Advance Placement Biology Syllabus
Course Overview
This is a laboratory biology course for highly motivated students designed to meet the
objectives of an introductory biology course at the college level. In addition to basic biological
concepts, students become acquainted with current research and discoveries in the biological
fields. The content of the course conforms in major areas and time allotment to the outline
developed by the AP Biology committee. This course is structured around the four big ideas,
enduring understandings, and science practices. It is designed to create a learning environment
for students to develop an appreciation for the study of life and help them to understand and
identify unifying principles within biology. Topics to be covered in the first semester include
biological chemistry, structure and function of cell organelles, mitosis, photosynthesis,
fermentation, aerobic respiration, molecular genetics, meiosis, Mendelian laws, inheritance
patterns, human genetic defects, and evolution. The second semester deals with organisms and
includes a survey of the lower kingdoms, a survey of the animal kingdom, an in-depth study of
plant anatomy and physiology, and the structure and function of animal systems with an
emphasis on human systems. Laboratory work is a vital part of this course. Therefore, the
process of inquiry in science and developing critical thinking skills is a vital component of this
course. At the end of this course, students will have an awareness of the integration of other
sciences in biology. Students will understand how biological issues may potentially have an
impact in their daily lives. Students taking this course will be prepared for the Advanced
Placement Exam and are expected to take it.
Instructional Context
Advance Placement Biology is primarily a junior and senior course. There is an open enrollment
policy for all Advance Placement courses. The existing schedule is on a seven day rotation with 55
minute class periods. Students meet 6 days out of the seven day rotation.
It is recommended that students completed both first year biology and chemistry prior to enrolling in
AP Biology. A summer assignment is used to review basic principles of biology and chemistry.
Students are assigned independent assignments relating to evolution, and science kingdoms. This
strategy is used to enable more class time for inquiry-based instruction
Materials
Solomon, Berg and Martin. 2005.Biology, Seventh edition, Brooks/Cole a division of Thompson
Learning Inc (ISBN 0-534-49276-2)
Biology Laboratory Manual
The double helix
Campbell and Reece, Biological Inquiry: A workbook of investigative cases for biology.
Advance Placement Biology Syllabus
It is highly recommended but not mandatory that you purchase the CliffsAP by
Pack study guide. More information about this topic will be given in class.
Phillip
Selected Websites
There are many sites available with laboratory investigations, exercises, quizzes etc. to be used
as supplementary study resources. The websites are listed on the school webpage and/or Aspen
X2. Aspen is a Student Information Management System created by X2 Development Corporation
Grading Policy
A. Homework
Homework is assigned during the school week. Students are expected to complete all
homework assignments on time. If students run into difficulties with content from lecture or
assignments they are expected to come in for extra help. Regular lack of preparation will
ultimately have a negative effect on their grade. Homework assignments will count for 10%
of the final grade.
B. Quizzes
Announced and unannounced quizzes will be given for most chapters. The unannounced
quizzes will be based on reading assignments. Students will be allowed to use their notes for
unannounced quizzes. They may include multiple choice, fill in the blank, short answer
questions or essays. Also, announced quizzes may include multiple choice, fill in the blank,
short answer questions or essays. The announced quizzes will count for 20% of the final
grade. The unannounced quizzes will count as homework (10% of the final grade).
C. Tests
Tests are announced in advance. Tests include chapter or unit tests and long term projects.
Chapter tests include questions such as multiple choice and short answer questions. There
will be times when tests will be in essay form. Tests count for 50% of the final grade.
D. Labs
Labs are collected at the beginning of the next lab period. They count for 20% of the final
grade. There will be times when lab quizzes will be given and counted as part of the
laboratory grade. The course will conduct all of the Laboratory investigations suggested by
the Advance Placement program. You will get a copy for each lab on the first day of school.
You can determine which laboratory exercises are suggested by the AP program by the title
and number of the investigation.
E. Make up work
There are no make-ups for tests due to poor performance. If missing work is not completed
within a reasonable time period a zero is earned. (one week is a reasonable period).
Advance Placement Biology Syllabus
F. Promptness
The school policy on tardiness to class is rigidly enforced.
