I t

ßt1t \DÉAIBig ldet #2: Biological systems utilize energy and

molecular building blocks to growo to reproduce, and tomaintain homeostasis

Kev Terms íe:-

o abiotic

n active hansport

n adaptive radiation

¡ anabolic reactions

r apomixis

n asexûal reproduction

¡ ATP

n AIP synthetase

n brnary fission

n biotic

a budding

n Calvin cycle

a catabolic reactions

n chemiosmosis

n chloroplast

n community

a competitive inhibitor

r concentration gradient

tr consumers

n cooperativity

n courtship behavior

a cryptic coloration

o cuticle

n cyclicphotophosphorylation

o cytoskeleton

¡ diffrrsion

n divergent evolution

n ecosystem

n endergonic reactions

tr energy coupling

r enthalpy

E entropy

a exergonic reactions

n facilitated diffi¡sion

n feedback inhibition

a fermentation

n G proteins

n glycolysis

n Golgi apparatus

n homeostasis

n hypertonic

a hypotonic

¡ isotonic

n Krebs cycle

u lysosome

n metabolism

a meiosis

n mitochondrion

n mitosis

o negative feedback

c net primaryproductivity

a noncyclicphotophosphorylation

¡ nucleus

n osmoconforrner

r osmoregulator

¡ osmosis

a passive transport

n periodic disturbances

n pheromones

a photosynthesis

n phylogeny

n population

n positive feedback

n primary succession

n producers

n regeneration

n ribosome

n rough endoplasmicreticulum

n rubisco

r secondary succession

¡ sexual reproduction

o sexual selection

¡ smooth endoplasmicreticulum

n speciation

a transcription factors

n trophic levels

a vegetative reproduction

ilBig ldea 2: Biological systems utilize free energy and molecular building blocksto grow to reproduce, and to maintain dynamic homeostasis.

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Enduring understanding 2.4: G rowth,reproduction and maintenance of theorganization of living systems requirefree energy and matter.

Essential knowledge 2.4,1: All living systems requ¡reconstant input of free energY.

Essential knowledge 2.4.2: 0rganisms capture and storefree energy for use in biological processes'

Essential knowledge 2.4.3: Organisms must exchangematter with the environment to grow, reproduçe andmainta¡n organization,

Enduring understanding 2.8:Growth, reproduction and dynamichomeostasis require that cells createand maintain internal environmentsthat are different from their externalenvironments.

Essential knowledge 2,8.1: Cell membranes are selectivelypermeable due to their structure.

Essential knowledge 2,B.2: Growth and dynamichomeostasis are maintained by the constant movement ofmolecules across membranes.

Essential knowledge 2,8.3: Eukaryotic cells maintain internalmembranes that partition the cell into specialized regions,

Enduring understanding 2.C:0rganisms use feedback mechanismsto regúlate growth and reproduction,and to maintain dynamic homeostasis.

Essential knowledge 2.C.1: 0rganisms use feedbackmechanisms to maintain their internal environments andrespond to external environmental changes.

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

Enduring understanding 2.0: Growthand dynamic homeostasis of abiological system are influenced bychanges in the system's environment.

Essential knowledge 2.D.1:All biological systems fromcells and organisms to populations, communities andecosystems are affected by complex biotic and abioticinteractions involving exchange of matter and free energy.

Essential knowledge 2.0.2: Homeostatic mechanismsreflect both common ancestry and divergence due toadaptatíon in different environments.

Essential knowledge 2.0.3: Biological systems are affectedby disruptions to their dynamic homeostasis,

Essential knowledge 2,D,4: Plants and animals have a varietyof chemical defenses against infections that affect dynamichomeostasis.

Endudng understanding 2.E: Manybiological processes involved ingrowth, reproduction and dynamichomeostasis include temporalregulation and coordination.

Essential knowledge 2.E.1:Timing and coordination ofspecific events are necessary for the normal developmentof an organism, and these events are regulated by a varietyof mechanisms.

Essential knowledge 2.8.2:Timing and coordination ofphysiological events are regulated by multiple mechanisms'

Essential knowledge 2.E.3:Timing and coordination ofbehavior are regulated by various mechanisms and areimportant in natural selection.

