msnickelbiology12ap.weebly.commsnickelbiology12ap.weebly.com/.../9/6/10969247/unit_4.docx · Web viewc) nitric oxided) prostaglandins. Study the table on page 949 – it is overwhelming

AP Bio 2013/14 Nickel OKM

Unit 4 – Body Systems

Brilliant Biologist: ____________________________

Deadline: ____________________________________________

To Do Checklist:

1. Reading Guides: Chapter 40, 43 and 45 (pg 2-16) ______

2. What you need to know (pg 17-19)

2. Bozeman Biology Videos (pg 20) ______

3. Prezis ______

AP Bio- Physiology 1: Introduction on PreziAP Bio: Physiology 4- Immunity on PreziAP Bio- Physiology 6: Hormonal Control on Prezi

4. Labs/Activities ______

Pogil Activities – as provided by the teacher

5. Review (pg 21) ______

a) Summary of Immune System

7. Student Objectives: NOTE these objectives also for Unit 5 (page 22-32) ______

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Guided Reading Chapter 40Basic Principles of Animal Form and Function

1. How do Anatomy and Physiology differ?

2. Explain how convergent evolution applies to animal form.

3. Compare and contrast diffusion in a single-celled protist to an animal with two cell layers.

4. Label the diagram of the internal exchange surfaces.

5. Define the following:

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Tissues-

Epithelial Tissues-

Glandular epithelia-

Mucus membranes-

Simple epithelium-

Stratified epithelium-

Cuboidal cells-

Columnar cells-

Squamous cells-

Connective Tissues-

Macrophages-

Muscle Tissues-

Nervous Tissue-

6. How are the tissues arranged into organs and then into organ systems? Explain this using the digestive system as an example.

7. Label the diagram explaining bioenergetics in animals

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8. What is metabolic rate and how is it determined?

9. Explain the three influences on metabolic rate.

10. Define and explain the following:

Negative feedback-

Positive feedback-

Thermoregulation-

11. Compare and contrast ectotherms and endotherms.

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12. There are 5 categories of adaptations that help animals thermoregulate. Describe each one and how they work in your own words.

Insulation-

Circulatory Adaptations-

Cooling by Evaporative Heat Loss-

Behavioral responses-

Adjusting Metabolic Heat Production-

13. Name three of the organ systems that help with thermoregulation by complex negative feedback mechanisms.

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Chapter 43 Guided Reading

1. Describe the process of phagocytosis by macrophages.

2. Describe the role of histamine in the inflammatory response.

3. Define the following terms:a. Natural Killer (NK) cells

b. Antigen

c. B lymphocyte

d. T lymphocyte

4. Label the diagram below concerning antigen receptors on lymphocytes.

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5. Contrast the way T cell receptors recognize and bind with antigens with the way that B cell receptors do?

6. Label the diagram below concerning clonal selection of B cells:

7. Contrast the primary immune response with the secondary immune response.

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8. Define the following terms:

a. Humoral immune response

b. Cell-mediated immune response

c. Helper T cell

9. Label the following overview of the acquired immune response:

10. Label the following diagram concerning the role of helper T cells

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11. Contrast active and passive immunity:

12. Describe the various compatibilities and incompatibilities of the various blood types, including Rh factors.

13. Describe how MHC molecules are responsible for rejection of tissue or organ transplants.

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14. Label the diagram below concerning the allergic response.

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Chapter 45 Guided Reading Assignment

This chapter can be a difficult read as there are many unfamiliar physiologic pathways. Take your time and focus on the diagrams first and then reread the text. This chapter focuses on regulation and regulatory processes overlap. This is a chapter that will require slow note taking and memorization.

1. What is a hormone?

2. What constitutes the endocrine system and what are its functions?

3. What are endocrine glands?

4. How do neurosecretory cells demonstrate the overlap between the endocrine and nervous system?

5. Review the basics of negative feedback – explain negative feedback using the following terms: receptor, control center, effector, and efferent signal.

6. Label the diagram below representing the basic patterns of hormonal control.

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7. What are the three major classes of molecules that function as hormones in vertebrates?

