AP Biology Syllabus 2010-2011
AP Course Description
AP Biology is a fast paced challenging year long biology course designed to be the equivalent of a twosemester college introductory course. This course follows the curriculum established by the College
Board and prepares students to take the Advanced Placement examination in General Biology in May.
The course outline will follow the objectives of a first year college biology course taken by biology
majors and covers the topics of molecules and cells (25%) (C1), heredity and evolution (25%) (C2), and
organisms and populations (50%) (C3). These major biological topics will be taught along with the eight
biological themes throughout this two semester course as required by AP Biology
C6—The integration of the
general topics of biology
Curriculum.(C6)
through the eight major
AP Biology Part I, first semester will focus on chemistry of life, cells, cellular energetic,
themes as specified in the
AP Biology Course
heredity, molecular genetics. The second semester, AP Biology Part II, will focus on
Description; Science as
Process Evolution Energy
Evolutionary Biology, diversity of organisms, taxonomy, the structure and functions of
Transfer Continuity and
Change Relationship of
plants and animals, and ecology.(C4)
structure to function
Students taking this course should be willing to do additional work on their own outside
Regulation Interdependence
in nature Science,Technology
regular class time and will be expected to participate in an independent biology
research project at the end of semester II. (C7)
Class activities will include lectures, class discussion, problem solving activities, online lab
C4—An understanding
simulations, group work projects, textbook and summer reading assignments, lab reports,
of science as a
process rather than an
current events science article summaries, and a biology research project. (C4)
accumulation of facts.
Experimentation is fundamental to biology; therefore laboratory exploration is a very
important component of the AP Biology curriculum. Students will spend approximately 25% of
their time performing laboratory activities including all 12 AP Biology labs and many other
additional labs. Students will be asked to collect data, perform calculations, and draw
conclusions in lab exercises. For some of the labs students will be given questions to answer,
and for other labs the students will write formal lab reports. Before each AP lab students will be
required to do the online LabBench Activities at www.phschool.com/science/biologyplace/labbench/index.html., these on-line pre-labs will prepare students for successfully
performing the labs by practicing the process before doing the hands-on labs. (C8)
.
C7—
Applications
of
biological
knowledge
and critical
thinking to
environment
al and social
concerns.
C8—The course includes a laboratory component
that fulfills all of the objectives of the recommended
AP Biology labs as listed in the Course Description.
Students must spend a minimum of 25 percent of
instructional time
engaged in hands-on laboratory work. Note: Online
course providers utilizing virtual labs(simulations
rather than hands-on) should submit their laboratory
materials for the audit. If these lab materials are
determined to develop the skills and learning
objectives of hands-on labs, then courses that use
these labs may
receive authorization to use the “AP” designation
.Online science course authorized to use the “AP”
designation will be posted on the AP Central®
website.
Course Overview
The course will be broken down into the following 7 units: Biochemistry, Cellular Biology,
Genetics, Evolution, Anatomy and Physiology, Botany, and Ecology. Within each of these seven
units, we will examine eight major overarching themes of biology. For example, we will study
the role that evolution plays in Cellular Biology, Anatomy, Botany and Ecology. (C5)
We will also study the role that biochemistry and genetics plays in the process of evolution. (C6)
The 8 major themes are:
1. Science as a process
C5—Recognition
2. Evolution
of evolution as the
3. Energy Transfer
foundation of modern
biological models and
4. Continuity and change
thought.
5. Relationship of structure to function
6. Regulation
7. Interdependence in nature
8. Science, technology, and society
This course will focus on helping students develop a conceptual understanding of biology and the
interrelationships that exist between all living things. My goal is to teach Biology as a dynamic, diverse
and exciting field full of unanswered questions with daily new discoveries that are made to inspire
further research and learning. We will also focus on appreciating science as a process rather than just a
collection of facts that must be memorized. This will be accomplished by challenging students to design
their own experiments, do a research project, writing essays that apply their biological knowledge and
use their critical thinking skills to locate and summarize current biological news events concerning
environmental and social concerns.(C4) and (C7)
The amount of time spent on each subject corresponds to the topical content of the AP Exam.
The composition of the AP Biology Exam is as follows:
C6—The integration
I Molecules and Cells…………………………………………….......25%
a. Chemistry of life 7%
b. Cells 10%
c. Cellular energetics 8%
II Heredity and Evolution……………………………………………25%
a. Heredity 8%
b. Molecular genetics 9%
c. Evolutionary biology 8%
III. Organisms and Populations………………………………………..50%
a. Diversity of organisms 8%
b. Structure and function of plants and animals 32%
c. Ecology 10%
of the general topics
of biology through the
eight major themes
as specified in the
AP Biology Course
Description;
Science as Process
Evolution
Energy Transfer
Continuity and Change
Relationship of
structure to function
Regulation
Interdependence in
nature
Science, Technology
and Society
Students are not required to take the AP Exam at the end of the year but will be expected to
participate in extensive practice AP essay writing and in understanding and responding to
multiple choice questions throughout the year.
