AP® Biology: Course Syllabus 2013-2014 # 1047598v1
Curricular Requirements
CR1
Students and teachers use a recently published (within the last 10 years) collegelevel biology textbook.
CR2
The course is structured around the enduring understandings within the big ideas
as described in the AP® Biology Curriculum Framework.
CR3a Students connect the enduring understandings within Big Idea 1 (the process of
evolution drives the diversity and unity of life) to at least one other big idea.
CR3b Students connect the enduring understandings within Big Idea 2 (biological systems
utilize free energy and molecular building blocks to grow, to reproduce, and to
maintain dynamic homeostasis) to at least one other big idea.
CR3c Students connect the enduring understandings within Big Idea 3 (living systems
store, retrieve, transmit, and respond to information essential to life processes) to
at least one other big idea.
CR3d Students connect the enduring understandings within Big Idea 4 (biological systems
interact and these systems and their interactions possess complex properties) to at
least one other big idea.
CR4a The course provides students with opportunities outside of the laboratory
investigations to meet the learning objectives within Big Idea 1.
CR4b The course provides students with opportunities outside of the laboratory
investigations to meet the learning objectives within Big Idea 2.
CR4c The course provides students with opportunities outside of the laboratory
investigations to meet the learning objectives within Big Idea 3.
CR4d The course provides students with opportunities outside of the laboratory
investigations to meet the learning objectives within Big Idea 4.
CR5
The course provides students with opportunities to connect their biological and
scientific knowledge to major social issues (e.g. concerns, technological advances,
innovations) to help them become scientifically literate citizens.
CR6
The student-directed laboratory investigations used throughout the course allow
students to apply the seven science practices defined in the AP Biology Curriculum
Framework and include at least two lab experiences in each of the four big ideas.
CR7
Students are provided the opportunity to engage in investigative laboratory work
integrated throughout the course for a minimum of 25 percent of instructional
time.
CR8
The course provides opportunities for students to develop and record evidence of
their verbal, written and graphic communication skills through laboratory reports,
summaries of literature or scientific investigations, and oral, written, or graphic
presentations.
Page(s)
2
2, 3, 5, 6,
7, 8, 9, 10
3, 6, 7, 9,
10
3, 6, 7, 8,
9
3, 8
3, 6, 9, 11
3, 6, 7
3, 9, 10
3, 8
3, 8, 11
8, 9, 10
3, 4, 5, 7,
9, 10, 11
3
3
Teaching Philosophy
All students need an opportunity to experience science as a process and not just learn biology as a
collection of unrelated facts. This means that the course should emphasize how scientists use their
observations and readings to ask questions that can lead to new experiments. These experiments
1
build on the work of others and eventually lead to additional evidence on different topics. This
investigative process will be used throughout this AP Biology course. It is important for students to
become excited with discovery as they ask and answer their own questions about natural/biological
phenomena that they see, read about, or experience in the laboratory and field. In addition, it is
critical that students connect new concepts with what they know, with each connection they help
themselves build a solid framework of biological knowledge and scientific know-how. This
framework will help students to enter their future, prepared for whatever may lie ahead of them.
Textbook/Resources:
Reece, Jane et al., Campbell Biology, 7th Edition. Benjamin Cummings, 2005.
[CR1]
Additional Materials: AP Biology 1 & 2 Student Workbooks, BioZone, 2012.
CR1: Students and
teachers use a recently
published (within the
last 10 years) collegelevel biology textbook.
Each student has access to the investigations contained in AP Biology Investigative Labs: an
Inquiry Based Approach, as well as other laboratory investigations as deemed necessary.
Course Organization
This course is structured around the four big ideas and the enduring understandings identified in
the Curriculum Framework. [CR2] All essential knowledge will be taught and all learning objectives
will be addressed through this curriculum. The course will focus on inquiry-based laboratory work
and the use of the seven science practices in both lab and non-lab activities.
The four Big Ideas are:
Big idea 1: The process of evolution drives the diversity and unity of life.
