Big idea 2

Big idea 2Cellular Processes: Energy and CommunicationEssential QuestionsHow is the cell the basic unit of life?How do materials enter and leave the cell?What role does the cell membrane play in cellular homeostasis?What are the relationships between structure and function of cell organelles?How are the characteristics of life manifested by the cell?How is free energy used in biological systems to facilitate growth, reproduction, and homeostasis sustainability?How is energy stored in biological systems?How are external signals converted into cellular responses?Day 1 (60 minutes)Bozeman Videos:A Tour of the Cell (Cells)Cellular Organelles (Cells)Compartmentalization (Cells)Bacteria (Diversity of Life)Required Readings:Always refer to Pearson text correlations on the wiki under What You Need to Know for exact pages that you are responsible for before you begin your readingsChapter 6 (pp. 98-112), 6.1, 6.6 and 6.7 not requiredChapter 27 (pp. 556-560)

Learning objectivesExplain how internal membranes and organelles contribute to cell functions (LO 2.13, SP 6.2)Make a prediction about the interactions of subcellular organelles (LO 4.4, SP 6.4)Construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions (LO 4.5, SP 6.2)Use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions (LO 4.6, SP 1.4)Activity oneUse the website CELLS alive! to construct a Venn diagram comparing eukaryotic and prokaryotic cells.Explain the evolutionary relationships and how the cellular organelles work together for homeostatic balance to maintain life.Time: 20 minutesActivity twoReview the pictures of bacteria, plant and animal cellsCompare the structures present in the different cell typesWhat are required functions of cells?Predict and justify how the subcellular structures interact and provide essential functionsHow do the different types of cells subcellular structures differ with respect to the function of the cell?Time: 20 minutesActivity threeDesign a 3-D representation of a specific organelleOrganelle should be no larger than 20cmYou will present your organelle with an explanation of the role the organelle has in maintaining cell homeostasisTime: 20 minutesClosing ActivityQuiz!Time: 15 minutesQuestion 1: What is the most likely pathway taken by a newly synthesized protein that will be secreted by a cell?A) ER Golgi Nucleus B) Nucleus ER LysosomeC) ER Golgi Vesicles that fuse with plasma membraneD) ER Lysosome Vesicles that fuse with plasma membraneQuestion 2: In 4-5 sentences, explain what is meant by this statement: Life is an emergent property (new properties that arise with each step upward in the hierarchy of life, owing to the arrangement and interactions of parts as complexity increases) that appears at the level of the cell.Day 2Required readings:Chapter 7 (pp. 125-138)Bozeman videos:The Cell Membrane (Cells)Why Are Cells Small (Cells)Transport Across Cell Membranes (Cells)

LEARNING OBJECTIVESUse representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure (LO 2.10, SP 1.4, SP 3.1)Construct models that connect the movement of molecules across membranes with membrane structure and function (LO 2.11, SP 1.1, SP 7.1, SP 72.)Use representations and models to analyze situations or solve problems qualitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes (LO 2.12, SP 1.4)Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or produce nutrients faster by diffusion (LO 2.6, SP 2.2)Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination (LO 2.7, SP 6.2)Activity oneLook at the vegetables on the desk in front of you.Are they still edible?What has caused them to wilt?Can this process be reversed?Suppose you have a houseplant that has wilted. Design an experiment to test whether or not this process can be reversed in a houseplant. Ideas to think about: Permeability of membranesProperties of the cell membraneMovement of molecules across a membraneTime: 25 minutes

Activity twoCreate a visual representation (any way you want) to illustrate and explain examples of passive and active transport across the cell membrane. Be sure to include:The role of proteins in cellular transportHypotonic, hypertonic and isotonic environments in plant and animal cellsMovement of large molecules (exocytosis and endocytosis)When and how active transport is accomplishedTime: 25 minutesActivity threeCells can not be indefinitely large. Why not? Design an experiment using potatoes and iodine to show the efficiency of 3 different sizes of cellsCalculate the surface area-to-volume ratio (SA:V) for each of the cubes.Which SA:V ratio was the most efficient size? Does this correlate to the smallest cube or the biggest cube? Time: 25 minutesClosing activityQuiz!Time: 15 minutesDay 3Required readings:Lab #4: Diffusion and OsmosisBozeman videos:Osmosis lab walk-through (AP Bio Labs)Diffusion demo (AP Bio labs)Supplemental resources:AP Biology Lab Manual, Lab #1AP Biology CD ROM, Lab #1Learning objectivesUse representations and models to analyze situations or solve problems qualitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes (LO 2.12, SP 1.4)Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or produce nutrients faster by diffusion (LO 2.6, SP 2.2)Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination (LO 2.7, SP 6.2)

