MRS. BITLER 2012-2013
ADVANCED PLACEMENT BIOLOGY SYLLABUS
COURSE OVERVIEW:
This course is designed to provide a solid foundation in the basic principles of biology based on the four big
ideas (evolution, energy, information/communication and interaction) and represents a first year college level
course. The focus is to build a repertoire of student skills in the interpretation, application, and analysis of
scientific information related to life. To develop these qualities in my students, I will emphasize the seven key
scientific practices and the methods of inquiry which led/leads to discovery in science. Work in the laboratory
is an essential part of this course and experimentation will be coordinated with the big ideas to foster learning
via the scientific practices]. Through the completion of this course, my students will be prepared for college
level science courses to the level of expertise needed to achieve academic success. Big Ideas applications are
detailed in Units of Instruction.
INSTRUCTIONAL RESOURCES:
 Campbell, Reece Biology: 9th edition, Pearson Benjamin Cummings, 2010
 Heitz, Giffen Practicing Biology for Campbell Biology 9th edition, Benjamin Cummings 2011
 Buskirk, Gillen Inquiry in Action for Campbell Biology 9th edition, Benjamin Cummings, 2011
 Taylor Study Guide for Campbell Biology 9th edition, Benjamin Cummings 2011
 Holtzclaw Pearson Active Reading Guide for Campbell Biology 9th edition, Benjamin Cummings 2011
 Pechenik A Short Guide To Writing About Biology 7th edition, Longman/Pearson 2010
 The College Board AP Biology Investigative Labs: An Inquiry-Based Approach (Student & Teacher
Manuals),College Board, 2012
GRADING:
Assessments: group activities, models, lab reports, quizzes, tests; all are based on point values and student
grades are given by percentages of points earned out of total; tests are 100 points, labs 20 -40 points, quizzes 5 50 points, assignments 5 - 15 points Note: point values are estimates and will be adjusted as necessary.
COURSE CORE CURRICULUM:
The entire curriculum is based upon the four big ideas which include:
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.
UNITS OF INSTRUCTION:
Unit One:
Chemical Basis of Living Systems As Related to Cells Chapters 1-7
Chapter Titles:
1. Introduction: Themes in the Study of Life
2. The Chemical Context of Life
3. Water and Life
4. Carbon and the Molecular Diversity of Life
5. The Structure and Function of Large Biological Molecules
6. A Tour of the Cell
7. Membrane Structure and Function
Big Ideas: 1, 2, 3 and 4
This introductory unit stresses the "big picture" and strives to connect 4 big ideas for
foundational start to school year; focus centers around the cell and its role in the vast diversity of life.
The cell's structural components with be connected to Big Idea 2 on the role and transformation of
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energy and Big Idea 3 in terms of the transmitting, storing, receiving and responding to information as
needed for metabolism. Big Idea One on evolution will be used in the themes of biology and stressed
as we discuss the vast diversity of life based on cell types and organization. Big Idea 4 will coordinate
with the unit and other Big Ideas through emergent properties as discussed in chapter 1 and the themes
of biology.
Overview of Discussion Topics:
1. Themes of biology
2. Hierarchy of structure
3. Characteristics of life
4. Basic chemistry review/relate to organisms
5. Importance of water to life
6. Cell basics and transport of materials
Laboratory Activities:
1. Investigation of Scientific Method: Lab-Aids #100-A Scientific Method Problem Solving Kit
2. Identification of the 4 Classes of Macromolecules
3. Investigation 4: Diffusion and Osmosis BIG IDEA #2 BASED LAB
Time Frame:
3 cycles with 3 double lab periods
Unit Two:
Metabolism, Energy Transfers & Uses Relating To Homeostasis Chapters 8- 12
Chapter Titles:
8. An Introduction to Metabolism
9. Cellular Respiration and Fermentation
10. Photosynthesis
11. Cell Communication
12. The Cell Cycle
Big Ideas: 1, 2, 3 and 4
This unit focuses on the basic principles of energy and its transformatio/utilization within
organisms. Big Idea 1 is incorporated mainly through cell reproduction/division and the transfer of traits from
parent to offspring. Common ancestry relates Big Idea 1 to Big Idea 2 using molecules in the electron transport
chain such as cytochromes (relates to Unit 1 too). Big Idea 2 is the foundation of this unit. Energy changes
which occur from the absorption of radiant energy via autotrophs to its conversion to chemical energy in the
form of ATP are explained. Details of glycolysis, anaerobic /aerobic respiration/ photosynthesis will be
reduced (less memorization) to allow for more focus on Big Idea 2. Chapter 11 Cell Communication ties
together many biological principles related to Big Idea 3. Big Idea 4 based on interactions of organisms with
their environments is included in each discussion. Molecular structure is also utilized in the series of reactions
(redox) during photosynthesis and respiration to connect to prior unit and again provide overall view
Overview of Discussion Topics:
1. Energy general principles
2. Energy transfers and conversions/ATP production
3. Radiant energy to chemical energy
4. How do cells "know" to do what they do?
5. Reproduction, energy requirements, continuity of genetic information
Laboratory Activities:
AP Biology Investigative Labs: An Inquiry-Based Approach
1. Investigation 5 BIG IDEA #2 BASED LAB
2. Investigation 6 Cellular BIG IDEA #2 BASED LAB
3. Investigation 13 Enzymes
Time Frame:
4 cycles with 4 double lab periods
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Unit Three: Genetics & Molecular Biology Chapters 13 - 21
Chapter Titles:
13. Meiosis and Sexual Life Cycles
14. Mendel and the Gene Idea
15. The Chromosomal Basis of Inheritance
16. The Molecular Basis of Inheritance
17. From Gene to Protein
18. Regulation of Gene Expression
19. Viruses
20. Biotechnology
21. Genomes and Their Evolution
Big Ideas: 1,2,3,4
Genetic variety is key to this unit which relates gene exchange/transfer to the wide diversity of life found
on Earth (Big Idea 1). Molecular structure (i.e. proteins) is revisited and the path from gene to protein via
DNA and RNA is examined. The role of genes in the maintenance and transfer of genetic information is also
explored (Big Idea 1, 3) and applied to evolution (Big Idea 1). Big Ideas 2 and 4 apply as we compare how
organisms with similar genomes express genes differently affecting populations and communities
Overview of Discussion topics:
1. Sexual reproduction including meiosis
2. Mendelian genetics
3. Structure of DNA
4. DNA replication
5. Protein synthesis
6. Understanding the genome and its expression
7. What are viruses?
8 . Biotechnology and evidence of evolution through our genetic code
Laboratory Activities:
1. Investigation 3: Comparing DNA Sequences to Understand Evolutionary Relationships with Blast
BIG IDEA #1 BASED LAB
2. Investigation 7: Cell Division: Mitosis and Meiosis BIG IDEA #3 BASED LAB
3. Investigation 9: Biotechnology: Restriction Enzyme Analysis of DNA BIG IDEA #3 BASED LAB
4. Investigation 8: Biotechnology: Bacterial Transformation
Time Frame:
4 cycles with 4 double period labs
Unit Four: Evolutionary Basis of Life Chapters 22-28, 31
Chapter Titles:
22. Descent with modification: A Darwinian View of Life
23. The Evolution of Populations
24. The Origin of Species
25. The History of Life on Earth
26. Phylogeny and the Tree of Life
27. Bacteria and Archaea
28. Protists
31. Fungi
Big Ideas: 1, 2, 3, 4 (emphasis on Big Idea #1)
This unit's basis is evolution by means of natural selection. This coordinates with the theme of
unity and diversity which is Big Idea l. Unit Three is an important reference since the means of
evidence of evolution are discussed. The unit begins with a review of Darwinian evolution (this is
covered extensively in our ninth grade biology courses). We then look at natural selection and descent
with modification within a population and then how this possibly leads to speciation. We look at the
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conditions present on early Earth that were conducive to life formation and connect this to a
phylogenetic tree showing the kingdoms. This leads us into an investigation of the characteristics of
Kingdoms Eubacteria, Archaebacteria, Protista and Fungi. All kingdom details will be modified as
recommended in the AP Biology course description update
Overview of Discussion Topics:
1. Darwinian evolution
2. Hardy-Weinberg equilibrium
3. Speciation
4. Early Earth/Miller & Urea experiment
5. Kingdom phylogenetic tree
6. Kingdom discussion with focus on Bacteria (Archaebacteria & Eubacteria, Protista, Fungi)
Laboratory Activities:
1. Investigation 1: Artificial Selection BIG IDEA 1
2. Investigation 2: Mathematical Modeling Hardy-Weinberg BIG IDEA 1
Time Frame:
4 cycles with 4 double lab periods
Unit Five:
Evolution and Diversity of Plants Chapters 29,30, 35 - 39
Chapter Titles:
29. Plant Diversity I: How Plants Colonized Land
30. Plant Diversity II: the Evolution of Seed Plants
35. Plant Structure Growth and Development
36. Resource Acquisition and Transport in Vascular Plants
37. Soil and Plant Nutrition
38. Angiosperm Reproduction and Biotechnology
39. Plant Responses to Internal and External Signals
Big Ideas: 1, 2, 3, 4
Kingdom Plantae is used to help enhance student understanding of evolution by natural selection (Big
Idea 1). This unit also offers an excellent opportunity to revisit photosynthesis and energy transformations (Big
Idea 2). Cell parts are also reviewed and cell communication (Big Idea 3) through plasmodesmata is stressed.