Big idea 2: Biological systems utilize free energy and molecular building blocks to
grow, to reproduce and to maintain dynamic homeostasis.
Big idea 3: Living systems store, retrieve, transmit and respond to information
essential to life processes.
Big idea 4: Biological systems interact, and these systems and their interactions
possess complex properties.
CR2: The course is
structured around the
enduring
understandings within
the big ideas as
described in the AP
Biology Curriculum
Framework.
Students will be given a copy of the big ideas and enduring understandings to self-monitor mastery
of these major organizing tools. The big ideas and enduring understandings will also be posted in
the room. As connections are made across big ideas, a line will join the related enduring
understandings, visually building a web of relatedness as the course progresses. The learning
objectives will be used as a guide to build the rest of the class discussions, not as a checklist to be
marked off through the year, but as a way to help students learn a focused amount of biological
content with the use of specific scientific process skills. Skills will be practiced every day, not
2
necessarily all skills every day, but each day at least one skill will be used to
introduce the biological content students study. [CR2], [CR3a], [CR3b], [CR3c],
[CR3d], [CR4a], [CR4b], [CR4c] & [CR4d]
To help students apply biological, scientific knowledge and critical thinking skills to
major issues of social concern, they will read articles and view films that involve
biotechnological advances and phenomena with severe environmental impact and
implications. Students will follow with a written discussion informed by viable
sources, explaining the significance of, controversy surrounding, and impact of
these issues and technologies. Through these activities, students are challenged
with opportunities to see applied biology beyond their textbook content. [CR5]
Investigative Component
Laboratory investigations make up a minimum of 25% of instructional time. [CR7]
Students will conduct a minimum of eight inquiry-based investigations (two per Big
idea). [CR6] Supplemental labs and activities are also used to widen the range of
topics covered in a hands-on, discovery mode. By undertaking a variety of
investigations throughout the course, all seven science practice skills will be used by
students on a regular basis with a goal of leading students toward open inquiry
investigations. The science practice skills need to be honed over the entire course
and reinforced through opportunities to make observations, ask questions based on
those observations, and investigate their own questions both in and out of the
designated lab times. It is critical for me, as an instructor, to help students discover
how the biological world works as we know it--and to learn how to investigate the
biological world that is still unknown. That is why the investigations are a key to this
entire course.
Students will maintain a written record (lab notebook) of investigations conducted.
In addition, they will be asked for the following throughout the course: [CR8]
 Formal lab report that emphasizes the development and testing of a
hypothesis, the ability to organize collected data, and the ability to analyze
and clearly discuss the results.
 Poster presentations (create poster with main investigation components;
present to small groups or whole class; field questions).
 Self-assessments of their ability to work in group investigations that will
often be conducted in teams of 2 or 3 in order for students to develop
group skills and learn the importance of collaboration among scientists.
3
CR5: The course
provides students with
opportunities to connect
their biological and
scientific knowledge to
major social issues (e.g.
concerns, technological
advances, innovations)
to help them become
scientifically literate
citizens.
CR7: Students are
provided the
opportunity to engage in
investigative laboratory
work integrated
throughout the course
for a minimum of 25
percent of instructional
time.
CR6: The studentdirected laboratory
investigations used
throughout the course
allow students to apply
the seven science
practices defined in the
AP Biology Curriculum
Framework and include
at least two lab
experiences in each of
the four big ideas.
CR8: The course
provides opportunities
for students to develop
and record evidence of
their verbal, written and
graphic communication
skills through laboratory
reports, summaries of
literature or scientific
investigations, and oral,
written, or graphic
presentations.
Course Schedule
Big Idea 4: Interactions
Big Idea 3: Information
perform data analysis &
evaluate evidence
work with scientific
explanations/theories
connect & relate
knowledge
5.
Big Idea 2: Energy Processes
plan & implement data
collection strategies
4.
Big Idea 1: Evolution
engage in scientific
questioning
3.
7.
use mathematics
2.
6.
use representations and
models
1.
