AP Biology Syllabus
L. Meleia Greene
Room 402
Email – greeneme@rcs.k12.tn.us
Textbook: Campbell NA, Reece JB. 2009. Biology, AP 8th edition. Benjamin Cummings
Philosophy
I enjoy teaching biology because it is possibly the most challenging science to study. To
understand biology, one must also have a basic understanding of chemistry, physics, and
physical science. Students often think that these sciences are the ones that require
understanding and problems solving, while learning biology simply consists of
“memorizing facts.” I enjoy trying to overcome this perception of biology as a science
with my students by showing them how life still depends on the basic principles they
learned in these other sciences. This, I believe, allows students to move beyond mere
memorization of facts and enables them to see and understand the major concepts in
biology. This gives students the skills they need to take new pieces of information about
biology and apply analytical skills to that information to determine how it fits within the
overall themes of biology. One of the major themes I focus on in biology is the theme of
evolution, and I try to help my students approach biology from an evolutionary
perspective, whether we are studying organic molecules or entire populations.
Course Overview
The purpose of this course is to prepare students for the AP Biology Exam by teaching
them the main concepts and themes of biology. AP Biology class meets three days a
week during 2nd period. Class length will be 90 minutes on Tuesdays / Thursdays and 47
minutes on Fridays. We will complete the official AP Biology Labs on the days when we
have longer class periods. In this manner, we can effectively include all 12 official AP
Labs and still have time to work on several other lab activities that enhance the AP
curriculum in some way. The year is divided into two semesters, each with three sixweek grading periods. The first semester we focus on Topic I (Molecules and Cells) and
Topic II (Heredity and Evolution), and the second semester we complete Topic III
(Organisms and Population). Students are also assigned reading from the textbook to go
along with every lecture and lab activity.
Most class time is spent in lecture, with approximately 25% of class time devoted to lab
activities. All AP Labs are accompanied by written lab reports to stress the theme of
science as a process. Some class time is also used to promote independent research by
students. Students are expected to pick one research topic each semester that extends
some aspect of that semester’s curriculum. Their research is expected to focus on current
primary literature in an effort to connect the major themes of biology to modern day
technology and research. Students are expected to present their findings in a presentation
to the rest of the class.
Course of Study
The course is divided into ten units of study, with six units in Topics I and II covered in
the first semester, and four units in Topic III covered in the second semester. The second
semester is typically two to three weeks longer than the first, and I use the extra time to
review key concepts on the AP Exam. All of the following topics are connected together
using the eight major themes from the AP Biology Curriculum
Topic I
Unit 1 – Chemistry of Life
Time: 2 weeks
Lecture topics:
 Introduction to biology, experimental design
 Atomic structure and chemical bonding
 Chemistry of water, with a focus on properties that make it essential to life
 Organic chemistry – functional groups
 Biochemistry – carbohydrate, lipid, protein, and nucleic acid structure and
function
 Energy and reactions, with the focus on ATP as the primary energy currency of
cells
 Enzymes as biological catalysts
Reading assignments:
 Chapter 1 – Introduction: Ten Themes in the Study of Life (p. 1-27)
 Chapter 2 – The Chemical Context of Life (p. 30-45)
 Chapter 3 – Water and the Fitness of the Environment (p. 46-57)
 Chapter 4 – Carbon and the Molecular Diversity of Life (p. 58-67)
 Chapter 5 – The Structure and Function of Large Biological Molecules (p. 68-91)
 Chapter 8 – An Introduction to Metabolism (p. 142-161)
Lab activities:
 Organic Chemistry modeling kits – construction of simple lipids, carbohydrates,
proteins, and amino acids (dry lab)
 AP Lab 2 – Enzyme Catalysis (wet lab)
Unit 2 – Cells
Time: 3 weeks
Lecture topics:
 History of cell biology/cell theory, with a focus on development of the
microscope
 Comparison of prokaryotic and eukaryotic cells
 Eukaryotic cell structure: major organelles and the endomembrane system
 Endosymbiont theory – as a connection to the theme of evolution
 Plasma membrane structure – fluid-mosaic model
