Week
Marking
Period 1
9/2-9/4
Unit
Introduction
Ch
1
Topic
Themes in
Biology
Labs & Activities
Homework
Course introduction
Signed syllabus &
Safety Contract
Test/Quiz
Days
3
Syllabus & expectations
Chapter 1 Notes
Obtain required
supplies
Review Ch 1
Chemical Methods of Control Lab
Due: Summer Assignment (9/3)
9/8-9/10
Unit 1
Chemistry
2
Chemistry of
Life
Review Ch 2
3
Chapter 3 Notes
Review Ch 3
2
Properties of Water Lab
Chapter 51 Notes
Complete Q’s Ch’s
2-3
Review Ch 51
2
Lab 11 Animal Behavior
Pre-Lab 11 A
Chapter 2 Notes
HONC lab-bonding lab
Bonding Concept map
Lewis dot review
9/11-9/14
9/15-9/16
Unit 1
Unit 7
Animals
3
51
Water
Animal
Behavior
*Collect 10 pill
bugs in an
appropriate
container!!
-Drop off early
before class
Post-Lab 11 A Q’s
9/17
9/18
9/21
9/22-9/23
Unit 8
Ecology
Unit 8
Ecology
Unit 8
Ecology
Unit 8
Ecology
52
53
54
55
Ecology &
Biosphere
Populations
Chapter 52 Notes
Methanol as Fuel Reading
Chapter 53 Notes
Review Chapter 52
1
Review Chapter 53
1
Community
Ecology
Ecosystems
Chapter 54 Notes
Review Chapter 55
1
Chapter 55 Notes
Complete Test
Study Guide
Food Chains & Energy in
Ecosystems Activity
Study guides due day of exam
Study for Test
Test-Summer
assignment
Chapters
9/23
2
9/24-9/25
9/29-10/1
Unit 1
Chemistry
Unit 1
Chemistry
4
5
Carbon
Chemistry
Macromolecules
Carbohydrates
Lipids
Proteins
Nucleic Acids
Chapter 4 Notes
Chapter 5 Notes
Building macromolecules Activity
Complete study Q’s
Ch 4
Practice Essay
2
3
“The unique properties
of water that make life
on earth possible…”
How to write Free Response
Questions (FRQs)
AP Essay question (1991): “Describe the
various characteristics of the carbon atom
that make possible the building of a variety of
biological molecules.”
DNA Extraction
http://www.accessexcellence.org/AE/
AEC/CC/DNA_extractions.php
10/0210/07
Unit 2
Cells
6
Tour of Cell
Chapter 6 Notes
Blank diagrams of plant and animal cell for
labeling of parts.
Inner Life of a cell video
http://multimedia.mcb.harvard.edu/a
nim_innerlife_hi.html
Complete study Q’s
Ch 6
4
Construct an
organelle chart for
Chapter 6
http://multimedia.mcb.harvard.edu/
In class Practice Essay
Construct an organelle chart for
Chapter 6
Web sites: www.cellsalive.com
10/0810/18
Unit 2
Cells
7
Cell Membrane
Chapter 7 Notes
Lab 1 Diffusion/Osmosis
(2 days)
Online tutorial
http://www.phschool.com/science/bi
ology_place/biocoach/
Discuss kidney functioning
http://www.sumanasinc.com/webcont
ent/anisamples/majorsbiology/kidney
.html
Building a membrane
Osmosis Challenge
Test Review
Study guide due
Pre-Lab 1
Diffusion/Osmosis
Complete study Q’s
Ch 7
Post lab 1 questions
& graph
Test Study guide
Essay
Test (ch’s
4,5,6,7)
6
10/1910/23
Unit 2
Cells
8
Metabolism
Chapter 8 Notes
Toothpickase Activity
Pre -Lab 2 Enzymes
Catalysis
Lab 2 A- Enzyme Catalase
demonstration
Lab Report (Lab 2 )
due in 1 week
Lab 2B & 2C & 2D Enzymes
Catalysis
Complete study Q’s
Ch 8
5
Analyze Enzyme Data
10/2610/30
Unit 2
Cells
9
Cellular
Respiration
Enzymes at work Activity
Chapter 9 Notes
Pre-Lab 5 Cell
Respiration
Lab 5 Cell Respiration
Online demo of lab 5
http://www.phschool.com/science/bi
ology_place/labbench/
Lab Quiz
(Labs 1, 2,
5,11)
5
Essay
4
Review online demo
of lab
Post Lab 5 Analysis
Cell Respiration Pathways Chart
Assignment
http://www.peevyhouse.com/respirati
on.htm
11/0211/06
End of
MP 1
Unit 2
Cells
10
Photosynthesis
ATP Synthase Animation
http://multimedia.mcb.harvard.edu/a
nim_ATPase3_flv.html
