This document should not be used as a substitute for the Essential Knowledge Learning Objectives

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Clifford Dalton
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1 AP Biology Exam Review Illustrative Examples Worksheet Illustrative examples are suggested contexts for instructional purposes and are not required content components of AP Biology. However, review of the illustrative examples will help provide a deeper understanding of important concepts covered this year. Illustrative examples often appear in multiple choice and free response questions. The illustrative example is bolded in each learning objective below. This document should not be used as a substitute for the Essential Knowledge Learning Objectives Big Idea 1 Evolution Use graphical analysis of allele frequencies (stabilizing, directional, and disruptive selection) in a population to provide evidence for the occurrence of evolution in a population Use the peppered moth during the Industrial Revolution to explain how environments change and act as selective mechanisms on populations Use sickle-cell anemia or DDT resistance in insects to demonstrate that some phenotypic variations occur through random changes in the DNA (mutations) Use the overuse of antibiotics to explain how humans impact variation in other species Use the construction of phylogenetic trees based on DNA sequence data (Lizard Lab) as a mathematical model to illustrate and support evolutionary concepts Use membrane-bound organelles (chloroplast, mitochondria) or linear chromosomes as structural evidence to support the relatedness of all eukaryotes Use the number of heart chambers in animals to demonstrate that traits are either derived or lost due to evolution and represented by a cladogram or phylogenetic tree Use the five major extinctions or human impact on ecosystems and species extinction rates to demonstrate that species extinction rates are rapid at times of ecological stress Use emergent diseases or mutations for resistance to antibiotics, pesticides or herbicides to provide scientific evidence that evolution continues to occur Big Idea 2 Energy Use the Krebs cycle, Calvin cycle or glycolysis to demonstrate that energy-related pathways in biological systems are sequential and may be entered at multiple points in the pathway Use endothermy and ectothermy to demonstrate the organisms use various strategies to regulate body temperature and metabolism Use seasonal reproduction in animals and plants or life-history strategies to demonstrate that reproduction and rearing of offspring require free energy beyond that used for maintenance and growth. Different organisms use various reproductive strategies in response to energy availability Use the change in energy resource levels such as sunlight can affect the number and size of trophic levels to demonstrate that changes in free energy availability can disrupt an ecosystem Use NADP + in photosynthesis and oxygen in cellular respiration to demonstrate that different energy-capturing processes use different types of electron acceptors Use cohesion, adhesion or water s thermal conductivity to demonstrate that living systems depend on the properties of water that result from its polarity and hydrogen bonding

2 Use root hairs or the cells of the villi in the small intestine to demonstrate that surface area-tovolume ratios affect a biological system s ability to obtain necessary resources or eliminate waste products Use glucose transport (GLUT) or Na + /K + transport to demonstrate that membrane proteins play a role in facilitated diffusion or charged and mother molecules through a membrane Use the ER, mitochondria or chloroplast to demonstrate that membranes and membranebound organelles in eukaryotic cells localize (compartmentalize) intracellular metabolic processes and specific enzymatic reactions Use operons in gene regulation or temperature regulation in animals to demonstrate that 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 Use ripening in fruit or childbirth to demonstrate how positive feedback mechanisms amplify responses and processes in biological organisms Use diabetes mellitus in response to insulin or dehydration in response to ADH hormone to demonstrate how alteration in the mechanisms of feedback often result in deleterious consequences Use phototropism and photoperiodism in plants or taxis and kinesis in animals to demonstrate how organisms respond to changes in their environment through behavioral and physiological mechanisms Use biofilms or sunlight to demonstrate how cell activities are affected by interactions with biotic and abiotic factors Use symbiosis (mutualism, commensalism, parasitism) to demonstrate how an organisms activities are affected by interactions with biotic and abiotic factors Use water and nutrient availability or food chains and food webs to demonstrate how the stability of populations, communities and ecosystems are affected by interactions with abiotic and biotic factors Use digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-way digestive systems to explain how organisms have various mechanisms for obtaining nutrients and eliminating wastes Use osmoregulation in bacteria, fish and protists to demonstrate that homeostatic control systems in species of microbes, plants and animals support common ancestry Use dehydration to explain how disruptions at the molecular and cellular levels affect the health of the organism Use invasive species to explain how disruptions to an ecosystem impact the dynamic homeostasis or balance of the ecosystem Use the hypersensitive response in plants and the skin or macrophages in animals to explain nonspecific immune response Use antigens, antibodies and T cells to explain the specific immune response of mammals Use morphogenesis of fingers and toes to demonstrate how programmed cell death (apoptosis) plays a role in the normal development and differentiation of an organism Use seasonal responses, such as hibernation, estivation and migration to explain how, in animals, internal and external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues

3 Use quorum sensing in bacteria to explain how, in bacteria, internal and external signals regulate a variety of physiological responses that synchronize with environmental cycles and cues Use hibernation and courtship to explain how behaviors in animals are triggered by environmental cues and are vital to reproduction, natural selection and survival Use the biology of pollination or niche and resource partitioning to explain how cooperative behavior within or between populations contributes to the survival of populations Big Idea 3 Genetics Use RNA processing to explain how eukaryotic cells the mrna transcript undergoes a series of enzyme-regulated modifications Use enzymatic reactions and transport by proteins to explain how phenotypes are determined through protein synthesis Use electrophoresis and plasmid-based transformation to demonstrate how genetic engineering techniques can manipulate the heritable information of DNA and, in special cases, RNA Use genetically modified foods to explain genetic engineering Use mitosis-promoting factor (MPF) to demonstrate that the cell cycle is directed by internal controls or checkpoints Use cancer to explain how the cell cycle is directed by internal controls or checkpoints and that internal and external signals provide stop-and-go signs at checkpoints Use cyclins and CDKs to demonstrate control of the cell cycle Use sickle cell anemia and Down Syndrome to explain how genetic disorders can be attributed to the inheritance of a single gene trait or specific chromosomal changes, such as nondisjunction Understand that many ethical, social and medical issues surround human genetic disorders Use sex-linked genes (such as colorblindness or hemophilia) to explain how some traits are determined by genes on sex chromosomes Use promoters, terminators and enhancers to explain how regulatory sequences are stretches of DNA that interact with regulatory proteins to control transcription Use expression of the SRY gene in males to demonstrate how signal transmission within and between cells mediates gene expression Use changes in p53 activity to demonstrate how signal transmission within and between cells mediates cell function Use sickle cell disorder and the heterozygote advantage to explain how changes in genotype may affect phenotype and are subject to natural selection. Genetic changes that enhance survival and reproduction can be selected by environmental conditions Use viral transduction in bacteria to explain how viruses transmit DNA or RNA when they infect a host cell Use quorum sensing in bacteria to explain how single-celled organisms use signal transduction pathways to respond to its environment Use epinephrine stimulation of glycogen breakdown in mammals to demonstrate how a signal transduction pathway coordinates the activities with individual cells to support the function of the organism as a whole

4 Use immune cells, such as APCs, helper T cells and killer T cells to demonstrate how cells communicate by cell-to-cell contact Use neurotransmitters to explain how cells communicate over short distances by using local regulators that target cells in the vicinity of the emitting cell Use insulin or testosterone to explain how endocrine signals are produced by endocrine cells and travel long distances through the blood to reach all parts of the body Use G-protein linked receptors (GPCRs) or ligand-gated ion channels to explain how a receptor protein recognizes a signal molecule, causing the receptor protein s shape to change, which initiates transduction of the signal Use second messengers such as cyclic AMP or calcium ions (Ca 2+ ) to explain how second messengers are essential to the function of the cascade in a signal transduction pathway Use the effects of neurotoxins, poisons and pesticides to explain how cellular responses may be altered if a signal transduction pathway is blocked or defective Use predator warnings or avoidance responses to explain how organisms exchange information with each in other in response to internal changes and external cues, which can change behavior Use the herbivory response to explain how signal behaviors produce changes in the behavior of other organisms and can result in differential reproductive success Use herd, flock, and schooling behavior in animals or bee dances to explain how animals use visual, audible, tactile, electrical and chemical signals to indicate dominance, find food, establish territory and ensure reproductive success Use migration patterns to explain how natural selection favors innate and learned behaviors that increase survival and reproductive fitness Use pack behavior in animals to explain how cooperative behavior tends to increase the fitness of the individual and the survival of the population Use acetylcholine and dopamine to explain how transmission across synapses involves chemical messengers called neurotransmitters Use vision and muscle movement to explain how different regions of the vertebrate brain have different functions Big Idea 4 Interactions Use the stomach and small intestine or kidney and bladder to explain how interactions and coordination between organs provide essential biological activities Use the respiratory and circulatory systems to explain how interactions and coordination between systems provide essential biological activities Use predator/prey relationship graphs to demonstrate how mathematical or computer models are used to illustrate and investigate populations within and environmental impacts on a community Use exchange of gases or circulation of fluids to explain how, within multicellular organisms, specialization of organs contributes to the overall functioning of the organism Use the bacterial community in and around deep sea vents 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 Use the loss of a keystone species (i.e. sea otter) to explain how species-specific and environmental catastrophes, geological events, the sudden influx/depletion of abiotic resources or increased human activities affect species distribution and abundance

5 Use logging, slash and burn agriculture, urbanization, monocropping, infrastructure development, and global climate change threaten ecosystems and life on Earth Use continental drift to explain how biogeographical studies explain ecosystem distribution Use MHC proteins and different types of phospholipids in cell membranes to explain how variations within molecular classes provide cells and organisms with a wider range of functions Use the antifreeze gene in fish to explain how gene duplication creates a situation in which one copy of the gene maintains its original function, while the duplicate may evolve a new function

Campbell BIOLOGY IN FOCUS 1 st Edition, AP Edition, 2014 Reece Urry Cain Wasserman Minorsky Jackson

A Correlation of Campbell BIOLOGY IN FOCUS 1 st Edition, AP Edition, 2014 Reece Urry Cain Wasserman Minorsky Jackson To the AP Biology Curriculum Framework AP is a trademark registered and/or owned by