A number of terms, such as photoautotroph, heterotrophy, and chemoautotroph will be introduced here. Use this section to stress the importance of the interdependence between different species and the role played by photosynthesis in bringing energy to the living organisms.
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Growth, reproduction and maintenance of living systems require free energy and matter.Ģ.A.2 Organisms use various strategies to capture and store free energy for use in biological processes.ġ.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.ģ.1 The student can pose scientific questions.Ģ.4 The student is able to use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store, and use free energy.Ħ.2 The student can construct explanations of phenomena based on evidence produced through scientific practices.Ģ.5 The student is able to construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store, or use free energy. Organisms are linked by lines of descent from common ancestry.ġ.B.1 Structural and functional evidence supports the relatedness of all domains, with organisms shared many conserved core processes.Ħ.1 The student can justify claims with evidence.ġ.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains s or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.īiological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.
The process of evolution drives the diversity and unity of life. A learning objective merges required content with one or more of the seven science practices. The learning objectives listed in the Curriculum Framework provide a transparent foundation for the AP ® Biology course, an inquiry-based laboratory experience, instructional activities, and AP ® exam questions. Information presented and the examples highlighted in the section support concepts and learning objectives outlined in Big Idea 1 and Big Idea 2 of the AP ® Biology Curriculum Framework, as shown in the table. As we studied in Cellular Respiration, aerobic cellular respiration taps into the oxidizing ability of oxygen to synthesize the organic compounds that are used to power cellular processes. (The structural features of the chloroplast that participate in photosynthesis will be explored in more detail later in The Light-Dependent Reactions of Photosynthesis and Using Light Energy to Make Organic Molecules.) Although photosynthesis and cellular respiration evolved as independent processes-with photosynthesis creating an oxidizing atmosphere early in Earth’s history-today they are interdependent. In eukaryotes, the reactions of photosynthesis occur in chloroplasts in prokaryotes, such as cyanobacteria, the reactions are less localized and occur within membranes and in the cytoplasm. Photosynthesis is a process where components of water and carbon dioxide are used to assemble carbohydrate molecules and where oxygen waste products are released into the atmosphere. They require the presence of chlorophyll, a specialized pigment that absorbs certain wavelengths of the visible light spectrum to harness free energy from the sun. Examples of photoautotrophs include plants, algae, some unicellular eukaryotes, and cyanobacteria. Although all organisms carry out some form of cellular respiration, only certain organisms, called photoautotrophs, can perform photosynthesis. Photosynthesis allows organisms to access enormous amounts of free energy from the sun and transform it to the chemical energy of sugars. Organisms use various strategies to capture, store, transform, and transfer free energy, including photosynthesis.
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