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=BIG IDEA 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. =

No targets relate to Big Idea 3.
 * Unit 1 **

No targets related to Big Idea 3
 * Unit 2 **


 * Unit 3 (Target IV) Compare and Contrast prokaryotic and eukaryotic cells **

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 * Unit 3 (Target VI) Explain the Miller-Urey experiment, RNA world hypothesis, formation of protobionts, and endosymbiont hypothesis in the context of the early Earth and the origin of life on Earth. **

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 * Unit 4 (Target I)- Explain the historical significance of the following scientists' contributions to the study of DNA and utilize their data to support the claim that DNA is the source of heritable information: Griffith/Avery/McLeod/McCarthy, Hershey/Chase, Watson/Crick, Franklin/Wilkins **

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 * Unit 4 (Target III)- Describe the structure of DNA. Be sure to use the following terms: deoxyribose, nucleotide, hydrogen bond, phosphodiester bond, purine, pyrimidine, 5', 3', A, T, C, G, and anti-parallel.**

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 * Unit 4 (Target IV)- Compare and Contrast the genome structure and organization of prokaryotes and eukaryotes**

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 * Unit 4 (Target V)- State and explain the function of the following enzymes or structures involved in DNA replication: DNA polymerase( I, II, III), DNA ligase, primase, helicase, topoisomerase, nuclease, and ssbps**

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 * Unit 4 (Target VI)- Explain the process of replication. Explain the differences between replication of the leading and the lagging strands. Include the terms: Okazaki fragments, semiconservative, telomeres, telomerase, replication fork.**

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 * Unit 4 (Target VII)- Describe the process and significance of errors in DNA replication, DNA repair mechanisms, and mutagens.**

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 * Unit 4 (Target VIII)- Describe the importance of mitosis in single-celled and multi-cellular organisms in terms of function, chromosome number of daughter cells and location**

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 * Unit 4 (Target XI)- Define checkpoint in the cell cycle. Describe the differences between normal cells and cancer cells that reflect disruptions in cell cycle control.**


 * Unit 5 (Target 1) - **I dentify and define the different levels of ecological organization. Address the following categories: ** Biosphere, Biome, Ecosystem, Community, Population, Individual, Cell. **


 * Unit 5 (Target 2) - ** Describe the flow of energy and materials through trophic levels in ecosystems. Be able to analyze and explain the following graphical representations: ** Food Webs, Food Chains, Pyramids (Energy, Biomass, Numbers). ** Incorporate the following terms in your explanations: ** biological magnification, producer, primary consumer, secondary consumer, tertiary consumer, herbivore, carnivore, omnivore, 10 % rule **


 * Unit 5 (Target 3) - ** Analyze and explain survivorship curves ( ** Type I, II, II ** ). Explain how ** r-selected ** and ** K-selected ** species relate to specific curve types.


 * Unit 5 (Target 4) - ** Analyze and explain logistic and exponential growth graphs. Apply the following terms to your discussion: ** limiting factors, carrying capacity, and equilibrium **.


 * Unit 5 (Target 5) - ** Discuss how ** biotic ** and ** abiotic ** limiting factors ( ** density dependent ** and ** density independent ** ) affect population size. For biotic factors, address ** predator/prey relationships ** and ** competition **.


 * Unit 5 (Target 6) - ** Explain how the different relationships among organisms can affect populations. Address the following: ** mimicry (Mullerian and Batesian), symbiosis (Mutualism, Parasitism, Commensalism), niche, habitat, competitive exclusion, camouflage, adaptation **


 * Unit 5 (Target 7) - ** Define, explain, and identify examples of organism behavior. Address the following: ** taxis, kinesis, sign stimulus, fixed action patterns, imprinting **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 5 (Target 8) - ** Compare and contrast the biogeochemical cycles: ** nitrogen, phosphorus, carbon **.


