemical cycles: the various nutrient circuits that involve both biotic and abiotic components of ecosystems)
▪ de- = from, down, out (denitrification: the process of converting nitrate back to nitrogen)
▪ detrit- = wear off; -vora = eat (detritivore: a consumer that derives its energy from nonliving organic material)
▪ hetero- = other, different (heterotroph: an organism that obtains organic food molecules by eating other organisms or their by-products)
Chapter 55 Key Terms
acid precipitation
actual evapotranspiration
biogeochemical cycle
biological magnification
critical load
decomposer
detritivore
ecosystem
eutrophication
green world hypothesis
greenhouse effect
gross primary production (GPP)
law of cons of mass
limiting nutrient
net primary production (NPP)
primary production
production efficiency
trophic efficiency
turnover time
Chapter 56 Conservation Biology and Restoration Ecology (pp.1245-1268)
Activities
* Collect information on local environmental issues.
AP Lab #12 - Dissolved Oxygen and Primary Productivity
INSTRUCTOR MEDIA
Discovery Videos
▪ Introduced Species
▪ Rain Forests
STUDENT MEDIA
Activities
▪ Madagascar and the Biodiversity Crisis
▪ Introduced Species: Fire Ants
▪ Conservation Biology Review
Investigation
▪ How Are Potential Prairie Restoration Sites Analyzed?
Graph It!
▪ Forestation Exchange
▪ Global Fisheries and Overfishing
▪ Municipal Solid Waste Trends in the U.S.
▪ Global Fresh Water Resources
▪ Prospects for Renewable Energy
Word Roots Chapter 56
▪ bio- = life (biodiversity hot spot: a relatively small area with an exceptional concentration of species)
Chapter 56 Key Terms
biodiversity hot spot
biological augmentation
bioremediation
conservation biology
ecosystem service
effective population size
endangered species
extinction vortex
introduced species
minimum viable population (MVP)
movement corridor
restoration ecology
sustainable development
WHEN FINISHED and (Throughout the Year)
Activities
* Review for AP exam and final exams
* Take and review released multiple choice and free-response questions
* Book report (“The Hot Zone”, “Survival of the Sickest”, and “A Short History of Nearly Everything”)
* Literature search
* Science fair projects
* Freshman review portfolios
* Biology CD’s
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