8. Use the diagram below to review basics of signal transduction pathways.

9. How can one chemical signal cause different effects?

10. What type of molecules are intracellular receptors? Include the why and give an example in your answer.

11. Detail the following local regulators.a) cytokines

b) growth factors

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c) nitric oxide

d) prostaglandins

Study the table on page 949 – it is overwhelming when presented with a long list of information – the easier way to approach the memorization is first look through the list for what you already know and would associate together – for example pancreas and insulin/glucagon. Then attack the glands with the least amount of information. As you can see, the pituitary has the most. If you memorize the others then by default, the pituitary is any you didn’t memorize.

12. How does the hypothalamus integrate information?

13. What two hormones are released by the posterior pituitary and what are their actions?

14. What is the importance of tropic hormones?

15. List three tropic hormones and their action.

16. What is the general function on the anterior pituitary nontropic hormones?

17. What is special about the structure of growth hormone?

18. List one example of a physiological response to overproduction and underproduction of growth hormone.

19. What are the types of hormones that nonpituatary?

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20. Label the feedback loop for regulation of the thryroid?

21. Describe one example of hypothyroidism and one of hyperthyroidism. Why are they both a problem?

22. What is the main function of the parathyroid hormone and in your own words, why is it important?

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23. Complete the diagram below of the feedback loops concerning calcium regulation.

24. Complete the diagram below – you have seen this before – concerning glucose homeostasis.

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25. How does the body respond differently to long term and short term stress and why is this an advantage to the organism?

26. How could chronic short term stress responses be a disadvantage to the organism?

27. Compare and contrast glucocorticoids and mineralocorticoids.

28. What are the gonadal sex hormones?

29. What is the pineal gland and why is it important?

30. Label the diagram below representing hormonal regulation of insect development.

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IMMUNE SYSTEM ORGANS• LYMPH NODES-filter/trap foreign particles; store B & T cells• SPLEEN- stores blood cells; removes antibody coated cells • ADENOIDS (TONSILS)-trap bacteria/antigens• BONE MARROW- stem cells make blood cells; B lymphocytes mature here• THYMUS- produce and “educate” T lymphocytes NON SPECIFIC INNATE IMMUNITY- born with ability; treats all pathogens same 1. FIRST LINE OF DEFENSE = EXTERNAL ~ SKIN- epithelial tissues; flat with tight junctions protective barrier ~ MUCOUS MEMBRANES- mucous; mouth, nose, anus openings ~ CILIA line respiratory tract to sweep out invaders ~ MUCUS traps invaders ~ SECRETIONS • SEBACEOUS (OIL) GLANDS – SEBUM trap dust/particles • SWEAT GLANDS – pH 3-5; acidity is antibacterial • HYDROCHLORIC ACID in stomach (pH 2) kills most germs in food • LYSOZYME- enzyme in SALIVA/TEARS that digests bacterial cell walls 2. SECOND LINE OF DEFENSE – INTERNAL LEUKOCYTES (PHAGOCYTIC CELLS) = WBC’s – engulf & digest invading bacteria also destroy any damaged WBC/tissue = PUS ~ NEUTROPHILS- 60-70% major eaters ~ MACROPHAGES –“ BIG” phagocytic cells ~ EOSINOPHILS- increase with infection by multicellular parasites; too big to eat; attach and release chemicals to kill parasites ~ DENTRITIC cells- have lots of long pseudopoda stimulate ACQUIRED IMMUNITY (B & T cells) ANTIMICROBIAL PROTEINS part of complement system ~ COMPLEMENT PROTEINS- lyse cells; trigger INFLAMMATION (red, swelling, fever, pain) ~ INTERFERON response to viral infections; quarantines/protects nearby healthy cells from getting infected; activates macrophages to come and eat infected cells INFLAMMATORY RESPONSE (Heat; swollen; fever; red; pain) Due to increased blood flow to area to bring more immune cells; response to chemicals in damaged area * HISTAMINE released by MAST CELLS; dilates BV’s make them more leaky; brings more blood to infected area; plasma leaks into tissues Take ANTIHISTAMINE counteracts HISTAMINE when you have a cold/runny nose * CHEMOKINES- chemical signals call up macrophages NATURAL KILLER CELLS (NKC) viruses & cancer cells not for bacteria TRIGGER APOPTOSIS- cell death in infected cellsSPECIFIC ACQUIRED IMMUNITY – gain ability over time THIRD LINE OF DEFENSE 1. HUMORAL IMMUNE RESPONSE (PLASMA CELLS)– important in BACTERIAL infections B LYMPHOCYTES (B cells) make ANTIBODIES IMMUNOGLOBULINS (proteins) Antibodies weaken pathogens and mark for phagocytic cells to “eat” 2. CELL-MEDIATED IMMUNE RESPONSE- important in VIRUSES, CANCER, TRANSPLANTS • Uses T LYMPHOCYTES (T cells) • Made in bone marrow; become T cells in thymus 1. CYTOTOXIC (KILLER) T CELLS recognize protein antigens on surface of virus infected cells; release chemicals - PERFORINS- make holes in infected cells; water rushes in ;cells burst - GRANZYMES- enzymes that cut up infected host cell DNA