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Cell cycle – mitosis
Reading Assignments:
 Chapter 6 – A Tour of the Cell (p. 94-124)
 Chapter 7 – Membrane Structure and Function (p. 125-141)
 Chapter 11 – Cell Communication (p. 206-227)
 Chapter 12 – The Cell Cycle (p. 228-245)
Lab activities:
 Introductory microscope lab – basic microscope use, with letter “e” slides made
using wet mount technique
 Cell microscope lab – examination of bacteria, plant, and animal cells using
prepared slides and wet mounts
 AP Lab 1 – Diffusion and Osmosis (wet lab)
 AP Lab 3 – Mitosis and Meiosis (mitosis portion only) (wet lab)
Unit 3 – Cellular Energetics
Time: 3 weeks
Lecture topics:
 Coupled reactions, with a complete description of redox reactions
 Glycolysis and the Krebs cycle – substrate level phosphorylation
 Mitochondrial structure and electron transport – oxidative phosphorylation
 Chemiosmosis
 Fermentation – anaerobic respiration
 Light dependent and light independent reaction in photosynthesis
 Alternate photosynthetic pathways – C4 and CAM – and how they evolved as
adaptations to dry conditions
Reading Assignments:
 Chapter 9 – Cellular Respiration: Harvesting Chemical Energy (p. 162-184)
 Chapter 10 – Photosynthesis (p. 185-205)
Lab activities:
 AP Lab 4 – Plant Pigments and Photosynthesis (wet lab)
 AP Lab 5 – Cell Respiration (wet lab)
Topic II
Unit 4 – Genetics
Time: 2 weeks
Lecture Topics:
 Meoisis, with a focus on its role in genetic variation, and how that variation can
be of adaptive value
 Mendel’s experiments and conclusions – chromosomal inheritance
 Morgan and gene linkage
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Patterns of heredity – codominance, incomplete dominance, sex linkage,
polygenic inheritance
Reading Assignments:
 Chapter 13 – Meiosis and Sexual Life Cycles (p. 248-261)
 Chapter 14 – Mendel and the Gene Idea (p. 262-285)
 Chapter 15 – The Chromosomal Basis of Inheritance (p. 286-304)
Lab activities:
 Lab 3 – Mitosis and Meiosis (meiosis portion only) (wet lab)
 Corn genetics lab – Analysis of Indian corn from a dihybrid cross
 AP Lab 7 – Genetic of Drosophila (wet lab)
Unit 5 – Molecular Genetics
Time: 3 weeks
Lecture topics:
 History of the study of DNA, with a focus on key experiments
 DNA and RNA structure and function
 DNA replication, including enzymes involved and a comparison of
leading/lagging strand synthesis
 Transcription, including post-transcriptional modification
 Translation and the effects of mutations
 Viral and bacterial genomes
 Gene regulation – operons (inducible and repressible)
 Biotechnology – PCR and electrophoresis
 Discussion of societal issues involving genetics – stem cell research, genetic
engineering, etc.
Reading Assignments:
 Chapter 16 – The Molecular Basis of Inheritance (p. 305-324)
 Chapter 17 – From Gene to Protein (p. 325-350)
 Chapter 18 – Regulation of Gene Expression (p. 351-380)
 Chapter 19 – Viruses (p. 381-395)
 Chapter 20 – Biotechnology (p. 396-425)
Lab activities:
 AP Lab 6 – Molecular Biology (wet lab)
Unit 6 – Evolution
Time: 3 weeks
Lecture topics:
 History of evolutionary theory
 Darwin’s development of evolution by natural selection
 Types of selection – adaptive radiation; sexual selection; directional, stabilizing,
and disruptive selection
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Evidence for evolution
Speciation, importance of reproductive isolation
Introduction to phylogeny and the early evolution of life
Reading Assignments:
 Chapter 22 – Descent with Modification: A Darwinian View of Life (p. 452-467)
 Chapter 23 – The Evolution of Populations (p. 468-486)
 Chapter 24 – The Origin of Species (p. 487-506)
 Chapter 25 – The History of Life on Earth (p. 507-533)
 Chapter 26 – Phylogeny and the Tree of Life (p. 536-555)
Lab activities:
 Effect of natural selection on allele frequencies lab – uses different colored beans
to simulate alleles (dry lab)
 AP Lab 8 – Population Genetics and Evolution (dry lab)
Topic III – Organisms and Populations
Unit 7 – Diversity
Time: 5 weeks
Lecture topics:
 History of classification and binomial nomenclature
 The traditional 5 kingdom system of classification
 Evidence for six kingdom classification and the addition of domains
 Diversity of bacteria – archaebacteria and eubacteria
 Diversity of Kingdom Protista
 Diversity of Kingdom Fungi
 Diversity of Kingdom Plantae – major divisions, focus on adaptations to
terrestrial lifestyle
 Diversity of Kingdom Animalia – major phyla, focus on phylogenetic
relationships and adaptations necessary for terrestrial lifestyle
Reading Assignments:
 Chapter 27 – Bacteria and Archaea (p. 556-574)
 Chapter 28 – Protists (p. 575-599)
 Chapter 29 – Plant Diversity I – How Plants Colonized Land (p. 600-617)