The following table describes how the enduring understandings/essential knowledge statements,
learning objectives and seven science practices are the focus of each unit within the course. Due to
the reduction in required content for AP Biology, all sections of each chapter will not be covered
and/or may be used for reference as needed. The outlined timeline is approximate. Assignments
include many ways to meet the objectives (worksheets, readings, dry labs, wet labs, Free Response
writing, projects, etc.), and a few of these activities have been elaborated upon in order to fully
demonstrate the incorporation of curricular requirements. These assignments connect biological
content across big ideas.
Units and Activities
(Big Ideas & Science Practices)
Unit 1: Introduction
Safety Lecture
Scientific roots/stems worksheet
X
Scientific Method
X
Unit 2: Evolutionary Biology and Biodiversity
Chi-square M&M Lab and Questions
X
X
X
X
Hardy-Weinberg Lab [CR6]
X
X
X
X
X
X
X
X
Cladograms Activity
X
X
X
X
X
X
X
BLAST Lab [CR6]
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Artificial Selection Lab [CR6]
Geologic Time Activity
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Unit 3: Chemistry of Life
What’s in Your Food?
Macromolecule Testing Lab
Macromolecule Model Building
X
X
X
Unit 4: Introduction to Homeostasis and Response to the Environment
Microscopy Lab
X
Elodea Osmosis Lab
Diffusion Across Semipermeable
Membrane Lab
Diffusion and Osmosis Lab [CR6]
X
X
X
X
X
X
X
X
4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Unit 5: Making New Cells and Organisms
Mitosis & Meiosis Lab [CR6]
X
X
X
Mitosis, Meiosis, and Fertilization
X
X
X
X
X
X
X
X
X
X
X
X
Genetics of Organisms Lab [CR6]
Genetics Activity
X
X
X
Unit 6: Protein Synthesis and Function
Biotechnology Lab 1: Bacterial
Transformation [CR6]
From Gene to Protein –
Transcription and Translation
Enzymes Help Us Digest Food
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Unit 7: Cell Processes/Connections: Photosynthesis & Plant Homeostasis; Plant Form & Function
Photosynthesis Lab [CR6]
X
X
Tropisms
X
Water Movement in Plants Activity
X
X
Transpiration Lab [CR6]
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Unit 8: Cell Processes/Connections: Respiration & Animal Homeostasis; Animal Form & Function
Cellular Respiration Lab [CR6]
X
X
X
X
X
X
X
X
X
Regulation of Human Heart Rate
X
X
X
X
X
X
X
X
X
The Kidney and Homeostasis
X
X
X
X
X
Liver Enzyme Activity [CR6]
X
X
X
X
Rat Dissection Lab
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Unit 9: Ecology/Behavior
Energy Dynamics [CR6]
X
X
X
X
X
X
X
Fruit Fly Behavior [CR6]
X
X
X
X
X
X
X
X
Brine Shrimp Lab
X
X
X
X
X
X
X
X
Unit Summaries
Unit 1: Introduction [CR2]
Reading: Chapters 1
Enduring understandings to be addressed: 2A; 3A; 4A-B
Discussion Topics and Skills:
Introduction to the four big ideas and enduring understandings
Essential questions:
 How have scientists worked together to investigate the science behind the
concepts of biology?
 How have scientists build upon the discoveries of other scientists to develop a
more complete picture of the world around us?
 How are scientists able to test the validity of their ideas?
o Hypothesis vs. Theory
5
CR2: The course is
structured around the
enduring
understandings within
the big ideas as
described in the AP
Biology Curriculum
Framework.


o Objectivity vs. Subjectivity
o Effect of scientific research and technology on society
How are organisms defined based on the properties of life?
How is homeostasis maintained by an organism; feedback regulation?
 How are organisms organized; what is the energy flow within an ecosystem?
Process of science reviewed: [CR4a]
 Scientific method, emphasizing that there is not one way to do science
 Scientific hypothesis vs. theory explained
 Practice with data collection, analysis, and presentation
 Become familiar with the etymology of scientific terms
Assignments:
How to write an FRQ essay: Acid Rain and its Effects on Forest Ecosystems
CR2: The course is
structured around the
enduring understandings
within the big ideas as
described in the AP
Biology Curriculum
Framework.