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2. HELPER T CELLS- activate B cells and Killer T cells 3. SUPPRESSOR CELLS- maintain immune system homeostasis; tolerance to self-antigens ANTIBODIES - body makes millions of different antibodies

• made of 2 heavy chains and 2 light chains- • all similar except for ends of Y where antigen attaches • antigen specific- fit like lock and key; “remember intron/exon editing”

• released into blood by B Cells; • each cell only makes one specific type of antibody • when antigen is recognized; cell reproduces rapidly in make more antibodies Attachment of antibody to antigen releases COMPLEMENT PROTEINS Circulate in blood Activated by antibodies binding to ANTIGENS Punch holes in cell walls of bacteria so they leak and die MEMORY CELLS- created by exposure of B and T cells to antigens“Remembering” the antigen increases speed of response if exposed againANAPHYLACTIC SHOCK- swelling & shortness of breath lead to shut down of body systems1st exposure-makes Ig E antibodies Stick to mast cells which make allergy inducing chemicals (HISTAMINE)2nd exposure- antigen attaches to IgE-mast cells causing them to release HISTAMINETreat with ADRENALINE

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ACTIVE IMMUNITY Make own antibodies; longer lastingNATURAL exposed to pathogens create own immune response produce own antibodiesARTIFICIAL VACCINES/IMMUNIZATIONS increase immunity by exposure to weakened/killed antigen memory cells remember

PASSIVE IMMUNITYAntibodies come from another source don’t last foreverNATURAL Mother passes antibodies to fetus via placenta OR breast milk

ARTIFICALsnake bite produces immune response/shockAnti-venom made by injecting animals with venomAnimals (horses) make antibodies to venom

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Bozeman Biology Videos

Chapter 40

Anatomy & PhysiologyOrgan Systems (Essentials #45)

Chapter 43

Immune System

Chapter 45

Endocrine System & Hormones

Elements of a Feedback LoopPositive & Negative Feedback Control(AP Essentials #18)

Back from Chapter 11 (if you did not have time for)

Evolutionary Significance of Cell Communication (AP Essentials #36)

Extra's Homeostasis HugsHomeostatic Loops

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Summary of the Immune System

Type of Cell Function Location in the Body

Macrophage

Neutrophil

Eosinophils

Dendritic cells

Natural killer (NK) cells

Mast cells

Helper T cell

Cytotoxic T cell

B cell

Plasma cell

Memory cell

Summarize the function of: Histamine :

Lysozyme :

Interferons :

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Complement system :

Cytokines :

Physiology Student ObjectivesEnduring understanding 2.C: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis.Essential knowledge 2.C.1: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.

a. Negative feedback mechanisms maintain dynamic homeostasis for a particular condition (variable) by regulating physiological processes, returning the changing condition back to its target set point.To demonstrate student understanding of this concept, make sure you can explain

the following: Temperature regulation in animals Plant responses to water limitations

b. Positive feedback mechanisms amplify responses and processes in biological organisms. The variable initiating the response is moved farther away from the initial set-point. Amplification occurs when the stimulus is further activated which, in turn, initiates an additional response that produces system change.To demonstrate student understanding of this concept, make sure you can explain

the following: Lactation in mammals Onset of labor in childbirth Ripening of fruit

c. Alteration in the mechanisms of feedback often results in deleterious consequences.To demonstrate student understanding of this concept, make sure you can explain

the following: Diabetes mellitus in response to decreased insulin Dehydration in response to decreased antidiuretic hormone (ADH) Graves’ disease (hyperthyroidism) Blood clotting

