LO 2.4 The student is able to use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. [See SP 1.4, 3.1]
LO 2.8 The student is able to justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products. [See SP 4.1]
LO 2.9 The student is able to 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. [See SP 1.1, 1.4] (5)
*Name the key elements found in each of the following organic compounds.
 carbohydrates
 proteins
 lipids
 nucleic acids
*Describe the following properties of water that result from its polarity and hydrogen bonding?
 cohesion
 adhesion
 high specific heat capacity
 universal solvent support reactions
*Explain how each of the following are a result of water’s polarity and vital to an organism’s survival.
 Surface tension
 Capillary action
 Universal solvent
 High specific heat
 Evaporative cooling
*Explain how increased surface affects a biological system's ability to obtain resources and eliminates wastes?
 microvilli
 length of the small intestine
LO 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments. [See SP 6.2]
*Describe the various mechanisms organisms used for obtaining nutrients and eliminating wastes and relate it to
evolutionary adaptations? (3)
 digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-way digestive system
 nitrogenous waste production and elimination in aquatic and terrestrial animals
LO 4.1 The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties. [See SP 7.1]
LO 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. [See SP 1.3]
LO 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule.[See SP 6.1, 6.4] (4)
*Describe the subcomponents of each organic compound (biological polymers).
 nucleic acids
 proteins
 lipids
 carbohydrates

*Explain how structure accounts for their function?
 Proteins (primary, secondary, tertiary and quaternary structure, R group, hyrdophobic,
hydrophilic)
 Phospholipids
*Categorize the function of the following polysaccharides as either energy storage or structure.
Name the type of organism they are found in.
 Starch
 Glycogen
 Cellulose
 Chitin
 Peptidoglycan
*For each of the following protein functions, give specific examples and explain how they are used.
 Structure
 Transport
 Defense
 Enzymes
*State the three main categories of lipids and explain how the structure of each has an effect on the function.
*Describe the difference between unsaturated and saturated fatty acids
*Give examples of nucleic acids.
*Draw a diagram that represents each of the following reactions.
Label each as anabolic or catabolic, endergonic or exergonic
 Dehydration synthesis of sucrose
 Hydrolysis of starch
 Dehydration synthesis of a triglyceride
*Explain what happens when a protein is denatured.
*Explain how a change in the primary structure of a protein affects its function. Use sickle cell anemia as an
example.
*Specifically describe where the following bonds can be found.
 Hydrogen (name at least 3 places)
 Peptide
 Disulfide bridges
 Covalent
 Ionic
LO 4.8 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts. [See SP 3.3]
LO 4.9 Predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). SP 6.4
LO 4.10 Refine representations and models to illustrate biocomplexity due to interactions of the constituent parts.[ SP 1.3]
*Explain how coordination between organs provide an essential biological activity? (3)
 pancreas and small intestines
 gall bladder and small intestines

*Explain how the digestive system of a carnivore differs from a herbivore?
*What happens to carbohydrates in each part of the digestive system listed below.
 mouth
 stomach
 small intestine
 large intestine
LO 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function.
[See SP 5.1]
*Draw a graph illustrating the difference between a catalyzed and uncatalyzed reaction.
Label
 energy level of products
 energy level of reactants
 amount of energy needed for a catalyzed reaction
 amount of energy needed for an uncatalyzed reaction
*Draw a picture diagraming the function of an enzyme. Include the following terms in your diagram.
 Enzyme
 Enzyme-substrate complex
 Active site
 Substrate
 Products
 Allosteric inhibitor
*Describe the difference between and give an example of both cofactors and coenzymes.
*Describe how allosteric inhibitors affect enzyme function.
*Explain how each of the following affect the rate of an enzymatic reaction.
 concentration enzyme
 concentration of substrate
 temperature
 pH
 salinity