The Four Big Ideas
Advance placement biology is structured around the four big ideas, the enduring understanding
within the big ideas and the essential knowledge within the enduring understanding.
The big ideas:
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 Investigative Laboratory Component
The course is structured around inquiry in the laboratory and the use of the seven science
practices throughout the course. Students are given the opportunity to engage in student-directed
laboratory investigations throughout the course for a minimum of 25% of instructional time.
Students will conduct a minimum of eight inquiry-based investigations (two per big idea
throughout the course). Additional labs will be conducted to deepen students’ conceptual
understanding and to reinforce the application of science practices within a hands-on, inquiry
based environment. All levels of inquiry will be used and all seven science practice skills will be
practiced by students on a regular basis in formal laboratory investigations as well as activities
outside of the laboratory experience. The course will provide opportunities for students to
develop, record, and communicate the results of their laboratory investigations.
Science Practices (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.
Advance Placement Biology Syllabus
Unit 1: Introduction and Review of Summer Assignment (17-19 days)
Big ideas: 1, 2
Connected to enduring understandings:
1. A Change in the genetic makeup of a population over time is evolution.
2. A Growth, reproduction and maintenance of the organization of living
systems require free energy and matter.
Chapters: 1, 2, 3
1. Introduction: A View of Life
2. Atoms and Molecules: The Chemical Basis of Life
3. Properties of Water
4. Carbon and the Molecular Diversity of Life
Unit 1 Overview of Lecture and Discussion Topics:
1. Characteristics of life
2. Biological Organization
3. Information Transfer
4. The basic concept of evolution
5. Darwin and the Theory of Natural Selection
6. The energy of life
7. Inquiry as a way to learn science
8. Elements and atoms
9. Chemical reaction
10. Chemical bonds
11. Redox reactions
12. Emergent properties of Water
13. Acids, bases and salts
14. Develop an understanding for the importance of molecules
15. Carbon, atoms and molecules
16. The impact of carbon as the “backbone of life”
17. How monomers build polymers, including the roles of nucleic acids
Activities and Laboratory Investigations:
1. Students conduct a guided inquiry investigation with pill bugs. It is a modified version of AP
investigation “animal behavior”.
2. Inquiry-based biochemical tests: “Picture perfect” a biological inquiry investigative case
from Campbell and Reece Seventh edition. Students design, conduct and provide analysis of
their research.
Unit 2: Introduction to the Cell (13-16 days)
Introduction to the Cell
Big ideas: 1, 2, 3, 4
Connected to enduring understandings:
1. D The origin of living systems is explained by natural processes.
Advance Placement Biology Syllabus
2. A Growth, reproduction and maintenance of the organization of living
systems require free energy and matter.
2. B Growth, reproduction and dynamic homeostasis require that cells
create and maintain internal environments that are different from their external
environments
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.D Cells communicate by generating, transmitting and receiving chemical
signals.
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.
.
Chapters:3,4,5,9
1.
2.
3.
4.
5.
The Chemistry of Life: Organic Compounds
The Structure and Function of Large Biological Molecules
Organization of the cell
Biological Membranes
Chromosomes and mitosis
Unit 2 Overview of Lecture and Discussion topics:
1.
The impact of carbon as the “backbone of life”
2.
How monomers build polymers, including the roles of nucleic acids
3.
Examples of organelles that are membrane bound to compartmentalize their functions
4.
Membrane structure and function
5.
Cell organization and Size
6.
Methods for studying cells
7.
Prokaryotic and Eukaryotic Cells
8.
Cell membrane
9.
Organelles in the cytoplasm
10.
Cell nucleus
11.
The Cytoskeleton
12.
Cell Covering
13.
Mitosis through laboratory investigation
14.
15.
16.
17.
18.
19.
20.
Evolution of cell signaling
Reception, transduction, response
Apoptosis
How mitosis produces genetically identical daughter cells
Evolution of Mitosis
How the eukaryotic cell cycle is regulated by a molecular control system
Origin of cell communication
Advance Placement Biology Syllabus
Activities and Laboratory Investigations
1. Introduction to the Microscope: Students are provided with various unknown and known samples
and are asked to identify, draw, use scale and collect data of various organisms.
