th
Course Description: This course is designed to be the equivalent of a two semester college introductory biology course. Students who enroll in this class must have successfully completed a college prep high school biology and chemistry class. AP Biology will focus on enduring, conceptual understandings which include inquiry-based learning of essential concepts. Students enrolled in AP Biology will develop advanced inquiry and reasoning skills through the design and collection of data, the analysis of data and the application of mathematical process to connect concepts across domains. The course addresses 4 Big
Ideas:
1: The process of evolution drives the diversity and unity of life
2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis
3: Living systems store, retrieve, transmit, and respond to information essential to life processes
4: Biological systems interact, and these systems and their interactions possess complex properties
The big ideas encompass the core scientific principles, theories, and processes governing living organisms and biological systems. Embedded within each big idea are core concepts (enduring understandings) which students should retain from their learning experience. Units of study will include those enduring understandings and their respective critical concept and content connections (essential knowledge). Units will also include specific learning objectives connected to each big idea and inquiry and reasoning skills outlined in the science practices.
Unit Topic Chapter Readings Dates – Time Frame
1
BI 1
BI 2
BI 4
Ecology and Behavior EU
1A,1B,1C,2A,2C,2D,2E,3E,4A,4B,4C

Population Dynamics

Community Structure and
Biodiversity

Ecosystems

Biosphere-Human Impact

Behavior Ecologyreproduction,evolution

Global Issues
AP Lab 12: Dissolved Oxygen and Aquatic
Primary Productivity
AP Inquiry Lab: Fruit Fly Behavior
Investigation 12, science practices
1,3,4,5,6,7 (big idea 4)
Chapter Selections from
51-55
Summer and August (3 weeks)
2
BI 4
BI 2
Nature of Science; Chemistry of Life (EU
2.A;4A

Organization, themes

Evolution (core theme)

Science Process (review)

Chemistry of Life: water, organic/inorganic compounds

Metabolism –energy, organization, enzymes
Lab: AP Enzyme Catalysis, science practices
2, 5, 6
Selected sections for review chapters 1-2; chapters 3-5; selections from Chapter 8
Sept. (3 weeks)

3
BI 4
BI 2
4
BI 2
BI4
5
BI 2
BI 4
6
BI 3
BI 4
7
BI 3
BI 4
8
BI 1
BI 3
Overview of Cells (EU 4B;4C. 3D;2C;2B)

Eukaryotic and Prokayrotic Cells

Subcellular Organization

Cell membranes – surface-tovolume:ratio;transport;

Cell communication

Plant/animal cells-homeostasis, transport,feedback mechanisms
AP Inquiry Lab: Diffusion and Osmosis
Investigation 4, science practices 2,4,5 (big idea 2)
Cellular Processes EU 4A,4B,2C,2D,2E,2A

Fermentation and Cell respiration

Animal Homeostasis
AP Inquiry Lab: Cellular Respiration
Investigation 6, science practices 1,2,3,6,7
(big idea 2)
Cellular Processes EU
4A,4B,2C,2D,2E,2A,2B,3D,3E

Photosynthesis-flow of energy, reactions, C
3
,C
4
, CAM plants

Plant Homeostasishormones,tropics,transport,response to stimuli
AP Lab: Plant Pigments and
Photosynthesis, science practices 2,5,6
AP Inquiry Lab –
Investigation 11, science practices
1,2,4,5,6 (big idea 4)
MID TERM EXAM
Heredity EU 3A,3C,3E,4A,4C

Cell cycle and regulation

Meiosis and gametogenesis
 Mendel’s work

Inheritance patterns
AP Inquiry Lab:Environmental Effects on
Mitosis
Investigation 7, science practices 1,5,6,7 (big idea 3)
AP Inquiry activity: Cancer and Loss of Cell
Cycle Control
Investigation 7, science practices 1,2,5,6,7
AP Lab 7: Genetics of Organisms 2,5,6 (big idea 3)
Molecular Genetics EU 4C,3A,3B,3C,3E,

DNA/RNA structure and function

Gene regulation

Mutations

Viruses

Biotechnology
AP Lab 6: Molecular Biology (Restriction
Enzyme Cleavage of DNA)
Evolutionary Biology EU
1A,1B,1C,1D,2D,2E,3A,3C,4B,4C
 Life’s Origin and Early Evolution
Selected sections chapters 6 and 7 and 11
Chapters 9, selections from chapter 40,43, 44,
45
Chapters 10, selections from chapters 36 and 39
Chapter selections from:
12,13,14,15
Chapter selections from
15-20
Chapter selections from
21, 22, 23, 24, 25, 26
Sept/Oct. (4 weeks)
Oct./Nov. (4 weeks)
Dec./Jan. (4 weeks)
Dec.
Jan./Feb. (5 weeks)
Mar. (4 weeks)
April/May (5 weeks)