Chapter 10 Notes
Study Q’s Chapter
10
Use of Spectrophotometer
Pre lab 4
Photosynthesis Pathways Flowchart
C3 ,C4 ,CAM comparison chart
http://www.peevyhouse.com/c4path
ways.jpg
Concept Mapping Activity
Lab 4 Plant Pigments
Post Lab 4 Analysis
Q’s
Marking
Period 2
1/09
11/1011/13
Unit 2
Cells
Unit 2
Cells
11
12
Cell
Communication
Cell Cycle
Chapter 11 Notes
Study Q’s ch 11
Chapter 12 Notes
Study Q’s Ch 12
Online onion mitosis
http://www.biology.arizona.edu/cell_
bio/activities/cell_cycle/cell_cycle.ht
ml
Pre lab 3 Mitosis
1
Unit 2 Test &
Essay
3
Post lab 3 Analysis
Lab 3 Mitosis
Nobel e-Museum-Cell Cycle Game
http://nobelprize.org/educational_ga
mes/medicine/2001/index.html
DNA Replication activity
DNA replication video
http://www.cells.de/cellseng/1medien
archiv/Zellstruktur/Zellkern/DNA_co
ndensation/index.jsp
Study guides due
1/16-11/17
Unit 3
Genetics
13
Meiosis
Test Review
Chapter 13 Notes
Study Q’s Ch 13
DNA Extraction
DNA Analysis q’s
2
Meiosis & Independent Assortment
Animations
http://www.sumanasinc.com/webcont
ent/animations/content/meiosis.html
http://www.sumanasinc.com/webcont
ent/animations/content/independentas
sortmentnm.html
http://www.pbs.org/wgbh/nova/baby/
divi_flash.html
11/1811/20
Unit 3
Genetics
14
Mendel
Chapter 14 Notes
Genetics problems
Genetics Research Paper due in 1
week
Work on Genetics
Paper
Essay Q
3
Graphic organizer
Virtual Fly Activity
http://www.iusd.k12.ca.us/uhs/apbiol
ogy/Unit%20Resources/unitresources
.htm
http://bioweb.wku.edu/courses/Biol1
14/Vfly1.asp
11/23
Unit 3
Genetics
15
Chromosomes
Chapter 15 Notes
Study Q’s
3
Sex Determination of Athletes
Activity
http://www.hhmi.org/biointeractive/g
ender/click.html
Lamba DNA fingerprinting
http://www.accessexcellence.org/AE/
AEC/AEF/1996/conley_dna.php
Unit 3
Genetics
16
Molecular
Inheritance
Chapter 16 Notes
Pre lab 7 Genetics
Lab 7 Genetics of Organisms
Test Review
Post Lab Analysis
Study guides due on day of Test
Chi Square
Problems
Test & Essay
(Ch 13, 14, 15,
16)
4
Test Study Guide
Unit 3
Genetics
17
Protein
Synthesis
Chapter 17 Notes
Protein synthesis activity
Protein Synthesis Animations
http://highered.mcgrawhill.com/sites/0072437316/student_vi
ew0/chapter15/animations.html
Concept Mapping
DNA replication and & Protein
Synthesis Flow chart assignment
Nucleotide Animations
http://highered.mcgrawhill.com/sites/0072437316/student_vi
ew0/chapter14/animations.html#
Study Q’s Ch 17
3
Unit 3
Genetics
18
Gene
Expression
Chapter 18 Notes
Study Q’s Ch 18
Lac operon animations
http://highered.mcgrawhill.com/sites/0072437316/student_vi
ew0/chapter18/animations.html#
Essay
Study Questions Ch
19
Unit 3
Genetics
19
Viruses
Chapter 19 Notes
AIDS Therapy Reading
Unit 3
Genetics
20
Biotechnology
Chapter 20 Notes
2
Essay
1
4
Pre lab 6
Human Genome Project Activity
http://www.ornl.gov/sci/techresource
s/Human_Genome/project/about.sht
ml
Lab 6 Report
Lab 6A Bacterial Transformation
Lab 6C Gel Electrophoresis
Gel Electrophoresis simulation
http://learn.genetics.utah.edu/content/
labs/gel/
Unit 3
Genetics
21
Genomes &
Evolution
Chapter 21 Notes
Pre-lab 8
Lab 8 Population Genetics
Post Lab 8 Report
Study guide due
Unit Test Study
guide
Assign Chapter Presentations (ch’s
25-31)
Unit 4
Evolution
22
Descent with
Modification
Chapter 22 Notes
Work on chapter
presentations
Work on chapter
presentations
Unit 3 Test
3
2
Key Terms activity
Group completion of time line
including important contributors to
current evolutionary biology.
