AP Biology Syllabus
Curricular Requirements
Page(s)
CR1 Students and teachers use a recently published (within the last 10 years) collegelevel biology textbook.
3
CR2 The course is structured around the enduring understandings within the big ideas
as described in the AP® Biology Curriculum Framework.
2, 3, 5, 6, 7, 8, 9
CR3a Students connect the enduring understandings within Big Idea 1 (the process of
evolution drives the diversity and unity of life) to at least one other big idea.
4, 6, 7, 8
CR3b Students connect the enduring understandings within Big Idea 2 (biological
systems utilize free energy and molecular building blocks to grow, to reproduce, and to
maintain dynamic homeostasis) to at least one other big idea.
4, 5, 9
CR3c Students connect the enduring understandings within Big Idea 3 (living systems
store, retrieve, transmit, and respond to information essential to life processes) to at
least one other big idea.
5, 8
CR3d Students connect the enduring understandings within Big Idea 4 (biological
systems interact and these systems and their interactions possess complex properties)
to at least one other big idea.
5, 6, 7, 8, 9
CR4a The course provides students with opportunities outside of the laboratory
investigations to meet the learning objectives within Big Idea 1
4, 5, 6, 7
CR4b The course provides students with opportunities outside of the laboratory
investigations to meet the learning objectives within Big Idea 2.
4, 5
CR4c The course provides students with opportunities outside of the laboratory
investigations to meet the learning objectives within Big Idea 3.
8
CR4d The course provides students with opportunities outside of the laboratory
investigations to meet the learning objectives within Big Idea 4.
4, 6, 9
CR5 The course provides students with opportunities to connect their biological and
scientific knowledge to major social issues (e.g., concerns, technological advances,
innovations) to help them become scientifically literate citizens.
4, 5, 6, 7, 8, 9
CR6 The student-directed laboratory investigations used throughout the course allow
students to apply the seven science practices defined in the AP Biology Curriculum
Framework and include at least two lab experiences in each of the four big ideas.
4, 5, 6, 7, 8, 9
CR7 Students are provided the opportunity to engage in investigative laboratory work
integrated throughout the course for a minimum of 25 percent of instructional time.
2
CR8 The course provides opportunities for students to develop and record evidence of
their verbal, written and graphic communication skills through laboratory reports,
summaries of literature or scientific investigations, and oral, written, or graphic
presentations.
2, 3
1
Course Overview
Advanced Placement Biology is part of a nationwide program based on the belief that many students are
ready for college work while still in high school, and their abilities should be recognized, encouraged and
rewarded. As a college level course, the amount of material covered as well as the complexity of the topics
will be high. It is the responsibility of the student to come to class each day understanding the previous
day's material. An ongoing unstated assignment, therefore, is to learn the material as it is presented.
Students must be certain that they are willing to accept this challenge and be committed to keep up with
the work.
AP Biology is structured around four Big ideas described in the Curriculum Framework, which encompass the
core scientific principles, theories, and processes governing living organisms and biological systems. At least
one of the Big ideas will be incorporated in every lesson throughout the course. [CR2]
The four Big ideas are:
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 life
processes.
Big idea 4: Biological systems interact, and these systems and their interactions possess
complex properties.
The two main goals of AP Biology are to help students develop a conceptual framework for modern biology
and to help students gain an appreciation of science as a process. The ongoing information explosion in
biology makes these goals even more challenging. Students are encouraged to focus on understanding
important relationships, processes, mechanisms, and potential extensions and applications of concepts.
The course provides opportunities to connect scientific knowledge to major social issues to help students
become scientifically literate citzens. [ CR 5 ]
Technology is used extensively throughout the course, and students are required to participate in
asynchronous discussions, development of an online portfolio, and develop other educational artifacts such as
concept maps or webpages that illustrate their understanding of topics. [ CR 8 ]
Hands-on labs will constitute at least 25% of instructional time [ CR 7 ]. Students will have the opportunity to
complete at least two lab experiences in each of the four big ideas. [CR 6 ] Many of these labs are inquiry
based, and emphasize collaboration, development of hypotheses, data collection, analysis and presentation.