CR3a: Students connect
the enduring
understandings within
Big Idea 1 (the process of
evolution drives the
diversity and unity of life)
to at least one other big
idea.
CR3b: Students connect
Unit 2: Evolutionary Biology and Biodiversity [CR2]
the enduring
Reading: Chapters 22-25
understandings within
Enduring understandings to be addressed: 1; 2A-B, 2D-E; 3A, C; 4B, C
Big Idea 2 (biological
Discussion Topics and Skills:
systems utilize free
1. Evidence of Evolution
energy and molecular
a. Describe and justify the evidence Darwin used to develop the theory of
building blocks to grow,
natural selection
to reproduce, and to
2. Microevolutionary Processes
maintain dynamic
homeostasis) to at least
a. Distinguish between microevolution and macroevolution
one other big idea.
b. Relate differences that occur in gene pools, alleles, and allele frequency
to each other
CR3d: Students connect
c. Calculate allele frequencies in populations in Hardy-Weinberg
the enduring
equilibrium section
understandings within
d. Distinguish the founder effect from a bottleneck
Big Idea 4 (biological
e. Distinguish between an adaptation and an evolution adaptation
systems interact and
3. Evolutionary Patterns, Rates, and Trends
these systems and their
a. Discuss the biological species concept; and how pre/post-zygotic
interactions possess
mechanisms, allopatric and sympatric speciation contribute to this
complex properties) to at
least one other big idea.
concept
b. Explain the relationship between gene flow and genetic divergence
c. Explain phylogenetic trees to see how taxonomy reflect evolutionary
CR4a: The course
history
provides students with
d. Discuss a model illustrating mass extinctions
opportunities outside of
4. Life’s Origin and Early Evolution
the laboratory
a. Summarize and compare current hypotheses for how and where life
investigations to meet
began
the learning objectives
b. Explain how we know DNA is the hereditary material, as opposed to
within Big Idea 1.
other materials
c. Describe how the endosymbiosis theory may help explain the origin of eukaryotic cells;
describe the modern evidence supporting this theory
d. Understand the basic timeline of the evolution of life and the key events along the
timeline
6
5. Discuss and compare the kingdoms in relation to evolution of structures,
metabolism, and cellular organization; classification (systematics, phylogeny,
cladograms); role in biosphere; life cycles [CR3a], [CR3b], [CR3d]
Assignments:
Chi-square M&M Lab and Questions
Hardy-Weinberg Lab [CR6]
Cladograms Activity [CR3d]
BLAST Lab [CR6]
Artificial Selection Lab [CR6]
Geologic Time Activity
Unit 3: Chemistry of Life [CR4a], [CR2]
Reading: Chapters 2-5
Enduring understandings to be addressed: 2A; 3A; 4A-B
Discussion Topics and Skills:
 How does energy transfer occur at the molecular level within cells?
1. Identify basic elements of living organisms
2. Distinguish between inorganic and organic compounds
3. List and describe water’s unique properties; relate properties to structure;
describe importance of these properties to living organisms
4. Describe characteristics, structure, and function of organic compounds
(relate to cellular structure and function); carbohydrates, proteins, lipids,
nucleic acids
5. Contrast condensation reactions to hydrolysis
Assignments:
What’s in Your Food? Macromolecule Testing Lab
Molecular Model Building
Unit 4: Introduction to Homeostasis and Response to the Environment [CR2]
Reading: Chapters 6, 7
Enduring understandings to be addressed: 1B-C; 2A-D; 3B, D-E; 4
Discussion Topics and Skills:
1. Demonstrate proper microscope techniques
2. Cell structure and function
a. Calculate surface-to-volume ratios in comparing cells of different sizes
b. Construct models comparing key differences between prokaryotic and
eukaryotic cell structure
3. A closer look at cell membranes
a. Investigate elements of the fluid mosaic model
b. Explain the concept of selective permeability as it pertains to cell
membrane function
c. Compare cell communication processes in different types of organisms
d. Distinguish between active and passive transport
4. Plants and Animals—Common Challenges [CR3a & CR3b]
a. Define homeostasis in relation to organism’s internal environment
b. Compare negative and positive feedback processes in a plant and
animal
7
CR6: The studentdirected laboratory
investigations used
throughout the course
allow students to apply
the seven science
practices defined in the
AP Biology Curriculum
Framework and include
at least two lab
experiences in each of
the four big ideas.
