Instructor:
School:
Lawrence F. Bencivengo, Jr.
Mercer Island High School
AP Biology Course Syllabus
Course Overview
AP Biology is a rigorous, second year Biology course. For most students, it is the culmination of
a strong four-year science curriculum that includes physics, chemistry, biology, and
environmental science with Advanced Placement study in one or more of those areas.
AP Biology is designed to be the equivalent of a 100 level Introductory Biology for Majors
course offered at the university level. As such, we study quite a breadth of topics, including
cell structure and function, molecular biology, genetics, evolution, anatomy and physiology,
taxonomy, phylogeny, botany, ecology and biochemistry. The evolution of life is an underlying
theme, and the year ends with an in-depth exploration of bioethical issues.
AP Biology meets 4 times per week for a total of 234 minutes of class time. One class meeting
each week is a double-period “block” of 105 minutes. We follow a semester system, with each
semester divided into two quarters. Seniors meet for 35 weeks in total, with roughly 33 weeks of
class and 1 week each semester devoted to Final Exams.
Laboratory Component
Major laboratory investigations are conducted approximately every other week, with
numerous additional hands-on activities, explorations and demonstrations completed on alternate
block periods. Thus approximately 25-30% of class time is devoted to hands-on learning
experiences, with at least 16 major laboratory activities completed during the year.
Textbook
Student Text: Campbell, Neil, et al. Biology, 5th edition (1999). Benjamin-Cummings Pub Co.
Teaching Strategies
I believe that students learn science best by doing science; that is, by developing hypotheses,
designing and conducting investigations, collecting and analyzing data, and supporting their
inferences using the evidence they have accumulated. Though the breadth and scope of the AP
Biology curriculum precludes a strictly “constructivist” approach to learning, I create as many
opportunities as possible for students to perform investigations and make direct observations of
living systems.
I also believe that different students learn differently, and that each individual has their own
preferred mode of learning. Since the auditory and visual modes of learning are emphasized in
most colleges, I conduct frequent lectures. However, I present students the opportunity to learn
through a variety of modalities, including listening, watching, moving, exploring in a hands-on
way, reading and discussing.
In most weeks when we are conducting a laboratory investigation, Monday is spent introducing
and discussing the lab. The lab itself is conducted during the block, though some investigations
extend over several class periods, or even over several weeks. Other class periods are devoted to
discussing and analyzing lab results, lecture on relevant material, and supplementary activities
and class discussions. During weeks that we are not conducting a major lab, the block period is
devoted to additional lecture, hands-on activities other than labs and class discussion.
AP Biology is divided into 9 Units of Study, each organized around one or more central
themes of the biological sciences: science as process, the relation of form to function, emergent
behavior in complex systems, regulation, continuity and change, evolution of biological diversity,
interdependence in nature, matter and energy transfers in living systems, and the relationship of
science and technology to society. The final unit of the year, following the AP Exam and course
Final, always includes a Bioethics project. Students select issues related to the biological sciences
that have ethical implications. Following a mini-primer in ethics, they research and debate the
various topics they have chosen in front of the class.
We begin each unit with a discussion wherein students identify one or more Critical
Questions which will focus our learning during the unit. For example, when studying the
topics of photosynthesis and cellular respiration, students have developed Critical Questions such
as, “Since plants perform both photosynthesis and aerobic respiration (thus consuming oxygen),
why is that plants are said to ‘produce’ oxygen?” I guide students through this discussion to
encourage them to develop deep questions related to the major themes of the unit. At various
points during the unit we revisit these Critical Questions to discuss what we have learned.
Course Outline
Semester 1
Unit 1: Introduction to Biology (2 weeks)
Themes:
Science as Process, Evolution
Topics & Activities:

The Scientific Method: Forming and Testing Hypotheses, Designing Controlled
Experiments, Empiricism, Communicating Scientific Ideas
AP Biology Lab 11: Animal Behavior (modified): students learn to form hypotheses, then
test them using controlled experimentation; they write a Lab Report using the same format
seen in scientific journals.

