Images from Campbell Concepts and
Connections, 2009
 90
minute Block period
 ~65 multiple choice
 Free Response-1 lab skill question and a
Essay that relates all subjects studied
 AP
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Exam (3 hours total)
http://www.collegeboard.com/student/testing/
ap/biology/exam.html?biology
100 multiple choice (80 minutes)
4 essays (multiple parts)- 10 minute pre-read and
90 minutes for free response section
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1 essay usually covers a lab and/or lab skills
http://www.iusd.org/uhs/apbiology/essayquestions.ht
m
Topic Outline
 We don’t cover A2, some of B and C (see study
guides for help!)
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8 themes and Flash Cards
Theme 1 Science as Process – Science is a way for us to learn about the
things and events in our world.
Theme 2 Evolution – Evolution is change over time. It is driven by a
number of natural processes.
Theme 3 Energy transfer – Energy is the ability to do work. In living
systems energy is controlled by a variety of physical structures and
biochemical reactions.
Theme 4 Continuity and change – Organisms tend to maintain a high
fidelity in the genetic information that is passed from generation to
generation. However, external and internal factors can affect the level
of fidelity.
Theme 5 Relationship of structure to function – Form and function
affect each other and the ability of an organism to survive.
Theme 6 Regulation – Living organisms must have regulation of chemical
and behavioral mechanisms.
Theme 7 Interdependence in Nature – At some level all biotic and
abiotic factors effect each other.
Theme 8 Science, Technology and Society – Science, Technology and
Society do not exist in separate spheres. There is positive and negative
interaction between them.
A. Chemistry of Life (7%)
 Water
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Organic molecules in organisms (LabMacromolecules I and II)
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Know macromolecules; their structure and properties;
why Carbon is important; enantiomers and isomers
Free energy changes
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Know properties of water and why it is important to
life
Know endergonic v. exergonic; Gibbs Free Energy;
activation energy; Entropy
Enzymes (Lab- Enzyme Inquiry)
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Know factors that affect enzyme shape and function
Polarity of water determines cell membranes
(hydrophobic v hdrophilic); Cohesion, Adhesion, Density,
hydrogen bonds, Specific Heat; Shape is key to function!
20 amino acids; ionic, polar; and non-polar;
$ levels of folding- Shape is Key to Function!
 B.
Cells (10%)
 Labs- Variations in Cells; Osmosis Inquiry
 Prokaryotic and eukaryotic cells
 Membranes
 Subcellular organization
 Cell cycle and its regulation
Passive v Active TransportOsmosis, Diffusion, Facilitated
diffusion
Endocytosis, Exocytosis,
Primary and Secondary Transport,
Cell Cycle or clock is
composed of:
Interphase (G1, S,
and G2) and M
(nuclear division and
cytokinesis); G0 is a
differentiated cell
 Checkpoints control
the timing of the
cycle
 Cancer is
uncontrolled cell
growth
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Cellular Energetics (8%)
 Lab- Respiration in Lentils with
Respirometer
 Coupled reactions
 Fermentation and cellular respiration
 Photosynthesis
II. Heredity and Evolution (25%)
 Labs- PGLO; Chromotography; Forensics Case
(DNA Fingerprint and ELISA)
 A. Heredity (8%)
 Meiosis and gametogenesis
 Eukaryotic chromosomes
 Inheritance patterns
 B. Molecular Genetics (9%)
 RNA and DNA structure and function
 Gene regulation
 Mutation
 Viral structure and replication
 Nucleic acid technology and applications
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 Crossing
Over
 Provides for
diversity
Know monohybrid and dihybrid punnett squares!
 Transcription=
DNA
converted to
mRNA
 Translation= mRNA
converted to
amino acid
sequence
 SHAPE is key to
FUNCTION!
Transcription
Concept Map Overview
Gene Cloning
 Plasmids are
small circular
pieces of DNA
Transformation=
Putting a gene
into an organism
that doesn’t
naturally have it
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 DNA
Fingerprinting
 Pharmaceuticals
 GMOs
 Cloning-Stem Cells
 Gene therapy
 DNA Sequencing
 Microarrays
Concept Map: Overview
C. Evolutionary Biology (8%)
 Labs- Hardy Weinberg; Whale activity;
BLAST/Phylogenetic Trees
 Early evolution of life
 Evidence for evolution
 Mechanisms of evolution
 III. Organisms and Populations (50%)
 A. Diversity of Organisms (8%)
 Evolutionary patterns
 Survey of the diversity of life
 Phylogenetic classification
 Evolutionary relationships
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Natural Selection…
Charles Darwin (1859)
published his
theory…offspring inherit a
resemblance to their parents
not solely due to
environment…in nature
individual’s with traits that
made them better adjusted
to their environments or
gave them higher
reproductive
capacities…”higher fitness!”