CR4a: The course
provides students with
opportunities outside of
the laboratory
investigations to meet
the learning objectives
within Big Idea 1.
CR2: The course is
structured around the
enduring
understandings within
the big ideas as
described in the AP
Biology Curriculum
Framework.
CR3a: Students connect
the enduring
understandings within
Big Idea 1 (the process
of evolution drives the
diversity and unity of
life) to at least one
other big idea.
CR3b: Students connect
the enduring
understandings within
Big Idea 2 (biological
systems utilize free
energy and molecular
building blocks to grow,
to reproduce, and to
maintain dynamic
homeostasis) to at least
one other big idea.
c. Illustrate, with examples, how a cell uses diffusion and active transport
to maintain an internal environment
d. Evaluate data that are suggested to indicate circadian rhythms in
organism
e. Explain the process of apoptosis; explain the Hayflick limit and
senescence in regards to aging
Assignments:
Microscopy Lab
Elodea Osmosis Lab
Diffusion Across Semipermeable Membrane Lab
Diffusion and Osmosis Lab [CR6]
Unit 5: Making New Cells and Organisms [CR2]
Reading: Chapters 12-16
Enduring understandings to be addressed: 1A, C; 2A, E; 3A, C; 4A, C
Discussion Topics and Skills:
1. Phases of/regulation of cell cycle [CR3c] & [CR4c]
a. Compare each stage of the cell cycle in normal vs. cancerous cells
b. Explain the difference between mitotic division and cytokinesis;
compare differences in the processes between animal and plant cells
c. Discuss the process by which cancers form [CR5]
2. Meiosis and sexual reproduction [CR3c]
a. Investigate the stages of meiosis
b. Distinguish between the processes of mitosis and meiosis; distinguish
between somatic and germ cells
c. Explain how genetic variation in sexual life cycles contributes to
evolution
3. Mendelian genetics and laws of inheritance
a. Investigate Mendel’s experiments; explain Law of Segregation vs. Law of
Independent Assortment
b. Calculate probabilities of offspring using monohybrid and dihybrid
crosses with Punnett squares
4. Describe inheritance patterns as they pertain to chromosomes; gene linkage
and sex-linked genes
5. Investigate the molecular basis of inheritance
a. Describe DNA replication
Assignments:
Mitosis & Meiosis Lab [CR6]
Mitosis, Meiosis, and Fertilization
Genetics of Organisms Lab [CR6]
Genetics Activity
Unit 6: Protein Synthesis and Function [CR2]
Reading: Chapters 12-16, 20
Enduring understandings to be addressed: 1; 2E; 3A-C; 4A, C
Discussion Topics and Skills:
1. DNA Structure and Function [CR3b] & [CR4d]
8
CR3c: Students connect
the enduring
understandings within
Big Idea 3 (living systems
store, retrieve, transmit,
and respond to
information essential to
life processes) to at least
one other big idea.
CR4c: The course
provides students with
opportunities outside of
the laboratory
investigations to meet
the learning objectives
within Big Idea 3.
CR6: The studentdirected laboratory
investigations used
throughout the course
allow students to apply
the seven science
practices defined in the
AP Biology Curriculum
Framework and include
at least two lab
experiences in each of
the four big ideas.
CR5: The course provides
students with
opportunities to connect
their biological and
scientific knowledge to
major social issues (e.g.
concerns, technological
advances, innovations)
to help them become
scientifically literate
citizens.