Evolution and the History of Life on Earth: Natural Selection, Paleontology, Evidence
for Evolution, Phylogeny, Punctuated Equilibrium
The Hairless Ape: Students examine molecular evidence, models and drawings of human
and primate anatomy, including casts of fossil hominid skulls (available from Carolina and
other vendors) in order to establish a phylogenetic tree for modern primates and humans.
Unit 2: Matter & Energy in Ecosystems (4 weeks)
Themes:
Science as Process, Interdependence in Nature, Energy & Matter Transfers, Science and Society
Topics & Activities:

Ecology: Communities and Ecosystems, trophic levels, nutrient cycles, aquatic
ecosystems
AP Biology Lab 12: Dissolved Oxygen and Aquatic Primary Productivity: students form
hypotheses about Primary Productivity and Biological Oxygen Demand in different zones
of a local pond, then test their hypotheses.

Population Dynamics: Exponential and Logistic Growth equations, carrying capacity,
predator prey interactions
Yeast Population Lab: Students culture yeast (or some other microorganism), keeping
track of population size using a hemacytometer. They compare to predictions using
logistic growth equations.

Global Ecological Issues: Climate Change, Habitat Loss, Invasive Species, Pollution,
Renewable and Non-Renewable Resources
Research & Presentation: students research a global environmental issue and present their
findings to the class for discussion.
Unit 3: Cells & Molecules (5 weeks)
Themes:
Science as Process, Emergent Behavior, Energy & Matter Transfers, Form and Function,
Regulation, Evolution
Topics & Activities:

Biomolecules: organic and inorganic chemistry, biological macromolecules and basic
biochemistry, osmosis and diffusion, water potential
Molecular Model Building and Simulation: students build models of biomolecules to
understand their shape; students use simulation software (see http://molo.concord.org for
excellent free simulation software and lessons) to develop a conceptual framework for
inter-molecular behavior and interactions.
AP Biology Lab 1: Osmosis and Diffusion

Cell Structure and Function: cellular organelles, cell cycle, regulation of cellular
metabolism, enzymes, signal transduction and cell-to-cell signaling, Endosymbiont
Hypothesis
AP Biology Lab 2: Enzyme Catalysis
AP Biology Lab 3: Mitosis (modified): students examine Allium root tip slides to identify
the stages of mitosis and estimate the relative length of different stages of the cell cycle
The Paramecium Lab: students develop a hypothesis regarding mechanisms of signal
transduction in the ciliate Paramecium. They then design and conduct a controlled
experiment to test their hypothesis, writing a formal lab report.
Unit 4: Matter & Energy in Cells (3.5 weeks)
Themes:
Science as Process, Energy & Matter Transfers, Form and Function, Interdependence in Nature
Topics & Activities:

Cellular Respiration: glycolysis, fermentation & aerobic respiration
AP Biology Lab 5: Cell Respiration

Photosynthesis: photosynthesis, C4 and CAM plants, basic plant anatomy
AP Biology Lab 4: Plant Pigments and Photosynthesis
Unit 5: Heredity (3 weeks)
Themes:
Science as Process, Continuity and Change, Evolution
Topics & Activities:

Principles of Heredity: Mendelian inheritance, chromosomal inheritance, evolution of
populations, Hardy-Weinberg Equilibrium
Allelic Frequency Study: students use PTC paper to test themselves, friends and family
members for their ability to taste phenylthiocarbamide (PTC); they then try to construct
pedigrees of inheritance (using compiled, anonymous data) and estimates of allelic
frequency using the Hardy-Weinberg equation.
AP Biology Lab 3: Meiosis (modified): Students examine Sordaria cultures to attempt to
map the location of a gene for ascospore color relative to the centromere
Semester 2
Unit 6: Molecular Biology (4.5 weeks)
Themes:
Science as Process, Form and Function, Regulation, Continuity and Change, Evolution
Topics & Activities:

Molecular Biology: genes, chromosome structure, replication, transcription and
translation in both prokaryotes and eukaryotes, recombination
Simulations of Molecular Processes: students use a combination of physical models,
simulation software and kinesthetic modeling to understand processes of replication,
transcription, translation and transposition
AP Biology Lab 7: Genetics of Organisms (modified): students perform dihybrid crosses
of Drosophila melanogaster, using the data collected to determine the frequency of
recombination between the 2 genes studied. They check the validity of their data using a
Chi2 Goodness of Fit Test. This activity extends into the next unit of study.

