![Picture](/uploads/1/1/6/4/11645333/2745429.jpg)
Essential knowledge 2.A.1: All living systems require constant input of free energy.
a. Life requires a highly ordered system.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Order is maintained by constant free energy input into the system.
2. Loss of order or free energy flow results in death.
3. Increased disorder and entropy are offset by biological processes that maintain or increase order.
b. Living systems do not violate the second law of thermodynamics, which states that entropy increases over time.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Order is maintained by coupling cellular processes that increase entropy (and so have negative changes in free energy) with those that decrease entropy (and so have positive changes in free energy).
2. Energy input must exceed free energy lost to entropy to maintain order and power cellular processes.
3. Energetically favorable exergonic reactions, such as ATP→ADP, that have a negative change in free energy can be used to maintain or increase order in a system by being coupled with reactions that have a positive free energy change.
d. Organisms use free energy to maintain organization, grow and reproduce.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Organisms use various strategies to regulate body temperature
and metabolism.
To foster student understanding of this concept, use an illustrative example such as:
• Endothermy (the use of thermal energy generated by metabolism to maintain homeostatic body temperatures)
• Ectothermy (the use of external thermal energy to help regulate and maintain body temperature)
• Elevated floral temperatures in some plant species
2. Reproduction and rearing of offspring require free energy beyond that used for maintenance and growth. Different organisms use various reproductive strategies in response to energy availability.
To foster student understanding of this concept, the following illustrative example can be used:
• Seasonal reproduction in animals and plants
• Life-history strategy (biennial plants, reproductive diapause)
3. There is a relationship between metabolic rate per unit body mass and the size of multicellular organisms — generally, the smaller the organism, the higher the metabolic rate.
4. Excess acquired free energy versus required free energy expenditure results in energy storage or growth.
5. Insufficient acquired free energy versus required free energy expenditure results in loss of mass and, ultimately, the death of an organism.
e. Changes in free energy availability can result in changes in population size.
f. Changes in free energy availability can result in disruptions to an ecosystem.
g. Change in energy resources levels such as sunlight can affect the
number and size of the trophic levels.
Essential knowledge 4.B.1: Interactions between molecules affect their
structure and function.
a. Change in the structure of a molecular system may result in a
change of the function of the system. [See also 3.D.3]
b. The shape of enzymes, active sites and interaction with specific
molecules are essential for basic functioning of the enzyme.
Evidence of student learning is a demonstrated understanding of
each of the following:
1. For an enzyme-mediated chemical reaction to occur, the substrate
must be complementary to the surface properties (shape and charge) of the active site. In other words, the substrate must fit into the enzyme’s active site.
2. Cofactors and coenzymes affect enzyme function; this interaction relates to a structural change that alters the activity rate of the enzyme. The enzyme may only become active when all the appropriate cofactors or coenzymes are present and bind to the appropriate sites on the enzyme.
✘✘ No specific cofactors or coenzymes are within the scope of the
course and the AP Exam.
c. Other molecules and the environment in which the enzyme acts can enhance or inhibit enzyme activity. Molecules can bind reversibly or irreversibly to the active or allosteric sites, changing the activity of the enzyme.
d. The change in function of an enzyme can be interpreted from data regarding the concentrations of product or substrate as a function of time. These representations demonstrate the relationship between an enzyme’s activity, the disappearance of substrate, and/ or presence of a competitive inhibitor.
Learning Objective:
LO 4.17 The student is able to analyze data to identify how
molecular interactions affect structure and function. [See SP 5.1]
a. Life requires a highly ordered system.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Order is maintained by constant free energy input into the system.
2. Loss of order or free energy flow results in death.
3. Increased disorder and entropy are offset by biological processes that maintain or increase order.
b. Living systems do not violate the second law of thermodynamics, which states that entropy increases over time.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Order is maintained by coupling cellular processes that increase entropy (and so have negative changes in free energy) with those that decrease entropy (and so have positive changes in free energy).
2. Energy input must exceed free energy lost to entropy to maintain order and power cellular processes.
3. Energetically favorable exergonic reactions, such as ATP→ADP, that have a negative change in free energy can be used to maintain or increase order in a system by being coupled with reactions that have a positive free energy change.
d. Organisms use free energy to maintain organization, grow and reproduce.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Organisms use various strategies to regulate body temperature
and metabolism.
To foster student understanding of this concept, use an illustrative example such as:
• Endothermy (the use of thermal energy generated by metabolism to maintain homeostatic body temperatures)
• Ectothermy (the use of external thermal energy to help regulate and maintain body temperature)
• Elevated floral temperatures in some plant species
2. Reproduction and rearing of offspring require free energy beyond that used for maintenance and growth. Different organisms use various reproductive strategies in response to energy availability.
To foster student understanding of this concept, the following illustrative example can be used:
• Seasonal reproduction in animals and plants
• Life-history strategy (biennial plants, reproductive diapause)
3. There is a relationship between metabolic rate per unit body mass and the size of multicellular organisms — generally, the smaller the organism, the higher the metabolic rate.
4. Excess acquired free energy versus required free energy expenditure results in energy storage or growth.
5. Insufficient acquired free energy versus required free energy expenditure results in loss of mass and, ultimately, the death of an organism.
e. Changes in free energy availability can result in changes in population size.
f. Changes in free energy availability can result in disruptions to an ecosystem.
g. Change in energy resources levels such as sunlight can affect the
number and size of the trophic levels.
Essential knowledge 4.B.1: Interactions between molecules affect their
structure and function.
a. Change in the structure of a molecular system may result in a
change of the function of the system. [See also 3.D.3]
b. The shape of enzymes, active sites and interaction with specific
molecules are essential for basic functioning of the enzyme.
Evidence of student learning is a demonstrated understanding of
each of the following:
1. For an enzyme-mediated chemical reaction to occur, the substrate
must be complementary to the surface properties (shape and charge) of the active site. In other words, the substrate must fit into the enzyme’s active site.
2. Cofactors and coenzymes affect enzyme function; this interaction relates to a structural change that alters the activity rate of the enzyme. The enzyme may only become active when all the appropriate cofactors or coenzymes are present and bind to the appropriate sites on the enzyme.
✘✘ No specific cofactors or coenzymes are within the scope of the
course and the AP Exam.
c. Other molecules and the environment in which the enzyme acts can enhance or inhibit enzyme activity. Molecules can bind reversibly or irreversibly to the active or allosteric sites, changing the activity of the enzyme.
d. The change in function of an enzyme can be interpreted from data regarding the concentrations of product or substrate as a function of time. These representations demonstrate the relationship between an enzyme’s activity, the disappearance of substrate, and/ or presence of a competitive inhibitor.
Learning Objective:
LO 4.17 The student is able to analyze data to identify how
molecular interactions affect structure and function. [See SP 5.1]
![Picture](/uploads/1/1/6/4/11645333/6125957.jpg)
Finish notes on metabolism-
-go over redox equations
-demo for lab investigation on Thursday
-go over experimental design-
-go over redox equations
-demo for lab investigation on Thursday
-go over experimental design-