 Chapter 30 – Plant Diversity II: The Evolution of Seed Plants (p. 618-635)
 Chapter 31 – Fungi (p. 636-653)
 Chapter 32 – Introduction to Animal Diversity (p. 654-665)
 Chapter 33 – Invertebrates (p. 666-697)
 Chapter 34 – Vertebrates (p. 698-735)
Lab activities:
 Prokarya and Protista Lab – Survey of diversity using prepared slides and pond
water specimens (wet lab)
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Plant Lab – Survey of Kingdom Plantae using preserved specimens and prepared
slides (wet lab)
Invertebrate Lab – Survey of the Invertebrate phyla using preserved specimens
and prepared slides (wet lab)
Vertebrate Lab – Survey of the phylum Chordata using preserved specimens and
prepared slides (wet lab)
Unit 8 – Plant Structure and Physiology
Time: 2 weeks
Lecture topics:
 Tissue types in plants, including vascular tissue (xylem and phloem)
 Seed structure, germination, and growth
 Primary and secondary structure and growth of stems and roots
 Structure and function of leaves and the control of stomata
 Transport of water due to cohesion-tension theory
 Plant hormones and their effects
 Plant responses to stimuli
Reading Assignments:
 Chapter 35 – Plant Structure, Growth, and Development (p. 738-763)
 Chapter 36 – Resource Acquisition and Transport in Vascular Plants (p. 764-784)
 Chapter 37 – Soil and Plant Nutrition (p. 785-800)
 Chapter 38 – Angiosperm Reproduction and Biotechnology (p. 801-820)
 Chapter 39 – Plant Responses to Internal and External Signals (p. 821-849)
Lab activities:
 Plant histology lab – Study of plant tissues using prepared slides (dry lab)
 AP Lab 9 – Transpiration (wet lab)
Unit 9 – Animal Anatomy and Physiology
Time: 4 weeks
Lecture topics:
 General histology – types of tissue and function
 Circulation, evolution of vertebrate hearts and patterns of circulation
 Respiration, physiology of gas exchange and its regulation
 Digestion, human digestive tract and the regulation involved
 Excretion, the mammalian nephron, and the evolution of osmoregulation
 Immunology, nonspecific and specific
 Nervous system, neuron physiology and nervous system organization, senses
 Muscular system, sarcomeres and the sliding filament theory
 Reproduction, human structures, menstrual and ovarian cycles
 Endocrine system, blood glucose and calcium regulation, reproductive hormones
Reading Assignments:
 Chapter 40 – Basic Principles of Animal Form and Function (p. 852-874)
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Chapter 41 – Animal Nutrition (p. 875-897)
Chapter 42 – Circulation and Gas Exchange (p. 898-929)
Chapter 43 – The Immune System (p. 930-953)
Chapter 44 - Osmoregulation and Excretion (p. 954-974)
Chapter 45 – Hormones and the Endocrine System (p. 975-996)
Chapter 46 – Animal Reproduction (p. 997-1020)
Chapter 47 – Animal Development (p. 1021-1046)
Chapter 48 – Neurons, Synapses, and Signaling (p. 1047-1063)
Chapter 49 – Sensory and Motor Mechanisms (p. 1087-1119)
Lab activities:
 Animal histology lab – Study of animal tissues using prepared slides (dry lab)
 Dissection of the fetal pig (wet lab)
 Virtual dissection of the crayfish and earthworm using DissectionWorks software
(dry lab)
 AP Lab 10 – Physiology of the Circulatory System (wet lab)
Unit 10 – Ecology
Time: 3 weeks
Lecture topics:
 Population growth and regulation, limiting factors
 Predation, symbiosis, and coevolution
 Primary and secondary succession
 Flow of energy through ecosystems
 Biogeochemical cycles – nitrogen, carbon, and phosphorous
 Biomes, characteristics of aquatic ecosystems
 Threats to biodiversity – habitat destruction, introduced species
 Environmental concerns – global warming, ozone layer, acid rain
 Behavior – innate and learned
Reading Assignments:
 Chapter 51 – Animal Behavior (p. 1120-1145)
 Chapter 52 – An Introduction to Ecology and the Biosphere (p. 1148-1173)
 Chapter 53 – Population Ecology (p. 1174-1197)
 Chapter 54 – Community Ecology (p. 1198-1221)
 Chapter 55 – Ecosystems (p. 1222-1244)
 Chapter 56 – Conservation Biology and Restoration Ecology (p. 1245-1267)
Lab activities:
 Effect of acid rain on seed germination lab – exposes radish seeds to different pH
solutions to determine effect on rate of seed germination
 AP Lab 11 – Animal Behavior (wet lab)
 AP Lab 12 – Dissolved Oxygen and Aquatic Primary Productivity (wet lab)
AP Test Review
Time: 2-4 weeks (depending on progress)
Activities:
 Practice AP Tests
 Review lectures
 Focus on most commonly asked free response topics
The Eight Major Themes in AP Biology
I make every effort to connect class activities to the eight major themes of biology. This
allows student to take everything they learn and incorporate into the “big picture.”