Lab #4: Osmosis and diffusionYou will be designing and conducting experiments to investigate the process of diffusion and osmosis in the transport of molecules across cell membranesYou will analyze how SA:V ratios affect the rate of diffusion by measuring the movement of materials into a cellRequired: CERR lab report for procedure 1, 2 and 3Experimental design for procedure 3Due next WednesdayTime: 90 minutesProcedure 1: Surface area and cell sizeCompleted on Friday (a similar activity)Write down the steps you took in order to complete the experimentWhat were the variables?What was controlled (not what was the control)?What did you find?Which type of cell is most efficient? A large SA:V or a small SA:V?Procedure 2: Modeling Diffusion and osmosisRead through Procedure 2 and discuss the IV questions with your partner, as well as the questions after the materials listInstead of dialysis tubing, use the plastic sandwich bagsInstead of sucrose, we will use a starch solutionGet the cells ready and place them into the beakers with water (take their mass first)Take their mass after you have completed the set up of procedure 3Maximum time: 30 minutesProcedure 3: Observing osmosis in living cellsDiscuss the questions with your partner before designing your experimentOmit part 1Design an experiment that answers how solute concentration affects the water potential in potatoes There are 5 different solution concentrations, which are unknown to youHow will you collect data, what data do you need to collect and how will you analyze it?You will come back tomorrow to measure the changes in your potatoDiscuss the questions with your partner to help aid your designMaximum time: 45 minutesWater potential: what does it mean?Water potential the force that drives water to move in a given directionSolute concentration and pressure potential contribute to water potential = p+ sIncreased pressure potential = increased water movementWater moves from a region of higher water potential to a region of lower water potential until it reaches equilibrium As the solute concentration of the solution is increased, the amount of water that flows out of the cell will increaseDay 4Required Readings:Chapter 2 (none is actually highlighted, but if you have not taken chemistry, it is a good idea to look over this chapter)Chapter 3Chapter 4 (exclude pp. 63-66)Bozeman Videos:Water: A Polar Molecule (Water)Chemical Bonds: Ionic and Covalent (chemistry) (optional)The Molecules of Cells

Learning objectivesJustify the selection of data regarding the types of molecules that an animal, plant, or bacterium will take up as necessary building blocks and excrete waste products (LO 2.8, SP 4.1)Explain the connection between the sequence and subcomponents of a biological polymer and its properties (LO 4.1, SP 7.1)Construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions (LO 4.22, SP 6.2)Represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth, and reproduction (LO 2.9, SP 1.1, SP 1.4)Activity oneWhat role do carbon and nitrogen play in the production of complex organic molecules such as amino acids (AA), protein (PRO) and nucleic acids (NA) in living organisms?To answer this question, you will work in a small group to complete one of the carbon cycle or the nitrogen cycle. Create a model or representation of either cycle Choose a particular ecosystem (biome) that your cycle is inFor your ecosystem, what are the biotic and abiotic factors in the cycle?How do the biotic and abiotic factors keep the cycle going?Time: 25 minutesActivity twoLook at the different beakers that are on the front desk.Write down any observations and questions that you have about the liquids that are in the beakers.You have been asked to test the different substances to find out which one is water. You can not smell it or taste it (one is toxic).Knowing the different properties of water, choose 3 that you will test to determine which one is water.Write down the steps and questions you will ask along the way.Time: 15 minutesActivity threeYou will be given a property of water to depict as a superhero for a comic stripCreate a 5-panel comic strip that illustrates and explains the important role water has in a biological systemYou will explain and present your comic strip to the classProperties:Water can participate in hydrogen bonds because it is a polar moleculeCohesionModeration of temperature Solid is less dense than liquidUniversal solventTime: 30 minutesClosing activityQuiz!Time: 20 minutesDay 5Required Readings:Chapter 5Bozeman Videos:Biological Molecules (Biochemistry)The Molecules of Life (Chemistry)