Unit 4
Evolution
23
Evolution of
Populations
Chapter 23 Notes
Study Q’s Ch 23
Natural Selection in Butterflies
Activity
Activity: Sickle Cell Disease
Activity: A Step in Speciation—
Salamanders
Activity: Human Evolution
Activity: Human Cranial Volume
Article: “What Wiped Out the
Dinosaurs—Climate Change”
Work on chapter
presentations
Lab 8 Report
3
-1/22
End of
MP 2
Unit 4
Evolution
Unit 4
Evolution
24
25
Origin of
Species
History of Life
Unit 5
History of
Evolution
26
Phylogeny
Unit 5
History of
Evolution
27
*
Lab 8 Population Genetics
Chapter 24 Notes
Chapter Presentations Begin
Work on chapter
presentations
Study Q’s Chapters
25-31
Essay
2
5
Marking
Period 3
Bacteria &
Archae
1
Pairs Across the Phyla
Classification/Taxonomy Systematic
Review
Video: Howard Hughes Medical
Institute Holiday Lecture Series.
Bacteria and Viruses
Essay
1
View prepared microscope slides of
bacteria.
Unit 5
History of
Evolution
28
*
Protists
1
Pond life Microscopy
http://www.microscopyuk.org.uk/mag/indexmag.html?http://
www.microscopyuk.org.uk/mag/wimsmall/smal3.html
Virtual pond dip
http://www.microscopyuk.org.uk/mag/indexmag.html?http://
www.microscopyuk.org.uk/mag/wimsmall/smal3.html
Protist images
http://protist.i.hosei.ac.jp/PDB/Image
s/menuE.html
Unit 5
History of
Evolution
Unit 5
History of
Evolution
Unit 5
History of
Evolution
Midterm
Exams
Unit 5
History of
Evolution
Unit 5
History of
29
Plant Diversity
I
30
Plant Diversity
II
31
*
Fungi
“Who Am I Classification” Activity
Plant kingdom classification lab
1
Essay
1
Test Ch’s 2531 & Essay
Kingdom Fungi Survey Lab
2
Test Study guide due
2
Review
32
Animal
Diversity
33
Invertebrates
Key Terms activity
Study Q’s Ch 32-33
1
Animal Phyla Chart Activity
1
Evolution
Unit 5
History of
Evolution
Unit 7
Animals
Unit 7
Animals
Unit 7
Animals
34
Vertebrates
40
Basic Principles
41
42
1
Test
2
Nutrition
Animal Behavior Research
Practice Essay
Key Terms activity
Blood Typing Lab
Microscopy-human tissue
Lactose intolerance article
Study Q’s
Circulation
Heart Dissection
Essay
Essay
2
3
Lab Report
Lab 10A, 10B, 10C Physiology of
the Circulatory System
Video: HHMI- Holiday Lecture
Series: Hearts and Hypertention #14
Unit 7
Animals
43
Immune system
Lab-Food Forensics: A Case of
Mistaken Identity
http://www.accessexcellence.org/AE/
AEC/AEF/1995/grupe_identity.php
Study Q’s
2
Study Q’s
2
Howard Hughes Medical Institute
Video (optional): The immune
system
Unit 7
Animals
44
Osmoregulation
Nephron Coloring Activity
http://www.peevyhouse.com/Nephro
nColoringSheet.htm
(optional) Video: HHMI Holiday Lecture Series,
The Kidney’s Tale
-4/9
End of
MP 3
3
Unit 7
Animals
Unit 7
Animals
Unit 7
Animals
Unit 7
Animals
Unit 7
Animals
Unit 7
Animals
45
50
Sensory
Mechanisms
Eye Dissection Lab
Human Vision Lab
http://www.accessexcellence.org/AE/
AEC/CC/vision_activities.php
Unit 6
Plants
35
Structure &
Growth
Plant Structures Lab
Root Stem Leaf Lab
46
Hormones &
Endocrinology
Reproduction
47
Development
48
Neurons &
Signaling
Nervous System
49
Study guides due
Viagra Reading
Key Terms activity
3
Test
3
Study Q’s
Essay
Study Q’s
3
3
Unit 7 Test
2
Marking
Period 4
5
Essay
On-line tutorial
www.biologyplace.com
Unit 6
Plants
Unit 6
Plants
Unit 6
Plants
Unit 6
Plants
36
Transport
37
*
38
*
39
*
Plant Nutrition
Angiosperm
reproduction
Plant Responses
Key Terms