2. Cellular Processes: Energy and Communication: Big Idea 2
a. Investigation number 4: Diffusion and Osmosis from the AP investigative labs.
3. Genetics and Information Transfer: Big Idea 3
a. Investigation 7: Cell Division Mitosis and Meiosis. Students will conduct parts 1-3 of
laboratory investigation.
4. Group or whole class discussion and sometimes creating a play of the providence alliance of
educators’ medical case studies with regards to organelle malfunctions.
5. Pathways with Friends: <http://learn.genetics.utah.edu> Directed by
instructional cards, students kinesthetically model cell communication by acting as components
in a cell signaling. Whole class discussion follows, assessing student understanding of cell
communication. Animations of Cell Communication, An Example of Cell Communication, The
Fight or Flight Response, How Cells Communicate during the Fight or Flight Response (These
animations provide students with a model example of the concepts involved in cell signaling).
Unit 3: Cellular Energy and Related Processes (10-12 days)
1.
2.
3.
4.
5.
6.
7.
Big ideas: 1, 2, 4
Connected to enduring understandings:
1.A Change in the genetic makeup of a population over time is evolution.
1.D The origin of living systems is explained by natural processes.
2.B Growth, reproduction and maintenance of the organization of living
systems require free energy and matter.
4.A Interactions within biological systems lead to complex properties.
4.B Competition and cooperation are important biological systems.
Chapters: 6 and 7
1. An Introduction to Energy and Metabolism
2. How Cells Make ATP: Energy-Releasing Pathways, cellular respiration.
Unit 3 Overview of Lecture and Discussion Topics:
1. Metabolic pathways
2. Laws of Energy Transformation
3. How ATP powers cellular work
4. Enzyme structure and function
5. Harvesting chemical energy: glycolysis, citric acid cycle, oxidative phosphorylation
Advance Placement Biology Syllabus
Activities and Laboratory Investigations:
1. THE EVOLUTION OF THE CELL: <http://learn.genetics.utah.edu> The
endosymbiotic theory explains how relatives of ancient bacteria ended up in modern-day cells. A
whole class discussion is used to analyze the end symbiotic theory; encouraging students to
question how prokaryotes can carry on energy transfer processes without true membrane bound
organelles. Students are given 5 minutes to write a conclusion to the discussion on a post-it note
for posting on their way out of class.
2. Big idea 2 Laboratory Investigations: Investigation number 6. Cellular processes: Energy and
Communication Pea Respiration. Using knowledge of the process of cellular respiration and
of how to set timed experiments with the large respirometers. Guided inquiry laboratory
investigation. Students will be required to use scientific notebook for the investigation.
3. Big Idea 4 laboratory Investigation: Investigation number 13. Enzyme Activity. How do
abiotic or biotic factors influence the rates of enzymatic reations? Students will be required
to use scientific notebook for the investigation and present their findings to the class.
Unit 4 Gene Activity and Biotechnology (20 days)
Big ideas: 1, 2, 3, 4
Connected to 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.
Chapters: 11,12,13,10,14,15,23,24
1.
2.
3.
4.
5.
6.
7.
8.
9.
The Molecular Basis of Inheritance
DNA: The carrier of genetic information
From Gene to Protein
Gene Expression
Regulation of Gene Expression
DNA Technologies
The Human Genome
Viruses and Prokaryotes
Protists
Advance Placement Biology Syllabus
10. Biotechnology
11. Genomes and their Evolution
Activities:
1.
2.
3.
4.
Big Idea 3: Investigation 8: Biotechnology: Bacteria Transformation
Big Idea 3: Investigation 9: Biotechnology: Restriction Enzyme Analysis of DNA
Big idea 1: Investigation 2: Mathematical Modeling: Hardy-Weinbeg
Big Idea 1: Investigation 3:Comparing DNA Sequences to Understand Evolutionary
relationships with BLAST
5. Guided Inquiry investigation: Population Genetics and Evolution
6. Guided Inquiry Investigation: Drosophila laboratory. Genetics of organism: Students will
learn how to collect and manipulate the organisms, collect F2 generations and analyze results
from a monohybrid, dihybrid, or sex linked cross.
