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327
A
Pelid
. 1
Comparison of Specifics in the IB and AP
Course Outlines and Corresponding
Lamination Questions
The International BaccaLaureate (IB) program has a detailed course
outline and prescription for the depth of teaching. While the Advanced
PLacment (AP) program may demand the same depth or more through
its assessment, it Is not clearly evident in the course outline.
Example membrane architecture:
· IB specifically requires teaching of the fluid mosaic model: phospho-
lipid bilayer, cholesterol, glycoproteins, and intrinsic and extrinsic proteins.
The course must include how amphipathic phospholipids maintain mem-
brane structure, but nothing about what the intrinsic proteins are (e.g., re-
ceptors for cell signaling).
· AP instructs the teacher to cover the "current model of the molecular
architecture of membranes."
Example Ced membrane transport:
· IB specifically requires defining diffusion and osmosis and describ-
ing passive transport, including osmosis (permeability, non- and partial per-
meability). IB also mandates that students be able to describe active trans-
port across membranes, including the roles of protein carriers, adenosine
triphosphate (ATP), and a concentration gradient. Students are expected to
know about carrier-assisted transport and the importance of favorable con-
centration gradients for facilitated transport; to predict conditions for active
transport with examples; to understand membrane pumps without biochemical
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CONTENT PANEL REPORT
details; and to compare endocytosis and exocytosis, phagocytosis and pi-
nocytosis, and vesicle-mediated transport. Students must also be able to
explain the dynamic relationships among the nuclear membrane, rough en-
doplasmic reticulum Golgi apparatus, and cell surface membrane. They must
be able to describe ways in which vesicles are used to transport materials
within a cell and to the cell surface, as well as membrane proteins and their
positions within membranes. (Students can use a series of diagrams to dem-
onstrate structure relationships and how materials are moved. They must
know about channel proteins and the flow of materials through channels or
vesicles. Knowledge of the chemical nature of materials is not required.
Mention of pores and the fact that some intrinsic proteins are anchored is
also expected.) Students should be able to outline the functions of mem-
brane proteins as antibody recognition sites, hormone binding sites, cata-
lysts for biochemical reactions, and sites of electron carriers. (Again, nothing
is included about the most important class- receptors for cell signaling-
except in the oblique reference to hormone binding sites.)
· AP requires that students be able to detail how the structural organi-
zation of membranes provides for transport and recognition and the mecha-
nisms by which substances cross membranes. They must also address how
variations in the structure account for functional differences among mem-
branes.
Questions on the AP and IB exams are comparable in the degree
of detail expected.
Examples AP exam questions related to cell membranes (May
1999 exam, series of questions based on an idustrationg:
17. Membranes are components of all of the following except a (A)
microtubule, (B) nucleus, (C) Golgi apparatus, (D) mitochondrion, (E) lyso-
some.
31. All of the following are typical components of the plasma mem-
brane of a eukaryotic cell except (A) glycoproteins, (B) cytochromes, (C)
cholesterol, (D) phospholipids, (E) integral proteins.
61. Which of the following cellular processes is coupled with the hy-
drolysis of ATP? (A) Facilitated diffusion, (B) Active transport, (C)
Chemiosmosis, (D) Osmosis, (E) Na+ influx into a nerve cell.
Questions 11~116 refer to an experiment in which a dialysis-tubing bag is
filled with a mixture of 3 percent starch and 3 percent glucose and placed in
a beaker of distilled water. After 3 hours, glucose can be detected in the
water outside of the dialysis-tubing bag, but starch cannot.
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BIOLOGY
,lK ~
Distilled
water
Dialysis-tubing
bag with
3% starch and
3% glucose
114. From the initial conditions and results described, which of the fol-
lowing is a logical conclusion? (A) The initial concentration of glucose in the
bag is higher than the initial concentration of starch in the bag. (B) The
pores of the bag are larger than the glucose molecules but smaller than the
starch molecules. (C) The bag is not selectively permeable. (D) A net move-
ment of water into the beaker has occurred. (E) The molarity of the solution
in the bag and the molarity of the solution in the surrounding beaker are the
same.
.¢
115. Which of the following best describes the conditions expected after
24 hours? (A) The bag will contain more water than it did in the original
condition. (B) The contents of the bag will have the same osmotic concen-
tration as the surrounding solution. (C) Water potential in the bag will be
greater than water potential in the surrounding solution. (D) Starch mol-
ecules will continue to pass through the bag. (E) A glucose test on the
solution in the bag will be negative.
116. If, instead of the bag, a potato slice were placed in a beaker of
distilled water, which of the following would be true of the potato slice? (A)
It would gain mass. (B) It would neither gain nor lose mass. (C) It would
absorb solutes from the surrounding liquid. (D) It would lose water until
water potential inside the cells is equal to zero. (E) The cells of the potato
would increase their metabolic activity.
Essay: Communication occurs among cells in a multicellular organism. Choose
three of the following examples of cell-to-cell communication, and for each
example, describe the communication that occurs and the types of responses
that result from the communication.
· Communication between two plant cells.
· Communication between two immune cells.
· Communication either between a neuron and another neuron or be-
tween a neuron and a muscle cell.
get cell.
· Communication between a specific endocrine gland cell and its tar-
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Example~IB questions related to cell membranes:
[November 1999 Paper One (multiple choice), #21:
2. The cells of plant roots can take up ions from the soil against the
concentration gradient. What is the process used? (A) Osmosis. (B) Passive
transport. (C) Diffusion. (E) Carrier-assisted transport.
[November 1999 Paper Two]:
Part A (Extended Response) #2 A. Draw the structure of a nephron. B. Iden-
tify where most active transport occurs and identify one specific location
where active transport occurs in plants. C. Define water potential. D. Explain
the process of water uptake in roots by osmosis. E. List three abiotic factors
which affect the rate of transpiration in a typical terrestrial mesophytic plant.
Part B (Extended Response) A. List three functions of lipids. B. Outline the
production of ATP by chemiosmosis in the mitrochondrion. C. Explain the
process of muscle contraction.
Representative terms from entire chapter:
water potential