Course Resources
AP*Editon Biology 8th edition by Campbell and Reece 2008 Benjamin Cummings
College Board 12 AP Biology Labs
Supplemental Laboratory Investigation for Biology by Jean Dickey 2nd edition Benjamin Cummings
Biological Inquiry- A workbook of investigative Cases for Biology- by Campbell& Reece 8th edition
Practicing Biology- A student Workbook by Campbell & Reece- 8th edition Benjamin Cummings
Student Study Guide for Biology by Martha R. Taylor- 8th edition, Benjamin Cummings
Ap* Test Prep Series for AP Biology by Fred & Theresa Holtzclaw
Pearson Publishing LabBench on-line practice labs
Pearson Publishing- Biology Mastering Biology Website for teachers and students
Teaching Strategies
A variety of teaching strategies will be used throughout the course, including PowerPoint lectures, class
discussions, demonstrations, integrating technology, laboratory investigations, student hands-on
activities such as building 3- D organic molecules, making models of proteins , enzymes and
recombinant DNA techniques, practice loading dye into agarose gels using micropipettes, practice
sorting and selecting newly hatched Drosophila fruit flies, and many more. (C8) Students will be actively
engaged in taking practice quizzes, doing practice labs, and reviewing on- line biological concept
animations using their MasteringBiology student pass codes which accompanies the Campbell & Reece
Biology book. Every unit in this textbook focuses on integrating the concept of evolution as the
foundation to biological models and thought and we will discuss these evolutionary questions at the end
of each chapter throughout the year. (C5) Preparation for the AP exam will be on-going during both
semesters and include the use of sample multiple choice questions from previous AP Biology exams, the
AP Test Prep Series by Holtzclaw, and many other AP exam preparation guides.
Our Science Department, has a new wireless portable laptop computer lab cart which will allow
students to collect lab data using the computers during our AP Labs, explore on-line simulations of
recombinant DNA techniques, cell respiration, photosynthesis and mitosis and meiosis simulations.(C8)
Students will also do poster presentations and participate in class discussions involving new and old
controversial biological advances such as cloning or genetic engineering of foods and medicines. (C4)
These lessons will fulfill component #10 as required by the College board.
The class periods are 90 minutes long- 5 days a week and this allows plenty of time for review, labs,
teaching demonstrations, and integration of technology into our curriculum. Over 25% of the course
will be spent on labs including the 12 required AP labs and additional weekly discovery labs covering all
the major course topics.(Component 9- see lab syllabus).
Student Evaluations
Student evaluation will include daily homework reading assignments, weekly chapter review questions,
weekly quizzes, lab analysis questions, lab reports, abstracts of journal articles, book reviews, on-line
webquest activities, and chapter tests. Students will be required to read a journal article related to each
theme and write a one page abstract summarizing the article and explain how this article applies to the
biological theme we just completed in our course unit. Students will be required to read one book from
the AP Biology book list per semester. This AP Biology Reading list will be on our school website and
students may read both books over the summer and complete the required book reports prior to
starting the 1st semester. The deadline for reading these two additional nonfiction science books will be
May 14th.
This book review assessment requires students to analyze the major biological themes and issues
presented in the book and use their critical thinking skills to analyze and critique the books they selected
to read. (C4)
Semester grades will determined according to the following percentages:
Tests and Quizzes
30%
Labs /Projects
30%
Homework/Class work
30%
Exam
10%
Grading Scale: A= 90-100, B= 80-89, C=70-79, Below 70= F
Make-up work is only available for excused absences. It is essential that students attend class on AP
lab days because of the complex nature of these labs and the importance of completing these labs in
preparation for the AP Biology exam in May.
Lab Component(C8)
Students work in teams of two at assigned lab tables, each team member must turn in their pre- lab
write up the day before each AP lab. Also each student must turn in the print out of the simulated online LabBench self -quiz questions and answers. This self-quiz will assess student lab preparedness for
each and every AP lab. (C8)
These LabBench activities help students to review the materials and procedures prior to doing each AP
lab. Students are given a copy of the AP Biology Lab one week before doing the scheduled lab so they
have time to do their pre-lab write up and answer any pre-lab questions on the AP lab. Upon completion
of each laboratory investigation, a post lab analysis is conducted whereby students place their team
results on the board and we conduct a post-lab discussion of the class data. The class results are
compiled, average and analyzed. Students must explain their results and discuss any experimental errors
that may have adversely affected their results. Students have 3 days to write up their individual formal
lab reports for designated AP labs. The lab report format follows and established formal report
including a title, purpose, background information, hypothesis, data and observations, analysis,
discussion/conclusion (including discussion of results, analysis of errors, discussion of limitations, and
suggestions for improvements or extensions). The discussion section is emphasized as the most
important part of the formal lab report and is weighted as 30-40 % of the total grade for the lab report.