Unit 5: Genetic Basis of Life (20 days)
Big ideas: 1, 3, 4
Connected to enduring understandings:
1.A Change in the genetic makeup of a population over time is evolution.
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.
Chapters: 9, 48 (184-192), 10,14,15
1. Meiosis and Sexual Life Cycles
2. The Basic principles of Heredity: Mendel and the Gene idea.
3. The Chromosomal Basis of Inheritance
Unit 5: Overview of Lecture and Discussion Topics:
1. Genes are passed from parents to offspring by the inheritance of chromosomes
2. How meiosis reduces the number of chromosomes (diploid to haploid)
3. Nondisjuction, oogenesis, spermatogenesis
4. Evolutionary significance of genetic variation that results from sexual life cycles
5. Concepts of Mendelian genetics (laws of probability, inheritance patterns)
6. Genes are located along chromosomes (concepts of gene linkage, mapping
distance between genes, causes of genetic disorders)
7. nondisjuction, oogenesis, spermatogenesis
Activities and Laboratory Investigation
7. Knowing the % of each color in packages of M&M’s, as published by the
Advance Placement Biology Syllabus
packaging company, students will count the colors in packages and apply the null hypothesis concept
and Chi Square calculations on the data.
8. Students will be given data from a Genetics of Drosophila laboratory involving three crosses
of the fruit flies. All of the observations will be given to them. They will develop a null
hypothesis as to the mode of inheritance based on the data, and they will use the Chi Square
statistical analysis to determine whether to accept or reject the hypothesis.
9. Students will use a chromosome bead kit to simulate the process of meiosis and explain when
haploid occurs.
10. Big Idea 3: Investigation 7: Cell Division Meiosis section only
Unit 6: Evolution and Phylogeny (Independent assignment) (8 days)
Big ideas: 1, 3, 4
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.
Chapters: 17,18,19, 20 and 21
1. Introduction to Darwinian Evolution
2. Evolutionary Change in Population
3. Speciation and Macroevolution
4. The origin and evolutionary History of Life
5. The evolution of primates
Unit 6 Overview of Class Discussion Topics:
1.
How natural selection serves as a mechanism for evolution
2.
Scientific evidence supporting evolution
3.
Hardy-Weinberg concept
4.
How allele frequencies can be altered in a population
5.
Concepts of speciation
6.
Origin of Life; Fossil Records
7.
Events in the “history of life” (origin of single-celled and multicellular
organisms; mass extinctions; adaptive radiations)
Activities and Laboratory Investigation
1. Guided Inquiry Activity: Cytochrome C comparison Laboratory. Practicing Cladograms.
2. The PBS Evolution Series. Clips from the series is used for class discussion.
3. Constructing a Phylogenetic Tree Using DNA Sequence Data Simulation:
<http://www.accessexcellence.org/AE/> Students exchange the “ancestral DNA” with
random mutations over time and make divergences into different
evolutionary lines. A phylogenetic tree is constructed. Then, in a second part,
Advance Placement Biology Syllabus
students construct a phylogenetic tree of another group based strictly on
nucleotide sequences of present-day organisms.
Evolutionary Time: The Geologic Time String <http://www.accessexcellence.org/AE> The
Time String involves the use of a string. The string is 4.6 meters long, and each millimeter on the
string represents 1 million years. Knots tied at distinct locations along the string represent
extinctions, beginning of Eras, and so forth, in the geologic time table.
4. HHMI video: “Evolution” Students will view the lecture on artificial selection and a class
discussion will follow.
Unit 7 Diversity in the Biological World: Organism Form and Function (Afterschool lectures
and discussion) (12-14 days)
Big ideas: 1, 2, 3, 4
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.
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.
4.B Competition and cooperation are important aspects of biological systems.
Chapters:
40. Basic Principles of Animal Form and Function
43. The Immune System
48. Neurons, Synapses, and Signaling
49.2 The Vertebrate Brain
(Chapters 28-49 will be utilized to provide students with resources for the
enduring understandings in this unit)
47. Endocrine System:
Unit 8 Overview of Lecture and Discussion Topics: (6 days)
This section covers a broad survey of the diversity of life; specific topics will connect big ideas and
enduring understandings.