Learning objectivesExplain the connection between the sequence and the subcomponents of a biological polymer and its properties (LO 4.1, SP 7.1)Construct explanations based on evidence of how variation in molecular unites provides cells with a wider range of functions (LO 4.22, SP 6.2)Represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction (LO 2.9, SP 1.1, SP 1.4)Activity oneCreate molecular models demonstrating the SPONCH elements that form the macromolecules important to the homeostasis of living systemsMake sure your models can be manipulated to represent concepts such as dehydration, hydrolysis and synthesisYou can draw your models on cue cards to help you rememberTime: 20 minutesActivity twoLook at the picture you have been given and answer the following question:Explain with justification the role of SPONCH elements in the environment depicted on your card and how they are integral parts of the macromolecules essential to living systems.Share your answer with someone who has a different picture than you.Time: 15 minutesActivity threeTesting for macromoleculesYou will be given the following food samples:Egg, raw, hard boiledVegetable oilGlucosePotatoUnknownDevise a plan to test for the presence of the different macromolecules that may be present in the foods givenActivity three (Contd)Test for starch: IodineTest for glucose: Benedicts solutionTest for fat: paper towelTest for protein: NaOH and CuSO4 solutionWhat are the results if it is positive? Negative?Time: 30 minutesActivity fourLook at the following food labels and create a graphic organizer to explain the role of macromolecules in the human bodyFold the paper given to you in 4 and label each square with one of the macromolecules (CHO, fat, PRO, NA)Explain and justify how the food item will or will not supply the macromolecule sources to our bodiesDescribe the type of molecules our body requires as essential building blocks and why this particular food is necessary for homeostasisPresent your findings to the classTime: 20 minutesClosing Activity Quiz!Time: 5 minutesDay 6 (60 minutes)Required readings:Chapter 8Bozeman videos:Chapter 5b EnzymesLearning objectivesRefine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer (LO 4.2, SP 1.2)Use models to predict and justify that change in the subcomponents of a biological polymer affect the functionality of the molecule (LO 4.3, SP 6.4)Analyze data to identify how molecular interactions affect structure and function (LO 4.17, SP 5.1)Activity oneLabBench Activity: Enzyme Catalysishttp://www.phschool.com/science/biology_place/labbench/lab2/intro.htmlLook over the various concepts for enzymesRead through the design of the labTime: 20 minutesActivity twoGet into a group of 4 I will give you either an endergonic or exergonic reaction to act out, either in a skit, a poem, a song, etc.In your play, be sure to show whether or not:Energy is absorbed or releasedThe reaction is spontaneous or notIf bonds are broken or formedIf ATP is used, and whereAn exampleTime: 25minutes for planning, 5 minutes for actingClosing activityQuiz!Time: 10 minutesDay 7Required Readings:NoneBozeman Videos:Lab #2: Enzyme CatalysisSupplemental ReadingsAP Bio lab manual lab #2Learning objectivesRefine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer (LO 4.2, SP 1.2)Use models to predict and justify that change in the subcomponents of a biological polymer affect the functionality of the molecule (LO 4.3, SP 6.4)Analyze data to identify how molecular interactions affect structure and function (LO 4.17, SP 5.1)

Lab: Enzymes help us Break Down harmful substancesThe enzyme catalase is present in our bodies and helps break down hydrogen peroxide (toxic) into water and oxygen:2H2O2 O2 + 2H2OYou will be given 100% catalase, as well as some liver for your experiment.You need to decide with your partner what you are going to test, and devise a plan to test itShow me your plan before you begin your experimentTime: 90 minutes Day 8Required Readings:Chapter 6 (6.2, 6.3, 6.4, 6.5)Chapter 25 (exclude 25.6)Chapter 26 (exclude 26.4, 26.5)Bozeman Videos:Essential Characteristics of Life are ConservedLearning objectivesJustify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today (LO 1.16, SP 6.1)Pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth (LO 1.14, SP 3.1)Activity oneLook at the pictures/micrographs of the following items:MitochondriaChloroplastLinear chromosomesNuclear envelopeWhat do you notice about these pictures?What can you deduce from these pictures?What role do these organelles have in the functioning of the cell? How do they maintain homeostasis?Time: 15 minutesActivity twoResearch Lynn Margulis hypothesis of endosymbiosis (20 minutes)Work in a group of 4 to pool your information that you have gathered (15 minutes)How would the endosymbiont lose its autonomy and become an organelle in eukaryotic cells?Provide examples and justify evidence supporting the endosymbiotic theory for the origin of eukaryotesProvide evidence to refute Margulis hypothesis that prokaryotes gave rise to eukaryotesWe will have a class discussion about what you have found (10 minutes)Time: 45 minutes totalActivity threeCreate a visual representation (comic strip, concept map, model, etc.) to show the theory of endosymbiosisPresent to the class Time: 20 minutesClosing activityQuiz!Time: 10 minutesDay 9: Unit TestTopics covered:Water & the Fitness of the Environment (3)Carbon & the Molecular Diversity of Life (4)The Structure and Function of Large Biological Molecules (5)A Tour of the Cell (6)Membrane Structure and Function (7)An Introduction to Metabolism (8)Prokaryotes (27.1)Evolution of Eukaryotes from Prokaryotes (6,25, 26)Day 10Required Readings:Chapter 8, 9, 10Bozeman Videos:Cellular RespirationLearning ObjectivesExplain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow, and to reproduce (LO 2.1, SP 6.2)Justify a scientific claim that free energy is required for living systems to maintain organization, to grow, or to reproduce, but that multiple strategies exist in different living systems (LO 2.2, SP6.1)Predict how changes in free energy availability affect organisms, populations, and ecosystems (LO 2.3, SP 6.4)