Student Objectives: What do organisms use feedback mechanisms for? How do negative feedback mechanisms work to maintain dynamic

homeostasis for a particular condition? Focus your answer using the following examples:

o Temperature regulation in animalso Plant responses to water limitations

How do Positive feedback mechanisms work to maintain dynamic homeostasis for a particular condition? Focus your answer using the following examples:

o Lactation in mammalso Onset of labor in childbirtho Ripening of fruit

Explain the effects of alteration in the mechanisms of feedback. Use the following to help illustrate your explanation:

o Diabetes mellitus in response to decreased insulin

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o Dehydration in response to decreased antidiuretic hormone (ADH)o Graves’ disease (hyperthyroidism)o Blood clotting

Learning Objectives: The student can justify a claim made about the effect(s) on a biological system at the

molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered.

The student is able to connect how organisms use negative feedback to maintain their internal environments.

The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms.

The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments.

The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models.

The student is able to justify that positive feedback mechanisms amplify responses in organisms.

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

a. Organisms respond to changes in their environment through behavioral and physiological mechanisms.To demonstrate student understanding of this concept, make sure you can explain

the following: Photoperiodism and phototropism in plants Hibernation and migration in animals Taxis and kinesis in animals Chemotaxis in bacteria, sexual reproduction in fungi Nocturnal and diurnal activity: circadian rhythms Shivering and sweating in humans

Student Objectives: Explain how organisms respond to changes in their environment through

behavioral and physiological mechanisms. Use the following to help illustrate your explanation:

o Photoperiodism and phototropism in plantso Hibernation and migration in animalso Taxis and kinesis in animalso Chemotaxis in bacteria, sexual reproduction in fungio Nocturnal and diurnal activity: circadian rhythmso Shivering and sweating in humans

Learning Objective: The student is able to justify the selection of the kind of data needed to answer

scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment.

Enduring understanding 2.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment.Essential knowledge 2.D.2: Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments.

a. Continuity of homeostatic mechanisms reflects common ancestry, while changes may occur in response to different environmental conditions.

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b. Organisms have various mechanisms for obtaining nutrients and eliminating wastes.To demonstrate student understanding of this concept, make sure you can explain

the following: Gas exchange in aquatic and terrestrial plants Digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-

way digestive systems Respiratory systems of aquatic and terrestrial animals Nitrogenous waste production and elimination in aquatic and terrestrial animals

c. Homeostatic control systems in species of microbes, plants and animals support common ancestry. To demonstrate student understanding of this concept, make sure you can explain the following:

Excretory systems in flatworms, earthworms and vertebrates Osmoregulation in bacteria, fish and protists Osmoregulation in aquatic and terrestrial plants Circulatory systems in fish, amphibians and mammals Thermoregulation in aquatic and terrestrial animals (countercurrent exchange

mechanisms)

Student Objectives: How do homeostatic mechanisms relate to evolution? How is the concept of common ancestry supposed by continuity in

homeostatic mechanisms. How do changes in environmental conditions affect this continuity.

Explain how the following mechanisms are used for obtaining nutrients and eliminating wastes.

o Gas exchange in aquatic and terrestrial plantso Digestive mechanisms in animals such as food vacuoles,

gastrovascular cavities, one-way digestive systemso Respiratory systems of aquatic and terrestrial animalso Nitrogenous waste production and elimination in aquatic and

terrestrial animals Explain how homeostatic control systems in species of microbes, plants an

animals support common ancestry. Use the following to help illustrate your explanation:

o Excretory systems in flatworms, earthworms and vertebrateso Osmoregulation in bacteria, fish and protistso Osmoregulation in aquatic and terrestrial plantso Circulatory systems in fish, amphibians and mammalso Thermoregulation in aquatic and terrestrial animals (countercurrent

exchange mechanisms)

Learning Objectives: The student can construct explanations based on scientific evidence that

homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments.

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

The student is able to connect differences in the environment with the evolution of homeostatic mechanisms.

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

a. Disruptions at the molecular and cellular levels affect the health of the organism.To demonstrate student understanding of this concept, make sure you can explain

the following: Physiological responses to toxic substances Dehydration Immunological responses to pathogens, toxins and allergens

Student Objectives: How do disruptions at the molecular and cellular levels affect the health of

the organism? Use the following to explain your answer:o Physiological responses to toxic substanceso Dehydrationo Immunological responses to pathogens, toxins and allergens

Learning Objective: The student is able to use representations or models to analyze quantitatively and

qualitatively the effects of disruptions to dynamic homeostasis in biological systems.