Evolution and Phylogeny: molecular evidence of evolution, transposition, regulation of
gene expression in prokaryotes and eukaryotes, cladistics
AP Biology Lab 6: Molecular Biology (modified): because our students perform gel
electrophoresis of DNA and bacterial transformation in General Biology, we perform an
SDS-PAGE analysis of fish proteins to test predictions of fish phylogeny. We use the
“Fish Proteomics” kit from Bio-Rad for this lab and create a cladogram from the gel data.
Fish samples come from fish bought locally.
Unit 7: Vertebrate Anatomy and Physiology (6 weeks)
Themes:
Science as Process, Form and Function, Regulation, Continuity and Change, Evolution
Topics & Activities:

Homeostasis: homeostatic mechanisms, feedback loops, cardiovascular and pulmonary
systems
Simulations of Homeostatic Systems: students use a combination of physical data and
computer modeling software (we us a program called Stella for generating models) to
build models of homeostatic systems, such as a simple cardio-pulmonary system.
AP Biology Lab 10: Physiology of the Circulatory System
Pig Heart Dissection: Students conduct a guided dissection of a pig heart, with special
emphasis on the physiology of the heart and human cardiopulmonary health issues.
Sheep Brain Dissection: Students conduct a guided dissection of a sheep brain with
special emphasis on identifying similarities and differences with the brains of humans.
Cat Dissection: Students conduct a guided dissection of a cat, with emphasis placed on
comparing and contrasting with the anatomy of humans.
Unit 8: Plant Anatomy & Physiology (2 weeks)
Themes:
Science as Process, Form and Function, Regulation, Interdependence in Nature
Topics & Activities:

Plant Phylogeny & Reproduction: major plant taxa, alternation of generations, sexual
reproduction in angiosperms
Monocots & Dicots Lab: students observe a variety of plants obtained locally and
prepared slides of stems, leaves & roots. They classify the plants into two groups
according to similarities and differences in anatomy, then learn about the anatomical
differences between monocots and dicots to go back and determine whether they have
successfully differentiated the two groups. Students also discuss various adaptations of
flowers and seeds to improve pollination and/or seed dispersal.

Plant Physiology: vascular structure of plants and other terrestrial adaptations
AP Biology Lab 9: Transpiration
AP Test & Final Exam Preparation (3 weeks)
We take approximately two weeks at this point to review and prepare for the class Final Exam
and the AP Test. Review activities include hands-on explorations with models and observations
of organisms, as well as extensive review sheets and practice AP tests. The class Final Exam
occurs roughly 1 week after the AP Test.
Unit 9: Bioethical Issues (2.5 weeks)
Themes:
Science and Society
Topics & Activities:

Bioethics Debates: in their final project of the year in AP Biology, students pair up to
research a biology-related topic or issue with ethical implications. Following a brief
primer in ethics, students develop a “resolution” to debate (e.g. “Resolved: Physician
Assisted Suicide should be legal for patients with a terminal illness”). Students prepare a
Poster and a Presentation explaining the important science concepts and laying out ethical
arguments for and against their resolution. Each presentation is followed by a period for
questions and discussion of the topic. Finally, students submit a graded Reflection on
what they have learned over the course of the project.
Student Evaluation:
Students in AP Biology are evaluated primarily on the basis of their performance on Unit Tests,
Semester Finals and laboratory reports. Each quarter students submit at least two major lab
reports following a format similar to that used in peer-reviewed scientific journals, including
an Abstract, Introduction with background information and hypothesis, a detailed Methods
section, a Results section that includes statistical analysis of the data, and a Discussion section
where students must tie the results of the lab to major concepts learned in class, evaluate the
reliability of the results and suggest further investigations of a related nature. At least one of
these labs, the Paramecium Lab of Unit 3, engages students in all aspects of the scientific
method: they must perform background research, develop a testable question and hypothesis,
design a controlled experiment to test their idea, collect and analyze data in the lab, then evaluate
the results.
Unit Tests and Semester Finals are modeled after the AP exam, including timed Multiple Choice
and Free Response sections. Tests are designed to evaluate students’ conceptual
understanding and ability to interpret and apply data, as well as their factual knowledge.
Free Response questions frequently require students to apply their understanding of major themes,
such as evolution or energy exchanges, to novel situations related to the material learned in the
unit.
Students also have the option to turn in written notes from required reading assignments, which
are scored and factored into their grade. Finally, the last unit of the year requires students to
address ethical issues related to the biological sciences, including such matters as animal
testing, embryonic stem cell research, euthanasia, corporate responsibility to society, physician
assisted suicide and many others. Students frequently cite this project as one of their favorite
units of the year.