Advanced Placement Biology
2014-2015 Syllabus
Teacher: Ms. Eriksen
e-mail: jacqueline.eriksen@concordschools.net:
Course Expectations
This course is designed to prepare students for the college level Advanced Placement
Biology Examination and is based on the curriculum established by the College Board. Students
will be provided the opportunity to experience laboratory skills comparable to
introductory college level Biology courses, including inquiry based labs and computerized
data acquisition and analysis. This class requires learning at an accelerated pace due to the
amount and complexity of the required material. Material will be covered through daily class
activities, lectures, discussions, laboratories, and independent projects. A student’s success will
depend on the time and effort that is invested into this course. Students enrolling in the
Advanced Placement Biology course should have a strong foundation in biology and
chemistry. All students must take the AP exam.
Resources
Textbook: Campbell Biology in Focus, AP Edition, Urry et. al, Pearson, 1st edition (2014)
Various AP Biology Review Books
Articles from Various Scientific Journals
The AP Biology Exam
Date: Monday, May 11, 2015 – Morning Session
Section I: Multiple Choice – 90 minutes – 50%
! 63 Multiple Choice Questions (4 Answer Choices)
! 6 Grid-In Questions that require the integration of science and mathematical skills
! Score is based on # of questions answered correctly (no penalty for wrong answers or
questions left blank)
• Section II: Free-Response – 90 minutes including a mandatory 10 minute reading period –
50 %
! 2 Long Free-Response (about 20 minutes each)
! 6 Short Free-Response (about 6 minutes each)
• Testing Materials:
! Formula Sheet (provided) & Basic 4-Function Calculator (with square root)
• AP Exam Grades:
5 = Extremely Well Qualified
4 = Well Qualified
3 = Qualified
2 = Possibly Qualified
1 = No Recommendation
•
•
Student Assessment
Point values are given based on the particular assignments length, complexity, involvement, and
importance.
Unit Tests (200 points):
Tests are given at the end of most units. In order to prepare students for the AP exam in May, tests
will be formatted similar to the AP Biology Exam (# and type of questions based on time available).
A typical test will consist of 16 multiple-choice (6 points each), 1 grid-in (6 points), 1 long freeresponse (70 points), and 1 short free-response (28 points) in one period. When possible, AP
Scoring Guides are used to grade long free-response questions. These scoring guides have been
used to grade previous AP Exams.
Quizzes (30 points):
Quizzes are given to ensure that students are keeping up with their homework and reading
assignments. Quizzes consist of 15 multiple-choice questions.
Laboratories (25-100 points):
Lab protocols are taken from the AP Laboratory Manual (copies will be made for students) or
alternate sources. Labs are designed to allow the students to apply their knowledge of the
biological concepts discussed in class. Students are expected to prepare for laboratories by
reading the handouts prior to lab. An assessment will be assigned for the lab (due dates depend
on the difficulty/length of the assignment). Lab behavior and technique are also sometimes
factored into the laboratory grade.
Laboratory Quizzes (25-50 Points):
After each of the AP labs, a laboratory quiz will be assigned allowing students to practice for the
lab-related questions on the AP Biology Exam.
Classwork (10-100 points):
Both individual and group work will be assigned to apply what is learned in class. These will include
case studies, modeling, or other activities to reinforce understanding of content. This will also
include practicing of free response questions from previous AP Biology exams.
Homework (10-50 points):
In order to progress at an accelerated pace, students must prepare for each class prior to the next
class meeting. This preparation includes both reading assignments and chapter
reading guides. Written work will not always be graded.
Projects (200 points):
Students will be required to complete at least one project per semester. These projects will be
long-term and will require a great deal of effort (mostly outside of class time).
Mid-Year Exam (400 points) and Final Project (300 points):
A Mid-Year Exam will be given at the end of Term 2 and will be half an AP Exam (32 multiplechoice, 3 grid-in, 1 long free-response, and 3 short free-response). The Final Project usually
changes every year and will be presented according to the senior final exam schedule.
Extra Credit:
Extra Credit is not offered for this class. Please keep up with the regular assignments!