Most lab reports are counted as 100 point assignments. For other accessory labs that we do for each
unit the points vary from 30- 50 points and students are required to answer questions, collect data,
make graphs when required and write short conclusions or summaries. (C8)
During our Ecology Unit Students will participate in an off campus ecological field trip to conduct an
outdoor quadrant plant and animal diversity study. Each team will do extensive population counts,
collect plants which will be pressed in plant presses for mounting and identification, build insect traps to
survey insects, collect leaf litter to do a Berlese funnel study of microarthropods, collect soil samples for
soil protozoan studies, and examine soil samples for organic nutrients, chemical analysis of nitrates, and
phosphates and pH using LaMotte soil test kits. This field study will be conducted in an area presently
owned by the school system and is approved as an ecological study area by our board of education. We
have set up this 1 acre enclosed area which contains small and mature trees, bushes, grasses and
flowers as a non- mowed area where students will be able to observe succession. The site is a short
walk off campus and we have a locked building area where we can store our hand trowels, insect nets,
soil pH meters, metric measuring wheels and other sampling equipment. Each student team of 4 will set
up a 10 meter by 10 meter area to conduct their study and will present the data in a detailed lab report
and the end of the study. The project takes about 3-4 full 90 minute class periods to complete and the
unit reinforces the importance of studying the complex interactions between the biotic and abiotic
ecological factors in an urban community. (C3)Theme Organisms and Populations.(Component#9)
A culminating research project will be assigned after the AP exam- in May. Students will conduct an
independent media center research project to create and present a PowerPoint presentation on the
Structure and Function of Animal Systems.
This information was taught before the AP exam (Chapters 40,41,42,43,44,45,46, and 47, 48, and 49Campbell & Reece- Biology- 8th edition) - (C3) Animal Form and Function and you may use this
information to help select and prepare your chosen system to investigate.(C4)
Research Project Description:
In this unit you will be studying some of the problems that confront organisms which share the animal
way of life. A major goal of the unit is for you to learn about the problems that are common to animal
species of diverse evolutionary history and varying complexity and to understand how these problems
are solved. The main emphasis will be on vertebrate animals and their organ system adaptations.
Before you begin to investigate your chosen system review your chapter notes – Unit 7, Chapter 40
Pages-850-874, Introduction to animal Morphology and Physiology, for a review of animal structure and
function:
A. Familiarize yourself with the four animal tissues, Epithelial, Connective, Nervous and Muscular
B. Review table 40.1 page 855 (Campbell-8th edition Biology) to get an overview of organ systems
of mammals.
C. Review the concept of bioenergetics to understand how it is fundamental to all animal
functions.
D. Read the overview of homeostasis to get a general understanding of how feedback helps
regulate an animal’s internal environment.
E. Study your chosen system so that you can present a PowerPoint presentation that focuses on
the following: **** (Please note all of these points were discussed in your chapter notes when
we covered these chapters during second semester, please review these lecture notes before
you begin your research).
1) What problems does the system solve?
2) What is the general anatomy of the system and how does that anatomy correlate to the specific
functions of the system in mammals. Explain how form fits function.
3) What are the mammalian adaptations of that system which are suitable to terrestrial life?
4) How does the system interact with other organ systems to help maintain homeostasis?
5) How does the system interact with the environment to help maintain homeostasis?
6) What is the evolutionary history of the system- aquatic vs. terrestrial, invertebrate vs.
vertebrate?
7) Use the biology’s core themes to present evidence that in any system a) evolution has occurred,
allowing organisms to adjust to the environment over long periods of time by adaptations due
to natural selection, b) they are homeostatic, c) the structure of each organ system is correlated
to its functions, and d) all animal activities require chemical energy and is the key to
understanding animal physiology.
8) Finally select one of these systems to investigate – Digestive, Circulatory, Gas Exchange, Osmo
and thermal regulation and excretion, Nervous system, endocrine.
Use the PowerPoint rubric to create a dynamic interactive presentation, class presentations will begin
the last week in May.(C4 C4—An understanding of science as a process rather than an accumulation of facts.) and (C7).
