Course Overview
Classes meet daily for 45 minute class periods. Lab work and hands-on activities are approximately
25% of the instructional time. Additional lab time is scheduled as mandatory afterschool classes at
twice per Quarter and is approximately 6 hours of extra time per Quarter.
The resources available for student usage are:
 Campbell, Neil A., J. Reece. Biology, 7th edition (2005)
 Edwards, Gabrielle I. Biology The Easy Way, 3rd edition (200)
Additional journals, online articles and resources will be provided as the necessity arises. These are
dynamic and change as the year progresses.
Teaching Strategies
The aim of the AP Biology class is to implement multiple strategies in order to provide students with a
thorough and hands on approach to high level Biology.
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Throughout the course, the four Big Ideas will be a primary focus using intensive in class
discussions to connect concept with overarching ideas.
A slightly greater focus on genetics due to current scientific importance and also on student
interest level will be implemented during the year. This provides students with relevant
knowledge which in turn leads to greater levels of classroom discussion on scientific
advancement and ethics.
In-depth use of AP Biology labs and additional teacher developed labs are used to provide
students with hands on understanding of both process and concepts. Stress will be given to
experimental design and the fundamentals of proper lab write ups.
Lectures are given as in class discussions using pre-developed Prezi lectures as the main
connecting point. Students can focus on concept and provide additional notes throughout the
lectures.
A special focus is given to the concept and development of the process of evolution. Some
students have a difficult time accepting evolution as the foundation of modern biological
models and thought, so specific care and attention will be given to highlight this topic.
Students are encouraged to develop their writing skills by practical work on past AP Biology
free response questions. Open discussion on topics and questions covered in past exams will
teach students to design and formulate higher level of understanding
Big Ideas
To match the revision to the AP Biology Curriculum a greater focus on the four Big Ideas is vital for
student in depth understanding of Biology. Through the use of Cornell style note-taking (an
organizational method which encourages pre-reading and information gathering before lectures)
students are required to connect units with each of the 4 Big Ideas through their own understanding.
The classroom lectures, labs, and activities are developed to allow for engaged discussions focused
around the how and why concepts are interconnected and relate to one another.
Course Planner
The basic layout of this yearly plan is based upon the 2006, 2007 AP Biology Course Description.
Some of the labs and assignments are available for changes and updates based on available materials,
time and student progress.
Ecology (summer reading)
 Population Dynamics – looking at the process of changing Earth’s Populations
 Communities and Ecosystems – investigating how ecosystems are linked
 Global Issues – What are the environmental impacts of humans and what and future plans for
conservation biology and restoration biology
 AP Lab 12: Dissolved Oxygen
Molecules and Cells – First Quarter (Chapters 2-10)
Molecular Biology
 Chemistry Review
 Water – properties of water lab activity
 Organic Molecules – Organic molecules model making; activity identifying organic molecules in
food
 Cellular Respiration – Harvesting Chemical Energy
 Photosynthesis – Process that feeds the biosphere
 AP Lab 2: Enzyme Catalysis
 AP Lab 5 : Cell Respiration
Cell Biology
 Review cell types – Mystery cell lab activity: students examine known animal and plant cells,
and then identify unknown cells samples
 Limits on cell size – Surface area to volume lab activity
 Cell membranes and transport
 Cell organelle structure and function – Cellular organelle analogy assignment
 Coordination within the cell
 AP Lab 1: Diffusion and Osmosis
Cell Division and Genetics – Second Quarter (Chapters 13-21)
Cell Division
 Introduction to chromosomes – Making models of chromatin, chromatids, sister chromatids
and homologous chromosomes activity
 Online Onion Root tips tutorial from the University of Arizona biology project
 AP Lab 3: Mitosis and Meiosis
 Meiosis and genetic variation
 Evolutionary advantages of mitosis/meiosis
Mendelian Genetics
 Mendelian principles with applications to monohybrid and dihybrid crosses
 Children by chance lab activity: exploring the inheritance of traits resulting from simple
dominance, codominance, intermediate inheritance, sexlinkage, polygenic inheritance,
multiple alleles
 AP Lab 7: Genetics of Organisms
Human Genetics
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Chromosomal and molecular mutations
Human genetic diseases
Evolutionary advantage of recessive disorders
Genetic Screening of Newborn Infants Activity: research, round table debate and public policy
recommendation paper on genetic screening
Molecular Genetics
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DNA historical background, experimental evidence
The structure of DNA and RNA DNA extraction lab: extracting DNA from strawberries
DNA replication
Protein synthesis, transcription and translation – Proteins, the Essence of Life: activity
simulating the process of protein synthesis
Mutations
Biotechnology techniques
AP Lab 6: Biotechnology
GATTACA screening, research and position paper: Comparing gene manipulation techniques
presented in the film with what is possible today. Also included is a position paper on the
ethics of gene manipulation
Evolution and Diversity- Third Quarter (Chapters 22-31)
Evolutionary Biology
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Early evolution of life
Evidence of evolution
Mechanisms of evolution
AP Lab 8: Population Genetics and Evolution
AP Lab 11 : Animal Behavior
Diversity of Organisms
 Phylogenetic classification
 Evolutionary Patterns and relationships
Prokaryotes, Protists and Fungi
 Prokayotes diversity, structure and function
 Protist Diversity, structure and function
 Fungi Diversity, structure and function
Structure and Function of Animals Introduction
 Introduction to Animal Form and Function
 Characteristics and adaptations of animals
 Animal structural organization
Plant and Animal Diversity – Fourth Quarter (Chapters 29-49)
Animal Nutrition and Respiration
 Essentials of animal nutrition – Examining your diet: activity where students analyze their
eating habits to evaluate their own nutrition
 Evolutionary adaptations in vertebrate digestion
 Mammalian Digestion – Travel Brochure of the Digestive System: activity where students
create a brochure for a fictional company offering adventure tours through the digestive
system
 Fermentation and cellular respiration
 Chemiosmosis, coupled reactions and mitochondrial structure and function
 Journal Review Assignment – Atkins, South Beach and other diets from the biological
perspectives of nutrition and respiration.