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

a. Plants, invertebrates and vertebrates have multiple, nonspecific immune responses.To demonstrate student understanding of this concept, make sure you can explain

the following: Invertebrate immune systems have nonspecific response mechanisms, but they lack

pathogen-specific defense responses. Plant defenses against pathogens include molecular recognition systems with

systemic responses; infection triggers chemical responses that destroy infected and adjacent cells, thus localizing the effects.

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

b. Mammals use specific immune responses triggered by natural or artificial agents that disrupt dynamic homeostasis.Evidence of student learning is a demonstrated understanding of each of the following:

1. The mammalian immune system includes two types of specific responses: cell mediated and humoral.2. In the cell-mediated response, cytotoxic T cells, a type of lymphocytic white blood cell, “target” intracellular pathogens when antigens are displayed on the outside of the cells.3. In the humoral response, B cells, a type of lymphocytic white blood cell, produce antibodies against specific antigens.4. Antigens are recognized by antibodies to the antigen.5. Antibodies are proteins produced by B cells, and each antibody is specific to a particular antigen.6. A second exposure to an antigen results in a more rapid and enhanced immune response.

Student Objectives:

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Explain how plants, invertebrates and vertebrates have multiple, nonspecific immune responses. Use the following to explain your answer:

o Invertebrate immune systems have nonspecific response mechanisms, but they lack pathogen-specific defense responses.

o Plant defenses against pathogens include molecular recognition systems with systemic responses; infection triggers chemical responses that destroy infected and adjacent cells, thus localizing the effects.

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

Describe mammalian specific immune responses. Describe the two types of specific responses in the Mammalian immune

system In the cell-mediated response, what is the role of cytotoxic T cells? In the humoral response, what is the role of B cells? Explain how antigens and antibodies work together. What is an antibodies How does a second exposure to an antigen differ from the primary

exposure?

Learning Objectives: The student can create representations and models to describe immune responses. The student can create representations or models to describe nonspecific immune

defenses in plants and animals.

Enduring understanding 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.Essential knowledge 2.E.1: Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms.

a. Observable cell differentiation results from the expression of genes for tissue-specific proteins.b. Induction of transcription factors during development results in sequential gene expression.Evidence of student learning is a demonstrated understanding of each of the

following:1. Homeotic genes are involved in developmental patterns and sequences.2. Embryonic induction in development results in the correct timing of events.3. Temperature and the availability of water determine seed germination in most plants.4. Genetic mutations can result in abnormal development.5. Genetic transplantation experiments support the link between gene expression and normal development.6. Genetic regulation by microRNAs plays an important role in the development of organisms and the control of cellular functions.

c. Programmed cell death (apoptosis) plays a role in the normal development and differentiation.To demonstrate student understanding of this concept, make sure you can explain

the following: Morphogenesis of fingers and toes Immune function C. elegans development Flower development

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Student Objectives: What is necessary for the normal development of an organism, and how is

it regulated? What causes observable cell differentiation? Explain the roll of transcription factors during development and how they

results in sequential gene expression. Homeotic genes are involved in the development of what? Explain how see germination is regulated in most plants. What is the effect of genetic mutations in development? Genetic transplantation experiments have given evidence of what? What is the role of microRNAs in the development of organisms? Explain how programmed cell death (apoptosis) effect normal development

and differentiation by using the following examples.o Morphogenesis of fingers and toeso Immune functiono C. elegans developmento Flower development

Learning Objectives: The student can connect concepts in and across domains to show that timing and

coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism.

The student is able to justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

The student is able to describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis.