BI 4

Evidence for evolution

Micro/macro evolution

Mechanisms for evolution

Patterns, rates, trends

Descent from common ancestry

Phylogenetic classification, evolutionary relationships
AP Lab 8: Population Genetics and
Evolution
AP Inquiry Lab: Artificial Selection
Investigation 1, science practices 1,2,5,7 (big idea 1)
AP Inquiry Lab: Understanding Evolutionary
Relationships
Investigation 3, SP 1,5 (big idea 1)
Prep for AP Exam BI 1
BI 2
BI 3
BI 4
May 12, 2014
8:00 AM
*
Critical Remarks (Laboratory) a.
AP Biology requires that each big idea include 2 advanced level inquiry labs. Lab time will also include traditional AP labs and meet the recommended 25% of the course time. We will complete these labs in the extended time period built into your schedule for AP Biology. We will also complete additional labs and computer simulations appropriate to the unit of study b.
Each student will keep a lab notebook which will be submitted for review at the end of each unit of study. The notebook will include the data records, graphing and analysis component of each lab and also complete 1 free response example for each lab. c.
Students will complete pre-lab work for each AP lab. d.
Each student will complete one formal lab report per 9 weeks to be submitted for a test grade. e.
Laboratory experiences will address these 7 critical 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
Critical Remarks (Rigor of AP Biology) a.
Selected text: Reece, Urry, Cain, Wasserman, Minorsky, Jackson.
AP Edition Campbell Biology .
Pearson Benjamin Cummings, 2011, 9 th edition. b.
The AP course is designed to not only be the equivalent of a 2 semester college introductory biology class but may allow you to earn college credit based on a successful AP exam score. c.
The AP Exam covers the general themes noted earlier and includes selections from chapters which address the curricular requirements, enduring understandings, and learning objectives as outlined by the AP board. For this reason, the pace of the class if very fast, the amount of reading required by each student is significantly greater than other high school classes. Holtzclaw, Fred and Theresa, The Active Reading Guide . Pearson 2011, 9 th edition will be used to correlate the selected sections of your textbook to the specific concepts addressed in each enduring understanding. The guided reading will help you to focus on the specific learning objectives outlined in your unit of study.

d.
For each unit of study you will be given a detailed unit plan which outlines the learning objectives for each concept considered to be essential knowledge and include the guided readings, free response practices, quizzes, lab assignments, and assessment dates.
Critical Remarks (Preparing for the Exam ) a.
We will periodically take portions of the practice exams that have been released by the AP College
Board and Preparing for the AP Biology Examination ; Doltar, McLean, Peterson, Silber;
Brooks/Cole. These will be used to analyze your strengths and weaknesses for that particular unit. b.
Beginning in March we will use the AP Test Prep Series for Biology : Holtzclaw and Holtzclaw;
Benjamin Cummins to review the major topics covered on the AP Exam. c.
Throughout the course of the year we will practice and critique practice free response questions per each unit of study as well as each AP lab .Again, these will be used to completely familiarize you with the scoring process for free response and to develop your writing skills specific to this exam. d.
Through out the course we will research and dialogue about critical issues in biology. These will include, but are not limited to: biotechnology and food production, application of DNA manipulation, global climate change, health problems caused by high blood pressure and obesity, world population and health/food shortages, water shortages, pollution of soil and water, innovations in cancer treatment, and ethical application of scientific discoveries. e.
The grading system for this class will follow district board policy as outlined below:
Grading: Tests – 50%
Quizzes
Homework/Daily – 50%
Guided readings from Holtzclaw
Lab Reports
Exams
Presentations
Practice exam questions from released items
Practice free response questions from released items
Lab manual/binder
Reinforcement/review questions
Selected reading from magazines, journals, books
Additional Resources – for student review, homework, pre-lab preparation, concept development

Online Campbell Biology Book – practice quizzes

The Biology Place – Prentice Hall

Lab Bench

Biocoach PBS. ORG

Sunamas Inc. com

DNAFTB.ORG

Learn. Genetics.Utah.Edu

Cells Alive
Post AP Exam (depending on the time following the exam and the end of school)

Water Analysis of local streams in cooperation with local water company to continually assess the local streams. Water drawn from deep water wells throughout the community.

Class video production – “Telling It Like It Is” to the incoming freshmen class