Science Practices
The science practices, as noted in the AP Biology Curriculum Framework, enable students to
establish lines of evidence, and use them to develop and refine testable explanations
and predictions of natural phenomena.
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.
Laboratories
Laboratories are an essential component of the AP Biology Curriculum, and will occupy a great
deal of time in this course (greater than 25% of the course). The AP Biology Lab
Manual contains thirteen labs (see below), and two labs from each Big Idea are required. These
student driven inquiry labs enable students to identify the questions they want to answer, design
experiments to test hypotheses, conduct investigations, analyze data, and communicate their
results.
Most labs will have a pre-lab and post-lab. The goal of the pre-lab is to discuss the purpose of the
lab, prepare the necessary materials, and to review the overall procedure so that students are
prepared for the lab. During the post-lab, students will compare their results with the class data
and begin to analyze the results of the lab. After each of the labs, a lab quiz will be assigned
allowing students to practice for the lab-related questions on the AP Biology Exam. Students will
present and communicate their findings to the class in a variety of methods: lab report, poster,
PowerPoint presentation, one-page website, infographic, etc.
Additional labs and activities will be done throughout the year to further apply the
knowledge learned in class. See the course planner for more information.
Social and Ethical Concerns
It is vitally important that students connect their classroom knowledge to socially
important issues. The course will allow students to learn about and discuss many
issues in a variety of formats. Issues will be discussed in a class setting, and students
may research and report on a current topic that has social or ethical issues associated
with it. Since the goal will be to discuss a timely event, the list below shold be seen as
illustrative as new issues continually appear.
•Stem Cell Research (Big idea 3)
•Global Warming (Big idea 4)
•Antibiotic Resistance and the problems with Improper Antibiotic Use
(Big idea 1)
•Genetically Modified Food (Big idea 3)
•The Use of Genetic Information (Big idea 3)
AP Biology Labs (see the course planner for the specific labs used):
Labs by Big Idea
Science Practices
Big Idea 1: Evolution
1. Artificial Selection
2. Mathematical Modeling: Hardy-Weinberg
3. Comparing DNA Sequences to Understand Evolutionary
Relationships with BLAST
1–2–5–7
1–2–5
1–5
Big Idea 2: Cellular Processes
4. Diffusion and Osmosis
5. Photosynthesis
6. Cellular Respiration
2–4–5
1–2–3–6–7
1–2–3–6–7
Big Idea 3: Genetics & Information Transfer
7. Cell Division: Mitosis and Meiosis
8. Biotechnology: Bacterial Transformation
9. STEM Electrophoresis
1–5–6–7
1–3–5–6–7
3–6
Big Idea 4: Interactions
11. Transpiration
12. Pill Bug Behavior Lab
13. Enzyme Activity
1–2–4–6–7
1–2–3–4–5–6–7
4–5–6–7
The Four Big Ideas of AP Biology
Each unit will consist of material from several big ideas. They are interrelated and will not be taught
in isolation. The four big ideas are broken down into enduring understandings that are then broken
down into specific essential knowledge that the student must master. The Course Planner links the
chapters in the book and the laboratories/activities for each unit to the essential knowledge.
1. The process of evolution drives the diversity and unity of life.
Enduring understanding 1.A: Change in the
genetic makeup of a population over time is
evolution.
Enduring understanding 1.B: Organisms are
linked by lines of descent from common ancestry.
Essential knowledge 1.A.1: Natural selection is a
major mechanism of evolution.
Essential knowledge 1.A.2: Natural selection acts
on phenotypic variations in populations.
Essential knowledge 1.A.3: Evolutionary change
is also driven by random processes.
Essential knowledge 1.A.4: Biological evolution is
supported by scientific evidence from many
disciplines, including mathematics.
Essential knowledge 1.B.1: Organisms share
many conserved core processes and features that
evolved and are widely distributed among
organisms today.
Essential knowledge 1.B.2: Phylogenetic trees
and cladograms are graphical representations
(models) of evolutionary history that can be tested.
Enduring understanding 1.C: Life continues to
evolve within a changing environment.
Enduring understanding 1.D: The origin of living
systems is explained by natural processes.
Essential knowledge 1.C.1: Speciation and
extinction have occurred throughout the Earth’s
history.