Students will maintain a laboratory notebook that documents their investigations throughout the year. This
notebook will be digitally formatted and stored online. In addition to the lab notebook, a final reflective essay
will be required. [ CR 8 ]
Science Practices {SP} * see page 10 for list of student directed labs and practices addressed
1. The student can use representations and models to communicate scientific phenomena and solve
scientific problems.
2. The student can use mathematics appropriately.
2
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.
*Students are required to keep a lab notebook, and/ or write short summaries of observations [CR8]
TEXTBOOK AND OTHER RESOURCES
Biology, 8th Edition; Sylvia Mader [ CR 1 ]
AP Biology Investigative Labs: An Inquiry-Based Approach, The College Board, 2012
Classroom website: www.biologycorner.com
COURSE SCHEDULE
Unit 1: Evolution and Phylogeny [CR2]
Big ideas: 1, 3, 4
Readings: Chapter 17,18,19, 32
Connected to enduring understandings:
1.A Change in the genetic makeup of a population over time is evolution.
1.B Organisms are linked by lines of descent from common ancestry.
1.C Life continues to evolve within a changing environment.
1.D The origin of living systems is explained by natural processes.
3.A Heritable information provides for continuity of life.
3.C The processing of genetic information is imperfect and is a source of genetic variation.
4.C Naturally occurring diversity among and between components within biological systems affects
interactions with the environment
Overview of Lecture and Discussion Topics
1. How natural selection serves as a mechanism for evolution
2. Scientific evidence supporting evolution
3. Hardy-Weinberg equilibrium
4. Origin of Life; Fossil Records, Concepts of speciation
5. Current events in evolution, resistance to antibiotics, pesticides, artificial selection
Activities (Weekly Assessments)
1. Sex and the Single Guppy - laboratory simulation where students explore sexual selection
- ties Big Idea 1 to Big Idea 3 [CR3A] and [CR3C]
2. Evolution of Grabbers - simulation, mutations and selection strength
3
- ties Big Idea 1 to Big Idea 3, enduring understanding 3.C (genetic variation) to Big Idea 1 and 4
[CR3A] and [CR3C]
3. Discussion on how evolution relates to current science and biotechnology [ CR5]
* Learning Objective 1.5 Student is able to connect evolutionary changes in a population over time to
change in the environment but obtaining news articles and providing a summary and leading a class
discussion [CR4a]
4. Concept map on evolution, showing the processes that lead to its establishment as a theory, using PBS
videos “Darwin’s Dangerous Idea” and “What Darwin Never Knew”. [ CR4a]
5. Construct a cladogram and phylogenetic tree [ CR4a]
6. Reconstruct a fossil record to further understand geologic time and extinction [CR4a]
Unit Assessment – at least 30 MC and 5 Free Response Questions
Unit 2: Ecology and Bioethics [ CR 2 ]
Big Ideas: 1,2,3
Readings: Chapters 44-49, selected articles chosen by students
Enduring Understandings
1.A Change in the genetic makeup of a population over time is evolution.
1.C Life continues to evolve within a changing environment.
2.A Growth, reproduction and maintenance of the organization of living systems require free energy
and matter.
2.C Organisms use feedback mechanisms to regulate growth, reproduction and dynamic homeostasis.
2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s
environment.
2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include
temporal regulation and coordination.
3.E Transmission of information results in changes within and between biological systems.
4.A Interactions within biological systems lead to complex properties.
4.B Competition and cooperation are important aspects of biological systems.
4.C Naturally occurring diversity among and between components within biological systems affects
interactions with the environment
Unit Overview of Lecture and Discussion Topics
1.
2.
3.
4.
5.
6.
