AP Biology Course Outline and Agenda
This course is structured around the four Big Ideas (BI). Each BI is further
divided into Enduring Understandings (EU). These are identified in the
AP Biology Curriculum Framework. The course will focus on inquiry-based
laboratory work and the use of the seven Science Practices (SP) in both lab
and non-lab activities. The big ideas are interrelated and as such at least two
are addressed in each unit of instruction. The BI and EU and SP are provided
below. They are also be posted in the classroom. Students will be asked to
create a curriculum map indicating the connections between the big ideas
and enduring understandings as the course progresses. [CR2], [CR3]
The schedule we are currently using consists of three 56 minutes class
periods and one 118 minute class period per week. This allows students to
engage in laboratory work for approximately 25% of the instructional time.
In addition the 13 Investigative Labs will be recorded in a college level
laboratory notebook. [CR7], [CR8]
The grid below illustrates the units of study and the essential understandings
in each unit. Under Content the BI is represented by the first number, the
EU is the letter following the BI. In the activities column the activity is
followed by the SP that students will be demonstrating. The activities for
each unit are not an exhaustive list. Based on a variety of formative
assessments conducted throughout the year others will be added . [CR4] [CR6]
BI 1: Evolution - The process of evolution drives the diversity and unity of
life.
EU 1.A - Change in the genetic makeup of a population over time is
evolution.
EU 1.B - Organisms are linked by lines of descent from common
ancestry.
EU 1.C - Life continues to evolve within a changing environment.
EU 1.D - The origin of living systems is explained by natural processes.
BI 2: Cellular Processes: Energy and Communication - Biological
systems utilize free energy and molecular building blocks to grow, to
reproduce, and to maintain dynamic homeostasis.
EU 2.A - Growth, reproduction and maintenance of the organization of
living systems require free energy and matter.
EU 2.B - Growth, reproduction and dynamic homeostasis require that
cells create and maintain internal environments that are different from
their external environments.
EU 2.C - Organisms use feedback mechanisms to regulate growth and
reproduction, and to maintain dynamic homeostasis.
EU 2.D - Growth and dynamic homeostasis of a biological system are
influenced by changes in the system’s environment.
EU 2.E - Many biological processes involved in growth, reproduction
and dynamic homeostasis include temporal regulation and coordination.
BI 3: Genetics and Information Transfer - Living systems store, retrieve,
transmit, and respond to information essential to life processes.
EU 3.A - Heritable information provides for continuity of life.
EU 3.B - Expression of genetic information involves cellula and
molecular mechanisms.
EU 3.C - The processing of genetic information is imperfect and is a
source of genetic variation.
EU 3.D - Cells communicate by generating, transmitting and receiving
chemical signals.
EU 3.E - Transmission of information results in changes within and
between biological systems.
BI 4: Interactions - Biological systems interact, and these systems and their
interactions possess complex properties.
EU 4.A - Interactions within biological systems lead to complex
properties.
EU 4.B - Competition and cooperation are important aspects of
biological systems.
EU 4.C - Naturally occurring diversity among and between components
within biological systems affects interactions with the environment.
SP
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.
Unit
1. Introduction &
Biochemistry
Chapters 1-5 & 8 [CR3d]
Content
1.A, 1.D,
2.A, 3.A,
4.A, 4.B, 4.C
Activities


2. Cell Biology
Chapters 5.5, 6, 7, 9 – 12
[CR3c)
2.A, 2.B, 2C,
2D, 2E, 3.B,
3.D, 3E, 4.A







3. Ecology
Chapters 51, 52.2, 53-56
[CR3b)
2.A, 2.C,
2.D, 2.E, 3.E,
4.A, 4.B, 4.C




4. Genetics
Chapters 13-21
1.A, 2.C,
2.E, 3.A, 3.B,
3.C, 4.A, 4.C


DNA and Histone Model
http://learn.genetics.utah.edu
(Connection of big idea 3 to
enduring understanding 4.A);
SP 1, 6
Enzymatic reactions (lab #13) SP
5-7 [CR6]
The Evolution of the Cell:
http://learn.genetics.utah.edu
SP 3, 6 [CR3b] & [CR4b]
BUILD-A-MEMBRANE:
http://learn.genetics.utah.edu/
SP 1
Diffusion and Osmosis lab
investigation (lab #4) SP 2, 4 and
5 [CR6]
Cellular Respiration (lab #6) SP
1,2,3,6 and 7 [CR6]
Photosynthesis (lab #5) SP 1, 2,
3, 4, 6 and 7 [CR6]
Activity 10.2 How do C3, C4, and
CAM photosynthesis compare?
[CR3a] & [CR4b]
Mitosis lab (lab #7) SP 1, 5-7
[CR4b]
Energy Dynamics, estimating
productivity (lab #10) SP 1-7
[CR6]
Animal Behavior (lab #12) SP 1
and 3-7 [CR6]
“Invasive Plant Suppresses the
Growth of Native Tree
Seedlings by Disrupting
Belowground Mutualisms”, by
Kristina Stinson and others. SP
5 [CR4d] & [CR5]
Animated investigation: How
Does the Fungus Pilobolus
Suceed as a Decomposer?
www.campbellbiology.com SP
5, 6, 7 [CR4d]
Modeling transcription and
translation: SP 1, 3, 4, 5, 6
[CR4c]
M&M Chi Square Lab SP 2




5. Evolution
Chapters 22 - 27
[CR3a]
1.A, 1.B,
1.C, 1.D,
3.A, 3.C, 4.C






6. Organisms &
Physiology
Chapters 36, 39, 40, 43, 45, 48,
49.2
1.A, 1.B,
2.A, 2.C,
2.D, 2.E, 3.E,
4.A, 4.B



Genetics of Drosophila SP 2, 5
[CR4c]
Calculating crossover frequency
(lab #7) SP 1, 5-7
Bacterial Transformation (lab #8)
SP 1, 3, 5-7 [CR6]
RE analysis of DNA (lab #9) SP 3
and 6 [CR6]
Artificial Selection using
Wisconsin Fast Plants (lab #1) SP
1, 2, 5 and 7 [CR6]
NOVA video: “What Darwin
Never Knew.” (Connects BI 1 to
EU 3.C) [CR3c], [CR4a] & [CR5]
Coacervates Lab: students will
do a quantitative analysis of
the formation of Coacervates
and create PP illustrating their
findings. (SP 1, 3, 4, 5) [CR6] &
[CR8]
M&M Chi Square Lab SP 2
[CR4c]
Population Genetics (lab #2) SP
1, 2 and 5 [CR6]
Cladistics Using BLAST and
Sequence Alignment Tools (lab
#3) SP 1 and 5 [CR4a]
Transpiration (lab #11) SP 1, 2,
4, 6 and 7
Jumpin’ the Gap:
http://learn.genetcs.utah.edu
[CR4d]
Research: Can stem cell-based
therapy be used in brain and
spinal cord injuries? Students
will prepare presentations of
their findings and responses to
questions such as: Should
embryonic stem cell research
continue to be permitted?
Should it be supported by
government funding? SP 3
[CR4c] & [CR5]