CR2: The course is
structured around the
enduring understandings
within the big ideas as
described
in the connect
AP
CR3b: Students
Biology
Curriculum
the enduring
Framework.
understandings within
Big Idea 2 (biological
systems utilize free
energy and molecular
building blocks to grow,
to reproduce, and to
maintain dynamic
homeostasis) to at least
one other big idea.
a. Discuss the historical events leading to our current knowledge of DNA
b. Draw a DNA molecule, labeling the parts of a nucleotide
c. Create a model to demonstrate how double-stranded DNA replicates
from stockpiles of nucleotides
2. From DNA to Protein
a. Compare/contrast DNA and RNA
b. Describe the stages of protein synthesis; translate a DNA code into a
polypeptide chain using previous model
c. Cite and example of a change in one DNA base pair that has a profound
effect on human phenotype (sickle cell anemia); revisit heterozygote
advantage of this trait and malaria [CR5]
d. Investigate some of the environmental agents that can cause mutation
and the type of mutations these agents cause
e. Explain why mutations in germ cells are usually more of a problem than
mutations in somatic cells
3. Controls over genes [CR3d]
a. List and define the levels of gene control in eukaryotes; contrast this with
prokaryotic gene control
4. Studying and manipulating genomes [CR3d] & [CR5]
a. Debate the value of using modern techniques, such as recombinant DNA,
using DNA fragments, in the production and use of transgenic organisms
Discussion: Watch “GATTACA,” discuss the bioethical quandaries of bioengineering in an
essay [CR5]
Assignments:
Biotechnology Lab 1: Bacterial Transformation [CR6]
From Gene to Protein – Transcription and Translation
Enzymes Help Us Digest Food
Unit 7: Cell Processes/Connections: Photosynthesis & Plant Homeostasis; Plant form &
function [CR2]
Reading: Chapters 8, 10, 29, 36, 38, 39
Enduring understandings to be addressed: 1B-C; 2A; 4
Discussion Topics and Skills:
1. Where it starts—Photosynthesis [CR3a] & [CR4b]
a. Create models of plant structures related to process of photosynthesis
b. Analyze data of energy use comparing autotrophs and heterotrophs
c. Describe the major processes that occur in the two stages of
photosynthesis; associate each reaction to a particular cell component
d. Compare/contrast noncyclic and cyclic pathways; relate to evolution in
plants
e. Describe evolutionary trends for dealing with differing climate conditions
(C3, C4, and CAM plants)
2. Plant homeostasis & support [CR3b]
a. Explain how plant cells regulate the movement of water and organic
materials (bulk flows, translocation, and cohesion-tension theory)
b. Model the experiments leading to the understanding of the role of each
class of plant hormones
c. Create time-lapse movie of tropisms and explain how each is regulated
9
CR5: The course
provides students with
opportunities to
connect their biological
and scientific
knowledge to major
social issues (e.g.
concerns, technological
advances, innovations)
to help them become
scientifically literate
citizens.
CR3d: Students
connect the enduring
understandings within
Big Idea 4 (biological
systems interact and
these systems and their
interactions possess
complex properties) to
at least one other big
idea.
CR4b: The course
provides students with
opportunities outside
of the laboratory
investigations to meet
the learning objectives
within Big Idea 2.
CR6: The studentdirected laboratory
investigations used
throughout the course
allow students to apply
the seven science
practices defined in the
AP Biology Curriculum
Framework and include
at least two lab
experiences in each of
the four big ideas.
CR3a: Students connect
the enduring
understandings within
Big Idea 1 (the process
of evolution
drives
the
CR3b:
Students
connect
diversity
and unity of
the
enduring
life)
to at least one
understandings
within
other
big2idea.
