Life Science - Taylor County Schools

Dillery AP Biology

ADVANCED PLACEMENT BIOLOGY

SYLLABUS 2013-2014

EMAIL: susan.dillery@taylor.kyschools.us

CELL PHONE: 859-684-7754

COURSE DESCRIPTION

AP Biology is designed to be equivalent to a two-semester college introductory biology course. By taking and doing well on the AP Biology Exam, a student has the opportunity to receive college credit hours, depending on the score and college. Because this is a college level course, it will be taught at college level difficulty. AP

Biology differs significantly from a traditional high school biology course due to the text content, depth of material being covered, lab work, and time and effort required to achieve mastery in subject area. In this course the student is presented opportunities to increase skills in advanced laboratory technique, to increase knowledge about biology in the rapidly changing world, and to deepen their existing understanding of the critical relationship between organisms and the environment. The “Big Ideas” students will study include:

Evolution, Cellular Processes: Energy and Communication, Genetics and Information Transfer, and

Interactions. This course was developed for those students with a strong interest in pursuing Science Related

Careers.

LAB COURSE OBJECTIVES

The goal of the laboratory AP Biology course is to complement the classroom portion by allowing students to learn about biology through firsthand observation. Experiences in the laboratory provide students with important opportunities to perform science practices, test concepts and principles studied in the classroom, explore specific problems with a depth not easily achieved otherwise, and gain an awareness of the importance of confounding variables that exist in the "real world". In these experiences, students can employ alternative learning styles to reinforce fundamental concepts and principles. Students will be guided to ask their own questions and design their own experiments (inquiry learning). Because all students have a stake in their future, such activities can motivate students to study science in greater depth. The lab component of AP

Biology will exceed 25% of the total class time.

REQUIRED MATERIALS

A $20.00 lab fee, two 3-ring binders (minimum of 2-inch), notebook paper, graph paper, colored pencils, and calculator (the same one used for math) are required. A flash drive and/or web based storage program (i.e. goggle doc, dropbox) is necessary to transfer work between the school laptops, iPads, library printers and your personal or family computer.

TEXT: Campbell and Reece. Biology, 8 th ed. Pearson, 2008.

WEB INFORMATION: masteringbiology.com

Great information exists on this website to aid the student in the review and mastery of important concepts in the study of biology and preparation for the AP Biology Exam on May 12, 2014.

YOUR GRADE IS BASED ON:

Homework

Quizzes

10%

20%

Labs and Projects 35%

Tests and Exams 35%

Homework will be daily and involve reading from your textbook and supplemental sources, questions, problems, lab analysis and written work. Most of your homework grade will involve completing assignments on masteringbiology.com.

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Quizzes will be daily at the beginning of class. No make up quizzes are allowed. This 20% grade is an “all or nothing grade”. Students must pass 75% of the quizzes to get the grade. A pass on the quiz is 50%.

Labs and projects will be individual and group and will involve time outside of class time. It is expected that students submit a paper for the Junior Academy of Science meeting in spring 2014.

Test format will be multiple choice, grid-in and free response (short and long). These may be online or traditional paper tests. Make up tests will be an alternative format and must be made up at ESS/Homework

Help within one week of the test date. All tests will be cumulative. All students are required to take the AP

Biology Exam in May 2014.

GRADING SCALE

90-100%

80-89%

A

B

70-79%

60-69%

C

D

59% and below F

CURRICULAR REQUIREMENTS

CR1 Students and teachers use a recently published (within the last 10 years) college-level biology textbook.

CR2 The course is structured around the enduring understandings within the big ideas as described in the

AP® Biology Curriculum Framework.

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.

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.

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.

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.

CR4a The course provides students with opportunities outside of the   laboratory investigations to meet the learning objectives within Big Idea 1.

CR4b The course provides students with opportunities outside of the   laboratory investigations to meet the learning objectives within Big Idea 2.

CR4c The course provides students with opportunities outside of the   laboratory investigations to meet the learning objectives within Big Idea 3.

CR4d The course provides students with opportunities outside of the   laboratory investigations to meet the learning objectives within Big Idea 4.

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.

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

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Dillery AP Biology experiences in each of the four big ideas.

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.

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.

Science Practices

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.

See AP Biology Curriculum Framework for complete information on Enduring

Understandings and Essential Questions at: http://media.collegeboard.com/digitalServices/pdf/ap/IN120084785_BiologyCED_Effective_

Fall_2012_Revised_lkd.pdf

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Advanced Placement Biology Course Sequence

Unit 1 Introduction to AP Biology and Science Process as a Skill

Timeline August 6-August 16, 2013

Learning

Objectives

Review

Concepts

1.