C7—Applications of
biological knowledge
and critical thinking to
environmental and social
concerns.
Curriculum Map
Unit I. Molecules and Cells: The Chemistry of Life (C1)
CONTENT
SKILLS
ACTIVITIES
ASSESSMENTS
Introduction: Themes in
the study of life
The chemical content of
life
Water and It’s role in life
Carbon and the
molecular diversity of life
The structure and
function of
macromolecules
Macromolecules and
enzymes
Understand the
relationships among
these biological themes
Relate the properties of
water to xylem of the
plant
Site specific examples of
how organic molecules
are used in the cells of
plants
Relate enzymes to DNA
synthesis
Lecture Chapters
1,2,3,4 and 5
Student pair interview
on the properties of
water
Lab- Testing foods for
organic molecules
Lab- Powers of
hydrogen- testing
unknown substances
for PH values
AP Lab #2 Enzyme
Catalysis
HW- chapter readings
and questions ch
1,2,3,4 and 5
Quiz- Ch1 and 2
Ch 1& 2 test
Lab activitiesquestions
pH lab log calculation
problems
Building organic
models of fats,
proteins and carbs
Class presentations of
models
Graphic organizers of
macromolecules
AP lab reports –
Enzyme lab
Unit test on
Macromolecules
Unit 2 Organisms and
Populations- Ecology
Content(C 3)
Skills
Define population
density and dispersion
and describe the main
types of population
dispersion
Explain four factors
Activities
Lecture CHP 51-55
Visual resourcesglobal warming ,
deforestation
Endangered species
Guided reading
questions to provide
Assessments
Quiz over all ecology
chapters 50-55
Chapter Tests
Article Abstracts
Lab Reports- AP lab
#11 and #12
Outdoor field study,
Ch 50-55 Introduction to
Ecology and the
Biosphere
Behavioral biology
Population Ecology
Community Ecology
Ecosystems Conservation
Biology-human impact
on Ecosystems and the
Biosphere(C3)
The Cycling of Chemical
elements in ecosystems
that produce changes in
population size
Contrast densityindependent and
density dependent
factors, habitat, etc
Review biomes, flow of
energy, biotic, abiotic
factors, global issues
like global warming etc.
depth to classroom
discussions, about the
vocabulary terms and
concepts associated
with ecosystems
APLab#11 Animal
Behavior and Lab 12:
Dissolved Oxygen and
Primary
Productivity, Outdoor
Ecological Field Study
Article Review on the
Cane Toads of
Australia
Class debate on Global
Warming
data tables, population
density counts,
quadrant maps, Plant
and animal survey
identification charts,
soil sample results,
Conclusion about the
biodiversity of the area
and the
interrelationships
between organisms
Practice AP essay
questions
Unit 3 Molecules and
cells: Cells (C1)Topics
Prokaryotic and
Eukaryotic Cells
Cell Membranes
Subcellular Organization
and membrane structure
Passive and Active
Transport
The Processes of cell
communication
The reproductive cycle of
cells- mitosis and meiosis
The cell cycle
Tumor formation and
cancer cell development
Skills
Activities
Assessments
Compare and contrast
bacteria, animal and
plant cells
Video animations
comparing cell mitosis
and meiosis- student
computer simulations
activity. AP Lab #1Diffusion and Osmosis
Quizzes and tests
Active and passive
transport with
membrane components
Define and explain the
cell organelle structures
and functions in plant
vs. animal cells
Labs- Plant vs. animal
cell labs- using
preserved slides and
living tissues of plants
and animals cells
Relate cell cycle and
surface area to volume
ratio
Cell structure and
Function graphic
organizer worksheet
Recombinant DNACrossing-over
Cancer cell CuresArticle review
AP Lab #3 Mitosis and
Meiosis/Sordaria
Cross
Chapter tests-6, 7, 8,9
and 10
Lab reports – AP lab #1
– Osmosis and
Diffusion using dialysis
membranes and
potato cores
AP Lab #3 –
Chromosome
simulation activities of
Mitosis and Meiosis
Article review
Computer Lab-on-line
webquest of mitosis
and meiosis
simulations –
CellsAlive. Com.
Unit 3: Molecules and
cells- Topics
The Principles of energy
The structure of ATP
The Role of ATP in
anabolic and catabolic
Pathways
The Light and Dark
Reactions of
photosynthesis The
Stages of cellular
respiration: glycolysis,
Kreb’s cycle and electron
transport chain,
fermentation
Compare and Contrast
photosynthesis and cell
respiration
Skills
Activities
Assessments
Compare and contrast
photosynthesis and cell
respiration
Make comparisons
between anabolic and
catabolic reactions,
endergonic and
exergonic reactions
Describe the
relationship between
plant pigments to the
visible spectrum and
wavelength, and the
importance of
photosynthesis to all
life on earth
Relate fermentation to
cellular respiration
using equations for
both.
