MONTCLAIR PUBLIC SCHOOLS
Department of Instruction
Course Syllabus
NAME OF COURSE: AP Biology
GRADE(S): 11 and 12
LENGTH OF COURSE: full year
CREDITS: 6
COURSE DESCRIPTION:
The AP Biology course is designed to be the equivalent of a two-semester college introductory
biology course usually taken by biology majors during their first year. AP Biology will include
those topics regularly covered in a college biology course for majors. The college course in
biology differs significantly from the usual first high school course in biology with respect to
the kind of textbook used, the range and depth of topics covered, the type of laboratory work
done by students, and the time and effort required of students. The AP Biology course is
designed to be taken by students after the successful
completion of a first course in high school biology and one in high school chemistry as well. It
aims to provide students with the conceptual framework, factual knowledge, and analytical
skills necessary to deal critically with the rapidly changing science of biology.
TEXTBOOK:
Biology 8th edition
Neil Campbel, Jane Reece
Pearson
©2008
ISBN 987-0-13-135691-7/0-13-135691-7
SUPPLEMENTARY INSTRUCTIONAL MATERIAL:
Biology Lab Manual for students revised 2001
The College Board AP program
UNITS OF STUDY:
I.
Science as a Process
II.
Evolution
III.
Energy Transfer
IV.
Continuity and Change
V.
Relationship of Structure to Function
VI.
Regulation
VII.
Interdependence in Nature
VIII.
Science, Technology, and Society
PROFICIENCIES: At the completion of this course, students will be able to
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Demonstrate their knowledge of using the microscope by observing fixed slides of
various tissues.
Design a lab activity to demonstrate the use of the scientific method.
Demonstrate knowledge of the periodic table of elements by applying this in all lab
papers.
Discuss the four emergent properties of water and how they contribute to the survival
of all organisms.
Carbon is the backbone of biological molecules; students will incorporate this
information in their work (both written and oral) to show their understanding.
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MONTCLAIR PUBLIC SCHOOLS
Department of Instruction
Course Syllabus
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Recognize the structure and function of macromolecules which include carbohydrates,
lipids, proteins, and nucleic acids.
Demonstrate the processes of osmosis and diffusion.
Describe how cells communicate by “signaling”.
By using fixed slides of an onion root tip and fish cells, students will be able to
recognize the phases of mitosis by drawing and labeling them.
Show their understanding of the differences between mitosis and meiosis.
Demonstrate their knowledge of cellular respiration, catabolic pathways, ATP
production, Glycolysis, and the Citric acid cycle by applying this to Lab 5 in a formal
lab report
Demonstrate their knowledge of photosynthesis, light reactions, Calvin cycle and
stroma by applying this knowledge to Lab 6 in a formal lab report.
Investigate Mendel’s scientific approach to genetics as it applies to the Laws of
inheritance and the Laws of independent assortment through lab activities.
Apply the Laws of Probability to genetics.
Investigate human traits and be able to show their understanding of how they follow
Mendelian patterns of inheritance through the use of Punnett squares.
Demonstrate their knowledge of genetics when writing a formal lab paper to show their
understanding by including the following terms: chromosomes, genes, gene maps,
linkage, sex-linked genes and genetic disorders in their papers.
By constructing a double – helical model of DNA, students will also demonstrate their
understanding of nucleotide sequencing.
Show their understanding of transcription and translation as they apply to DNA and
mRNA by using these terms correctly in a formal lab paper.
Demonstrate their knowledge of mutations as they apply to types of point mutations.
Demonstrate their knowledge of viruses and the viral cycle by drawing and labeling
each.
Explain the diversity of bacteria.
Research cancer as it relates to changes in the cell cycle.
Demonstrate their understanding of cell specialization as it relates to embryonic
development.
Demonstrate their understanding of natural selection and artificial selection.
Discuss Charles Darwin’s research and travels and the significance of these.
Discuss “survival of the fittest.”
Apply their knowledge to a study of types of prokaryotes and be able to distinguish
characteristics of the domains associated with them.
Investigate the relationship between evolution and changes in allele frequencies.
Demonstrate an understanding of the diverse assortment of eukaryotic unicellular
organisms.
Apply the information from Lab 1 (diffusion and osmosis) to the movement of water
within the plant.
Germinate beans for the lab on transpiration.
Measure transpiration using different lab conditions.
Study the plant structures and their functions and apply this to the lab on
transpiration.
Investigate and apply their knowledge of the diversity of animal as multicellular,
heterotrophic eukaryotes.
Recognize the unique characteristics of invertebrates not just as animals without
backbones, but as diverse organism that include sponges, cnidarians, mollusks, worms,
arthropods and echinoderms
Identify factors such as abiotic and biotic factors that influence biomes.
Investigate how behavioral traits affect ecosystems.
Investigate how populations are regulated within an ecosystem.
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MONTCLAIR PUBLIC SCHOOLS
Department of Instruction
Course Syllabus
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Investigate energy transfer between trophic levels.
EVALUATION AND ASSESSMENT: Description and method of evaluation for each component noted
below.
Tests and quizes = 60 %
Homework, Class Participation,Papers and Projects, labs = 40%
NEW JERSEY CORE CURRICULUM CONTENT STANDARD ALIGNMENT:
Department of Instruction
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