Lab 9 Transpiration in Plants
2
Sample Tests &
Essays
Exam
5/10
Projects
*= Skip/Skim
Skip= 27,28,31,56
Skim=37,38,39
S= Summer= 51, 52, 53, 54, 55, 1, 2, 3
Skipped labs: 11
HW: Pre reading Q’s
Time Frame
-Intro 2 days
-Unit 1-2-3 wks
-Unit 8-2-3 wks
-Unit 2-5 wks
-Unit 3-2-3 wks
-Unit 4-2-3 wks
-Unit 5-2-3 wks
-Unit 6-5 wks
2
Coloring activity
Lab 12 Dissolved Oxygen Lab
Study guides due
Review
3
Lab 9 Pre-lab
Lab 9 Report
Lab 12 Pre-lab
Lab 12 Report
Unit 6 Test
2
-Unit 7-5 wks
To Do



AP list serv-email Scott
Order refills-except lab lab 6-bio rad order form (1 wk prior)
Log in: Seiple1
o Password-science 1
Websites:
http://www.phschool.com/science/biology_place/labbench/
http://www.biology project.com
Lab Data http://www.iusd.k12.ca.us/uhs/apbiology/
Teachers
Animations http://www.stolaf.edu/people/giannini/biological%20anamations.html
Lessons-http://www.iusd.k12.ca.us/uhs/apbiology/
Lessons & Graphics- http://www.accessexcellence.org/RC/VL/GG/index.php
http://www.peevyhouse.com/calapbio.htm
http://apcentral.collegeboard.com/apc/members/exam/exam_questions/1996.html
http://www.phschool.com/science/biology_place/labbench/
http://www.ucopenaccess.org/
http://www6.district125.k12.il.us/science/APBIO/calendar.html
http://www.rapiniscience.com/id37.html
Ideas:
-Top ten lists
-Latin terms
Order:


Blood
Agrose


Staphylococcus epidermis (Gram-positive)
Escherichia coli (Gram-negative)

DNA
Wiki space
Academic Biology Labs


Living or Not living http://www.accessexcellence.org/AE/ATG/data/released/0067HopkinsKathryn/index.php
Hand washing lab http://www.accessexcellence.org/AE/AEC/CC/hand_activity.php

Tips For Writing AP Biology Exam Essays
DO
1. The first thing that you should do is carefully read the question. The second thing you should
do is read the question, and the third thing you should do is read the question. Be sure that you
answer the question that is asked and only that question, and that you answer all parts of it. If
you are given a choice of parts to answer, choose carefully. Don’t answer all parts in that case.
2. Briefly outline the answer to avoid confusion and disorganization. Pay close attention to the
verbs used in the directions (such as “describe”, “explain”, “compare”, “give evidence for”,
“graph”, “calculate”, etc.) and be sure to follow those directions. Thinking ahead helps to avoid
scratchouts, astices, skipping around, and rambling.
3. Write an essay. Outlines and diagrams, no matter how elaborate and accurate, are not essays
and will not get you much, if any, credit by themselves. Exceptions: If your are asked as a part of
an essay on a lab to calculate a number, this doesn’t not require that you write an essay, but be
sure to show how you got your answer (show the formulas you are using and the values you have
inserted into those formulas);or, if you are asked to draw a diagram in the question, do so, but be
sure to annotate it carefully.
4. Define and/or explain the terms you use. Say something about each of the important terms
that you use. Rarely would the exam ask for a list of buzzwords.
5. Answer the question parts in the order called for and label them “a”, “b”, etc., as they are
labeled in the question. It is best not to skip around within the question. The four essay
questions do not have to be answered in any particular order.