Essential knowledge 1.C.2: Speciation may occur
when two populations become reproductively
isolated from each other.
Essential knowledge 1.C.3: Populations of
organisms continue to evolve.
Essential knowledge 1.D.1: There are several
hypotheses about the natural origin of life on Earth,
each with supporting scientific evidence.
Essential knowledge 1.D.2: Scientific evidence
from many different disciplines supports models of
the origin of life.
2. Biological systems utilize free energy and molecular building blocks to grow, to
reproduce and to maintain dynamic homeostasis.
Enduring understanding 2.A: Growth,
reproduction and maintenance of the organization
of living systems require free energy and matter.
Enduring understanding 2.B:
Growth, reproduction and dynamic homeostasis
require that cells create and maintain internal
environments that are different from their external
environments.
Enduring understanding 2.C:
Organisms use feedback mechanisms to regulate
growth and reproduction, and to maintain dynamic
homeostasis.
Enduring understanding 2.D: Growth and dynamic
homeostasis of a biological system are influenced
by changes in the system’s environment.
Essential knowledge 2.A.1: All living systems
require constant input of free energy.
Essential knowledge 2.A.2: Organisms capture
and store free energy for use in biological
processes.
Essential knowledge 2.A.3: Organisms must
exchange matter with the environment to grow,
reproduce and maintain organization.
Essential knowledge 2.B.1: Cell membranes are
selectively permeable due to their structure.
Essential knowledge 2.B.2: Growth and dynamic
homeostasis are maintained by the constant
movement of molecules across membranes.
Essential knowledge 2.B.3: Eukaryotic cells
maintain internal membranes that partition the cell
into specialized regions.
Essential knowledge 2.C.1: Organisms use
feedback mechanisms to maintain their internal
environments and respond to external
environmental changes.
Essential knowledge 2.C.2: Organisms respond to
changes in their external environments.
Essential knowledge 2.D.1: All biological systems
from cells and organisms to populations,
communities and ecosystems are affected by
complex biotic and abiotic interactions involving
exchange of matter and free energy.
Essential knowledge 2.D.2: Homeostatic
mechanisms reflect both common ancestry and
divergence due to adaptation in different
environments.
Essential knowledge 2.D.3: Biological systems
are affected by disruptions to their dynamic
homeostasis.
Essential knowledge 2.D.4: Plants and animals
have a variety of chemical defenses against
infections that affect dynamic homeostasis.
Enduring understanding 2.E: Many biological
processes involved in growth, reproduction and
dynamic homeostasis include temporal regulation
and coordination.
Essential knowledge 2.E.1: Timing and
coordination of specific events are necessary for
the normal development of an organism, and these
events are regulated by a variety of mechanisms.
Essential knowledge 2.E.2: Timing and
coordination of physiological events are regulated
by multiple mechanisms.
Essential knowledge 2.E.3: Timing and
coordination of behavior are regulated by various
mechanisms and are important in natural selection.
3. Living systems store, retrieve, transmit and respond to information essential to life
processes.
Enduring understanding 3.A: Heritable
information provides for continuity of life.
Enduring understanding 3.B:
Expression of genetic information involves cellular
and molecular mechanisms.
Enduring understanding 3.C: The processing of
genetic information is imperfect and is a source of
genetic variation.
Enduring understanding 3.D:
Cells communicate by generating, transmitting and
receiving chemical signals.
Enduring understanding 3.E:
Essential knowledge 3.A.1: DNA, and in some
cases RNA, is the primary source of heritable
information.
Essential knowledge 3.A.2: In eukaryotes,
heritable information is passed to the next
generation via processes that include the cell cycle
and mitosis or meiosis plus fertilization.
Essential knowledge 3.A.3: The chromosomal
basis of inheritance provides an understanding of
the pattern of passage (transmission) of genes from
parent to offspring.
Essential knowledge 3.A.4: The inheritance
pattern of many traits cannot be explained by
simple Mendelian genetics.
Essential knowledge 3.B.1: Gene regulation
results in differential gene expression, leading to
cell specialization.