 * UNIT 5 DOES NOT APPLY TO BIG IDEA 3

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 6 - No Targets for Big Idea #3

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 7- No Targets for Big Idea #3

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 8 (Target I) Compare and contrast structures/functions of mRNA, tRNA, and rRNA.
 * <span style="font-family: Arial,Helvetica,sans-serif;">http://www.ncbi.nlm.nih.gov/books/NBK21603/ **

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 8 (Target II) Understand the significance of the 3 base pair genetic code (including the redundancy) and be able to use it to determine the amino acid sequence of a protein.
 * <span style="font-family: Arial,Helvetica,sans-serif;">http://hyperphysics.phy-astr.gsu.edu/hbase/organic/gencode.html **

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 8 (Target III) Outline the steps and procedures in transcription. Include discussion of RNA polymerase, promoter region, TATA box, 3’, 5’, terminator region, and transcription factors.
 * <span style="font-family: Arial,Helvetica,sans-serif;">www.youtube.com/watch?v=WsofH466lqk **

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 8 (Target IV) Identify methods of RNA modification: processing and editing. Relate to these terms: 5’ cap, poly A tail, RNA splicing, spliceosome, introns, exons, alternative RNA splicing.
 * <span style="font-family: Arial,Helvetica,sans-serif;">http://vcell.ndsu.nodak.edu/animations/mrnaprocessing/index.htm **

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 8 (Target V) Describe the steps and procedures in translation: initiation, elongation and termination. Include the following terms in your explanation: tRNA, rRNA, codon, anticodon, start codon, stop codon, wobble, ribosome (large and small subunits), aminoacyl-tRNA synthetases, E site, P site, A site, mRNA, 5’, 3’, amino acids (20 total).
 * <span style="font-family: Arial,Helvetica,sans-serif;">http://faculty.ccbcmd.edu/courses/bio141/lecguide/unit6/genetics/protsyn/translation/translation.html **

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 8 (Target VI) Describe ways that proteins can be altered following translation.
 * <span style="font-family: Arial,Helvetica,sans-serif;">http://themedicalbiochemistrypage.org/protein-modifications.php **

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 8 (Target VII) Relate the following terms: point mutation, insertion, deletion, frameshift, nonsense, missense, mutagen, chromosomal mutation.
 * <span style="font-family: Arial,Helvetica,sans-serif;">http://greengenes.lbl.gov/cgi-bin/JD_Tutorial/nph-Mutations.cgi **

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 8 (Target VIII) Explain what the universality of the genetic code implies about evolutionary history.
 * <span style="font-family: Arial,Helvetica,sans-serif;">http://www.zoology.ubc.ca/~bio336/bio336/lectures/lecture5/overheads.html **

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 9 (Target I) Describe the process of meiosis using the terms: meiosis I, meiosis II, crossing over, synapsis, chiasma, tetrad, sister chromatids, haploid, diplod, homologous pairs.
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<span style="font-family: Arial,Helvetica,sans-serif;">Unit 9 (Target II) Compare and contrast sexual and asexual reproduction. Describe examples of organisms that perform each type and the impact of each on genetic diversity within a population.
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<span style="font-family: Arial,Helvetica,sans-serif;">Unit 9 (Target III) Describe how segregation, crossing over, and random fertilization produce genetic variation produce genetic variation in a population.
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<span style="font-family: Arial,Helvetica,sans-serif;">Unit 9 (Target IV) Relate karyotypes to nondisjunction of homologous chromosomes, gender, and their diagnostic capabilities.
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<span style="font-family: Arial,Helvetica,sans-serif;">Unit 9 (Target V) Compare and contrast meiosis and mitosis.
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<span style="font-family: Arial,Helvetica,sans-serif;">Unit 9 (Target VI) Define, describe, and relate to meiosis each of Mendel's three laws: Law of Dominance, Law of Independent Assortment, and Law of Segregation.
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<span style="font-family: Arial,Helvetica,sans-serif;">Unit 9 (Target C) Perform, interpret results, determine probability, genotypic ratios, phenotypic ratios, and recognize patterns for a variety of monohybrid and dihybrid crosses that follow Mendelian patterns of inheritance
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<span style="font-family: Arial,Helvetica,sans-serif;">Unit 9 (Target D) Perform, interpret results, determine probability, genotypic ratios, phenotypic ratios, and recognize patterns for a variety of monohybrid and dihybrid crosses that do NOT follow Mendelian patterns of inheritance: Sex linkage, mitochondiral inheritance, multiple alleles, co-dominance, incomplete dominance, sex limited.
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<span style="font-family: Arial,Helvetica,sans-serif;">Unit 9 (Target E) Draw, interpret, and determine inheritance patterns for traits presented in a pedigree.
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 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 10 (Target I) Explain the process of in vivo DNA cloning and its application for copying eukaryotic genes in prokaryotic organisms. Use the following terms: plasmid, rDNA, eukaryotic gene of interest, bacterium, eukaryotic cell, ampicillin resistance (ampR) gene, ampicillin mitosis, bacterial clones, pure culture, agar plate, mRNA, reverse transcriptase, transformation. **

