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Advanced Placement Biology

 

California State Standards

 

Unit 1

The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept:

  • Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction.
  • equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings. .
  • Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.
  • Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. 

 

Unit 2

The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept:

·        Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings.

·        Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.

·        Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm.

·        Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.

·        Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.

·        Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.

·        Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production.

·        Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.

 

 

Unit 3

The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept:

  • Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.
  • Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept:
  • Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.
  • Students know only certain cells in a multicellular organism undergo meiosis.
  • Students know why approximately half of an individual's DNA sequence comes from each parent.
  • Students know the role of chromosomes in determining an individual's sex.
  • Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of theparents.
  • A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept:

Unit 4 & 5 (separate)

 

  • Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.
  • Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).
  • Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
  • Students know the genetic basis for Mendel’s laws of segregation and independent assortment.
  • Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.
  • Students know how to use data on frequency of recombination at meiosis to estimate genetic distances between loci and to interpret genetic maps of chromosomes.
  • Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequenceof amino acids in proteins characteristic of that organism. As a basis for understanding this concept:
  • Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.
  • Students know specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves
  • The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept:
  • Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.
  • Students know how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA molecules.
  • Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.

 

Unit 6

1. The frequency of an allele in a gene pool of a population depends on many factors and may be stable orunstable over time. As a basis for understanding this concept:

  • Students know why natural selection acts on the phenotype rather than the genotype of an organism.
  • Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
  • Students know new mutations are constantly being generated in a gene pool.
  • Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
  • Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.
  • Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in apopulation, given the frequency of phenotypes.

2. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept:

  • Students know how natural selection determines the differential survival of groups of organisms.
  • Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.
  • Students know the effects of genetic drift on the diversity of organisms in a population.
  • Students know reproductive or geographic isolation affects speciation.
  • Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
  • Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships.
  • Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.