Essential knowledge 3.B.2: A variety of
intercellular and intracellular signal transmissions
mediate gene expression.
Essential knowledge 3.C.1: Changes in genotype
can result in changes in phenotype.
Essential knowledge 3.C.2: Biological systems
have multiple processes that increase genetic
variation.
Essential knowledge 3.C.3: Viral replication
results in genetic variation, and viral infection can
introduce genetic variation into the hosts.
Essential knowledge 3.D.1: Cell communication
processes share common features that reflect a
shared evolutionary history.
Essential knowledge 3.D.2: Cells communicate
with each other through direct contact with other
cells or from a distance via chemical signaling.
Essential knowledge 3.D.3: Signal transduction
pathways link signal reception with cellular
response.
Essential knowledge 3.D.4: Changes in signal
transduction pathways can alter cellular response.
Essential knowledge 3.E.1: Individuals can act on
information and communicate it to others.
Transmission of information results in changes
within and between biological systems.
Essential knowledge 3.E.2: Animals have nervous
systems that detect external and internal signals,
transmit and integrate information, and produce
responses.
4. Biological systems interact, and these systems and their interactions possess complex
properties.
Enduring understanding 4.A:
Interactions within biological systems lead to
complex properties.
Enduring understanding 4.B:
Competition and cooperation are important aspects
of biological systems.
Enduring understanding 4.C: Naturally occurring
diversity among and between components within
biological systems affects interactions with the
environment.
Essential knowledge 4.A.1: The subcomponents
of biological molecules and their sequence
determine the properties of that molecule.
Essential knowledge 4.A.2: The structure and
function of subcellular components, and their
interactions, provide essential cellular processes.
Essential knowledge 4.A.3: Interactions between
external stimuli and regulated gene expression
result in specialization of cells, tissues and organs.
Essential knowledge 4.A.4: Organisms exhibit
complex properties due to interactions between
their constituent parts.
Essential knowledge 4.A.5: Communities are
composed of populations of organisms that interact
in complex ways.
Essential knowledge 4.A.6: Interactions among
living systems and with their environment result in
the movement of matter and energy.
Essential knowledge 4.B.1: Interactions between
molecules affect their structure and function.
Essential knowledge 4.B.2: Cooperative
interactions within organisms promote efficiency in
the use of energy and matter.
Essential knowledge 4.B.3: Interactions between
and within populations influence patterns of species
distribution and abundance.
Essential knowledge 4.B.4: Distribution of local
and global ecosystems changes over time.
Essential knowledge 4.C.1: Variation in molecular
units provides cells with a wider range of functions.
Essential knowledge 4.C.2: Environmental factors
influence the expression of the genotype in an
organism.
Essential knowledge 4.C.3: The level of variation
in a population affects population dynamics.
Essential knowledge 4.C.4: The diversity of
species within an ecosystem may influence the
stability of the ecosystem.
Course Planner
The following is a list of topics, laboratories, and activities in the order in which they will be covered throughout the year. The
Essential Knowledge for each chapter is indicated. The codes in the Essential Knowledge Column refer to the Big Idea, Enduring
Understanding, and Essential Knowledge. See the Big Ideas section of the syllabus for more information.
Topics
Essential Knowledge
Laboratories & Activities
Introduction
Chapter 1 – Introduction: Evolution and the Foundations of Biology
1. Common Themes
2. The Core Theme: Evolution
3. Biological Inquiry
Inquiry Cubes
1A1, 1A2, 2A1, 2A2, 2A3, Review of the Introduction to
2B1, 3A1, 3A3, 4A2, 4A3, the Student Lab Manual
4C3
1A1, 1A2, 1A3, 1A4, 1B1,
1B2, 1C3, 4C3, 4C4
3A4
Unit 1 – The Chemistry of Life
Chapter 2 – The Chemical Context of Life
Black Box Activity
1. Compounds
2. Atomic Structure
3. Chemical Bonding
4. Chemical Reactions
5. Hydrogen Bonding
Chapter 3 – Carbon and the Molecular Diversity of Life
1C3, 2A3, 4A1
2A3, 4A1
4A1
4A1
2A3, 4A1
1.
2.
3.
4.
5.