Finally plants' roles as producers in all ecosystems and their use of abiotic factors in the environment are
discussed (Big Idea 4)
Overview of Discussion Topics:
1. Plant progression in terms of evolution
2. Plant structure/function as related to transpiration
3. Plant needs: biotic/abiotic factors
4. Angiosperm reproduction
5. Reaction to stimuli in general terms
Laboratory Activities:
AP Biology Investigative Labs: An Inquiry-Based Approach
1. Investigation 11 Transpiration BIG IDEA 4
Time Frame:
2 cycle with 2 double periods
Unit Six:
Diversity of Animals Chapters 32- 34, 40 – 51
Chapter Titles:
32. An Overview of Animal Diversity
33. An Introduction to Invertebrates
34. The Origin and Evolution of Vertebrates
40. Basic Princip0les of Animal Form and Function
41. Animal Nutrition
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42. Circulation and Gas Exchange
43. The Immune System
44. Osmoregulation and Excretion
45. Hormones and the Endocrine System
46. Animal Reproduction
47. Animal Development
48. Neurons, Synapses, and Signaling
49. Nervous Systems
50. Sensory and Motor Mechanisms
51. Animal Behavior
Big Ideas: 1, 2, 3, 4
This unit emphasizes specific examples relating to each of the four Big Ideas. Big Idea 1 will
be stressed in systems investigations through the invertebrate phyla and Chordata (similarities and
developments). Circulation and gas exchange in vertebrates (humans) will help students understand
Big Idea 2 regarding energy transformation and maintenance of homeostasis. Big Idea 3 based on
cell communication will be illustrated through animal development and within each system with
feedback mechanisms. Interactions between vertebrate systems will supplement Big Idea 4; this discussion will also include animal reproduction and animal behavior.
Overview of Discussion Topics:
1. Invertebrate phyla: evolutionary terms
2. Phylum Chordata: evolutionary terms
3. Vertebrate systems to exemplify Big Ideas 1 - 4 with specifics
Laboratory Activities:
1. Investigation 12: Fruit Fly Behavior BIG IDEA 4
2. Dissection: Squid
3. Dissection: Lamprey Eel
4. Dissection: Dogfish
5. Dissection: Turtle
6. Dissection: Fetal Pig
Time Frame:
4 cycles with 4 double labs
Unit Seven: An Ecological Perspective Chapters 52 –56
Chapter Titles:
52. An Introduction to Ecology and the Biosphere
53. Population Ecology
54. Community Ecology
55. Ecosystems and Restoration Ecology
56. Conservation Biology and Global Change
Big Ideas: 1, 2, 3, 4
This unit was formerly treated as in independent study unit. Through the modifications to the curriculum
by College Board, I will have time to focus on ecological issues and stress all 4 Big Ideas.
Big Idea 1 will be throughout the unit based on the different types of organisms found in various
ecosystems. Producer/consumers, symbiotic relationships, and biomass will help students build on
the foundation previously established in Unit 2 for Big Idea 2 and energy transformations/homeostatic
mechanisms. Big Idea 3 has broad implications and feedback/communication within and among
environments will be investigated. Finally Big Idea 4, the basis of ecological studies, will be incorporated into every discussion in this unit
Overview of Discussion Topics:
This unit basically covers the chapter material in order.
1. Ecology
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2. Population Ecology
3. Community Ecology
4. Ecosystems
5. Conservation Biology
Laboratory Activities:
1. Investigation 10: Energy Dynamics BIG IDEA 4
Time Frame:
3 cycles with 3 double lab periods
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