Populations and Communities
Population growth models
Biodiversity and Sustainability
Biomes and Ecosystems
Energy flow and chemical cycling
Primary productivity
Activities (Weekly Assessments)
4
1. Biome Project - student presents a biome, discussing its characteristics and challenges [ CR 5 ]
- also ties Big Idea 4 to Big idea 2, [CR3B] and [CR3D]
2. Student lead discussions on environmental topics , student share relevant articles and lead class
discussions [CR5]
3. Meet the Trees - students collect information about trees, post to Project Noah [ CR5 ]
4. Dissolved Oxygen and Primary Productivity Lab [ CR 6 ]
5. Human Demography Study calculating birth and death rates [ CR4d]
6. Animal Behavior Lab [ CR 6 ]
7. Dandelion Populations Lab - outdoor survey and mathematical analysis
*Learning Objective 4.19 The student is able to use data analysis to refine observations and measurements
regarding the effect of population interactions on patterns of species distribution and abundance.
Laboratory Experiences and Scientific Practices
Unit Assessment – at least 30 MC and 5 Free Response Questions
Unit 3: The Nature of Science and the Chemistry of Life [ CR 2 ]
Readings: Chapter 1, 2, 3, 6
Big Ideas and Enduring Understandings to be addressed 2.A, 3A; 4A, 4B
Big Idea 1 is tied to Big Idea 4 in this introductory unit, the complexity of life, properties of living organisms and
how evolution is the unifying theory of biology
Overview of Lecture and Discussion Topics
Scientific method and experimental design
Explain what is meant by scientific theory
Practice with data collection, analysis, and presentation
Address problems in research, such as confirmation bias
Emphasis on evidence collecting, why evolution is considered a unifying theory
Chemistry of Life
Identify basic elements of living organisms
Distinguish between inorganic and organic compounds
Describe water’s unique properties
Describe the structure of organic compounds
Understand the pH scale, redox reactions, and hydrolysis/condensation
Apply the laws of thermodynamics to biological systems
Explain how life maintains a high degree of organization
Investigate enzyme structure and function
Unit Activities (Weekly Assessments)
1. Design and conduct an experiment, create and revise hypotheses, organize data, present findings {SP}
2. Lead class discussion on experimental design by explaining the design process and identifying controls and
variables {SP}
3. Conduct an experiment to determine the optimal pH and temperature of the enzyme catalase [ CR4d]
5
4. Develop concept maps and diagrams comparing protostomes and deuterostomes to gain an understanding
of how taxonomy helps manage the diversity of life [ CR 8 ]
5. Participate in discussion where students submit a recent news article for discussion on techniques used,
and implications for science and society [ CR 5 ]
6. Chromatography Lab [ CR 6 ]
7. Watch/read excerpts from “Judgment Day: Intelligent Design on Trial”, summarize the judge’s reasoning in
the outcome of the case [ CR8 ] and [ CR4a]
Unit Assessment – at least 30 MC and 5 Free Response Questions
Unit 4: Cellular Processes [CR2]
Readings: Chapter 4, 5, 7, 8
Enduring understandings to be addressed: 1B-D; 2A,2B; 4A
Big Ideas: Big Idea 2 is addressed in this unit and tied to Big Idea 1 with regard to the diversity of life
Big Idea 2 is also tied to big idea 4 in showing how complex processes maintain homeostasis
Overview of Lecture and Discussion Topics
Review basic cellular components, construct models comparing differences between prokaryote, eukaryote,
animal, and plant cells
Explain the concept of selectively permeable as it applies to the cell membrane, distinguish between active and
passive transport
Define homeostasis and illustrate how transport is used to maintain an internal environment
Understand the the process by which the cell theory was developed
Understand the Endosymbiosis theory and its connection to evolution [ CR3A ] and [ CR3B]
Understand the role of photosynthesis and cellular respiration in maintaining homeostasis
Unit 2 Activities (Weekly Assessments)
1. Diffusion and Osmosis Lab [ CR6 ]