Analyze and construct all graph types.

2.

Analyze and calculate mean, mode, median, standard deviation, and Chi

Square.

3.

Describe, discuss and diagram the interconnected Big Ideas in Biology.

4.

Define inquiry and describe science practices.

5.

Describe various modes to communicate scientific findings.

6.

Explain the types of questions on the AP Biology Exam.

7.

Identify and describe the characteristics of life.

Scientific Method

Classification and Taxonomy

Scope and

Sequence

Instructional

Activities

Evaluation

Introduction to Mastering Biology

Ch. 1 Introduction: Themes in the Study of Life

Class discussions, cooperative groups, internet search, assigned readings, lecture

Labs: Choice Chambers

Activities: Summer Assignment Review, Math in Biology, Chi-Square

M&Ms, VIDEO Do Ants Count? (NPR), Paper Air Planes, MB 1 Graphit

Quizzes

Activity Questions

Lab Poster Session

Homework

Summer Assignment

Free Response Question

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Big Idea

Timeline

Enduring

Understandings

Learning

Objectives

Review

Unit 2 Evolution

1. The process of evolution drives the diversity and unity of life.

August 19- September 13, 2013

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.

1.1. Convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change.

1.2 Evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution.

1.3 Apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future.

1.4 Evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time.

1.5 Connect evolutionary changes in a population over time to a change in the environment.

1.6 Use data from mathematical models based on the Hardy- Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations.

1.7 Justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations.

1.3 Make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population.

1.9 Evaluate evidence provided by data from many scientific disciplines that support biological evolution.

1.10 Refine evidence based on data from many scientific disciplines that support biological evolution.

1.11 Design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology.

1.12 Connect scientific evidence from many scientific disciplines to support the modern concept of evolution.

1.13 Construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution.

1.14 Pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth.

1.15 Describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.

1.16 Justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

1.17 Pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree.

1.18 Evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation.

1.19 Create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set.

1.20 Analyze data related to questions of speciation and extinction throughout the Earth’s history.

1.21 Design a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred throughout the Earth’s history.

1.22 Use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future.

1.23 Justify the selection of data that address questions related to reproductive isolation and speciation.

1.24 Describe speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift.

1.25 Describe a model that represents evolution within a population.

1.26 Evaluate given data sets that illustrate evolution as an ongoing process.

1.27 Describe a scientific hypothesis about the origin of life on Earth.

1.28 Evaluate scientific questions based on hypotheses about the origin of life on Earth.

1.29 Describe the reasons for revisions of scientific hypotheses of the origin of life on Earth.

1.30 Evaluate scientific hypotheses about the origin of life on Earth.

1.31 Evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth.

1.32 Justify the selection of geological, physical, and chemical data that reveal early Earth conditions.

Gene and Alleles, Darwin and Natural Selection

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Concepts

Scope and

Sequence

Instructional

Activities

Evaluation

Ch. 22 Descent with Modification: A Darwinian View of Life

Ch. 23 The Evolution of Populations

Ch. 24 The Origin of Species

Ch. 25 The History of Life on Earth

Ch. 26 Phylogeny and the Tree of Life

Ch. 51 Animal Behavior (51.4 and 51.5)


Labs: Natural Selection Brine Shrimp, Fishy Frequencies,

Investigation 2: Mathematical Modeling: Hardy-Weinberg,

Investigation 3: Comparing DNA Sequences to Understand

Evolutionary Relationships with BLAST; Got Lactase? (VIDEO and lab)

Fieldwork: Green River Lake Clean Up (Sept. 21)

Activities: VIDEO The Day the Mesozoic Died; VIDEO Evolve; Earth’s

Timeline; Hardy-Weinberg Math Problems; MB What are the Patterns of Antibiotic Resistance?; MB 25 How Did Life Begin on Early Earth?;

MB 25 Allometric Growth; MB 26 How Is Phylogeny Determined by

Comparing Proteins?; POGIL: Selection and Speciation, Phylogenic

Trees, Mass Extinction; My Brother’s Keeper: A Case Study in

Evolutionary Biology and Animal Behavior; Earth History Timeline;

Quizzes


Lab Posters

Homework

Multiple Choice Test

Free Response Questions

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Big Idea

Timeline

Enduring

Understandings

Learning

Objectives

Review

Concepts

Unit 3 Biological Systems-Energy

2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

September 16-October 25, 2012

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.

2.1 Explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce.

2.2 Justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems.

2.3 Predict how changes in free energy availability affect organisms, populations and ecosystems.

2.4 Use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy.

2.5 Construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy.

2.6 Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion.

