a. Continuity of homeostatic mechanisms reflects common ancestry, while changes may occur in response to different environmental conditions. [See also 1.B.1]
b. Organisms have various mechanisms for obtaining nutrients and eliminating wastes.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Gas exchange in aquatic and terrestrial plants
• Digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-way digestive systems
• Respiratory systems of aquatic and terrestrial animals
• Nitrogenous waste production and elimination in aquatic and terrestrial animals
c. Homeostatic control systems in species of microbes, plants and animals support common ancestry. [See also 1.B.1]
To foster student understanding of this concept, instructors can choose an illustrative example such as the comparison of:
• Excretory systems in flatworms, earthworms and vertebrates
- Osmoregulation in bacteria, fish and protists.
• Osmoregulation in aquatic and terrestrial plants
• Circulatory systems in fish, amphibians and mammals
• Thermoregulation in aquatic and terrestrial animals (countercurrent exchange mechanisms)
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]
LO 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments. [See SP 5.1]
LO 2.27 The student is able to connect differences in the environment with evolution of homeostatic mechanisms.
[See SP 7.1]
Link: http://www.youtube.com/watch v=CLv3SkF_Eag
Science Notebook check.-after AP Bio Exam I hope to have you take a questionnaire on activities you thought were most valuable for your understanding of the content as well as recommendation for the next AP Bio crop.
Thursday: Practice AP Biology exam- MC/Grid-in- 90 minutes. Work on Big Idea 3 - Move Chapter Review to following Tuesday and have Curriculum Guidelines for Big Ideas 1-3 completed by Friday (BOP) with clear evidence of you reviewing this material. This will help guide our review on Saturday I to help identify major concepts, processes and content that you may not be certain about, to fill in missing gaps and help with specific illustrative examples.
Animal diversity I lab- Should be able to complete today. Score with correction key.