2. Create cell models using post-it notes [ CR4B ]
3. Microscopy Lab and Comparing Plant and Animal Cells [ CR 6 ]
4. Cellular Respiration Lab [ CR 6 ]
- also connects Big Idea 2 to Big Idea 4 [ CR3B ] and [ CR3D ]
5. Photosynthesis Lab [ CR 6 ]
6. Transpiration Lab - also connects Big Idea 2 to Big Idea 4 [ CR3B] and [ CR3D ]
7. Group Presentations on Membrane Transport
*Learning Objective 2.11 Student constructs models connecting the movement of molecules across
membranes, this is completed as a presentation to the class, where groups are assigned a type of transport
[ CR4B ]
8. Discussion of the Endosymbiosis Theory which includes a summary essay [ CR3B ] & [CR4B]
Unit Assessment – at least 30 MC and 5 Free Response Questions
Unit 5: Organism Form and Function [CR 2]
Big Ideas: 1, 2, 4
Readings: Chapters 34-4, “Stiff” by Mary Roach
6
In this unit, comparative anatomy is strongly emphasized, and includes the dissection of a mammal, such as a
rat to compare to human anatomy. Big Idea 1 is tied to Big Idea 4 as comparative anatomy emphasizes the
relationships between organisms and similarities that imply common descent. [ CR3A] and [CR3D]
1.B Organisms are linked by lines of descent from common ancestry.
2.A Growth, reproduction and maintenance of the organization of living systems require free energy
and matter.
2.C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain
dynamic homeostasis.
2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s
environment.
2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include
temporal regulation and coordination.
3.E Transmission of information results in changes within and between biological systems.
4.A Interactions within biological systems lead to complex properties.
Overview of Lecture and Discussion Topics
1. Feedback control loops in animals
2. Thermoregulation in animals
3. Energy allocation and use in animals
4. Examples of functioning units in mammal systems (alveoli in lungs, nephrons in kidneys)
5. Structure and function in body systems (nervous, digestive, skeletal, urinary)
6. Comparative anatomy (mammals, amphibians, humans)
7. Advances in medicine [CR4C] & [CR5]
Activities (Weekly Assessments)
1.
2.
3.
4.
5.
Dissection of the rat and comparative anatomy [CR 6]
Exploration of the kidney [CR4d]
Dissection of a sheep brain, virtual exploration of a human brain [CR4a]
Comparing rat, horse and human skeletons
Daphnia Lab [ CR 6 ]
Unit Assessment – at least 30 MC and 5 Free Response Questions
Unit 6: Pathology [CR 2 ]
Big Ideas: 1, 2, 4
Enduring Understandings
1.C: Life continues to evolve within a changing environment.
2.B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal
environments that are different from their external environments.
4.B: Competition and cooperation are important aspects of biological systems.
4.C: Naturally occurring diversity among and between components within biological systems affects
interactions with the environment.
7
Overview of Lecture and Discussion Topics
1. Anatomy of Bacteria
2. Diseases caused by Viruses, Protists, and Bacteria
3. Viral and Bacterial Evolution
4. Vaccines & Antibiotics
5. Social Issues in disease transmission [ CR 5 ]
Activities (Weekly Assessments)
1. Bacteria Lab with Gram Stains [ CR6 ]
2. Group Presentation on a Pathogen [ CR 8 ] which includes final essay on emerging diseases, pathogens
and their hosts. This connects Big Idea 4 (interactions) and enduring understanding 4.B (competition) to Big
Idea 1 (evolution ) [CR3d] and [CR3a]
3. HIV and Immunology, how to find a cure for a rapidly evolving virus [CR4a]
- ties Big Idea 1 to Big Idea 4 [CR3d ] and [CR3a]
Unit Assessment – at least 30 MC and 5 Free Response Questions
Unit 7: Inheritance [CR 2]
Big Ideas: 1, 2, 3, 4
Readings: Chapters 9-12
Enduring Understandings
3.A Heritable information provides for continuity of life
3.B Expression of genetic information involves cellular and molecular mechanisms.
3.C The processing of genetic information is imperfect and is a source of genetic variation.
3.D Cells communicate by generating, transmitting and receiving chemical signals.