2.7 Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination.

2.8 Justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products.

2.9 Represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction.

2.10 Use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.

2.11 construct models that connect the movement of molecules across membranes with membrane structure and function.

2.12 Use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis   is maintained by the active movement of molecules across membranes.

2.13 Explain how internal membranes and organelles contribute to cell functions.

2.14 Use representations and models to describe differences in prokaryotic and eukaryotic cells.

Animal and Plant Cells

Scope and

Sequence

Instructional

Activities

Ch. 3 Water and the Fitness of the Environment

Ch. 4 Carbon and the Molecular Diversity of Life (4.1 and 4.2)

Ch. 8 Intro to Metabolism (8.1-8.3)

Ch. 9 Cellular Respiration (9.1-9.5)

Ch. 10 Photosynthesis (10.1-10.3)

Ch. 6 A Tour of the Cell (6.2-2.5)

Ch. 7 Membrane Structure and Function (all)


Labs: Investigation 4: Diffusion and Osmosis; Investigation 5:

Photosynthesis; SPARK Photosynthesis; SPARK Cellular Respiration;

WARD’S Transpiration; SPARK Organisms and pH; SPARK Enzymes

Activities: Case Study: Monday at the Metabolic Clinic: Adventures in

Glycolysis; POGIL Membrane Function, ATP, Cell Respiration

Overview, Photosynthesis; MB Enzyme Catalysis; MB Cell

Respiration; MB How Rate of Enzymes Measured; MB How Rate of

Photosynthesis Measured; MB How Rate of Cellular Respiration

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Evaluation

Measured; MB What Factors Determine Effects of a Drug

Quizzes


Formal Lab Report and Lab Poster Sessions

Homework



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Big Idea

Timeline

Enduring

Learning

Objectives

Review

Concepts

Unit 4 Biological Systems-Feedback and Growth

2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

October 28- December 18, 2012

Understandings

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.

2.15 Justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered.

2.16 Connect how organisms use negative feedback to maintain their internal environments. [

2.17 Evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms.

2.18 Make predictions about how organisms use negative feedback mechanisms to maintain their internal environments.

2.19 Make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models.

2.20 Justify that positive feedback mechanisms amplify responses in organisms.

2.21 Justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment.

2.22 Refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems.

2.23 Design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions.

2.24 Analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems).

2.25 Construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments.

2.26 Analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments.

2.27 Connect differences in the environment with the evolution of homeostatic mechanisms.

2.28 Use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems.

2.29 Create representations and models to describe immune responses.

2.30 Create representations or models to describe nonspecific immune defenses in plants and animals.

2.31 Connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

2.32 Use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism.

2.33 Justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

2.34 Describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis.

2.35 Design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation.

2.36 Justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation.

2.37 Connect concepts that describe mechanisms that regulate the timing and coordination of physiological events.

2.38 Analyze data to support the claim that responses to information and communication of information affect natural selection.

2.39 Justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms.

2.40 Connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior.

Body Systems

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Scope and

Sequence

Instructional

Activities

Evaluation

Ch. 38 Angiosperm Reproduction (38.1)

Ch. 39 Plant Response to Internal & External Signals (39.1-39.3 &

39.5)

Ch. 40 Basic Principles of Animal Form and Function (40.2 & 40.3)

Ch. 43 The Immune System (all)

Ch. 45 Hormones and the Endocrine System (45.2)

Ch. 48 Neurons, Synapses, and Signaling (all)

Ch. 51 Animal Behavior (51.2)


Labs: Plant Tropism

Activities: POGIL Feedback Mechanisms, Control Blood Sugar,

Neuron Structure, Plant Hormones, Immunity; A Bad Reaction: A

Case Study in Immunology; Case Study Immunological Malfunction;

Ted Talks What if We’re Wrong About Obesity; MB Animal Behaviors;

MB What Tells Desert Seeds When to Germinate; MB What Plant

Hormones Affect Organ Function?

Quizzes


Lab Poster Sessions

Homework



10


Big Idea

Timeline

Enduring

Understandings

Learning

Objectives

Review

Concepts

Unit 5 Genetics

3. Living systems store, retrieve, transmit, and respond to information essential to life processes.

January 2- February 14, 2014

3.A: Heritable information provides for continuity of life.

3.B: Expression of genetic information involves cellular and molecular mechanisms.

3.1 Construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information.

3.2 Justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information.

3.3 Describe representations and models that illustrate how genetic information is copied for transmission between generations.