6.
2A2, 2A3, 4A1, 4A2, 4B1
2A3, 4A1, 4A2, 4B1, 4B2
2A3, 4A1, 4A2, 4B1
2A3, 4A1, 4A2, 4B1
2A3, 4A1, 4A2, 4B1
2A3, 3A3, 4A1, 4A2, 4B1
Diversity of Carbon Compounds
Macromolecules
Carbohydrates
Lipids
Proteins
Nucleic Acids
Unit 2 – Cells
Chapter 4 – A Tour of the Cell
Microscope Labs: Introduction,
Measurement, Cells, etc.
1. Microscopes and Tools of Biochemistry
2. Eukaryotic Cells have Internal Membranes
3. Nucleus and Ribosomes
4. Endomembrane System
5. Mitochondria and Chloroplasts
6. Cytoskeleton
7. Extracellular Components and Connections
Chapter 5 – Membrane Transport and Cell Signaling
2B3, 4C1
2A3, 2B1, 2B3, 4C1
2B3, 3A1, 4C1
2B1, 2B3, 4C1
1B1, 2A1, 2A2, 2C1, 4C1
2B3, 4C1
2B3, 3D2, 4C1
1.
2.
3.
4.
5.
6.
1B1, 2B1, 2B2
2B1, 2B2
2B1, 2B2
2B1, 2B2
2B1, 2B2
2B1, 2B2, 3D1, 3D2
Cellular Membranes are Fluid Mosaics
Selective Permeability
Passive Transport
Active Transport
Bulk Transport
Cell Signaling
Limits on Cell Size
AP Biology Lab #4: Diffusion
and Osmosis
Unit 3 – Cellular Energetics
Chapter 6 – An Introduction to Metabolism
Investigating Enzyme Reaction
Rates Activity
1. Metabolism
2. Free-Energy
3. ATP
4. Enzymes
5. Regulation of Enzyme Activity
Chapter 7 – Cellular Respiration and Fermentation
2A1, 4B1
2A1
2A1
4B1
4B1
1.
2.
3.
4.
2A2
2A2
2A2
2A2
Catabolic Pathways
Glycolysis
Citric Acid Cycle
Electron Transport Chain
5. Anaerobic Respiration
6. Other Metabolic Pathways
2A2
2A2
AP Biology Lab #13: Enzyme
Catalysis
AP Biology Lab #6: Cell
Respiration
AP Biology Lab #5:
Photosynthesis
Chapter 8 – Photosynthesis
1. Overview
2. Light Reactions
3. Calvin Cycle
2A2
2A2
2A2
Unit 4: Heredity
Chapter 9 – The Cell Cycle
AP Biology Lab #7:
Mitosis and Meiosis
1. Cell Division
2. Mitosis
3. Control of the Cell Cycle
Chapter 10 – Meiosis and Sexual Life Cycles
3A2
3A2
3A2
1. Inheritance of Genes
2. Fertilization
3. Meiosis
4. Genetic Variation
Chapter 11 – Mendel and the Gene Idea
3A2, 3A3
3A2, 3A3
3A2, 3A3
3A3, 3C1, 3C2
1. Mendel’s Laws of Inheritance
2. Probability
3. Inheritance Patterns
4. Human Genetic Traits
Chapter 12 – The Chromosomal Basis of Inheritance
3A1, 3A3, 3C1
3A1, 3A3, 3C1
3A1, 3A3, 3C1
3A1, 3A3, 3A4, 3C1
1.
2.
3.
4.