Leaming obiective 2.1The student is able to explain how biological systems use free energy based onempirical data that all organisms require constant energy input to maintain organization, to grow andto reproduce. [See SP 6.2; Essential knowledge 2.4.1]

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Leaming obiective 2.17Ïhe student is able to evaluate data that show the effect(s) of changes inco¡centrations of key molecules on negative feedback mechanisms. [See SP S.3; Essentiaiknowledge2.C.11

Leaming obiective 2.2The student is able to justify a scientific claim that free energy is required forliving systems to maintain organization, to grow or to reproduce, but that multiplJstrategies exist índifferent living systems. [See SP 6.1; Essential knowledge 2.4.1]

Leaming obiective 2.3The student is able to predict how changes in free energy availability affectorganisms, populations and ecosystems, [See SP 6.4; Essential knowledge 2.A,1]

Learning obiective 2,4The student is able to use representations to pose scientific questions aboutwhat mechanisms and structural features allow organisms t0 capture, store and use free energy,ISee SP 1.4,3.1; Essential knowledge 2.A.2]

Learning obiective 2.5The student is able to construct explanations of the mechanisms and structuralfeatures of cells that allow organisms to capture, store or use free energy. [See Sp 6.2; Essentialknowledge 2.4.21

Learning obiective 2.6The student is able to use calculated surface area-to-volume ratíos to predictwhich cell(sl might elíminate wastes or procure nutrients faster by diffusion, [See Sp 2.2; Esientialknowledge 2.4.31

Learning obiective 2.7 Students will be able to explain how cell size and shape affect the overall rateof nutrient intake and the rate of waste elimination. [See Sp 6,2; Essential knowledge 2.A.3]

Leaming obiective 2.8The student is able to justify the selection of data regarding the types ofmolecules that an anirnal, plant or bacterium will take up as necessary buiiding b-locks ånd excrete aswaste products. [See SP 4.1; Essential knowledge 2.A.3]

Leaming obiective 2.9 The student is able to represent graphically or model quanritatively theexchange of molecules between an organism and its environment, and the subsequent use of thesemolecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. [SeeSP 1.1, 1.4; Essential knowledge 2.A.31

Learning obiective 2.10The student is able to use representations and models to pose scientificquestions atout the properties of cell membranes and selective permeability based on molecularstructure, [See SP 1.4,3.1; Essential knowledge 2.8.1]

Learning obiective 2,11The student is able to construct models that connect the movement ofmolecules across membranes with membrane structure and function. [See Sp 1,1,7.1,7.2; Essentialknowledge 2.8,11

Learning obiective 2.12The student is able to use representations and models to analyze situationsor solve problems qualitatively and quantitatively to investigate whether dynamic homeostasisis maintained by the active movement of molecules across membranes, [See Sp 1.4; Essentialknowledge 2.8.21

Learning obiective 2.13The :ludent is able to explain how internal membranes and organellescontribute to cell functions. [See SP 6.2; Essential knowledge 2.8.3]

Learning obiective 2.14The student is able to use representations and models to describe differencesin prokaryotic and eukaryotic cells. ISee Sp 1.4; Essential knowledge 2.8.3]

Learning objective 2.15The stuat the molecular, physíologicalcomponents within a negative

dent can justify a claim made about the effect(s) on a biological systemor organismal level when given a scenario in which one or moreregulatory system is altered. [See SP 6.1; Essentialknowledge 2.C.1]

Learning obiective 2.16The student is able to connect how organisms use negative feedback tomaintain their internal environments. lsee sp 7.2; Essentiat knowledge 2.c,1]

Learning objective 2.18The student can make predictions about how organisms use negativefeedback mechanisms to maintain their internal environments. [See SP 6.4; Essential knowledge2.C.11

Leaming objec,tive 2,19The student is able to make predictions about how positive feedbackmechanisms amplify activities and processes in organisms based on scientific theories and models.[See SP 6.4; Essential knowledge 2,C.1]

Leaming obiective 2.20The student is able to justify that positive feedback mechanisms amplifyresponses in organisms. [See SP 6.1; Essential knowledge 2.C.11