3.4 Describe representations and models illustrating how genetic information is translated into polypeptides.

3.5 Justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies.

3.6 Predict how a change in a specific DNA or RNA sequence can result in changes in gene expression.

3.7 Make predictions about natural phenomena occurring during the cell cycle.

3.8 Describe the events that occur in the cell cycle.

3.9 Construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization.

3.10 Represent the connection between meiosis and increased genetic diversity necessary for evolution.

3.11 Evidence provided by data sets to support the claim that heritable information is passed from one generation o another generation through mitosis, or meiosis followed by fertilization.

3.12 Construct a representation that connects the process of meiosis to the passage of traits from parent to offspring.

3.13 Pose questions about ethical, social or medical issues surrounding human genetic disorders.

3.14 Apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets.

3.15 Explain deviations from Mendel’s model of the inheritance of traits.

3.16 Explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics.

3.17 Describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendel’s model of the inheritance of traits.

3.18 Describe the connection between the regulation of gene expression and observed differences between different kinds of organisms.

3.19 Describe the connection between the regulation of gene expression and observed differences between individuals in a population.

3.20 Explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function.

3.21 Use representations to describe how gene regulation influences cell products and function.

3.22 Explain how signal pathways mediate gene expression, including how this process can affect protein production.

3.23 Use representations to describe mechanisms of the regulation of gene expression.

DNA Structure, Punnett Squares

Scope and

Sequence

Instructional

Activities

Ch. 12 The Cell Cycle (all)

Ch. 13 Meiosis and Sexual Life Cycles (all)

Ch. 14 Mendel and the Gene Idea (all)

Ch. 15 The Chromosomal Basis of Inheritance (all)

Ch. 16 The Molecular Basis of Inheritance (16.1 and 16.2)

Ch. 17 From Gene to Protein (17.1-17.5)

Ch. 18 Regulation of Gene Expression (18.1-18.4)

Ch. 20 Biotechnology (20.1 and 20.2)


Labs: Investigation 7: Cell Division: Mitosis and Meiosis; Investigation

8: Biotechnology: Bacterial Transformation; Investigation 9:

Biotechnology: Restriction Enzyme Analysis of DNA

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Evaluation

Field Trips: State Crime Lab

Activities: SREB Transcription, Translation and Mutations; POGIL

Control of Gene Expression, Cell Cycle Regulation; Case Study Those

Old Kentucky Blues; Case Study The “Lady” of Charleston; MB

Mitosis and Meiosis; MB Genetics of Organisms; MB Genetics of

Populations; MB Molecular Biology; MB How Can the Frequency of

Crossing Over be Estimated; MB What Can Fruit Flies Reveal About

Inheritance; MB How is a Metabolic Pathway Analyzed; MB How do you Design a Gene Expression System; MB How Can Antibiotic-

Resistant Plasmids Transform E. coli; MB How Can Gel

Electrophoresis Be Used to Analyze DNA; Paper Plasmids; Who Ate the Cheese?

Quizzes

Fieldwork/Activity Questions

Formal Lab Report and Lab Poster Session

Homework



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Unit 6 Cell Communication and Information Transmission

Big Idea

Timeline

3. Living systems store, retrieve, transmit, and respond to information essential to life processes.

February 17- March 14, 2014

Enduring

Understandings

Learning

Objectives

Review

Concepts

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.

3.E: Transmission of information results in changes within and between biological systems.

3.24 Predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection.

3.25 Create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced.

3.26 Explain the connection between genetic variations in organisms and phenotypic variations in populations.

3.27 Compare and contrast processes by which genetic variation is produced and maintained in organisms from multiple domains.

3.28 Construct an explanation of the multiple processes that increase variation within a population.

3.29 Construct an explanation of how viruses introduce genetic variation in host organisms.

3.30 Use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population.

3.31 Describe basic chemical processes for cell communication shared across evolutionary lines of descent.

3.32 Generate scientific questions involving cell communication as it relates to the process of evolution.

3.33 Use representation(s) and appropriate models to describe features of a cell signaling pathway.

3.34 Construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling.

3.35 Create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling.

3.36 Describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response.

3.37 Justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response. 3.38 Describe a model that expresses key elements to show how change in signal transduction can alter cellular response.