3B2, 3C1
3A3, 3A4, 3B2, 3C1
3A3, 3B2, 3C1
3A1, 3A3, 3C1
NOVA Cancer Warrior Video
and Activity
Genetics Problems
Genetics & Inheritance Activity
Heredity in Families Activity
(Pedigrees)
Chi Square Activities (MnMs)
Chromosomes
Sex-Linked Genes
Genetic Recombination and Linkage
Genetic Disorders
Unit 5: Molecular Genetics
Chapter 13 – The Molecular Basis of Inheritance
Genome Replication Activity
1. DNA
2. DNA Replication
3. Chromosome Structure
Chapter 14 – Gene Expression: From Gene to Protein
3A1, 3A3, 3C3
3A1, 3A3, 3B1
3A1, 3A3
1. The Genetic Code
2. Transcription
3. RNA Modification
4. Translation
5. Mutations
Chapter 15 – Regulation of Gene Expression
2E1, 3A1, 3A4
2E1, 3A1, 3A4
2E1, 3A1, 3A4
2E1, 3A1, 3A4
2E1, 3A1, 3A4, 3C2
1. Prokaryotic Gene Expression
2. Eukaryotic Gene Expression
3. Noncoding RNAs
2C2, 3A1, 3B1, 4B1, 4C2
2E1, 3A2, 3B1
2E1, 3A1
Genetically Modified Foods
Debate
AP Biology Lab #8:
Biotechnology: Bacterial
Transformation (pGLO)
Gene Regulation Activity
Unit 6: Biotechnology
Chapter 13 – The Molecular Basis of Inheritance
Bioethics Assignment
4. Genetic Engineering
Chapter 15 – Regulation of Gene Expression
3A1, 3A3, 3B1, 3C1, 3C2
4. Studying Expression of Genes
Chapter 16 – Development, Stem Cells, and Cancer
3A1, 3B2
1. Differential Gene Expression
2. Cloning
3. Cancer
Chapter 17 – Viruses
2A3, 2E1, 3A1, 3B1, 4A3
3A1, 3B1, 3C1, 4A3
2E1, 3A1, 3B1
1. Overview
3A1, 3A4, 3C3
Restriction Enzyme Activities
Lab:
Biotechnology: STEM
Electrophoresis
Sickle Cell Anemia Activity
2. Viral Replicative Cycle
3. Pathogens in Animals and Plants
Chapter 18 – Genomes and Their Evolution
3A1, 3A4, 3C3
3A1, 3C1, 3C3
1.
2.
3.
4.
5.
6.
3C2
3C2
3C2
3C2
3C2
2E1, 3C2
Human Genome Project
Bioinformatics
Genome Diversity
Noncoding DNA and Multigene Families
Genome Evolution
Comparing Genome Sequences
Unit 7: Evolutionary Biology
Chapter 19 – Descent with Modification
Biochemical Evidence Activity
1. Darwin
2. Natural Selection
3. Evidence of Evolution
Chapter 20 – Phylogeny
1A1, 1A4, 1C3, 1D1, 1D2
1A1, 1B2
1A1, 1A3, 1B2
1. Evolutionary Relationships
2. Morphological and Molecular Data
3. Shared Characters
4. Molecular Clocks
5. Evolutionary History
Chapter 21 – The Evolution of Populations
1A2, 1B1, 1B2
1A2, 1B1, 1B2
1B1, 1B2
1B1, 1B2
1B1, 1B2, 1C3
1. Genetic Variation
1A1, 1A4, 1B1, 1C1,
3A3, 3C2
1A2, 1A3, 1A4, 1C3, 3C2
1A1, 1A2, 1A4
2. Hardy-Weinberg Principle
3. Natural Selection, Genetic Drift, and Gene Flow
4. Natural Selection in Adaptive Evolution
Chapter 22 – The Origin of Species
Natural Selection Activity
AP Biology Lab #1: Artificial
Selection
Hardy-Weinberg Problems
AP Biology Lab #2:
Mathematical Modeling:
Hardy-Weinberg
Birth of the Earth Video and
Activity
AP Biology Lab #3:
Comparing DNA Sequences
to Understand Evolutionary
Relationships with BLAST
Phylogenetic Tree Activity
1. Biological Species Concept
2. Geographic Isolation
1B2, 1C2
1C2, 1C3
3. Reproductive Isolation
4. The Time Course of Speciation
Chapter 23 – Broad Patterns of Evolution
1C2
1A3, 1B2, 1C1, 1C3
1.
2.
3.
4.
1C1, 1D1, 1D2
1C1
1C1, 1C3, 3C1
1A1, 1B1, 1C3
Fossil Record
Differences is Speciation and Extinction Rates
Developmental Genes
Evolution is Not Goal Oriented
Unit 8: The Evolutionary History of Life
Chapter 24 – Early Life and the Diversification of Prokaryotes
1.