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

a. In plants, physiological events involve interactions between environmental stimuli and internal molecular signals. [See also 2.C.3]To demonstrate student understanding of this concept, make sure you can explain

the following:1. Phototropism, or the response to the presence of light2. Photoperiodism, or the response to change in length of the night, that results in flowering in long-day and short-day plants

b. In animals, internal and external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues.To demonstrate student understanding of this concept, make sure you can explain

the following: Circadian rhythms, or the physiological cycle of about 24 hours that is

present in all eukaryotes and persists even in the absence of external cues

Diurnal/nocturnal and sleep/awake cycles Jet lag in humans Seasonal responses, such as hibernation, estivation and migration Release and reaction to pheromones

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Visual displays in the reproductive cycle

c. In fungi, protists and bacteria, internal and external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues.To demonstrate student understanding of this concept, make sure you can explain

the following: Fruiting body formation in fungi, slime molds and certain types of

bacteria Quorum sensing in bacteria

Student Objectives: Describe how in plants, physiological events involve interactions between

environmental stimuli and internal molecular signals. Explain how plants undergo phototropism, or the response to the presence

of light Explain the effect of change in length of night or Photoperiodism. Use the following examples to illustrate how in animals, internal and

external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues.

o Circadian rhythms, or the physiological cycle of about 24 hours that is present in all eukaryotes and persists even in the absence of external cues

o Diurnal/nocturnal and sleep/awake cycleso Jet lag in humanso Seasonal responses, such as hibernation, estivation and migrationo Release and reaction to pheromoneso Visual displays in the reproductive cycle

Use the following examples to describe how in fungi, protists and bacteria, internal and external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues.

o Fruiting body formation in fungi, slime molds and certain types of bacteria

o Quorum sensing in bacteria

Learning Objectives: The student is able to design a plan for collecting data to support the scientific claim

that the timing and coordination of physiological events involve regulation. The student is able to justify scientific claims with evidence to show how timing and

coordination of physiological events involve regulation. The student is able to connect concepts that describe mechanisms that regulate the

timing and coordination of physiological events.

Enduring understanding 3.D: Cells communicate by generating, transmitting and receiving chemical signals.Essential knowledge 3.D.1: Cell communication processes share common features that reflect a shared evolutionary history.

a. Communication involves transduction of stimulatory or inhibitory signals from other cells, organisms or the environment. b. Correct and appropriate signal transduction processes are generally under strong selective pressure.c. In single-celled organisms, signal transduction pathways influence how the cell responds to its environment.

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To demonstrate student understanding of this concept, make sure you can explain the following:

Use of chemical messengers by microbes to communicate with other nearby cells and to regulate specific pathways in response to population density (quorum sensing)

Use of pheromones to trigger reproduction and developmental pathways Response to external signals by bacteria that influences cell movement

d. In multicellular organisms, signal transduction pathways coordinate the activities within individual cells that support the function of the organism as a whole.To demonstrate student understanding of this concept, make sure you can explain

the following: Epinephrine stimulation of glycogen breakdown in mammals Temperature determination of sex in some vertebrate organisms DNA repair mechanisms

Student objectives: Describe how cells communicate using transduction of stimulatory or

inhibitory signals from other cells, organisms or the environment. Relate correct and appropriate signal transduction processes to selective

pressure. Use the below examples to explain how, in single-celled organisms, signal

transduction pathways influence how the cell responds to its environment.o Use of chemical messengers by microbes to communicate with other

nearby cells and to regulate specific pathways in response to population density (quorum sensing)

o Use of pheromones to trigger reproduction and developmental pathways

o Response to external signals by bacteria that influences cell movement

Use the below examples to explain how, in multicellular organisms, signal transduction pathways coordinate the activities within individual cells that support the function of the organism as a whole.

o Epinephrine stimulation of glycogen breakdown in mammalso Temperature determination of sex in some vertebrate organismso DNA repair mechanisms

Learning Objectives: The student is able to describe basic chemical processes for cell communication

shared across evolutionary lines of descent. The student is able to generate scientific questions involving cell communication as it

relates to the process of evolution. The student is able to use representation(s) and appropriate models to describe

features of a cell signaling pathway.

Essential knowledge 3.D.2: Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling.

a. Cells communicate by cell-to-cell contact.To demonstrate student understanding of this concept, make sure you can explain

the following: Immune cells interact by cell-cell contact, antigen-presenting cells (APCs), helper T-

cells and killer T-cells. [See also 2.D.4] Plasmodesmata between plant cells that allow material to be transported from cell to

cell.b. Cells communicate over short distances by using local regulators that target cells in the vicinity of the emitting cell.