Leaming obiective 2,21 The student is able to iustify the selection of the kind of data needed toanswer scientific questions about the relevant mechanism that organisms use to respond to changesin their external environment, [See SP 4.1; Essential knowledge 2.C.2]

Leaming objective2.22 The student is able to refine scientific models and questions about the effectof complex biotic and abiotic interactions on all biological systems, from cells and organisms topopulations, communities and ecosystems. ISee SP 1,3,3.2; Essential knowledge 2,0,1]

Leaming obiective 2.23 The student is able to design a plan for collecting data to show that allbiological systems (cells, organisms, populations, communities and ecosystems) are affected bycomplex biotic and abiotic interactions. [See SP 4.2,7.2; Essential knowledge 2.0.1]

Leaming obiective 2.24 The student is able to analyze data to identify possible patterns andrelationships between a biotic or abiotic factor and a biological system (cells, organisms, populations,communities or ecosysterns). [See SP 5,1; Essential knowledge 2,D.1]

Leaming obiective 2.25 The student can construct explanations based on scientific evidence thathomeostatic mechanisms reflect continuity due to common ancestry andior divergence due toadaptation in different environments. [See SP 6.2; Essential knowledge 2.0.2]

Leaming obiective 2,26 The student is able to analyze data to identify phylogenetic patterns orrelationships, showing that homeostatic mechanisms reflect both continuity due to common ancestryand change due to evolution in different environments. [See SP 5,1; Essential knowledge 2.0.2]

Leaming obiectiue2.27 fhe student is able to connect differences in the environment with theevolution of homeostatic mechanisms. [See SP 7.1; Essential knowledge 2.D.21

Leaming obiective 2.28 The student is able to use representations or models to analyze quantitativelyand qualitatively the effects of disruptions to dynamic homeostasis in biological systems. [See SP 1.4;Essential knowledge 2.0.31

Leaming obiestive 2.29 The student can create representations and models to describe immuneresponses. [See SP 1.1, 1.2; Essential knowledge 2.0,41

Leaming objective 2.30The student can create representations or models to describe nonspecificimmune defenses in plants and animals.[See SP 1,1,1.2; Essential knowledge 2.D.4]

Leaming obiective 2.31 The student can connect concepts in and across domains to show that timingand coordination of specific events are necessary for normal development in an organism and thatthese events are regulated by multiple mechanisms. [See SP 72; Essential knowledge 2.E.1]

Leaming objective 2,32The student is able to use a graph or diagram to analyze situations or solveproblems (quantitatively or qualitatively) that involve timing and coordination of events necessary fornormal development in an organism. [See SP 1.4; Essential knowledge 2.E,1]

Leaming obiective 2.33Ïhe student is able to justify scientific claims with scientific evidence to showthat timing and coordination of several events are necessary for normal development in an organismand that these events are regulated by multiple mechanisms. [See SP 6.1; Essential knowledge 2.E.11

Leaming obiective 2.34The student is able to describe the role of programmed cell death indevelopment and differentiation, the reuse of molecules, and the maintenance of dynamichomeostasis. [See SP 7,1; Essential knowledge 2.E.1]

Leami¡g obiective 2,35The student is able to design a plan for collecting data to support the scientificclaim that the timing and coordination of physiological events involve regulation. [See SP 4.2;Essential knowledge 2,E,21

Leaming objective 2.36The student is able to justify scientific claims with evidence to show howtiming and coordination of physiological events involve regulation. [See SP 6.1; Essential knowledge2.8.21

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Learning obiective 2.40The student is able to connect concepts in and across domain(s) to predicthow environmental factors affect responses to information and change behavior. [See Sp 7);Essential knowledge 2.E.31

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Learning objective 2.37The student is able to connectregulate the timing and coordination of physiological

concepts that describe mechanisms thatevents. ISee SP 7.2; Essential knowledge 2.E,2]

Leaming objective 2.38The student is able to analyze data to support the claim that responsesto information and communication of information affect natural selection. lsee sp s.l; Èssentialknowledge 2.E.31

Learning obiective 2.39The student is able to justify scientific claims, using evidence, to describe howtim¡ng and coordination of behavioral events in organisms are regulated ñy several mechanisms,[See SP 6.1; Essential knowledge 2.E,3]