Tenets: 1) more individuals
are born than survive; 2)
when environmental changes
occur, populations require
new properties to maintain
their fitness; 3) traits are
inheritable; 4) either
adaptation or extinction
occurs
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Peppered moth example: light v. dark variants;
frequency changes due to environmental conditions
Mechanisms of: 1) Geographic Isolation (Darwin’s
Galapagos Finches & Hawaiian Fruit Flies); 2) Genetic
Drift (gene freq. Change by the chance failure of
progeny to reproduce to the exact gene proportions
of their parents…natural disaster); 3) Founder effect
(migration of individuals to an isolated population);
4) Mutations (seems to be the chief agent); 5) Gene
Flow (change in gene pools due to migration of
individuals between populations); 6) Nonrandom
matings (inbreeding, mate selection); 7) Natural
Selection via differential reproductive success
(increases freq. Of some alleles and diminishes
others)
Paleontology (fossil record)
Comparative anatomy
Vestigial Structures
Comparative Embryology (developmental stages)
Comparative Physiology (similar enzymes,
hormones, etc…)
 Taxonomy (classification…see overhead schemas)
 Biogeography (isolation mechanisms)
 Genetics (gene mutations, chromosomal
rearrangements, chromosome segment doubling
produce variations)
 DNA, RNA, Protein comparative analysis
 Artificial Selection (See “Dog Evolution” video)
 See: http://www.pbs.org/wgbh/evolution/
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Speciation, Extinction
or Status Quo
 Reproductive barriers
separate species
 prezygotic and
postzygotic:
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habitats, behavioral,
temporal, mechanical,
gametic, reduced
hybrid viability,
reduced hybrid
fertility, hybrid
breakdown, &
introgression)
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Ocean Surface (Tidal
Pools) – This popular
hypothesis suggests
life arose in a
tidepool, pond or on
moist clay on the
primeval Earth.
Gases from volcanoes
would have been
energized by UV light
or electrical
discharges to form
the prebiotic
molecules in froth
(Miller-Urey Expt)
 Panspermia
– Cosmic ancestry is a serious
scientific hypothesis that proposes living
organisms were “seeded” on Earth as
passengers aboard comets and meteors.
Such incoming organisms would have to
survive the heat of re-entry.
 http://www.comcast.net/news/articles/scie
nce/2008/03/06/Saturn.Moon/ Probe Finds
Organic soup on Saturn Moon (Enceladus)
 Undersea
Thermal Vents – A recently
proposed hypothesis suggests that life
may have arisen at ancient volcanic vents
(called smokers). This environment
provides the necessary gases, energy, and
a possible source of catalysts (metal
sulfides).
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Life originated 3.4 bya Early Earth Environment lacked
free oxygen (Urey-Miller Experiment)  concentrations of
molecules led to synthesis of active chemical groupings of
molecules and interactions of chemical compounds 
rudimentary genetic system  Natural Selection 
Anaerobic Prokaryotes (bacteria) Blue-Green Algae and
aerobic photosynthesis Amalgamation of distinct cell
types (first eukaryotes; endosymbiotic theory) bluegreen algae evolved into chloroplasts & aerobic bacteria
evolved into mitochondria DNA may have arisen through
prokaryotic symbionts  single-celled eukaryotes
developed complex modes of living and advanced types of
reproduction multicellular plants and animals w/ free
oxygen and food supplies abundant (700 mya) basic body
plans of modern animals developed with a remarkable
burst of evolutionary diversity (700 – 570 mya)  jellyfish
and burrowing worm skeletons (570 mya)fishland
plants (400 mya)arthropods (some evolving into insects)
(360 mya)Dinosaurs and mammals (135 mya)extinction
of dinosaurs (65 mya)human evolution (2 mya) *Know
general steps (See pbs evolution web site!)
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http://www.pbs.org/wgbh/nova/origins
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III. Organisms and Populations (50%)
A. Diversity of Organisms (8%)
Evolutionary patterns
Survey of the diversity of life
Phylogenetic classification
Evolutionary relationships
B. Structure and Function of Plants and Animals (32%)
Reproduction, growth, and development
Structural, physiological, and behavioral adaptations
Response to the environment
C. Ecology (10%)
Population dynamics
Communities and ecosystems
Global issues
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NOTE- B and C are NOT on the Biology Final, just AP Exam!
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 What
is conservation biology? Sustainability?
 How does this relate to human interaction?
 Habitat
Destruction v. Development
 Invasive Species
 Overexploitation
 Pollution (Global Melting/Warming, Acid
Rain, Too much Waste, Fossil Fuel Power…)
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Batesian mimicry is a form of mimicry typified by a situation where a
harmless species has evolved to imitate the warning signals of a harmful
species directed at a common predator.
Müllerian mimicry is a natural phenomenon when two or more
poisonous species, that may or may not be closely related and share one
or more common predators, have come to mimic each other's warning
signals.
Batesian mimicry is when a harmless species or a species that is prey to
predators (some textbooks might use the word 'palatable', which means
savoury or tasty) copies a harmful species or a species that is not prey to
other predators (unpalatable, which means unsavoury, not tasty).
On the other hand, a Mullerian mimicry is when TWO (or more) harmful
or unpalatable species mimic each other.
These animals usually mimic each other's appearances but mimicry can
also extend to behavior.
For example, say we have two frogs. One is poisonous and uses
aposematic (warning) coloration by being bright blue. One is harmless
and bright blue. This is a case of Batesian mimicry.
But if both frogs are poisonous and bright blue, this is Mullerian mimicry.
Digestive System
 Circulatory and Respiratory Systems
 Immune System
 Excretory System
 Nervous System
 Muscle/Bones System
 Reproduction (meiosis)
 Comparative Anatomy (Humans, Plants, Shark,
worm…)
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You may use your Shark lab, A&P notes from 2
packets
Comparative Respiration
T Helper v. T Cytoxic Cells
 Know:
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Photosynthesis
Vascular Tissue (phloem, xylem, cambium)
Differences in plant v. animal cells
General function/structure of roots, stems and
leaves
Monocots v. Dicots
Sensory systems (phototropism, gravitropism,
thigmotropism)
Other? Plant hormones