2D.1: Pose scientific questions a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the 3D: Justify the scientific claim that group, and (3) identify character data that could extend or improve the organisms share core biological phylogenetic tree. (LO 1.17) processes and features and how these shared features support the 2D.2: Evaluate evidence provided by a data set in conjunction with a concept of common ancestry for all phylogenetic tree or a simple cladogram to determine evolutionary history and organisms. (LO 1.14-1.16) speciation. (LO 1.18) 2D.3: Create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation provided data (LO 1.19) 2D.4: Define terms such as: phylogeny, derived trait, cladogram, clade, sister group 2E.1 Describe and evaluate scientific hypotheses about the origin of life on Earth. (LO 1.27) 3E Justify the selection of 2E.2 Explain how the distribution of ecosystems changes over time by geological, physical, and chemical identifying large-scale events that have resulted in these changes in the past data that reveal early Earth (LO 4.20) conditions that lead to the origin of life on Earth. (LO 1.32) 2E.3 Define terms such as: Big bang theory, Miller-Urey experiment, RNA world hypothesis, protocell, cyanobacteria, stromatolites, endosymbiont theory. Cell Communication & Systems Topic 4 3 2 In addition to 3A: Create a model that expresses key elements 2A: Describe the three steps of the cell signaling process to show how changes(s) in signal transduction (reception, transduction, response (changes in gene meeting the learning goal, the student can alter cellular response (can include expression or activation of an enzyme(s)) Cell demonstrates psychoactive drugs, inhibitors, etc.) inferences and & Systems
3D: Justify the scientific claim that organisms share core biological processes and features and how these shared features support the concept of common ancestry for all organisms. (LO 1.14-1.16) 3E Justify the selection of geological, physical, and chemical data that reveal early Earth conditions that lead to the origin of life on Earth. (LO 1.32) 2D.1: Pose scientific questions a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. (LO 1.17) 2D.2: Evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation. (LO 1.18) 2D.3: Create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation provided data (LO 1.19) 2D.4: Define terms such as: phylogeny, derived trait, cladogram, clade, sister group 2E.1 Describe and evaluate scientific hypotheses about the origin of life on Earth. (LO 1.27) 2E.2 Explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past (LO 4.20) 2E.3 Define terms such as: Big bang theory, Miller-Urey experiment, RNA world hypothesis, protocell, cyanobacteria, stromatolites, endosymbiont theory. Cell Communication & Systems Topic 4 3 2 Cell & Systems In addition to meeting the learning goal, the student demonstrates inferences and 3A: Create a model that expresses key elements to show how changes(s) in signal transduction can alter cellular response (can include psychoactive drugs, inhibitors, etc.) 2A: Describe the three steps of the cell signaling process (reception, transduction, response (changes in gene expression or activation of an enzyme(s))
ap_biology_curriculum_guide_17-18.docx