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To demonstrate student understanding of this concept, make sure you can explain the following:

Neurotransmitters Plant immune response Quorum sensing in bacteria Morphogens in embryonic development

c. Signals released by one cell type can travel long distances to target cells of another cell type.Evidence of student learning is a demonstrated understanding of the following:

1. Endocrine signals are produced by endocrine cells that release signaling molecules, which are specific and can travel long distances through the blood to reach all parts of the body.To demonstrate student understanding of this concept, make sure you can

explain the following: Insulin Human growth hormone Thyroid hormones Testosterone Estrogen

Student Objectives: Explain how cells communicate by cell-to-cell contact, by discussing the two

examples below:o Immune cells interact by cell-cell contact, antigen-presenting cells

(APCs), helper T-cells and killer T-cells.o Plasmodesmata between plant cells that allow material to be

transported from cell to cell. Use the examples below to explain how it relates to cell communication

over short distances.o Neurotransmitterso Plant immune responseo Quorum sensing in bacteriao Morphogens in embryonic development

Explain the concept of a target cell, when discussing long distance cellular communication.

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

o Insulino Human growth hormoneo Thyroid hormoneso Testosteroneo Estrogen

Learning Objectives: The student is able to construct explanations of cell communication through cell-to-

cell direct contact or through chemical signaling. The student is able to create representation(s) that depict how cell-to-cell

communication occurs by direct contact or from a distance through chemical signaling.

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

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a. Conditions where signal transduction is blocked or defective can be deleterious, preventative or prophylactic.To demonstrate student understanding of this concept, make sure you can explain

the following: Diabetes, heart disease, neurological disease, autoimmune disease, cancer,

cholera Effects of neurotoxins, poisons, pesticides Drugs (Hypertensives, Anesthetics, Antihistamines and Birth Control Drugs)

Student Objectives: Use the examples below to explain how the condition relates to signal

transduction being blocked or defective and describe if the condition is deleterious, preventative or prophylactic.

o Diabetes, heart disease, neurological disease, autoimmune disease, cancer, cholera

o Effects of neurotoxins, poisons, pesticideso Drugs (Hypertensives, Anesthetics, Antihistamines and Birth Control

Drugs)

Learning Objectives: The student is able to justify claims based on scientific evidence that changes in

signal transduction pathways can alter cellular response. The student is able to describe a model that expresses key elements to show how

change in signal transduction can alter cellular response. The student is able to construct an explanation of how certain drugs affect signal

reception and, consequently, signal transduction pathways.

Enduring understanding 3.E: Transmission of information results in changes within and between biological systems.Essential knowledge 3.E.2: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.

a. The neuron is the basic structure of the nervous system that reflects function.Evidence of student learning is a demonstrated understanding of each of the following:1. A typical neuron has a cell body, axon and dendrites. Many axons have a myelin sheath that acts as an electrical insulator.2. The structure of the neuron allows for the detection, generation, transmission and integration of signal information.3. Schwann cells, which form the myelin sheath, are separated by gaps of unsheathed axon over which the impulse travels as the signal propagates along the neuron.

b. Action potentials propagate impulses along neurons.Evidence of student learning is a demonstrated understanding of each of the following:1. Membranes of neurons are polarized by the establishment of electrical potentials across the membranes.2. In response to a stimulus, Na+ and K+ gated channels sequentially open and cause the membrane to become locally depolarized.3. Na+/K+ pumps, powered by ATP, work to maintain membrane potential.

c. Transmission of information between neurons occurs across synapses.Evidence of student learning is a demonstrated understanding of each of the following:1. In most animals, transmission across synapses involves chemical messengers called neurotransmitters.

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To demonstrate student understanding of this concept, make sure you can explain the effects of the following:

Acetylcholine Epinephrine Norepinephrine Dopamine Serotonin GABA

2. Transmission of information along neurons and synapses results in a response.

3. The response can be stimulatory or inhibitory.d. Different regions of the vertebrate brain have different functions.To demonstrate student understanding of this concept, make sure you can explain

the following: Vision Hearing Muscle movement Abstract thought and emotions Neuro-hormone production Forebrain (cerebrum), midbrain (brainstem) and hindbrain (cerebellum) Right and left cerebral hemispheres in humans

Student Objectives: Identify the parts of a typical neuron. Describe the structure of the neuron and explain how it’s structure relates

to the detection, generation, transmission and integration of signal information.