Study the evolutionary
differences in C3 and C4
photosynthesis
Lectures Chapters 9
and 10
AP Lab #4- Plant
Pigments and
PhotosyntheisChromatography
Pigment extract lab
Accessory LabMeasuring the
photosynthetic rate of
elodea using different
lamp intensities
AP Lab # 5- Cell
respiration Early
Alaska
Pea respirometer LabMeasuring the
respiration rate of
Peas
Alcoholic
Fermentation lab using
Yeast and sugar
Class demonstration
Using Bromothymol
Blue and breathing
rates before and after
exercise
Article Review – On
the Cure That KilledDiscover magazine
article on
mitochondrial death.
Chapter 9 quiz over
cell respiration
Ch 9 chapter test
Chapter 10Photosynthesis quiz
and chapter test
Article Review
Lab Reports AP labs #4
and #5
Graphic organizer
activities comparing
and contrasting
photosynthesis and
cell respiration
Experimental design
testing the
photosynthetic rate of
elodea using such
variable as water
temperature, light
intensity etc.
Yeast Fermentation lab
using different
amounts of sugar
Unit 3: Heredity &
Evolution- Meiosis and
Mendelian GeneticsTopics
Important features of
meiosis and sexual
reproduction
Comparison between
mitosis and meiosis
Mendel’s experiments
Simple and complex
inheritance patterns
Chromosomal theory of
inheritance
Sex chromosomes
Chromosomal errors and
mutations
Skills
Learn and practice
Mendel’s laws Law of
segregation, principle of
dominance –Practice
monohybrid, dihybrid,
codominance,
Pleiotropy, epistasis and
polygenic problems,
etc.
Explain these genetic
terms such as theLaw of independent
assortment-Explain the
advantages of sexual vs.
asexual reproduction
Practice the laws of
probability using chisquare analysis to
calculate your
Drosophila
melanogaster crosses
AP Lab #7
Interpret Pedigrees,
charts.
Activities
Lecture Notes –
chapter 13,14 and 15Genetic crosses –
problem worksheets
for monohybrid,
dihybrid, sex-linked,
polygenic, etc.
Meiosis Simulated
crossing over lab using
plastic pop-it beads
Sordaria Crossing over
Lab – calculating the
rate of crossover in
ascospore fruiting
bodies
Introduction to Fruit
fly
Crosses- learning how
to sort flies by gender
for isolating the newly
hatched females using
apterous , wild and
white eye flies
Gene Linkage
problems
How to calculate
crossing over
frequency gene maps
Chi-square practice
AP#7Drosophila Lab
Assessments
Quizzes and chapter
13,14 and 15 tests
Practice AP genetic
essay questions
AP #7- Chi-square
analysis of two genetic
crosses Wild type X
apterous – simple
autosomal
monohybrid cross and
a sex-linked cross
white eyed with wild
type- 15 days before
results are available.lab report due after
completion of P1 F1
and F2 crosses
Brassica rapa – plant
set up and genetic
cross of
Wild vs green type
Brassica- lab results
and conclusion
Pedigree analysis
activity- I’m my own
grandpa by Mark
Twain
Long lost John- blood
typing genetic
problems
Unit 3 –Molecular
Genetics- Biotechnology
TopicsExperimental evidence
for DNA replication and
repair
Similarities and
difference between RNA
and DNA
RNA processing and
Protein Synthesis
The Genetics of Viruses
The Genetics of Bacteriastudy of operons
Eukaryotic vs.
prokaryotic genomes
Eukaryotic gene control
DNA cloning
Practical application of
DNA technology
Bacterial Transformation
process and techniques
Skills
Comparing Eukaryotic
and Prokaryotic
mechanisms for protein
synthesis
Explain general
methods of molecular
biology, protein
synthesis, DNA
replication,
transcription and
translation by RNA
Build an Operon models
for the Lactose vs.