6. Write clearly and neatly. It is foolhardy to antagonize or confuse the reader with lousy
penmanship.
7. Go into detail that is on the subject and to the point. Be sure to include the obvious (for
example, “light is necessary for photosynthesis). Answer the question thoroughly.
8. If you cannot remember a word exactly, take a shot at it-get as close as you can. Even if you
don’t remember the name for a concept, describe the concept.
9. Use a ball point pen with dark black ink.
10. Remember that no detail is too small to be included as long as it is to the point. Be sure to
include the obvious--most points are given for the basics anyway.
11. Carefully label your diagrams (they get no points otherwise) and place them in the text at the
appropriate place-not detached at the end. Be sure to refer to the diagram in your essay.
12. Widen your margins a little. This will make the essay easier for mist folks to read.
13. Bring a watch to the exam so that you can pace yourself. You have four essays with about 22
minutes for each answer.
14. Understand that the exam is written to be hard. The national average for the essay section
will be about 50% correct, that is 5 points out of a possible 10 on each essay. It is very likely
that you will not know something about each essay, so relax and do the best you can. Write
thorough answers.
Do include these things if you are asked to design or describe an experiment:
1. hypothesis and/or predictions
2. identify independent variable(s) -- what treatments will you apply
3. identify dependent variable(s) -- what will you measure
4. identify several variables to be controlled (VERY IMPORTANT)
5. describe the organism/materials/apparatus to be used
6. describe what you will actually to (how will you apply the treatment)
7. describe how you will actually take and record data
8. describe how the data will be graphed and analyzed
9. state how you will draw a conclusion (compare results to hypothesis & predictions)
10. your experimental design needs to be at least theoretically possible and it is very important
that your conclusions/predictions be consistent with the principles involved and with the way
you set p the experiment.
Include these things in a graph:
1. set up the graph with the independent variable along the x-axis and dependent variable along
the y-axis.
2. mark off axes in equal (proportional) increments and label tick marks with proper numbers.
3. plot points and attempt to sketch in the curve (line).
4. if more than one curve is plotted, write a label on each curve (this is better than a legend)
5. label each axis with the variable name and include the units in which it is measured (°C, min,
mg, etc.)
6. give your graph an appropriate title (what exactly is it showing? Try: “Y” as a function of
“X”).
DON’T
1. Don’t waste time on background information or a long introduction unless the question calls
for historical development or historical significance. Answer the question.
2. Don’t ramble -- get to the point, and don’t shoot the bull -- say what you know and go on to
the next question. You can always come back if you remember something.
3. Don’t use a pencil, and don’t use a pen with an ink color other than black. Don’t use a felt-tip
pen because the ink seeps through the page and makes both sides of the paper hard to read.
Don’t scratch out excessively. One or two lines through the unwanted word(s) should be
sufficient, and don’t write more than a very few words in the margin. Finally, don’t write
sloppily. It is easy for a grader to miss an important word when he/she cannot read your
handwriting.
4. Don’t panic or get angry because you are unfamiliar with the question. You probably have
read or heard something about the subject -- be calm and think.
5. Don’t worry about spelling every word perfectly or using exact grammar. These are not a part
of the standards the graders use. It is important for you to know, however, that very poor
spelling and grammar will hurt your chances.
6. There is no need to say the same thing twice. While introductory paragraphs may be
important in English class, saying, “Process A is controlled by x, y, and z.”, and then writing a
paragraph each on A, y, and z is a valuable waste of time. This also goes for restating the
question. Don’t restate it, just answer it.
7. If given a choice of two or three topics to write about, understand that only the first one(s) you
write about will count. You must make a choice and stick with it. If you decide that your first
choice was a bad one, then cross out that part of the answer so the reader knows clearly which
part you wish to be considered for credit.
8. Don’t leave questions blank. Remember that each point you earn on an essay question is the
equivalent of two correct multiple choice questions, and there is no penalty for a wrong guess,
bad spelling, or bad grammar. Make an effort on every question! Don’t Quit!
Instructor
Mrs. Brianna Rapini (Brianna.Rapini@springbranchisd.com)
Text
Campbell, Neil A. and Jane B. Reece. Biology 6th edition, San Francisco: Benjamin Cummings, 2002.
Materials
Composition Book (required for labs)
Bound Notecards (required for daily vocab.)
