Advanced Placement Biology
2015-2016Syllabus
Meredith Lawhorn
meredithlawhorn@lcboe.net
Advanced Placement Biology Course Overview
The Advanced Placement Biology curriculum focuses on the interconnectedness of every aspect of life throughout
four domains. Those domains include: Evolution, Cellular Processes, Genetics, and Ecological Interactions. As students work
through the content of the course, they will become aware of how these four big ideas relate to each other in a variety of
ways. The four big ideas of the course that will be incorporated into each unit are described in the following:
Big Idea 1: The process of evolution drives the diversity and unity of life
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain
dynamic homeostasis
Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to like processes
Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.
The course utilizes the enduring understandings, essential knowledge (EK) and the learning objectives for each big
idea to guide the investigations of the students. As students examine examples of evolutionary change due to environmental
pressures within a population, they will be able to draw conclusions about how gene expression can affect phenotype and
adaptive behaviors. Students will explore through cellular processes understanding that biological systems utilize energy and
materials to grow, reproduce, and maintain homeostasis.Throughout the course, students will have the opportunity to
examine cellular processes including mitosis and meiosis noting specifically how DNA is transmitted, replicated, and
expressed in a variety of organisms during each process.
Classroom Text and Resources
Campbell, Neil and Reece, Jane B. 2014. AP Edition Biology, Tenth Edition, San
Francisco, CA: Pearson Benjamin Cummings.
AP Biology Investigative Labs: An Inquiry Based Approach, The College Board, 2012
BSCS Biology: A Molecular Approach, Ninth Edition, New York, NY: Glencoe/McGraw Hill
2006
Suggested Class Materials:

One spiral bound notebook or 3-ring binder for class notes
o Students will be expected to keep up with handouts, quizzes, tests, etc. in their notebook.
 Pen or pencil
 Paper
 Colored Pencils (if students do not have a personal set, they may use the class set provided)
Required Class Materials

Composition Laboratory Notebook: Students’ laboratory notebooks will be used to record hypotheses,
procedures, data and results during laboratory investigations.
Student Responsibilities:
Class notes: Students are encouraged to take notes during class and during their out of class reading assignments. It is the
student’s responsibility to complete the notes to prepare for assessments.
Lab Investigations/Reports: Lab reports will be due on an assigned date following the completion of the lab. In-class
evaluations will also be held during laboratory activities and included in the lab grade. All laboratory investigations and data
will be recorded in their laboratory notebooks. Laboratory notebooks will be collected and assessed at random after each lab
completion. All laboratory notebooks will be collected and assessed at the end of each nine weeks for a separate lab
assignment/graded evaluation.
Projects: Students will complete a series of four projects throughout the school year. Projects will count as test grades and
will include both research and model construction assignments.
Class Participation: Students are expected to participate in class discussions and activities. Choosing not to participate in lab
activities or classroom discussion could result in a lower grade on the assignment.
Late Work and Class Absences: Assignments are due on time. If a student misses an assignment due to an excused absence
from class, the assignment is due no later than three days after the student’s return to class. Missed assignments can be
collected from the absent work bin. If a lab is missed, an alternate assignment may be given at my discretion. Students are
encouraged NOT to miss laboratory activities. It is the responsibility of the student to collect and submit missed
assignments no later than the due date. Make up assignments completed after the due date and/or late work will not be
accepted.
Grading System:
Tests
37%
Daily assignments
15%
Lab/Quizzes
24%
Midterm/Final
25%
Honor Code: Assignments, tests, or projects containing material copied from another student will receive NO credit.
Students who willingly allow others to copy their work or answers will also receive NO credit. Students are expected to
follow the honor code listed in their student handbook.
Course Units and Learning Objectives (Tentative Schedule)
Introductory Unit (4 lessons)
The introductory unit will include a brief overview of prior knowledge and introduction of the four big ideas: Evolution,
Cellular Processes, Genetics, and Ecological Interactions. Students will have an opportunity to familiarize themselves with
the seven science practices and discuss how they will be utilized during laboratory investigations. Students will also be
assessed on their processing and logic skills with a variety of strategy based inquiry activities including designing
experiments, finding patterns, and developing appropriate hypotheses during lab investigations 1 and 2.