Activity OneResearch how fermentation occurs in yogurt cheese, chocolate, vinegar, or sourdough bread (each group choose a different food)Write a 2-3 page paper using the following questions as a guide:What metabolic pathway is used in the fermentation process?What substrate is involved in the process?What are the products that result from the process?How is fermentation accomplished?How is the product prepared for consumption?Due: Friday, September 14Time: 40 minutesActivity twoDesign and conduct an experiment to investigate how yeast metabolizes different sugarsQuestion: Which treatment will produce the most carbon dioxide?Warm water + yeastYeast + glucoseYeast + table sugarMaterials: Balloons, water bottles, string, yeast (dry active)Time: 40 minutesClosing ActivityQuiz!Time: 5 minutesDay 11Required Readings:AP Biology lab #6: Cellular RespirationBozeman VideoAP Bio lab #5Learning objectivesConstruct explanations of the mechanisms and structural features of cells that allow organisms to capture, store, or use free energy (LO 2.5, SP 6.2)

Activity oneCellular Respiration labTime: 60 minutesDay 12Required Readings:Chapter 8, 9, 10Bozeman videos:PhotosynthesisLearning objectivesUse representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter (LO 4.18, SP 1.4)Use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store, and use free energy (LO 2.4, SP 1.4, SP 3.1)Describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms (LO 1.15, SP 7.2)Activity oneRead the article provided about how herbicides block the metabolic pathways for photosynthesisWrite down scientific questions after reading the articleConstruct explanations (and justify) regarding how mechanisms and structural features of the plant disallow the plan to capture, store, or use free energyTime: 45 minutesActivity twoCreate a poster to explain the interdependent relationships of cellular respiration and photosynthesisHow would these processes affect a runner in a marathon race?Be sure to make use of graphics to represent the cyclic processTime: 30 minutesClosing activityQuiz!Time: 15 minutesDay 13Required Readings:AP Bio lab #5Bozeman videos:AP Bio lab #4: PhotosynthesisLearning objectivesUse representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store, and use free energy (LO 2.4, SP 1.4, SP 3.1)Describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms (LO 1.15, SP 7.2)

Activity oneWhat are different factors that affect the rate of photosynthesis?Choose 1 factor to test and design an experiment to test this factorTime: 80 minutesClosing activityQuiz!Time: 10 minutesDay 14Required Readings:Chapter 11Bozeman Videos:036037038039Learning objectivesDescribe basic chemical processes for cell communication shared across evolutionary lines of descent. [LO 3.31, SP 7.2]Generate scientific questions involving cell communication as it relates to the process of evolution. [LO 3.32, SP 3.1]Use representation(s) and appropriate and models to describe features of a cell signaling pathway. [LO 3.33, SP 1.4]Construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling. [LO 3.34, SP 6.2]Create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling. [LO 3.35, SP 1.1]Describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response. [LO 3.36, SP 1.5]Justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response. [LO 3.37, SP 6.1]Describe a model that expresses key elements to show how change in signal transduction can alter cellular response. [LO 3.38, SP 1.5]Construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways. [LO 3.39, SP 6.2]Activity oneGo to the website http://learn.genetics.utah.edu/content/begin/cells/How do cells communicate through signals aided by pahtways made of proteins?View 3-D animations for cell communication, the fight or flight responseExamine how cells communicate during this responseComplete the Dropping SignalsWhat happens when cell communication goes wrong?Time: 75 minutesClosing activityQuizTime: 15 minutesDay 15Required Readings:Chapter 11Bozeman Videos:036037038039

Learning objectivesDescribe basic chemical processes for cell communication shared across evolutionary lines of descent. [LO 3.31, SP 7.2]Generate scientific questions involving cell communication as it relates to the process of evolution. [LO 3.32, SP 3.1]Use representation(s) and appropriate and models to describe features of a cell signaling pathway. [LO 3.33, SP 1.4]Construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling. [LO 3.34, SP 6.2]Create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling. [LO 3.35, SP 1.1]Describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response. [LO 3.36, SP 1.5]Justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response. [LO 3.37, SP 6.1]Describe a model that expresses key elements to show how change in signal transduction can alter cellular response. [LO 3.38, SP 1.5]Construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways. [LO 3.39, SP 6.2]

Activity oneCreate a model to illustrate the key features/components in a G-protein receptor system and the three stages of signaling: reception, transduction and cellular responseTime: 30 minutesActivity twoCreate a poster that shows the steps in a signal transduction pathwayTime: 35 minutesClosing activityQuiz!Create 3 questions (1 MC, 2 short answer) for a quizDay 16Unit test #2Topics covered:Chapter 3, 4, 5, 6, 7, 8, 9, 10, 11, 25, 26, 27Lab #4, 5, 6