Spiral (or other component for notes)
AP Biology Review Book (Optional but HIGHLY suggested)
Course Overview
AP Biology II is a rigorous, advanced course designed to be equivalent to a two semester college introductory
biology course. This course also prepares students to take the AP Biology II Test in May 2008. Depending on
a student’s score on this exam (and depending on the particular university’s standards), a student can earn
up to eight hours of college biology credit. This is a laboratory course in which students are expected to use
the data collected to solve biological problems.
The AP Biology course offered conforms to the standards instituted by the College Board for all AP courses
including the topics listed below:
• Molecules and Cells
• Heredity and Evolution
• Organisms and Populations
Each of the topics are integrated throughout the course using the eight major themes from the AP Biology
Curriculum Requirements. Examples of these themes appear below and are also integrated throughout the
entire year in the curriculum.
Theme 1 – Science as Process – Students engage in AP lab 7 (fruit flies) and AP lab 11 (animal behavior) in lab
projects that are ongoing and require scientific reasoning to come to scientific conclusions.
Theme 2 – Evolution – Students compare ecological time with evolutionary time and examine how they
correspond by assembling a phylogenic tree based on electrophoresis.
Theme 3 – Energy transfer – Students are asked to describe the movement, conversion, and storage of
energy within an ecosystem, usually originating with the sun, then stored and converted to chemical energy
by autotrophs, then passed on to heterotrophs and/or dissipated as heat. Students must model their own
ecological pyramids to demonstrate energy transfer.
Theme 4 – Continuity and change – Students are asked to consider how specific changes to an ecosystem
(geological, climatic, introduction of new organisms, etc.) can affect the organisms that live within it.
Theme 5 – Relationship of Structure to Function – Students consider how organisms are physically adapted to
survive and reproduce in their environment.
Theme 6 – Regulation – Students are to understand how an organism’s regulatory mechanisms (such as those
that control body temperature) serve to aid or hinder its survival in particular environments.
Theme 7 – Interdependence in Nature – Students study various types symbiotic relationships and the
interdependence organisms have on each other.
Theme 8 – Science, Technology and Society – Discussion is integrated in the curriculum (example:
biotechnology implications and ethical issues or discussion on human impact on the ecosystems) which
encourages students to think critically about the impact of science and technology on our society today.
Course Objectives
The objectives of this course is that each student will:
• demonstrate skills in using various types of biological instrumentation and scientific methodologies,
• practice finding and using patterns in collected data to solve scientific problems
• exhibit mastery of the major principles of biology, and
• apply biological knowledge and critical thinking to environmental and social concerns.
Calendar:
Students receive a six weeks calendar that displays the dates of all daily grades, lab, quizzes, and tests.
Students should refer to this to know when all assignments are due as they are not written on the board. If a
student loses his/her calendar, it can be obtained on the website as well.
Website:
This course actively uses a course website: www.rapiniscience.com as it will contain copies of handouts,
chapter objectives, selected PowerPoints/Flipcharts, and additional information. There is also a page for
parents that displays monthly updates.
Grading:
Daily Work = 15%
Labs/Quizzes = 25%
Tests =60%
Tests:
Tests consist of multiple choice questions and essay questions that mimic the AP exam. On the majority of exams, the
multiple choice accounts for 60% of the test grade and the essays account for 40% of the test grade. Essay questions
will be written in the AP format and level.
Labs/Quizzes:
The twelve official AP Biology labs are performed in this course and completed in a student’s laboratory
notebook unless it is considered an “informal” lab in which case the student will be informed. Quizzes are all
previously announced on the calendar.
Daily Work
Students have a large amount of reading assigned in this course. In order to assess comprehension, students
have warm-ups and follow-ups. Warm-ups are short, take-home assignments designed to guide students in
grasping the overview of chapter readings. They are typically assigned with each chapter reading. Follow-ups
occur at the end of lecture and typically consist of multiple choice AP-style questions. Follow-ups may be on
paper or utilize the ActiVotes. Students may use their hand-written notes from their assigned reading on the
follow-ups. Students who are absent who do not come by to pick up their assignment before the next
class period (as we are on block schedule) can expect a different warm-up and follow-up. Students should
view the objectives on the website in order to know what to focus their reading notes on. Other daily grades
include some supplemental activities as dictated on the calendar.