Circulation and Gas Exchange
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Evolutionary adaptations in circulation and gas exchange
Blood and the body
Circulation
AP Lab 10: Physiology of the Circulatory System.
Respiratory structure and function – Breath of Fresh Air Activity: modeling the process of
breathing
 Discussion of the structural and functional links between the respiratory and circulatory
systems
 Air pollution, smoking and the impact on respiratory and circulatory function
Osmoregulation and Excretion
 Kidney’s and homeostasis
 Kidney dialysis (review osmosis, semipermeable membranes and diffusion)
 Urine analysis lab: Examines kidney function and disease
The Endocrine System and Human Reproduction
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The endocrine system and response to stress
Feedback mechanisms in the endocrine system
Male and female reproductive organs
Changes in the female body prior to and following fertilization
Embryological development – similarities in organisms as evidence for evolution
The Nervous System, Sensory and Motor Mechanisms
 Nervous system organization structure and function – neurons and cells
 Chemical potential, ion pumps and channels
 Neuron/cell communication – Pathway of nerve impulse activity: tracing the path of nerve
impulses through the body
 The role of the brain
 Voluntary and involuntary output mechanisms
 Sensory receptors –Relating Cause and Effect: lab activity that correlates stimuli and response
from various activities
 Skeletal support
 Locomotion and movement
Plant Form and Function
Plant Structure and Photosynthesis
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Plant structure, growth and development
Photosynthesis
AP Lab 4: Plant Pigments and Photosynthesis
Photophosphorylation, chemiosmosis and chloroplast structure/function
Photosynthetic adaptations
Plant Nutrition, Transport and Control Systems
 Angiosperm Reproduction – Flower dissection activity
 Vascular Transport
 AP Lab 9: Transpiration
 Plant hormones and environmental response – Plant Response to the Environment: students
design an experiment to test plant response to light, gravity, hormones, or another appropriate
variable
Lab Component
The lab component is an important part of the AP Biology experience. I intend students to become
familiar with the Scientific Method, develop their own labs and also to learn thorough lab report
techniques. Additional labs via online activities, afterschool lab time or dry labs will be assigned
throughout the year. Websites such as http://www.froguts.com allow for repeated and interactive
labs outside of classroom time.
Completing longer laboratory examinations in the allotted class time presents a number of challenges.
This often means scheduling after school lab blocks 1-2 times per month. If school scheduling permits,
scheduling students and I into a common study hall and then devoting 1 of these blocks to laboratory
work/additional tutorial time every 2 weeks is preferred.
Virtual labs will also be utilized for all 13 AP Biology labs. These will be examined before labs in order
to provide students with easy understanding of equipment, process and expectations. This will allow
students to gain deeper understanding of the labs and provide them greater opportunity to look into
the outcomes and purposes of the labs themselves.
Student Evaluation
Students will be evaluated in multiple ways that emphasize the focus of the course.
Some of these areas will allow students the ability to become more or less creative depending on
both their strengths and weaknesses. A few of these areas are:
 Critical thinking expressed through scientific journal reports, class discussion and practice free
response questions
 Scientific reasoning and understanding beyond merely how things work, but rather looking at
the “why” in biological processes, not just the “how”
 Presenting and supporting one’s opinion and perspective through projects, papers and
discussions
Students will develop group and individual work skills through independent assignments, hands on
activities, group projects and laboratory work. The majority of tests and discussion questions will
come in part from past AP Biology examinations. This will allow the students to recognize the feel of
the AP Biology Exam well before they have to complete it.
The school year is divided into 2 semesters, each broken down further into 2 quarters. Each Quarter
is evaluated as follows (but may change at start of year).
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Tests and quizzes – 70%
Assignments – 15%
Labs – 10%
Attendance and participation – 5%
At the end of each Semester there is a Semester final exam. The final Semester grade comes from a
20% final exam grade and 40% coming from each Quarter grade.