4.C Naturally occurring diversity among and between components within biological systems affects
interactions with the environment.
Overview of Lecture and Discussion Topics
1. Mitosis and Meiosis, and the Cell Cycle
2. What is cancer?
3. Mendelian genetics (Law of Segregation, Independent Assortment, Dominance)
4. Mathematical predictions (punnett squares) and Chi Square Analysis
5. Chromosomal Patterns of Inheritance (sex linkage)
6. Human Genetic Disorders
Activities (Weekly Assessments)
1.
2.
3.
4.
5.
6.
Modeling of the cell cycle [CR4c]
Microscope observations of mitosis and meiosis [ CR 6]
Fruit Fly Lab [ CR 6]
Dihybrid Corn with chi square analysis [CR 6]
Practice genetic problems [CR4c]
Hardy Weinberg Problem Set, survey of human traits [ CR4c]
8
- this also ties Big Idea 1, enduring understanding 1.A to Big Idea 4 (interactions) [CR3a ] and [CR3d]
7. Chromosome Simulation - using beads and pipecleaners, demonstrate linkage groups and inheritance
patterns [ CR4c]
8. Genetic Disorders Presentation [CR4c]
* Learning Objective 3.13: The student is able to pose questions about ethical, social, or medical issues
surrounding human genetic disorders.
Unit Assessment – at least 30 MC and 5 Free Response Questions
Unit 8: Molecular Genetics [ CR 2 ]
Big Ideas: 1, 2, 3, 4
Readings: Chapters 13-16
Enduring Understandings
1.A Change in the genetic makeup of a population over time is evolution
2.C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain
dynamic homeostasis.
2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include
temporal regulation and coordination.
3.A Heritable information provides for continuity of life.
3.B Expression of genetic information involves cellular and molecular mechanisms.
3.C The processing of genetic information is imperfect and is a source of genetic variation.
4.A Interactions within biological systems lead to complex properties.
Overview of Lecture and Discussion Topics
1. DNA is the genetic material (historical experiments, DNA structure and function, DNA replication)
2. Flow of genetic information (genetic code, role of other polymers, transcription, translation)
3. Mutations
4. Gene expression (operon systems in prokaryotes, eukaryotic gene expression)
5. Restriction enzymes, plasmids, transformation
6. DNA technology (how gel electrophoresis works and applications of this technology) [CR5]
7. Biotechnology: stem cells, synthetic biology, genetically modified foods [CR5]
Activities (Weekly Assessments)
1. Recombinant DNA simulation [CR4c ]
2. Bacterial Transformation [ CR6 ]
- also ties Big Idea 3 to Big Idea 1 [CR3A ] and [CR3C]
3. DNA Concept Map [CR4c ]
4. DNA Modeling, showing transcription and translation [CR4c ]
5. Gel Electrophoresis [ CR 6 ]
6. Class discussions on biotechnology, student lead discussions [CR5 ],
Unit Assessment – at least 30 MC and 5 Free Response Questions
9
Science Practices Matrix for Major Labs
SP 1
Use
representa
tions and
models
Scientific Method,
Crickets
SP 2
SP 3
SP 4
SP 5
SP 6
SP 7
Use
mathematics
Engage in
scientific
questioning
Plan and
implement data
collection
strategies
Perform data
analysis and
evaluation of
evidence
Work with
scientific
explanation
s / theories
Connect
and relate
knowledge
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Enzyme Lab
Osmosis and
Diffusion
X
X
Chromatography
Transpiration
Cellular
Respiration
X
X
X
Microscopy Lab
X
X
X
Sex and the Single
Guppy
X
X
X
X
X
X
X
X
X
Daphnia Lab
X
Dissection
X
X
Microbiology Lab
X
X
X
Fruit Fly Lab
X
X
X
Hardy Weinberg
Activity
X
X
Gel
Electrophoresis
DNA Simulations
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Animal Behavior
Populations
Studies
X
X
X
X
X
X
X
X
X
X
X
X
X
10