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Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools Report of the Content Panel for Biology (2002) / Chapter Skim
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Appendix C: Comparison in the IB and AP Course Outlines and Corresponding Examination Questions
Pages 53-56

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From page 53...
... . · 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 describing passive transport, including osmosis (permeability, non- and partial permeability)
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From page 54...
... (Again, nothing is included about the most important class- receptors for cell signalingexcept in the oblique reference to hormone binding sites.) · AP requires that students be able to detail how the structural organization of membranes provides for transport and recognition and the mechanisms by which substances cross membranes.
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From page 55...
... (B) It would neither gain nor lose mass.
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From page 56...
... E List three abiotic factors which affect the rate of transpiration in a typical terrestrial mesophytic plant.
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Key Terms

  • water potential
  • distilled water
  • hormone binding
  • surrounding solution
  • potato slice

  • questions related
  • binding sites
  • membrane proteins
  • concentration gradient
  • specifically requires

  • cell surface
  • transport occurs
  • requires defining
  • example ced
  • potential inside

  • percent starch
  • specific location
  • glucose molecules
  • fluid mosaic
  • structural organization

  • electron carriers
  • describing passive
  • nor lose
  • cell except
  • membranes provides

  • passive transport
  • describe active
  • gland cell
  • example membrane
  • course outline


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