The main concepts covered, big ideas (BI), learning objectives and enduring understandings (EU) for each course unit
are presented in the table below. Laboratory investigations with corresponding science practices (SP) are also listed in the
table. The course will cover all four big ideas throughout the units listed below. Many units include aspects of more than one
big idea as a focus allowing for students to understand the interconnectedness of each theme. The concepts covered may be
presented in the order shown or rearranged based on progression of the course.
Unit
Ecology
(8/10-9/4)
20 Lessons
Big Idea 4
Concepts Covered
-
Cells &
Membranes
(9/8-9/15)
7 Lessons
Big Idea 2
-
Learning
Objectives
Enduring
Understandings
Activities/ Labs
Interactions between organisms and
environment
Movement of matter and energy
Modeling of food webs and energy
flow
Energy pyramids
Adaptations and their relation to
using matter and energy
Behavior in response to
environmental changes
Terrestrial and aquatic adaptations
Evolutionary advantages
Biogeochemical Cycles
Conservation Biology
Human Impact
Hardy-Weinberg (intro)
2.1 – 2.4
2. 22-24
2.28-2.30
2.35- 2.37
2.38-2.40
2.42
2. A.1
a. 1-3
d. 1, 3-5
e
f
2. A.2
b. 1
2. A. 3
a. 1-3
2. D
2. E. 2
2. E. 3
Lab Investigation 3: (SP 3-5)
Organism response to stimuli
Review of Cellular Activity
Osmosis and membranes
Enzyme relation to cellular processes
Cell communication and mechanisms
(signaling and response)
Viruses
2.10-2.14
3.40-3.42
4.11 - 4.16
4.19-4.21
4.23-4.27
3. E. 1
2.16-2.21
2.43
3.29 – 3.32
3.34
4. A.5
4. A.6
4. B
2. B. 1
2. B. 2
2. B. 3
2. D. 1a
3. C. 3
3. D. 1
3. D. 2
3. D. 3
3. D. 4
Modeling: Energy Pyramids
(SP1)
Lab Investigation 4: (SP 3-5)
Plant Tropisms
Inquiry Readings and Response
Journal Article-Invasive
Species (LO 4.9)
Lab Investigation 5: (SP1,2,6)
Determining Molarities
Lab Investigation 6: Virus
Webquest/Construction (SP1)
(LO3.29-30)
Lab Investigation 7: (SP 3-5)
Osmosis and Diffusion
Inquiry reading and response
3.37 – 3.39
Energy
(9/16-10/16)
20 Lessons
Big Idea 2 and 4
-
Reproduction
(genetics intro)
(10/19-11/20)
25 Lessons
Big Idea 1,2,3
-
Enzyme substrate complex with
examples
Induced fit and fluid motion
Competitive inhibitors
Photosynthesis
Light Dependent and Independent
Cycles
Cellular respiration
ATP and ADP
2.1-2.5
Cell Cycle
Mitosis and Meiosis
DNA
RNA
Biodiversity
Review disorders and mutations
(transition to genetics)
3.1 – 3.14
4. B. 2
Debate- Stem Cells (LO3.13)
2. A. 1
2. A. 2
Lab Investigation 8: (SP 3-5)
Floating disk assay
2.41
3.27
3. A.1
3. A.2
3. A. 3
3.28
3. C. 2 c
Lab Investigation 9: (SP 3-5)
Transpiration Activity
Lab Investigation 10:(SP 3-6)
Stomata peal
Enzyme Manipulative
Enzyme/Substrate Webquest
Inquiry reading &response
Examining Onion Root Tip
(preserved slides)
Lab Investigation 11: (SP 1,35)
Cell Division: Mitosis and
Meiosis
Journal Article- Cyclins
(LO3.8)
Genetics
(11/30 -12/14)
11 Lessons
Big Idea 1,2,3, 4
Evolution &
History of Life
(1/5- 2/5)
23 Lessons
Big Idea 1 and 3
-
Cellular
Response
Between
Systems
(Signaling
Revisit)
(2/8-2/26)
-
14 Lessons
Big Idea1, 2 and
4
Biochemistry &
Cell Processes II
(2/29-3/18)
14 Lessons
Big Idea 2 and 4
-
Mendelian monohybrid cross and
dihybrid cross
Pedigrees and inheritance
Disorders and mutations
Hardy-Weinberg (review evolution
concepts)
Biotechnology and Bioethics
Gene expression
Structure and function
Genetic Variation
Data Analysis
Darwin’s observations and
hypotheses
Hardy-Weinberg
Statistical Analysis
History of Life
Phylogeny
Cladograms
Evidence of Change
Allele Frequency
Types of Selection
Selective Pressures (adaptation
review)
Geological Time
Theories and Trends
1.6
1.7
3.12 – 3.26
How are signals transmitted between
cells, organisms, communities, etc.