Tryptophan operonexplain the mechanisms
for gene regulation
Explain bacterial
transformation and the
history of this
technology
Role- play the roles of
DNA transcription,
translation and the
roles, of DNA, MRNA,
TRNA, and RRNA
Activities
Biotechnology labspractice
micropipetting
prepare agarose gels
for the AP# 6
Biotechnology labsA)Bacterial
transformation using
P-Blu gene plasmids
and ampicillin
resistance genes
Pre- lab activityCreating paper
plasmids- using
restriction enzymes
and donor paper DNAand plasmid vectors
DNA goes to the Races
Paper lab activitysimulating Gel
electrophoreiss
Cystic Fibrosis paper
Lab- using Southern
Blot technique to find
mutant gene marker
on chromosome 7
AP Lab#6 Part B- DNA
Fingerprinting lab
using Lambda DNA and
ECORI and Hindi III
restriction enzymes
Assessments
Full Lab reports for AP
#6 Bacterial
Transformation Lab
and DNA
Fingerprinting lab
calculating and
graphing the
restriction enzyme
fragment base pairs
sizes in completed
gels.(C8) Also
calculating the
transformation
efficiency of the
recombinant plasmid
DNA in E. coli plates
Class discussion and
class debate over
cloning and discussion
of the controversial
uses of recombinant
DNA technology
Article review of
Witness for the
Prosecution(C7)
Chapter 17,18,19 and
20 quizzes and chapter
tests
Hw- study guide
questions from each
chapter
Unit 4-Heredity and
Evolution – Evolutionary
Biology- Chapters
21,22,23 and 24- (C2)
Topics
Evolution of populations
and modes of speciation
Descent with
modification- Darwinian
view of life
Evolution of populations
The origin of Lifeevolutionary patterns
Survey and compare the
diversity of life
Phylogenetic
classification
C2
Micro and
macroevolution
Genetic Variation and
Natural selection
Modes of Speciation
From speciation of
Skills
Evaluate evolutionary
patterns of organisms
using the geologic time
scale, fossil dating etc.
Describe the
importance of
systematic in the study
of organisms, relating to
taxonomy and
classification according
to evolutionary patterns
and DNA cladistic
evidence
Identify methods of
molecular biology used
by taxonomists, and
summarize advantages
and disadvantages of
molecular taxonomy
Compare and contrast
two approaches to
systematic: evolutionay
systematics and
cladistics
Explain the biological
mechanism for Natural
selection.
Activities
Study Guide questions
for each chapter
Chapter quizzes and
Tests
Hardy- Weinberg
problem worksheets
and practice paper lablizard island activity
Teddy Graham Labusing Hardy –
Weinberg analysis
AP Lab # 8 –
Population Genetics
and Evolution
Lab activity and
Analysis (C8)
Computer modeling
lab- tracking Sickle cell
trait population study
to analyze Genetic
Drift.
Classification of
Salamanders – paper
lab- using physical
tratits to classify
organism
Article ReviewPhylogeny vs.
Ontogeny
Peppered Moth lab kit
from Carolina
Biological
Bottleneck effect
demonstration
Assessments
Chapter 21,22,23,24
tests- Hardy-Weinberg
Quiz
Lab reports for
computer lab
simulation, Teddy
Graham lab, lizard lab,
and AP Lab #8
Article Review- on
Phylogeny vs.
Ontogeny-Discover
Magazine article
Classification lab
analysis
Hardy-Weinberg
practice problems
Natural Selection using
peppered mothskit/lab – lab analysis
questions and data
collection activity
Bottleneck effect
demonstration
response
Allopatric vs. sympatric
speciation worksheet
models
Unit 5- Evolutionary
History of Biological
Diversity of Plants and
Animals(C3)- Chapters
29-47(C3)Organisms and
populations
Topics
Plant diversity and
evolution
How seeds colonized
land
Reproduction, growth
and development of
plants
Plant Structural,
physiological and
behavioral adaptations
Response of the
environment
Co-evolution of plants
and animals
Chapters 40-49- Animal
Anatomy and Physiology
Topics- Reproduction,
Growth and
Development of the
animal kingdom
Structural, physiological
and behavioral
adaptations
Responses to the
Environment
Skills
Compare and contrast
the alternation of
generations in the life
cycles of mosses, ferns
pines and flowering
plants
Relate the differences
in life cycles to the
phylogeny of plants
List and describe the
adaptations needed for
plants to live on land
Compare differences
between monocots, and
dicots, including stem
(growth,leaves,roots,etc
Compare coevolution of
plants and
pollinators.(C6) Learn
about the behavior of
plants and animals
through hormones, and
environmental
influences(C6)
Compare the phylogeny
of animals using
symmetry, presence of
a coelom , body
systems, excretory,
digestive, cell transport,
endocrine, nervous,
respiratory, immune,
circulatory, muscular
and skeletal systems
Learn the homeostatic
and adaptive and
biochemical roles of
systems in all animals
Activities
Student generated
graphic organizers
comparing plant and
animal systems- using
the textbook and
internet websites
AP Lab # 9Transpiration of
Impatiens LabStudying
environmental
influences on the
transpiration rate(C8)
Microscopic Prepared
slide lab of the history
of the life cycle of
mosses, ferns,
angiosperms,
monocots and dicots,
and stomata,
Lab classifying plants
by their physical
characteristics.