2.
3.
4.
Origin of Life
1A4, 1D1, 1D2, 2D1, 3A1
Evolution of Prokaryotes
1D1, 1D2, 2A3, 3E2, 3A1
Genetic Diversity in Prokaryotes
2E2, 3A1, 3D3, 3D4
Prokaryotes have Radiated into a Diverse Set of
1B2, 2E3
Lineages
5. Prokaryotes Play a Crucial Role in the Biosphere
2E2
Chapter 25 – The Origin and Diversification of Eukaryotes
1. Endosymbiosis
2. Multicellularity
3. Four Supergroups of Eukaryotes
4. Protists
Chapter 27 – The Rise of Animal Diversity
1C3, 2B3, 4A2
1C3
1B2
2A1, 2A2, 2C2, 4A6
1.
2.
3.
4.
5.
1A4, 1B1, 1C3
1A4, 1B1, 1C3
1B1, 1B2, 1C3
1B1, 1B2, 1C3
2C2
Evolution of Animals
Cambrian Explosion
Aquatic Environments
Colonization of Land
Effects of Animals
3rd Term Project
Unit 9: Plant Form and Function
1st & 2nd Term Projects
Chapter 26 – The Colonization of Land by Plants and
Fungi
1. Plant Fossil Evidence
2. Fungi Played an Essential Role in the Colonization of
Land
3. Early Land Plants Radiated into a Diverse Set of
Lineages
4. Seeds and Pollen Grains
5. Chemical Cycling and Biotic Interactions
Chapter 28 – Plant Structure and Growth
1C1, 1D2
1B1, 1B2, 1C1, 2E2,
3B2, 3D2
1B2
1B1
1B1, 2C2
1. Hierarchical Organization
4A3
2. Meristems
2E1, 3B1, 4A3
3. Primary Growth
4A3
4. Secondary Growth
4A3
Chapter 29 – Resource Acquisition, Nutrition, and Transport in Vascular Plants
1. Adaptations for Acquiring Resources
2B1, 4A6
2. Transport Mechanisms
2B1, 2D4, 4A6
3. Plant Roots
2B1, 4A3, 4A6
4. Plant Nutrition
2A3, 4A6
5. Transport of Water and Minerals
2B1, 4A6
6. Transpiration
2C1, 4A6
7. Movement of Sugars
4A6
Chapter 30 – Reproduction and Domestication of Flowering Plants
1. Angiosperm Life Cycle
2E1, 3A2
2. Reproduction of Flowering Plants
2E1, 3A2
3. Plant Breeding and Biotechnology
3A1, 3C1, 3C2
Chapter 31 – Plant Responses to Internal and External Signals
1. Plant Hormones
2. Responses to Light
2A3, 2C1, 2C2
2A2, 2C1, 2C2, 2E2
AP Biology Lab #11:
Transpiration
3. Other Stimuli
4. Defenses Against Herbivores and Pathogens
2A3, 2C1, 2C2
1A1, 2D4
Unit 10: Animal Form and Function – Part I
Chapter 32 – Homeostasis and Endocrine Signaling
1. Feedback Control
2. Endocrine Signals
3. Osmoregulation and Excretion
4. Hormonal Circuits
Chapter 33 – Animal Nutrition
2B1, 2B2, 2C1, 2C2,
2D1, 2D2, 2E1, 4A3
1B1, 1C3, 2B2, 2C1,
2C2, 2D2, 2D3, 2E1, 3E2
2A3, 2B1, 2B2, 2C1,
2C2, 2D2
1A1, 2A3, 2B2, 2C1, 2D1
An Animal’s Diet
Main Stages of Food Processing
Mammalian Digestive System
Evolutionary Adaptations of Vertebrate Digestive
Systems
5. Feedback Circuits
Chapter 34 – Circulation and Gas Exchange
4B1, 4B2
4B1, 4B2
4B1, 4B2
1B1, 4B2
1. Circulatory Systems
2. Heart Contraction
3. Patterns of Blood Pressure and Flow
4. Blood Components
5. Gas Exchange
6. Breathing Ventilates the Lungs
7. Adaptations for Gas Exchange
Chapter 35 – The Immune System
2E2, 3D1, 4B2
4B2
4B2
4B2
4B2
4B2
4B2
1. Innate Immunity
2. Adaptive Immunity
3. Defense Against Infection
2D4
2D4
2D4, 3D1
1.
