constant energy input to maintain organization, to grow and to reproduce. [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. [SP 6.1] predict how changes in free energy availability affect organisms, populations and ecosystems. 3.2: Organisms capture and store free energy for use in biological processes. Performance indicators: use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. [SP 1.4, 3.1] construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy. [SP 6.2] Tasks: Fluency Tasks- Predicting 1–2 consequences to organisms, populations, and ecosystems if sufficient free energy is not available (e.g., death, changes in population size, changes to number and size of trophic levels in ecosystems. Describing 2–3 different strategies that organisms employ to obtain free energy for cell processes (e.g., different metabolic rates, physiological changes, variations in reproductive and offspring-rearing strategies). Refining or revising a visual representation to more accurately depict the light-dependent and (i.e., Calvin cycle) reactions of photosynthesis and the dependency of the processes in the capture and storage of free energy. Refining models showing organism interaction and matter and energy f w in a biological system and predicting the effects of a change in one of the components. Analyzing data showing how changes in structure and concentrations affect enzymatic activity Advanced Fluency Tasks- Pose scientific questions about what mechanisms and structural features allow organisms to capture, store, and use free energy (e.g., autotrophs versus heterotrophs, photosynthesis, chemosynthesis, anaerobic versus aerobic respiration). Create a visual representation to describe the structure of cell membranes and how membrane structure leads to the establishment of electrochemical gradients and the formation of ATP. Describe the interdependency of photosynthesis and cellular respiration (e.g., that the products of photosynthesis are the reactants for cellular respiration and vice Analyze data showing how changes in enzyme structure, substrate concentration, and environmental conditions (pH, temperature, salinity, etc.) affect enzymatic activity. Predict the effects when one of the parameters is further changed. Semester
SP 1: use representations and models to communicate scientific phenomena and scientific problems. 1.1. create representations and models of natural or man-made phenomena and systems in the domain. 1.2 describe representations and models of natural or man-made phenomena and systems in the domain. 1.3 refine representations and models of natural or man-made phenomena and systems in the domain. 1.4 use representations and models to analyze situations or solve problems qualitatively and quantitatively. 1.5 re-express key elements of natural phenomena across multiple representations in the domain. SP 2: use mathematics appropriately. 2.1 justify the selection of a mathematical routine to problems. 2.2 apply mathematical routines to quantities that describe natural phenomena. 2.3 estimate numerically quantities that describe natural phenomena. SP 3: engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 3.1 pose scientific questions. 3.2 refine scientific questions. 3.3 evaluate scientific questions. SP 4: plan and implement data collection strategies appropriate to a particular scientific question. 4.1 justify the selection of the kind of data needed to answer a particular scientific question. 4.2 design a plan for collecting data to answer a particular scientific question. 4.3 collect data to answer a particular scientific question. 4.4 evaluate sources of data to answer a particular scientific question. SP 5: perform data analysis and evaluation of evidence. 5.1 analyze data to identify patterns or relationships. 5.2 refine observations and measurements based on data analysis. 5.3 evaluate the evidence provided by data sets in relation to a particular scientific question. SP 6: work with scientific explanations and theories. 6.1 justify claims with evidence. 6.2 construct explanations of phenomena based on evidence produced through scientific practices. 6.3 articulate the reasons that scientific explanations and theories are refined or replaced. 6.4 make claims and predictions about natural phenomena based on scientific theories and models. 6.5 evaluate alternative scientific explanations.