AP BIOLOGY
(Secondary)
ESSENTIAL UNIT 8 (E08)
(Diversity of the Biological World)
(July 2013)
Unit Statement: This unit includes a survey of the diversity of organisms. An array of
organisms including viruses, prokaryotes, bacteria, protists, plants, invertebrates and
chordates will be covered. An examination of body plans and diversity, comparison of
invertebrate and vertebrate, and analysis of evolutionary traits are included both through
theoretical and practical applications.
Overview – Diversity of the Biological World (3 weeks):
1.
2.
3.
4.
5.
6.
Bacteria and Archaeans
Diversity of Protists
Introduction to Plants
Fungi
Invertebrate Evolution
Vertebrate Evolution
Essential Outcomes: (must be assessed for mastery)
1. The Student Will pose scientific questions about a group of organisms whose
relatedness is described by a phylogenetic tree or cladogram in order to (1) identify
shared characteristics, (2) make inferences about the evolutionary history of the
group, and (3) identify character data that could extend or improve the
phylogenetic tree.
2. TSW describe specific examples of conserved core biological processes and
features shared by all domains or within one domain of life, and how these
shared, conserved core processes and features support the concept of
common ancestry for all organisms.
3. TSW justify a scientific claim that free energy is required for living systems to
maintain organization, to grow or to reproduce, but that multiple strategies
exist in different living systems.
4. TSW construct explanations based on scientific evidence that homeostatic
mechanisms reflect continuity due to common ancestry and/or divergence
due to adaptation in different environments.
5. TSW analyze data to identify phylogenetic patterns or relationships, showing that
homeostatic mechanisms reflect both continuity due to common ancestry
and change due to evolution in different environments.
6. TSW connect differences in the environment with the evolution of homeostatic
mechanisms.
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Copyright © 1988-2013
7. TSW connect concepts in and across domains to show that timing and
coordination of specific events are necessary for normal development in an
organism and that these events are regulated by multiple mechanisms.
8. TSW use a graph or diagrams to analyze situations or solve problems
(quantitatively or qualitatively) that involve timing and coordination of
events necessary for normal development in an organism.
9. TSW justify scientific claims with scientific evidence to show that timing and
coordination of several events are necessary for normal development in an
organism and that these events are regulated by multiple mechanisms.
10. TSW compare and contrast processes by which genetic variation is produced and
maintained in organisms from multiple domains.
Suggested Chapters (Campbell):
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27 - Bacteria and Archaea
28 - Protists
29 - Plant Diversity I
30 - Plant Diversity II
31 - Fungi
32 - An Overview of Animal Diversity
33 - An Introduction to Invertebrates
34 - The Origin and Evolution of Vertebrates
Suggested Chapters (Starr):

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21 – Viruses and Prokaryotes (21.6, 21.7)
22 – Protists – The Simplest Eukaryotes
23 – The Land Plants
24 – Fungi
25 – Animal Evolution – Invertebrates
26 – Animal Evolution – The Chordates
Suggested Overview of Lecture and Discussion Topics:
1.
2.
3.
4.
5.
6.
Bacteria and Archaeans: Structure, function and diversity
Diversity of Protists
Introduction to Plants - evolutionary trends
Fungi - traits and classification
Invertebrate Evolution - Diversity and life cycles
Vertebrate Evolution - Traits and trends
Suggested Activities:
1. Classify organisms using and Identification (Taxonomic) key:
http://userwww.sfsu.edu/biol240/labs/lab_05phylogeny/pages/keys.html
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QSI AP BIOLOGY E08 SEC
Copyright © 1988-2013
Technology Links:
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Microbiology Resources: This site links you to many articles on infectious
diseases, their causes their effects.
Protist Information Server: This site links you to images of protists. A useful site
for AP students who need to review for the protist lab practical.
Image Collection Ranging from Bacteria to Animals: This is a huge site with
many useful images. Some images are black and white and some are in color.
Tree of Life: A collaborative Internet project containing information about
phylogeny and biodiversity.
Invertebrate Zoology: A collection of pictures and information about the
invertebrate phyla.
Marine Ecology Images and Movies: A wonderful collection of marine animals.
Marine Photo Gallery: Another useful site with links to many different images of
marine animals.
Chickscope: An excellent review of chick development, complete with images and
movies.
Animal Diversity Tutorial: An excellent interactive tutorial on the different phyla
of animals.
Water Critter Key: Good for animals, and some protists.
Virtual Pond Dip: Good for protists and some animals. Look at the giant jar and
also click on Pond Life Identification Kit.
Shape of Life: Good for all phyla.
Overview of Animal Phyla: Good for all phyla.
Animal Diversity Web: Good for vertebrates.
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QSI AP BIOLOGY E08 SEC
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Suggested Rubric:
The students will be evaluated for each unit according to the following rubric:
Above Mastery (A)
Mastery (B)
In Progress (P)
Multiple Choice Unit
Exam (s)
93% or better
86% - 92.9%
85.9% or lower
Free Response
Question
8 or better on the
unique rubric written
for each question
5 – 7 on the unique
rubric written for
each question
4 or below on the
unique rubric
written for each
question
Laboratory
Experiment (s)
Laboratory
experiments were
performed, data
collected and
analyzed, and written
in a concise, clear,
and accurate manner
with
graphics/diagrams
neat and complete
and appropriate
terminology
according to
teacher’s instructions.
If formal lab is
requested – use Lab
Report Rubric
Laboratory
experiments were
performed, data
collected and
analyzed, and
written in a
concise, clear, and
accurate manner
with
graphics/diagrams
relatively neat and
complete and
generally
appropriate
terminology
according to
teacher’s
instructions. If
formal lab is
requested – use Lab
Report Rubric
Laboratory
experiments were
performed and
written in a
concise, clear, and
accurate manner
with
graphics/diagrams
lacking in
neatness and
completeness and
some appropriate
terminology
according to
teacher’s
instructions. If
formal lab is
requested – use
Lab Report
Rubric.
Study Guide,
Worksheets,
Homework, and
Notebook
Study Guides,
Worksheets, and
Notebooks are
consistently up to
date, neat, and
accurate.
Study Guides,
Worksheets, and
Notebooks are
relatively up to
date, neat, and
accurate
Study Guides,
Worksheets, and
Notebooks are not
up to date, neat,
and accurate.
Information can be
easily accessed.
Information can be
somewhat easily
accessed.
It is difficult to
access
information.
If a student falls within the ‘P’ range the following steps will be taken to complete the
outstanding unit:
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QSI AP BIOLOGY E08 SEC
Copyright © 1988-2013
1. The student will be automatically be assigned to the after-school homework
tutorial for the duration of the next unit or until mastery of the outstanding unit,
whichever comes first. In the after school homework tutorial, the following steps
should be taken:
a. First, the student must complete all unfinished work for the outstanding
unit.
b. Second, the student will use his/her time to study the necessary material
and ask for additional help if necessary.
c. Third, student will retest if necessary. If the student masters the subject
matter the second time around with an 86% or better and finished all past
work with at least a ‘B’ according to the rubric, he/she will earn a ‘B’.
2. If the student doesn’t master the outstanding unit according to the rubric during
current unit, the unit will be assessed with an H, W, or D. If a W is awarded then
no credit for that unit may be obtained in the current calendar school year, but the
student still may participate in the AP exam in May.
46
QSI AP BIOLOGY E08 SEC
Copyright © 1988-2013