1.
Evolutionary trends (endosymbiosis, adaptations that allowed plants to move from water to
land, reproductive adaptations of angiosperms, environmental roles of fungi, animal body plans,
progressively complex derived characters in animal groups)
2.
Unique features of the angiosperm life cycles
3. Signal transduction pathways (plant and animal hormones)
4.
Photoperiodism in plants
5.
Feedback control loops in animals
6.
Thermoregulation in animals
Advance Placement Biology Syllabus
7.
8.
9.
Energy allocation and use in animals
1.
Examples of functioning units in mammal systems (alveoli in lungs, villi of
2.
small intestines, nephrons in kidneys)
3.
Structure and function in immune systems
Structure and function in nervous systems (neurons, resting potential,
action potential, synapses)
Structure and function of the human brain
Activities and Laboratory Investigation
1.
Atlas of the human body video series.
2.
Discussion format for the afterschool time.
Unit 9: Ecology (Independent assignment) (4 days)
Big ideas: 1, 2, 3, 4
Connected to 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.
Chapters: 51, 52, 53, 54, 55
1.
Animal Behavior
2.
Interactions between organisms and the environment limit the distribution
of species.
3.
Population Ecology
4.
Community Ecology
5.
Ecosystems
6.
Conservation Biology and Global Change
Unit 9 Overview of Lecture and Discussion Topics: (4 days)
1.
Aspects of animal behavior
2.
Aspects of biomes
3.
Models describing population growth
4.
Regulation of population growth
5.
Community interactions
Advance Placement Biology Syllabus
6.
7.
8.
9.
10.
11.
Species diversity and composition
Community biodiversity
Energy flow and chemical cycling in ecosystems
Primary productivity
Energy transfer between trophic levels
Human activities that threaten biodiversity
Activities and Laboratory Investigation
Dissolved Oxygen and Primary Productivity. Through guided inquiry, students will investigate how
to measure dissolved oxygen using the Winkler method
(ex: How does temperature affect the dissolved oxygen concentration in samples of water?)
Continuing, students will explore respiration and photosynthesis processes in samples of a Chlorella
culture as they study gross and net primary productivity. Students will then be challenged to write
and conduct a controlled experiment to test the effect of a variable on primary productivity. The
study will involve
hypothesizing, designing the experiment, data collection of dissolved oxygen
concentrations, calculations of primary productivity, graphing and making a conclusion. The entire
laboratory investigation will be written in the laboratory research notebook.
Unit 10: Plants and Their diversity (29 days)
Big Ideas 1,3 and 4
1.A Change in the genetic makeup of a population over time is evolution.
1.D The origin of living systems is explained by natural processes.
2.B Growth, reproduction and maintenance of the organization of living
systems require free energy and matter.
4.A Interactions within biological systems lead to complex properties.
4.B Competition and cooperation are important biological systems.
Chapters: 26, 27, 31,32,33,34,35,36,8
1.
The plant kingdom:Seedless plants
2.
The plant kingdom: Seed plants
3.
Plant structure, growth, and differentiation
4.
Leaf structure and function
5.
Stems and plant structure
6.
Roots, mineral and nutrition
7.
Reproduction in flowering plants
8.
Plant growth and development
Activities and Laboratory Investigation
1.
Flower Dissection
2.
Big Idea 2: Photosynthesis
Advance Placement Biology Syllabus
3.
Guided inquiry lab for Transpiration: Measuring transpiration under different laboratory
conditions.
Advance Placement Biology Syllabus
Summer Assignments
Assignment I.
Students will be expected to read and take notes on chapters 17,18,19, 20 and 21 relating to
evolution. A test will be given on these chapters. Test scheduled for the first week of school.
Assignment II.
Read Chapter 1 and 2. Test 1 will include chapters 1, 2 and 3. Lectures will only focus on
chapter 3.
Assignment III.
Read Chapter 9: Chromosomes, mitosis and Meiosis. 939-954
Assignment IV
Read Chapter 23 Viruses/Prokaryotes.
Assignment VI.
Lectures sessions on systems will be held after-school during the months of March and April.
Review AP Cliff Notes book.