Components of nervous, immune and
endocrine systems
How do the systems within an
organism respond and signal other
systems
Individuals act on information and
communicate to other organisms
Response to signals are crucial for
survival
2.27 -2.31
1. A. 2
2.43
3. D. 1
3. D. 2
3. D. 3
3. D. 4
Structures and functions of polymer
Organelles and functions
Specialization & differentiation
Coordination between systems
Properties of water
Properties of organic molecules
2.7-2.11
1.1
1.3
1.6
1.7
1.9
1.10 - 1.20
1.22-1.32
2.25- 2.27
4.23
4.24
3. A. 3
3. B. 1
3. C. 1
a-d
3. C. 2
a, c
Lab Investigation 12: (SP2, 7)
M & M Chi Square
GATTACA (LO3.13)
Journal Article- Genetic
engineering
4. B. 1
Debate- Genetic Engineering
1. C
1. D
Lab Investigation 13: (SP 6,7)
Comparing DNA/BLAST
2. D. 2
“Your Inner Fish”
(LO 1.9, 1.16)
Lab Investigation 14: (SP 1-7)
Artificial Selection
3. E. 1 c
4. C
Creating Cladograms
(LO1.19)
Journal Article: Speciation
Debate: Theories on History of
Life (LO 1.29)
Systems connection project
3.40-3.50
Remediation of cellular
processes
Inquiry reading and response
3.E.1 c
3.E.2
4. 1- 4.10
4.13
4. A. 1
4. A. 2
4. A. 3
4. A. 4
Modeling: Protein construction
(SP 1, 7)
Laboratory Investigations
During the course of the year, students will complete a variety of laboratory investigates including inquiry based
activities and directed analysis. Students will begin the semester developing their inquiry skills with example experimental
designs. They will analyze the design and discuss how the design could be changed and improved determining each variable
for the design and possible outcomes. Students will be required to show all work in their laboratory notebooks and provide
supporting evidence for any conclusions drawn. The students will review and discuss the seven science practices before they
begin application of those practices in their own investigations. All laboratory investigations are designed to provide students
with opportunities to perform one or more of the seven science practices listed below:
1.
The student can use representations and models to communicate scientific phenomena and solve scientific problems.
2.
The student can use mathematics appropriately.
3.
The student can engage in scientific questioning to extend thinking or to guide investigations within the context of
the AP course.
4.
The student can plan and implement data collection strategies appropriate to a particular scientific question.
5.
The student can perform data analysis and evaluation of evidence.
6.
The student can work with scientific explanations and theories.
7.
The student is able to connect and relate knowledge across various scales, concepts, and representations in and
across domains.
Supplemental Activities
“Disease of the week” - Students will participate in biweekly research of a disease. Students will submit the
investigations of their “Disease of the week” in an essay, PowerPoint or model. Students will research a chosen
disease and gather information about how the disease affects the organism on a cellular level. The student must
include what systems and/or organs are affected specifically focusing on the cellular aspects (mechanisms and
processes) of the illness. They may also include medications, alternative therapies for the disease or treatment
methods.
Debates – One week during each nine week grading period students will be presented with a social issue relating
to biology, genetics, biotechnology, genetic engineering etc. Topics will be chosen from current events or major
national scientific issues. Students will be asked to research the issue and choose a side to defend before their
peers during a debate. During some of the exercises, students will be assigned a “title” and have the opportunity to
present the viewpoint of a specific individual. Titles will include researcher, politician, civilian, parent, physician,
pharmaceuticals representative and pastor.
Journal Articles – Students will read and analyze a series of scientific journal articles for each of the big ideas.
They will summarize the procedures and data described in the article. Students will evaluate the methods used in
the research and discuss how the study could have been completed differently or investigated further.
Videos- Throughout the course, students will have the opportunity to view films related to each big idea. The
students will write summaries, answer questions, and lead discussions about the films. “GATTACA” will be used
to debate genetic engineering and new innovations in biotechnology. Students will also view “Your Inner Fish”
and discuss the supporting evidence for homologous limbs, evolutionary changes over generations, and common
ancestry and DNA similarities in various species.