2.
3.
4.
2C1, 4B1, 4B2
Reading Guide Assignments (share
with class)
Unit 11: Animal Form and Function – Part II
Chapter 36 – Reproduction and Development
AP Biology Lab #12:
Pill Bug Behavior
1. Asexual and Sexual Reproduction
2. Reproductive Organs
3. Hormones
4. Embryonic Development
Chapter 37 – Neurons, Synapses, and Signaling
2C1, 2C2, 2E3
3A2, 3A3
2E3, 3B1
3B1
1. Neuron Structure
2. Resting Potential
3. Action Potential
4. Neurons Communicate with Other Cells at Synapses
Chapter 38 – Nervous and Sensory Systems
2E2, 3E2
2E2, 3E2
1A2, 2E2, 3D1, 3E2
2E2, 3D2, 3E2
1. Neurons and Supporting Cells
2. The Vertebrate Brain
3. The Cerebral Cortex
4. Sensory Receptors
5. Mechanoreceptors
6. Visual Receptors
Chapter 39 – Motor Mechanisms and Behavior
2C1, 2C2, 2D2, 2E2, 3E2
2E2, 3E2
2E2, 3E2
2D4, 2E2, 3E2
2E2, 3E2
2E2, 3D1, 3E2
1.
2.
3.
4.
5.
6.
2E2, 2E3, 3E2
2E2, 2E3, 3E2
2E2, 2E3, 3E2
2E3, 3E2
2E3, 3E2
1A2, 1B1, 2D1, 2E3,
3A1, 3E2
Muscle Function
Skeletal Systems
Sensory Inputs
Learning
Individual Survival and Reproductive Success
Evolution of Behavior
Unit 12: Ecology
Chapter 40 – Population Ecology and the Distribution of Organisms
1.
2.
3.
4.
5.
6.
Terrestrial Biomes
Aquatic Biomes
Interactions between Organisms and the Environment
Population Density, Dispersion, and Demographics
Exponential and Logistic Models
Population Dynamics
2D1, 4B4
2D1, 4A5
1C2, 2D1, 4A5, 4B3
2D1, 4A5, 4B3, 4C4
4A5, 4C4
1C2, 1C3, 4A5, 4B3,
4C3, 4C4
Chapter 41 – Species Interactions
1. Interactions within a Community
2A1, 2A2, 3E1, 4A4, 4A5,
4B3
2A1, 2A2, 3E1, 4A4, 4A5,
4A6, 4C3, 4C4
2A1, 2A2, 2D1, 3E1,
4A5, 4A6, 4C4
4A5, 4B4, 4C2
4A6, 4C2
2. Diversity and Trophic Structure
3. Disturbance
4. Biogeographic Factors
5. Pathogens Alter Community Structure
Chapter 42 – Ecosystems and Energy
1. Energy Flow and Chemical Cycling
2. Energy and other Limiting Factors
3. Energy Transfer
4. Biological and Geochemical Cycles
5. Restoration Ecologists
Chapter 43 – Global Ecology and Conservation Biology
2A1, 2A2, 2A3, 4A6
2A1, 2A3, 4A6
2A1, 2A3, 4A6
2A1, 2A3, 4A6
2A1, 2A3, 2D2, 4A6
1. Threats to Biodiversity
2. Population Conservation
1C1, 4A6, 4B3, 4C3, 4C4
1C1, 4A5, 4A6, 4B3,
4C3, 4C4
4A6, 4B3, 4C3, 4C4
3. Landscape and Regional Conservation
4. Earth is Changing Rapidly as a Result of Human
Actions
5. Human Population Growth
6. Sustainable Development
-
Review for the Advanced Placement Biology Exam
Final Project
4A6, 4B3
2C2, 4A5, 4A6, 4B3
Population Ecology Activities
Climate Change Research