3.39 Construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways.

3.40 Analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior.

3.41 Create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior.

3.42 Describe how organisms exchange information in response to internal changes or environmental cues.

3.43 Construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses.

3.44 Describe how nervous systems detect external and internal signals.

3.45 Describe how nervous systems transmit information.

3.46 Describe how the vertebrate brain integrates information to produce a response.

3.47 Create a visual representation of complex nervous systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses.

3.48 Create a visual representation to describe how nervous systems detect external and internal signals.

3.49 Create a visual representation to describe how nervous systems transmit information.

3.50 Create a visual representation to describe how the vertebrate brain integrates information to produce a response.

Animal Classification

Scope and

Sequence

Ch. 19 Viruses (19.1 and 19.2)

Ch. 21 Genomes and Their Evolution (21.2 and 21.5)

Ch. 45 Hormones and the Endocrine System (45.1 and 45.2)

Ch. 48 Neurons, Synapses, and Signaling (all)

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Instructional

Activities

Evaluation

Ch. 49 Nervous System (49.2)


Labs: AP Cell Communication Special Focus

Activities: Modeling Cell Communication; Build a Brain/Model a

Neuron; Spanish Flu Case Study (AP Special Focus); POGIL Cellular

Communication; Case Study The 1 st New Disease of the 21

MB What Causes Infections in AIDS Patients? MB Why Do AIDS Rates

Differ Across the U.S.; MB How Do Thyroxin and TSH Affect

Metabolism; MB What Triggers Nerve Impulses; st Century;

Quizzes


Lab Poster Session

Homework



14


Big Idea

Timeline

Enduring

Understandings

Learning

Objectives

Review

Concepts

Scope and

Sequence

Unit 7 Interactions

4. Biological systems interact, and these systems and their interactions possess complex properties.

March 17- April 25, 2014

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.

4

.1 Explain the connection between the sequence and the subcomponents of a biological polymer and its properties.

4.2 Refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer.

4.3 Use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule.

4.4 Make a prediction about the interactions of subcellular organelles.

4.5 Construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions.

4.6 Use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions.

4.7 Refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs.

4.8 Evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts.

4.9 Predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s).

4.10 Refine representations and models to illustrate biocomplexity due to interactions of the constituent parts.

4.11 Justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities.

4.12 Apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways.

4.13 Predict the effects of a change in the community’s populations on the community

4.14 Apply mathematical routines to quantities that describe interactions among living systems and their environment, which result in the movement of matter and energy.

4.15 Use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy.

4.16 Predict the effects of a change of matter or energy availability on communities

4.17 Analyze data to identify how molecular interactions affect structure and function.

4.18 Use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter.

4.19 Use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance.

4.20 Explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past.

4.21 Predict consequences of human actions on both local and global ecosystems.

4.22 Construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions.

4.23 Construct explanations of the influence of environmental factors on the phenotype of an organism.

4.24 Predict the effects of a change in an environmental factor on the genotypic expression of the phenotype.

4.25 Use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population.

4.26 Use theories and models to make scientific claims and/ or predictions about the effects of variation within populations on survival and fitness.

4.27 Make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability.

Cell Structure and Function, Symbiosis, Predator-Prey Relationships

Ch. 5 The Structure and Function of Large Biological Molecules (all)

Ch. 52 An Intro To Ecology (52.2)

Ch. 53 Population Ecology (all)

15


Instructional

Activities

Evaluation

Ch. 54 Community Ecology (all)

Ch. 55 Ecosystems (all)

Ch. 56 Conservation Biology & Restoration Ecology (56.1 & 56.4)


Labs: Investigation 12: Fruit Fly Behavior; Investigation 13 Enzyme

Activity; WARD’S Transpiration;

Fieldwork: Clay Hill Memorial Forest Energy Dynamics

Activities: Build a Macromolecule; POGIL Protein Structure, Global

Climate Change, Eutrophication; Case Study The Buzz about Colony

Collapse Disorder; Modeling Invasive Species; “More than the Sum of

Its Parts”; MB How Do Abiotic Factors Affect Distribution of

Organisms; MB How Are Impacts on Community Diversity Measured;

MB How Do Temperature and Light Affect Primary Production;

Graphit Animal Food Production Efficiency and Food Policy

Quizzes


Homework



16


Learning

Objectives

Review

Concepts

ALL

Unit 8 Review/Exam/Final Project

Timeline April 28-May 19, 2014

1.

Prepare for AP biology exam

2.

Conduct and present independent research

Scope and

Sequence

All chapters

Instructional

Activities

Evaluation


Labs: Final Project

Activities: Group and individual review, Study Island Review

Quizzes


Homework

AP Biology Practice Exam

AP Biology Exam Monday May 12, 2014

17

Life Science - Taylor County Schools

ADVANCED PLACEMENT BIOLOGY

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ADVANCED PLACEMENT BIOLOGY

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