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 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 10 (Target II) Describe how DNA microarray assays are used to study gene expression. **

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 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 10 (Target III) Identify components of an operon model used to describe regulation of gene expression in prokaryotes. Use the following terms: promoter, regulatory gene mRNA, protein, RNA polymerase, operator, genes of operon. **

http://www.youtube.com/watch?feature=player_detailpage&v=10YWgqmAEsQ#t=124s
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 10 (Target IV) Distinguish between inducible and repressible operon function in negative gene regulation. Provide examples for each type of operon. Use terms: corepressor, active repressor, inactive repressor, no mRNA produced, mRNA produced, tryptophan, allolactose, lac operon, trp operon, inducer, "turn on", "turn off" **

http://www.youtube.com/watch?feature=player_detailpage&v=2sMFswbOgKk#t=198s
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 10 (Target V) Describe how the presence of cAMP promotes positive gene regulation in the lac operon. Use terms: CAP-binding site, inactive CAP, active CAP, activator, cAMP, stimulate transcription. **

http://www.youtube.com/watch?feature=player_detailpage&v=eYrQ0EhVCYA#t=77s
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 10 (Target VI) Explain how histone acetylation affects gene regulation in eukaryotic cells. Use terms: histones, acetylate, stimulate transcription. **

<span style="font-family: Arial,Helvetica,sans-serif;">@http://www.youtube.com/watch?v=B-fCGwCDI0g&t=5m34s
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 10 (Target VII) Explain how DNA methylation affects gene regulation in eukaryotic cells. Use terms: histones, methyl groups, repress transcription. **

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 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 10 (Target VIII) Describe how the organization of a typical eukaryotic gene lends itself to regulation. Use terms: enhancer, proximal control elements, distal control elements, promoter, exon, intron, poly-A signal sequence, termination region, activators, transcription factors, mediator proteins, RNA polymerase II, transcription initiation complex. **

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 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 10 (Target IX) Explain how the process of RNA interference (RNAi) is used to silence expression for certain genes. Use terms: miRNAs, dicer, degrade mRNA, black translation, "turn off" gene expression. **

<span style="font-family: Arial,Helvetica,sans-serif;">Unit 11 (Target 1)
 * Explain how barrier defenses prevent pathogens from entering body:** skin, mucus membranes, ciliated cells, & secretions (lysozymes of tears **&** saliva, ear wax, stomach acid, oil, & sweat)


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 * <span style="background-color: #f7f9f9; color: #404040; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Unit 11 (Target 3) **
 * Describe the events of an inflammatory response including the roles of: **histamine, mast cells, interferons, cytokines, **and** pyrogens**.**


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 * <span style="background-color: #f7f9f9; color: #404040; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Unit 11 (Targets 4/5/6) **
 * <span style="background-color: #f7f9f9; color: #404040; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Target 4: **
 * Describe the events of a **humoral** (antibody-mediated) response pathway. Explain the roles of **B-cell receptors **called** antibodies (**a.k.a.** immunoglobulins-Ig), B-Cells, plasma cells, Macrophages, Lymphokines (Cytokines), and memory B-Cells**.**
 * Target 5: **
 * Describe the events of a **cell-mediated ** response pathway. Explain the roles of **Helper T-Cells, Killer (Cytotoxic T) Cells, T-Cells, Macrophages, Antigens, Lymphokines (Cytokines), and memory T-Cells**.**
 * Target 6: Compare and contrast Humoral and Cell Mediated Immunity **


