Name:________________________
Ms. DeLozier – AP Bio
Period:____
Date:________
AP Biology
COURSE OVERVIEW
Topics covered in this course include, biochemistry, cell structure and function, metabolism, genetics,
the molecular basis of inheritance, DNA technology, evolution, microbiology, classification, plants,
animals, physiology, and ecology. These topics are integrated throughout the course to cover the
eight themes in the AP Biology Curriculum.
The main goal of AP Biology is to help students have a good understanding of the concepts in biology
and grasp the relevance of biology to themselves and society. My personal goal for the year is to
prepare you for the rigors of college courses, teach you some basic studying and test taking skills,
save your parents some money and most importantly to help instill a love of biology and the world
around you. Science is cool.
Some basic AP Bio facts:
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The class meets ninety minutes each day for 27 weeks.
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~3 days each week are allotted for lab or collaborative work
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You have one required research paper each nine weeks
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Yes we take field trips….no they are not blow off days. We will be conducting field research
and observing ecosystems.
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We use the hard copy of Campbell 6th ed, but we use the digital copy of Campbell 7th ed.
When you are assigned reading the pages will reference the 6th ed.
Topics Covered: The class is divided into ten units. Each unit is designed to take about three
weeks. These units include:
1. Ecology
2. Biochemistry
3. Cells and Cell Membranes
4. Cell Energetics
5. Heredity
6. Molecular Genetics
7. Evolutionary Biology
8. Diversity of Organisms
9. Structure and Function of Plants
10. Structure and Function of Animals
Name:________________________
Ms. DeLozier – AP Bio
Period:____
Date:________
AP BIOLOGY OVERVIEW FOR 2011-2012
DATES
UNIT
TOPICS
CHAPTERS
FIRST NINE WEEKS
August 22-September 9
1
ECOLOGY
50-55
September 12-September 23
2
BIOCHEMISTRY
2-6
September 26-October 7
3
CELLS AND CELL
MEMBRANES
7,8,11
CELL ENERGETICS
October 10-October 21
4
RESPIRATION
9-10
PHOTOSYNTHESIS
SECOND NINE WEEKS
October 24-November 11
5
HEREDITY
12-15,19 pp354-356
November 14-December 21
6
MOLECULAR
GENETICS
16-19, 20 pp356-368
January 3-January 14
7
EVOLUTIONARY
BIOLOGY
22-25
THIRD NINE WEEKS
January 17-February 4
8
DIVERSITY OF
ORGANISMS
21,27,28,32,33,34,47
February 7-February 25
9
STRUCTURE AND
FUNCTION OF
PLANTS
29, 30, 35-39
February 28-March 23
10
STRUCTURE AND
FUNCTION OF
ANIMALS
40-46,48-49
November 21-25, December 21-30, March 12-16 ARE HOLIDAY BREAKS
NINE WEEK EXAMS ARE THE LAST TWO DAYS OF EACH NINE WEEKS
I promise you that this schedule will change as the year progresses. This is just a rough estimate.
Student grades are derived by using the major tests, and project count for 60% of the grade and the labs count
for 25%, daily assignments are 15%. The nine week test is then averaged in with this average as 20% of the
final grade. This test is a combination of multiple choice and essay in the same form as the AP test.
Name:________________________
Ms. DeLozier – AP Bio
Period:____
Date:________
UNIT ONE – ECOLOGY
Theme VII Interdependence of Nature
Chapters 50-55
Topics include the biosphere, behavior, population and community ecology and ecosystems. This is an
excellent time to gain student interest through integration of current world, national and local environmental
challenges. Students have access to an outdoor learning area at our local lake and where they can conduct
biodiversity studies periodically.
Labs and Projects:
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Dissolved Oxygen Lab AP #12
Behaviors Lab AP #11
Creation of an aquatic biome to observe throughout the year
Lab on Organisms Present in Lake Water and Mud
Students research the affect of an introduced species on the environment (they are encouraged to
select species with local implications) and present to the class.
UNIT TWO - BIOCHEMISTRY
Chapters 2-6
Topics include water, organic molecules, bonds, carbohydrates, lipids, proteins, nucleic acids and enzymes.
This unit begins with a short chemistry review to ensure that all students understand the principles of bonding.
Special attention is devoted to the unique bonding characteristics of carbon and the importance of hydrogen
bonding in biology.
Labs and Projects:


Enzyme Catalysis Lab AP #2
Various labs on Carbohydrates, Lipids, and Proteins
UNIT THREE - CELLS AND CELL MEMBRANES
Chapters 7, 8, 11
Topics include prokaryotic and eukaryotic cells, cell membrane structure and function, cellular organization, the
cell cycle and its regulation. This unit allows students to explore the similarities and differences between
different organisms at a cellular level and discuss the evolutionary implications of these similarities. Students
investigate how cell size is regulated and how the cell membrane is vital to maintaining homeostasis.
Labs and Projects:
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Diffusion and Osmosis Lab AP #1
Comparison of prokaryotic and eukaryotic cells
Cell structure lab
Plasmolysis lab
Protists lab
Lab on the comparison of cell size and function
Name:________________________
Ms. DeLozier – AP Bio
Period:____
Date:________
UNIT FOUR - CELL ENERGETICS
Chapters 9-10
Topics include chloroplast and mitochondria structure and function, photosynthesis and cellular respiration.
Emphasis is placed on the how the processes of cellular respiration and photosynthesis are interconnected.
Labs and Projects:
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Photosynthesis Lab AP #4
Cell Respiration AP #5
Lab on the stoma in different plants
Lab on the respiration of yeast.
Plant Pigment Chromatography Lab
UNIT FIVE - HEREDITY
Chapters 12-15, 19 pp 354-356
Topics include meiosis and gametogenesis, mitosis, eukaryotic chromosomes, Mendel’s genetics, and patterns
of inheritance. During this unit students investigate and write a research paper on a genetic abnormality and
what is being done prevent and it. Students also investigate how the presence of the abnormality can be
detected and then approach the ethical considerations to deal with the abnormality.
Labs and Projects:
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Mitosis and Meiosis Lab AP #3
Mendel’s Law Lab
Genetics of Organisms AP #7
Karyotype Lab
UNIT SIX - MOLECULAR GENETICS
Chapters 16-19, 20 pp 356-368
Topics include RNA and DNA structure and function, gene regulation, mutation, the virus, and DNA technology
and application. Gene therapy and genetically modified organisms are discussed in class and debated
through Socratic seminars. Additionally students are responsible for a project on the molecular genetics
techniques used in criminal investigations and paternity suits. The project includes a research paper and
preparing a scenario complete with data which their classmates use to identify a “suspect.”
Labs and Projects:



Molecular Biology Lab AP #6
DNA fingerprinting
Argentine Grandparent Lab
Name:________________________
Ms. DeLozier – AP Bio
Period:____
Date:________
UNIT SEVEN - EVOLUTIONARY BIOLOGY
Chapters 22-25
Topics include early evolution, evidences for evolution and the mechanisms of evolution. Students will use
models of populations under different selective pressures to investigate how varying the type of selection will
lead to different allele frequencies within a population. Students also investigate the effects of genetic drift,
geographic isolation, and population bottle necks on advantageous, neutral, and deleterious alleles. The data
collected on Drosophila from the Heredity unit is also analyzed using Hardy-Weinberg at this point to determine
changes in allele frequencies due to artificial selection.
Labs and Projects:



Population Genetics and Evolution Lab AP #8
ALU variations PCR Lab
Supplemental population genetics lab comparing the fitness of organisms that produce sexually and
asexually
UNIT EIGHT - DIVERSITY OF ORGANISM
Chapters 21, 27, 28, 32, 33, 34, 47
Topics include patterns of development, an overview of the diversity of life, phylogenetic classifications and
evolutionary relationships. Students investigate general characteristics of Bacteria, Archaebacteria, Plants,
Animals, Protozoa, and Fungi. Viruses are also included and students debate whether viruses should be
classified as living or nonliving.
Labs and Projects:
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Comparison lab on algae, protozoa, fungi
Lab on the life cycle of mosses, liverworts and ferns
Dissection of earthworm
Dissection of crayfish or grasshopper
Lab on hydra, planarian, and earthworm body make-up
Bacterial identification lab
Construction of virus models
UNIT NINE - STRUCTURE AND FUNCTION OF PLANTS
Chapters 29, 30, 35-39
Topics include reproduction, growth development, structure, physiology, evolution and adaptations, and
response to the environment. Students compare transpiration rates in C3 and C4 plants and relate differences
to environmental pressures for each plant. Students focus on the relationship between structure and function
(i.e. how surface area affects water regulation and rate of photosyntheisis).
Labs and Projects:
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Transpiration Lab AP # 9
Comparison of monocot and dicot stems and leaves
Flower dissection
Comparison of various fruits with emphasis on the various structures that make up the fruit
Name:________________________
Ms. DeLozier – AP Bio
Period:____
Date:________
UNIT TEN - STRUCTURE AND FUNCTION OF ANIMALS
Chapters 40-46, 48-49
Topics include reproduction, growth, development, structure, physiology, evolution and adaptations, and
responses to the environment. Students focus on the relationship between structure and function (i.e. surface
area in the intestine and increased nutrient absorption). The relationship between body systems in
maintaining homeostasis is a major focus of this unit. Students investigate how external and internal stimuli
can cause nervous and endocrine system responses.
Labs and Projects:
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Physiology of the Circulatory System Lab AP #10
EKG lab
Development of the embryo project
PROJECTS
FIRST NINE WEEKS
This nine weeks the project is to observe and show the reactions of germinating seeds to light, dark, wet, and
dry which will show the various trophisms and how living organisms respond to abiotic stimuli. The report will
include graphs, tables, and how the scientific method has been incorporated into the research. Due October 7,
2011.
SECOND NINE WEEKS
This nine weeks the project will be to research a genetic disease and show what genetic abnormality caused
the disease. Students will do research to show what is being done to find ways to manipulate the genetic
make-up to prevent the disease or what medical advances have been found to help the individuals with these
abnormalities. Students can also show how the presence of the abnormality can be detected and then
approach the ethical considerations to deal with the abnormality. Due January 7, 2012.
THIRD NINE WEEKS
This nine weeks the project will be to spend time working with owl pellets. The bones which are found can
then be set out to show what animals the owl has been feeding on and how many animals the owl eats in one
night. This allows the students to use comparative anatomy to show how the different skeletons are similar
and how they differ. This also allows the students to relate the impact of the owls feeding habits on the
ecology of a particular area. Due March 11, 2012.