AP BIOLOGY
(Secondary)
ESSENTIAL UNIT 4 (E04)
(Cellular Communication)
(July 2013)
Unit Statement: In this unit student will explore the nature of cell communication, the
structure and function of the cell membrane, diffusion, facilitated diffusion, active
transport, osmosis and how these processes allow the immune, nervous, endocrine,
muscular and circulatory systems to transmit and receive information.
Overview – Cellular Communication (3 Weeks)
● Cell Communication
● Cell membranes and Transport
● Immune System
● Nervous System
● Muscular System
● Endocrine system
● Circulatory System
Essential Outcomes: (must be assessed for mastery)
1. The Student Will use representations and models to pose scientific questions about
the properties of cell membranes and selective permeability based on molecular
structure.
2. TSW construct models that connect the movement of molecules across membranes
with membrane structure and function.
3. TSW explain how internal membranes and organelles contribute to cell functions.
4. TSW create representations and models to describe specific and nonspecific
immune responses in plants and animals.
5. TSW describe basic chemical processes and generate scientific questions involving
cell communication shared across evolutionary lines of descent.
6. TSW construct explanations and/or create representations of cell communication
through cell-to-cell direct contact or from a distance through chemical
signaling.
7. TSW use representation(s) and appropriate models to justify, based on scientific
evidence, and describe the key elements of signal transduction pathways by
which a signal is converted to and alters cellular response.
8. TSW construct an explanation of how certain drugs affect signal reception and,
consequently, signal transduction pathways.
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QSI AP BIOLOGY E04 SEC
Copyright © 1988-2013
9. TSW analyze data that indicate how organisms exchange information in response
to internal changes and external cues, and which can change behavior.
10. TSW construct an explanation, based on scientific theories and models and 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.
Suggested Chapters (Campbell):
●
●
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●
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7 - Membrane Structure and Function
11 - Cell Communication
42 - Circulation and Gas Exchange
43 - Immune System
45 - Hormones and the Endocrine System
48 - Neurons, Synapses, and Signaling
49 - Nervous Systems
50 - Sensory and Motor Mechanisms
Suggested Chapters (Starr):
●
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5 – A Closer Look at Cell Membranes
33 – Neural Control
34 – Sensory Perception
35 – Endocrine Control
36 – Structural Support and Movement
37 – Circulatory System
38 – Immunity
Suggested Overview of Lecture and Discussion Topics:
1.
2.
3.
4.
5.
6.
7.
Membrane structure and function.
Cell communication steps and ubiquitous nature.
Functioning of immune system and ELISA Assay background.
Neuron structure and functioning.
Nature of sensory mechanisms.
Sliding filament theory.
Student presentations are dispersed between above topics.
Suggested Activities:
1. Science project
a. Open inquiry into the shape and function of specialized cells of the
immune, endocrine, sensory mechanisms.
b. Research on topic. At least two scientific journal articles must be used.
c. Students are required to construct a 3-D model of their specialized cell.
d. Provide explanation of how that cell communicates with the rest of the
body.
e. Describe a disease state other than cancer that can affect this cell.
f. Presentation of material to class members.
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QSI AP BIOLOGY E04 SEC
Copyright © 1988-2013
2. Diffusion and Osmosis: AP Investigation 4 (Smartscience Labs: Membrane
Diffusion, Osmosis, Onion Osmosis)
3. Activity of membrane modeling- cut and paste.
4. Membrane Channels Simulation
(http://phet.colorado.edu/en/simulation/membrane-channels)
5. Neuron Simulation (http://phet.colorado.edu/en/simulation/neuron)
6. Manipulation of models of neuron signaling and action potential computations.
7. Models of cell communication with insulin.
Technology Links:
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Biosignaling: Cell Communication and Signaling is an open access online journal.
Learn Genetics: The Inside Story of Cell Communication The University of Utah’s
Genetic Science Learning Center.
Learn Genetics: A Real Example of Cell Communication: A Youtube video.
The Biology Project: Cell Signalling Problem Set
Suggested Rubric:
The students will be evaluated for each unit according to the following rubric:
Above Mastery (A)
Mastery (B)
In Progress (P)
Multiple Choice Unit
Exam (s)
93% or better
86% - 92.9%
85.9% or lower
Free Response
Question
8 or better on the
unique rubric written
for each question
5 – 7 on the unique
rubric written for
each question
4 or below on the
unique rubric
written for each
question
Laboratory
Experiment (s)
Laboratory
experiments were
performed, data
collected and
analyzed, and written
in a concise, clear,
and accurate manner
with
graphics/diagrams
neat and complete
and appropriate
terminology
according to
teacher’s instructions.
If formal lab is
requested – use Lab
Report Rubric
Laboratory
experiments were
performed, data
collected and
analyzed, and
written in a
concise, clear, and
accurate manner
with
graphics/diagrams
relatively neat and
complete and
generally
appropriate
terminology
according to
teacher’s
instructions. If
Laboratory
experiments were
performed and
written in a
concise, clear, and
accurate manner
with
graphics/diagrams
lacking in
neatness and
completeness and
some appropriate
terminology
according to
teacher’s
instructions. If
formal lab is
requested – use
27
QSI AP BIOLOGY E04 SEC
Copyright © 1988-2013
Study Guide,
Worksheets,
Homework, and
Notebook
Study Guides,
Worksheets, and
Notebooks are
consistently up to
date, neat, and
accurate.
Information can be
easily accessed.
formal lab is
requested – use Lab
Report Rubric
Lab Report
Rubric.
Study Guides,
Worksheets, and
Notebooks are
relatively up to
date, neat, and
accurate
Study Guides,
Worksheets, and
Notebooks are not
up to date, neat,
and accurate.
Information can be
somewhat easily
accessed.
It is difficult to
access
information.
If a student falls within the “P” range the following steps will be taken to complete the
outstanding unit:
1. The student will be automatically be assigned to the after-school homework
tutorial for the duration of the next unit or until mastery of the outstanding unit,
whichever comes first. In the after school homework tutorial, the following steps
should be taken:
a. First, the student must complete all unfinished work for the outstanding
unit.
b. Second, the student will use his/her time to study the necessary material
and ask for additional help if necessary.
c. Third, student will retest if necessary. If the student masters the subject
matter the second time around with an 86% or better and finished all past
work with at least a ‘B’ according to the rubric, he/she will earn a ‘B’.
2. If the student doesn’t master the outstanding unit according to the rubric during
current unit, the unit will be assessed with an H, W, or D. If a W is awarded then
no credit for that unit may be obtained in the current calendar school year, but the
student still may participate in the AP exam in May.
28
QSI AP BIOLOGY E04 SEC
Copyright © 1988-2013