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 * <span style="background-color: #f7f9f9; color: #404040; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">Unit 11 Target 7 **
 * Describe how specific immunity can be passive or active, and natural or artificial. Address **vaccines **and immunity passed from** mother to baby**.**


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 * Unit 12 (target 1) -** Name & state parts and functions of a neuron (include the following: ** dendrites, axon, cell body, axon hillock, synaptic terminals, nucleus ** ). Distinguish the difference in functions between a myelinated and unmyelinated neuron.

http://www.getbodysmart.com/ap/nervoussystem/neurophysiology/actionpotentials/axons/tutorial.html


 * Unit 12 (target 2) -** Explain how a chemical signal originates from a neuron, crosses a synapse, and becomes an action potential along the next neuron. Include the following terms: **synaptic terminals, synapse, [Ca** **2+** **], dendrites, vesicles, exocytosis, “All or nothing”, neurotransmitter, synapse, threshold, stimulus, impulse transmission, action potential, resting potential, depolarization,** **sodium-potassium pumps, [K** **+** **], [Na** **+** **], gated ion (voltage-gated, ligand-gated) channels, mV units, refractory period**

https://www.youtube.com/watch?v=U0NpTdge3aw


 * Unit 12 (target 3) -** Distinguish between and provide an example of an ** EPSP ** and an ** IPSP ** and relate them to the concepts of ** spatial and temporal summation **.

https://www.youtube.com/watch?v=LT3VKAr4roo


 * Unit 12 (target 4) -** Describe how the reflex arc maintains homeostasis. (include the following: ** sensory neuron, motor neuron, interneuron, spinal cord, brain, effector, receptors, reflex response **

http://www.sumanasinc.com/webcontent/animations/content/reflexarcs.html


 * Unit 12 (target 5) -** Describe how the nervous system components work together to maintain homeostasis. Define the functions of the CNS and PNS (include the following: ** brain, spinal cord, autonomic nervous system, somatic nervous system, sympathetic nervous system, parasympathetic nervous system, interneurons, motor neurons, sensory neurons). **

http://faculty.washington.edu/chudler/nsdivide.html


 * Unit 12 (target 6) -** Describe how the nervous and endocrine systems are linked in vertebrates (use the terms: ** hypothalamus, neurosecretory cells, nerve impulses, hormones, anterior pituitary, posterior pituitary ** ).

http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/bio%20102/bio%20102%20lectures/endocrine%20system/endocrin.htm


 * Unit 12 (target 7) -** Distinguish between the mechanisms employed by protein hormones (use the terms: ** water-soluble, plasma membrane, signal receptor, second messenger, enzyme cascade, signal transduction, nucleus cytoplasmic response OR gene regulation/cytoplasmic response, “short distance” ** ) and lipid hormones (use the terms: ** lipid-soluble, steroid, plasma membrane, signal receptor, nucleus, gene regulation/cytoplasmic response, “long distance” ** ) to cause changes in a target cell.

https://www.youtube.com/watch?v=AhVRNbcaTIA


 * Unit 12 (target 8) -** Describe the ** antagonistic relationship ** between the hormones ** glucagon and insulin ** . Explain where they are produced, where they are stored, the target organs, and the mechanism for how the hormones interact with target cells. Be sure to include how ** negative feedback ** is involved and the relationship of these hormones to ** homeostasis ** in the blood.

https://www.youtube.com/watch?v=OlHez8gwMgw


 * Unit 12 (target 9) -** Describe the ** antagonistic relationship ** between the hormones ** PTH and calcitonin ** . Explain where they are produced, where they are stored, the target organs, and the mechanism for how the hormones interact with target cells. Be sure to include how ** negative feedback ** is involved and the relationship of these hormones to ** homeostasis ** in the blood ** . **

http://bcs.whfreeman.com/thelifewire/content/chp42/4202003.html


 * Unit 12 (target 10) -** Describe the ** positive feedback ** hormonal relationship at work in breast feeding and child birth. Include discussion of ** oxytocin, estradiol, prostaglandins **.

http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter20/animation__positive_and_negative_feedback__quiz_1_.html