Specific examples of the incorporation of each of these themes is as follows.
I. Science as a Process:
 All AP Labs – My students complete a written lab report to accompany every AP
Lab activity. In this, students analyze the data and the procedure itself. Graphical
representations of data are required if applicable.
 Unit 4 –Genetics – We discuss Mendel’s classical experiments and examine his
original data to determine how he formulated the law of segregation and the law
of independent assortment before anything was known about DNA or
chromosomes.
II. Evolution:
 Unit 2 – Cells – We discuss in class the endosymbiont theory as an explanation
for the origin and evolution of eukaryotic cells.
 Unit 7 – Diversity – We discuss the selective pressures that probably shaped the
evolution of Kingdom Plantae in regards to their movement into a terrestrial
environment.
III. Energy Transfer:
 Unit 3 – Cellular Energetics – We discuss the idea of coupled reactions,
explaining photosynthesis and respiration as redox reactions involving at some
point the production of ATP though phosphorylation. We discuss how ATP acts
as an “energy shuttle” within a cell.
 Unit 10 – Ecology – We discuss the idea of energy transfer through a food chain
and its inherent inefficiency.
IV. Continuity and Change
 Unit 5 – Molecular Genetics, and Unit 6 – Evolution – We discuss the various
repair mechanisms of DNA to help prevent mistakes, but we also point out the
importance of mutation as “new” sources of variation within a population for
natural selection to act upon.
 Unit 7 – Diversity – We discuss the evolution of the animal kingdom with special
attention to ancestral and derived characteristics.
V. Relationship of Structure and Function:
 Unit 1 – Chemistry of Life – We discuss the importance of molecular 3D structure
to a molecule’s function, with the focus on the lock-key theory of enzymesubstrate interaction.
 Unit 8 – Plant Anatomy and Physiology, and Unit 9 – Animal Anatomy and
Physiology – We discuss the importance of the surface area to volume ratio in
regards to cells, tissues, and organs that involved in transport of materials.
Examples covered include water uptake by roots, transpiration across leaves,
small intestine absorption of nutrients, and gas exchange in lungs.
VI. Regulation
 Unit 5 – Molecular Genetics – We discuss how gene expression is regulated in
prokaryotes using operons which can be either repressible or inducible.
 Unit 9 – Animal Physiology – We discuss the various hormonal feedback
mechanisms of human systems, such as pancreatic regulation of blood glucose or
pituitary regulation of reproductive cycles.
VII. Interdependence in Nature
 Unit 3 – Cellular Respiration – We discuss how photosynthesis and respiration
are complementary process, as the reactants of photosynthesis are the products of
respiration and vice versa.
 Unit 10 – Ecology – We describe how predator-prey interactions help regulate
population sizes and how they can lead to coevolution.
VIII. Science, Technology, and Society
 Unit 5 – Molecular Genetics – We discuss how our increasing knowledge of
DNA opens the possibility of things like cloning and genetic engineering and how
that could affect society.
 Unit 10 – Ecology – We discuss how humans are impacting the environment and
what consequences we may face in the future as a result.
Student Evaluation
Students are evaluated using tests, homework assignments, lab reports, and semester
projects according to the following percentages.
Tests – 60%
Homework – 10%
Labs – 20%
Project – 10%
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Tests are written in the format of the AP tests, with 60% of each test grade
coming from multiple choice questions and 40% coming from free response
questions.
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Homework includes practice quizzes with AP style multiple choice questions and
practice free response questions that cover the AP content. I pull many of these
sample free response questions from the University of Georgia’s AP Biology
Review site - http://biosciences.uga.edu/ap_biology/index.html
Labs include any lab activity. AP Labs are evaluated based on lab reports the
students turn in. The lab reports contain section titled Introduction, Materials &
Methods, Results, and Discussion. Students write the lab reports on graph paper
and are expected to produce graphical representations of their data in the proper
format whenever possible. Other labs are evaluated based on labeled sketches,
data sheets, or worksheets with questions.
Each semester students will complete projects based on the topic of their choice.
Students are expected to select a research topic that in some way extends the
normal AP Biology Curriculum. Students select a topic from AP Biology Topics I
and II for the first semester and from Topic III for the second semester. Their
grade depends on the submission of a list of annotated sources from the primary
literature (scientific journals), submission of a research paper with citations in the
text, and a Powerpoint presentation made to the class at the end of the semester.