Tutorials
Official tutorials are Friday mornings before (7:10am-7:40 am) school and Monday afternoons after (3:00pm3:45 pm) school. However, additional tutorial times can be arranged by appointment. Students are highly
encouraged to also email if they run in to any difficult material.
Late Work:
Assignments are due in class on the due date. Assignments that are not turned in class on the due date can be
turned in by 3:00 pm the same day with a 10% grade reduction. Work turned in after the due date,
however, is NOT accepted.
Absences
By student handbook policy, students have one day to make up work for every day that they are absent. If a
student is absent the day an assignment is due, the student must have it the next time they are in class. Students
are also expected to make up a lab in their own time after school. A student has 2 weeks to make up missed
tests, but students are encouraged to make them up as soon as possible as this course moves at a fast pace.
Semester I
I. Molecules and Cells
Unit 1: Basic Chemistry and Biochemistry
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Water
Carbon and its structure that aids it in being the building block of life (structure and
function)
Macromolecules
Functional Groups and their properties
Enzymes and their properties
1. Read Chapters 1-6
2. AP Lab 1: Diffusion and Osmosis*
Lab Objectives:
-measure the water potential of a solution in a controlled experiment
-determine the osmotic concentration of living tissue
-describe the effects of water gain or loss in animal and plant cells
3. AP Lab 2: Enzyme Catalysis*
Lab Objectives:
-measure the effects of changes in temperature, pH, ion concentration and
enzyme concentration on the reaction rates of an enzyme catalyze reaction in a
controlled experiment (energy transfer)
Unit 2: Cells
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Surface area to volume ratio in regards to the limitation on cell size (structure and
function)
Prokaryotic vs. Eukaryotic cells
Why Organelles? How do they regulate cellular activity?
Cell Transport and membrane structure to accommodate transport (structure and
function)
1. Read Chapters 7 & 8
2. Cell Analogy Project
3. Viewing Cells under the microscope
Unit 3: Energy Transformations (energy transfer) (3 weeks)
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Cellular Respiration
Fermentation
Organization of a leaf
Light Dependent and Light Independent Reactions
C4 and CAM Plants
1. Read Chapters 9 & 10
2. AP Lab 5: Respiration*
Lab Objectives:
-relate oxygen consumption to respiration rate
-test the effect of temperature on the rate of cell respiration rate in
ungerminated versus germinated seed in a controlled experiment
3. AP Lab 4: Chromatography and Photosynthesis*
Lab Objectives:
-separate pigments and calculate their Rf values
-measure percent of light transmitted to determine rate of photosynthesis
-explain why the rate of photosynthesis varies under different environmental
conditions
II. Heredity and Evolution
Unit 4: Cell Reproduction
 Cell Cycle
 Stages of Mitosis
 Binary Fission vs. Mitosis
 Control of the cell cycle
 How does cancer form? Treatment options? (science, technology, and society)
 Types of Asexual Reproduction
1. Read Chapters 12 – 13
2. AP Lab 3: Mitosis & Meiosis*
Lab Objectives:
-Recognize the stages of mitosis in a plant or animal cell
-Calculate the relative duration of the cell cycle stages
-Use chromosome models to demonstrate the activity of chromosomes during meiosis
I and meiosis II
-Describe how independent assortment and crossing over can generate genetic
variation among the products of meiosis
-Compare and contrast the results of meiosis and mitosis
-Calculate the map distance of a particular gene from a chromosome's center or
between two genes using a model organism
- Compare and contrast the results of meiosis and mitosis in plant cells
- Compare and contrast the results of meiosis and mitosis in animal cells
Unit 5 Molecular Genetics
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DNA Structure and Replication
Protein Synthesis and relationship of RNA types with function (structure and
function)
 Gene Mutations: Insertion, deletion, silent and frameshift
 Chromosomal Mutations: Addition, deletion, inversion, translocation
 Biotechnology techniques: cloning, PCR, electrophoresis, transformation
 Operons: Lac and Trp
1. Read Chapters 16-20
2. Biotechnology Ethical Discussion (science, technology, and society)
3. AP Lab 6: Bacteria Transformation and Electrophoresis *
Lab Objectives:
- use plasmids as vectors to transform bacteria with a gene for antibiotic
resistance in a controlled experiment
-Demonstrate how restriction enzymes are used in genetic engineering
-Use electrophoresis to separate DNA fragments
-Describe the biological process of transformation in bacteria
-Calculate transformation efficiency
- Design a procedure to select positively for antibiotic resistant transformed cells
-Determine unknown DNA fragment sizes when given DNA fragments
Semester II
Unit 6: Genetics
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Mendel’s experiments (science as a process)
Mendel’s Concepts of allele pairs, independent assortment, and segregation
What Mendel Didn’t Know: incomplete and codominance, sex-linked
inheritance, pleiotropy, epistasis, and polygeny
 Dihybrid crosses and probability; rule of multiplication
 Test cross and pedigrees
 Karyotypes: non-disjunction and aneuploidy
 Linked genes: map units and linkage maps
 Chi square
1. Read Chapters 14-15
2. AP Lab 7: Genetics of Drosophila*
Lab Objectives:
-Investigate the independent assortment of two genes and determine whether the tw0 genes are
autosomal or sex-linked using a multigeneration experiment.