Identify the role of Schwann cells in relationship to signal propagation. Discuss how membranes of neurons are polarized. Describe how local depolarization occurs. Explain how membrane potential is maintained. Explain how transmission of neurotransmitters across synapses occurs, and

the effects of each of the following neurotransmitters:o Acetylcholineo Epinephrineo Norepinephrineo Dopamineo Serotonino GABA

Describe how transmission along neurons and across synapses results in a response.

Explain how a response can be stimulatory or inhibitory. Describe the anatomy of the vertebrate brain and relate the anatomy with

the following functions.o Visiono Hearingo Muscle movemento Abstract thought and emotionso Neuro-hormone productiono Forebrain (cerebrum), midbrain (brainstem) and hindbrain

(cerebellum)o Right and left cerebral hemispheres in humans

Learning Objectives:

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The student is able to construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses.

The student is able to describe how nervous systems detect external and internal signals.

The student is able to describe how nervous systems transmit information. The student is able to describe how the vertebrate brain integrates information to

produce a response. The student is able to create a visual representation of complex nervous systems to

describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses.

The student is able to create a visual representation to describe how nervous systems detect external and internal signals.

The student is able to create a visual representation to describe how nervous systems transmit information.

The student is able to create a visual representation to describe how the vertebrate brain integrates information to produce a response.

Enduring understanding 4.A: Interactions within biological systems lead to complex properties.Essential knowledge 4.A.4: Organisms exhibit complex properties due to interactions between their constituent parts.

a. Interactions and coordination between organs provide essential biological activities.To demonstrate student understanding of this concept, make sure you can explain

the following: Stomach and small intestines Kidney and bladder Root, stem and leaf

b. Interactions and coordination between systems provide essential biological activities.To demonstrate student understanding of this concept, make sure you can explain

the following: Respiratory and circulatory Nervous and muscular Plant vascular and leaf

Student Objective: Use the following examples to discuss the importance of Interactions and

coordination between organs.o Stomach and small intestineso Kidney and bladdero Root, stem and leaf

Using the following examples to discuss the importance of Interactions and coordination between systems

o Respiratory and circulatoryo Nervous and muscularo Plant vascular and leaf

Learning Objectives: The student is able to evaluate scientific questions concerning organisms that exhibit

complex properties due to the interaction of their constituent parts.

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The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s).

The student is able to refine representations and models to illustrate biocomplexity due to interactions of the constituent parts.

Enduring understanding 4.B: Competition and cooperation are important aspects of biological systems.Essential knowledge 4.B.2: Cooperative interactions within organisms promote efficiency in the use of energy and matter.

a. Organisms have areas or compartments that perform a subset of functions related to energy and matter, and these parts contribute to the whole. To demonstrate student understanding of this concept, make sure you can explain

the following:1. At the cellular level, the plasma membrane, cytoplasm and, for eukaryotes, the organelles contribute to the overall specialization and functioning of the cell.2. Within multicellular organisms, specialization of organs contributes to the overall functioning of the organism.To demonstrate student understanding of this concept, make sure you can

explain the following: Exchange of gases Circulation of fluids Digestion of food Excretion of wastes

3. Interactions among cells of a population of unicellular organisms can be similar to those of multicellular organisms, and these interactions lead to increased efficiency and utilization of energy and matter.To demonstrate student understanding of this concept, make sure you can

explain the following: Bacterial community in the rumen of animals Bacterial community in and around deep sea vents

Student Objectives: Explain how at the cellular level, the plasma membrane, cytoplasm and, for

eukaryotes, the organelles contribute to the overall specialization and functioning of the cell.

Using the examples below to illustrate how specialization of organs contributes to the overall functioning of the organism.

o Exchange of gaseso Circulation of fluidso Digestion of foodo Excretion of wastes

Using the examples below to explain how Interactions among cells of a population of unicellular organisms can be similar to those of multicellular organisms, and these interactions lead to increased efficiency and utilization of energy and matter.

o Bacterial community in the rumen of animalso Bacterial community in and around deep sea vents

Learning Objective: The student is able to use representations and models to analyze how cooperative

interactions within organisms promote efficiency in the use of energy and matter.

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msnickelbiology12ap.weebly.commsnickelbiology12ap.weebly.com/.../9/6/10969247/unit_4.docx · Web viewc) nitric oxided) prostaglandins. Study the table on page 949 – it is overwhelming