Lab classifying
invertebrates and
vertebrates by the
physical traits
AP Lab # 10Physiology of the
Circulatory System
using DaphniaStudents will also take
their blood pressure
before and after
exercise.
Human Physiology
labs- eyesight
experiments, hearing
and sense of smell and
skin mapping labs
Assessments
Chapter quizzesoverview of plants
Plant Lab questions,
drawings, and
classification data
collection.
AP Labs reports for
Lab #9 Transpiration
and Lab #10Physiology of the
Circulatory system
(C8)
Student lead class
discussion comparing
behavioral adaptation
in plant structures as
influenced by plant
hormones and plant
behavior in response
to environmental
changes.
Research project on
Mammalian
Homeostatic control of
body systemsStudents will do a
PowerPoint
presentation – after
the AP exam in
May(C7)
Stomata lab count of
impatien leaves(C8)
AP Exam Review –
before and after
school beginning in
April
AP Biology – Time Line and Student Reading
guide for 2010
Book: 8th Edition Biology
by Campbell, Reece,
2008 Pearson publishing
Website:
http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=9999
Semester I
Unit 1: Chemistry of Life (C1)
12 AP Biology Labs
Week 1:
Introduction to Biology and the Chemistry of Biology
Chapter 1: Introduction: Themes in the Study of Life
Chapter 2: The Chemistry of Life-page 30
The Significance of Water Molecules and Carbon Atoms for Life
Chapter 3: Water and the Fitness of the Environment -page 46
Chapter 4: Carbon and Molecular Diversity of Life- page 58
Week 2 and Week 3
Macromolecules and Metabolism with a Focus on Enzymes- page 68
Catalysis(1)
Chapter 5: The Structure and Function of Macromolecules
AP Lab #2- Enzyme
Unit 2: Ecosystems (C3)
Weeks 4-5
Chapter 51page 1120- Ecology and Behavior-
AP Lab #11-Animal Behavior(2)
Chapter 52- page 1148 An Introduction to Ecology
Chapter 53- Population Ecology
AP Lab #12 Dissolved Oxygen and Primary Product(3)
Chapter 54 Community Ecology- page 1198
Chapter 55- Ecosystems
Unit 3: The Cell (C1)
Week 6 and 7
Chapter 6- Page 94, Cell Structure and Function with a Focus on Membranes
Chapter 6: A Tour of the Cell
Chapter 7: page 125 Membrane Structure and Function
AP Lab #1: Diffusion and Osmosis(4)
Weeks 8 and 9: October 1st
AP Lab 5- Cell Respiration(5)
Cellular Respiration/ page 162
Chapter 9: Cellular Respiration: Harvesting Chemical Energy
Weeks 10and 11:
Photosynthesis- page 185
Photosynthesis(6)
Chapter 10: Photosynthesis
AP Lab #4-Plant Pigments and
Weeks 12 and 13:
Cell Communication and Cell Cycle: Focus on Mitosis
Chapter 11: Cell Communication- page 206
Chapter 12: The Cell Cycle- page 228
AP Lab # 3 Mitosis (7)
Unit 3: Genetics (C2)
Weeks 14 and 15 :
Meiosis and Mendelian Genetics
Chapter 13: Meiosis and Sexual Life Cycles-page 248
Chapter 14: Mendel and the Gene Idea-page 262
Weeks 16 and 17:
Chromosomal and Molecular Basis of Inheritance
Chapter 15: Chromosomal Basis of Inheritance-page 286
AP Lab #3 Meiosis(7)
WEEK
18- EXAM – END OF SEMESTER DECEMBER 18TH
WINTER-BREAK C HRISTMAS/ NEW YEAR HOLIDAYS -DECEMBER 19-JAN- 6 TH
Semester II
Weeks 1and 2: January 7th, 2010
Chapter 16: Molecular basis of Inheritance- page 305
Transcription, Translation, and the Genetics of Microbes AP Lab #7 Genetics of Organisms(8)
Chapter 17: From Gene to Protein-page 325
Chapter 18: Regulation of gene expression- page351- operons
Weeks 2 and 3:
Eukaryotic Genomes and DNA Technology
Chapter 19: Viruses page 381- The Organization and Control of Eukaryotic Genomes
Chapter 20: DNA /Biotechnology- page 396
AP Lab # 6 Molecular
Biology(9)
Chapter 21: Genomes and their Evolution- page 426
Unit 7: Animal From and Function (C3)
Week 4:
Introduction to Morphology and Physiology
Chapter 40: An Introduction to Animal Structure and Function- page 850
Chapter 41: Animal Nutrition- page 875
Week 4/5:
Circulatory, Respiratory, and Immune SystemsChapter 42: Circulatory and Gas Exchange- page 898
System (10)
Chapter 43: The Body's Defenses- page 930
Week 5&6
AP Lab # 10 Physiology of the Circulatory
Homeostasis: Focus on the Excretory and Endocrine Systems
Chapter 44: Controlling the Internal Environment
Chapter 45: Hormones/Endocrine system page 975
Week 7:
Concepts: Animal Reproduction and Development
Chapter 46: Animal Reproduction- page 997
Chapter 47: Animal Development
page 1021
Week 8:
Nervous System and Sensory and Motor Mechanisms
Chapter 48: Nervous System -page 1047
Chapter 49: Sensory and Motor Mechanisms
- page 1064
Unit 4: Mechanism of Evolution (C2)
Week 9 and 10:
Evolution of Populations and Modes of Speciation –
Chapter 22: Descent with Modification: A Darwinian View of life- pate 450
Chapter 23: The Evolution of Population page 468
Evolution(11)
AP Lab # 8 :Population Genetics and
Chapter 24: The Origin of Life- page 487
Week 11:
Phylogeny and the Origin of Life (Classification)
Chapter 25- History of Life on Earth- page 507
Chapter 26: Phylogeny and the Tree of Life- page536
Chapter 27 Bacteria and Archaea – page 556
Chapter 28- Protists- page 575
Spring break- March 29-April 6th- (Begin AP exam reviews- 5 weeks until exam!)
Unit 5: Evolutionary History of Biological Diversity ( C3)
Weeks 11and 12 :
Plant Diversity and Evolution
Chapter 29: Plant Diversity: How Plants Colonized Land – page 600
Chapter 30: The Evolution of the Seed – page 618
Week 13
Animal Evolution
Chapter 32: An Introduction to Animal Diversity- page 654
Chapter 33: Invertebrates- page 666
Chapter 34: Vertebrate Evolution and Diversity- page 698
Unit 6: Plants Form and Function (C3)
Week 14:
Plant Morphology and Growth, Transport and A quantitative analysis of Transpiration
Chapter 35- Plant structure, growth and development- page 736 AP Lab # 9 Transpiration lab(12)
Chapter 36: Resource acquisition and Transport in Vascular Plants- page 764
Week 15:
Chapter 37- Soil and Plant Nutrition- page 785
Chapter 38- Angiosperm Reproduction – page 801
Chapter 39- Plant responses to Internal and External signals (plant hormones). Page 821
Week 16
AP EXAM REVIEW WEEK- Exam May 10th
Semester II
Unit 4: Mechanism of Evolution (C2)
Week 1:
Evolution of Populations and Modes of Speciation
Chapter 22: Descent with Modification: A Darwinian View of Life
Chapter 23: The Evolution of Populations
Chapter 24: The Origin of Species
Jan. 26
Week 2:
Phylogeny and the Origin of Life
Chapter 25: Tracing Phylogeny
Chapter 26: Early Earth and the Origin of Life
Feb. 2
Week 3:
Analysis of the Kingdoms Monera and Protista and a Quantitative Analysis of Respiration
Chapter 27: Prokaryotes and the Origin of Metabolic Diversity
Chapter 28: The Origins of Eukaryotic Diversity
Feb. 9
Unit 5: Evolutionary History of Biological Diversity (C3)
Week 4:
Plant Diversity and Evolution
Chapter 29: Plant Diversity I: The Colonization of Land
Chapter 30: Plant Diversity II: The Evolution of Seed Plants
Feb. 16
Week 5:
Fungi and Animal Evolution
Chapter 31: Fungi
Chapter 32: Introduction to Animal Evolution
Winter Break
Week 6:
Feb 23
Invertebrates and Vertebrate Evolution
Chapter 33: Invertebrates
Chapter 34: Vertebrate Evolution and Diversity
March 9
Unit 6: Plants Form and Function (C3)
Week 7:
Plant Morphology and Growth, Transport and a Quantitative Analysis of Transpiration
Chapter 35: Plant Structure and Growth
Chapter 36: Transport in Plants
March 16
Week 8:
Plant Nutrition and Reproduction
Chapter 37: Plant Nutrition
Chapter 38: Plant Reproduction and Development
March 23
Week 9:
Control Systems of Plants
Chapter 39: Control Systems in Plants
March 30 (End 3d qtr.)
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Unit: AP Exam Review
AP Biology Exam – Monday, May 10, 2010
PowerPoint Research project- Animal Diversity- Comparing Structures and Functions