-Analyze the data from their genetic crosses using chi-square analysis techniques
Unit 7 Mechanisms of Evolution
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Darwin’s Voyage and Theory: Natural Selection and Differential Reproduction
Evidence of Evolution
Mechanisms of Evolution: Gene pools and Microevolution
Population Genetics: Hardy Weinberg equation (Interdependence in Nature)
Speciation: Geographic and Reproductive Isolation
Patterns and Temp of Evolution: Gradualism/Punctuated Equilibrium/Co-evolution
Extinction and the Fossil record
Read Chapters 22-25
AP Lab 8: Population Genetics and Evolution*
Lab Objectives:
-calculate the frequencies of alleles and genotypes in the gene pool of a
population using the Hardy-Weinberg formula
-discuss natural selection and other causes of microevolution and deviations
from the conditions required to maintain Hardy-Weinberg equilibrium.
III. Organisms and Populations
Unit 8 Taxonomy, Bacteria, Protists , Fungi
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Origins of Life: Prokaryote and Eukaryote Diversity
Three Domains
Linnean Classification
Microbiology
Read Chapters 26-28, 31
Unit 9 Plant Diversity, Anatomy and Physiology
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Evolution of Plant Diversity (continuity and change)
Plant Tissues and Systems
Plant Transport
Plant Reproduction and adaptations enabling plant reproductive success
(structure and function)
 Role of plants in nature (interdependence in nature)
1. Read Chapters 29-30, 35-39
2. AP Lab 9: Transpiration*
Lab Objectives:
-Test the effects of environmental variables on rates of transpiration using a
controlled experiment.
-Make thin sections of stem, identify xylem and phloem cells, and relate the
function of these vascular tissues to the structures of their cells.
Unit 10 Animal Evolution and Diversity
 Branch Points in Animal Evolution
1. Read Chapters 32-34
2. Exploring the relationship of organisms in a phylogenic tree (continuity and
change)
3. Lab: Animal Phyla Observation
Lab Objectives:
-observe basic differences in animal phyla
-classify animals into their proper phyla
Unit 11 Animal Form and Function
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Basic principles of anatomy with emphasis on mammalian systems
Overview of systems working to create homeostasis (regulation)
Heart and Circulatory system
Digestive system
Excretory system
Endocrine system
Nervous system
Muscular system
Immune system
Read Chapters 40-49
AP Lab 10: Physiology of Circulatory System*
Lab Objectives:
-describe the effect of changing body position on heart rate and blood pressure
-explain how exercise changes hear rate
-discuss and explain the relationship between heart rate and temperature
Unit 12 Ecology
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Overview of Ecology covered in Biology I emphasizing symbiotic relationships,
feeding patterns, and nutrient cycles
1. Selected readings from Ch 50-54
2. Discussion: Human Impact on Ecosystem (continuity and change)
3. AP Lab 11: Animal Behavior* (lab done as project on individual’s own time to
explore science as a process)
Lab Objectives:
- Describe some aspects of animal behavior, such as orientation, behavior,
agonistic behavior, dominance display, or mating behavior. (Interdependence in
Nature)
- Understand the adaptiveness of the behaviors studied.
4. AP Lab 12 Dissolved Oxygen and Aquatic Primary Productivity
Lab Objectives:
-Measure primary productivity based on changes in dissolved oxygen in a
controlled experiment.
-Investigate the effects of changing light intensity and/or inorganic nutrient
concentrations on primary productivity in a controlled experiment (continuity and change)
Unit 13 Exam Review
1. Mock AP Exam
2. Out of Class (after school) Review Sessions