Big Idea
(biological
systems utilize free
energy and molecular
building blocks to grow,
to reproduce, and to
maintain dynamic
homeostasis) to at least
one other big idea.
d. Interpret data collected about the activity of organisms with circadian cycles and
biological clocks and compare to organisms without photoperiodic
CR3a: Students connect
responses
the enduring
e. Describe the action of phytocrome and the role it plays in long-day,
understandings within Big
short-day and day-neutral plants
Idea 1 (the process of
3. Plant form & function [CR3a]
evolution drives the
a. Compare the structural adaptations of nonvascular and vascular plants
diversity and unity of life)
b. Describe the contribution of seed production and flowers to the success
to at least one other big
of terrestrial plants
idea.
c. Identify the steps of the gametophyte-sporophyte life cycle; compare
the life cycles of vascular and nonvascular plants
d. Describe the forces that drive the transport of materials in plants over a range of
distances
CR6: The student-directed
Assignments:
laboratory investigations
Photosynthesis Lab [CR6]
used throughout the
Tropisms
course allow students to
Water Movement in Plants Activity
apply the seven science
Transpiration Lab [CR6]
practices defined in the
Unit 8: Cell Processes/Connections: Respiration & Animal Homeostasis; Animal Form
& Function [CR2]
Reading: Chapters 8, 9, 32-34, 40, 45-49
Enduring understandings to be addressed: 1B-C; 2A; 4
Discussion Topics and Skills:
1. How cells release chemical energy [CR4b]
a. Illustrate differences between anaerobic and aerobic respiration pathways
b. Compare the major stages of aerobic respiration in plants and animals;
associate each to a particular cell component
c. List some sources of energy (other than glucose) that can be fed into the
respiratory pathways
2. Animal Homeostasis: What roles do the following play in maintaining
homeostasis in animals?
 Neural control
 Sensory perception
 Endocrine control
 Immunity
 Internal Environment
Discussion: Why is high blood pressure called the “silent killer?” What can you do to
avoid high blood pressure (explore societal and environmental concerns) [CR5]
Assignments:
Cellular Respiration Lab [CR6]
Regulation of Human Heart Rate
The Kidney and Homeostasis
Liver Enzyme Activity [CR6]
Rat Dissection Lab
Unit 9: Ecology/Behavior [CR2]
Reading: Chapters 50-52, 54, 55
10
AP Biology Curriculum
Framework and include at
least two lab experiences
in each of the four big
ideas.
CR2: The course is
structured around the
enduring understandings
within the big ideas as
described in the AP
Biology Curriculum
Framework.
CR4b: The course
provides students with
opportunities outside of
the laboratory
investigations to meet
the learning objectives
within Big Idea 2.
CR5: The course provides
students with
opportunities to connect
their biological and
scientific knowledge to
major social issues (e.g.
concerns, technological
advances, innovations) to
help them become
scientifically literate
citizens.
Enduring understandings to be addressed: 1A; 2A, C-E; 3E; 4
Discussion Topics and Skills:
1. Population Ecology [CR3d] & [CR4d]
a. Analyze and interpret logistic and exponential growth curves
b. Convert data tables into different survivorship curves and age structure
diagrams
2. Community structure and biodiversity [CR3d] & [CR4d]
a. Contrast types of symbiosis
b. Relate community interactions to coevolution
c. Compare succession within different communities
3. Ecosystems [CR3d] & [CR4d]
a. Compare biogeochemical cycles in terms of the role of different
organisms
b. Analyze trophic levels and calculate flow of energy through food
chain/web/pyramid
4. Biosphere [CR3d] & [CR4d]
a. Students report on different biomes
b. Discussion topic: Impact of humans on the biosphere—what can we do?
what should we do? how do our decisions/actions affect other species?
5. Behavioral Ecology [CR3d] & [CR4d]
a. Compare animal behavior in different environments and to different
stimuli
b. Compare/contrast the role of the environment and genes on behavior
with both animal and plant examples
c. Explain how adaptive behavior, social behavior, selfish behavior, and
altruism can all promote an individual’s reproductive success (fitness);
what are the costs/benefits of each behavior?
Assignments:
Ecology: Graphically depict the survivorship curves of three different species and
explain the differences between them [CR4d]
Energy Dynamics [CR6]
Fruit Fly Behavior [CR6]
Brine Shrimp Lab
11
CR3d: Students connect
the enduring
understandings within
Big Idea 4 (biological
systems interact and
these systems and their
interactions possess
complex properties) to at
least one other big idea.
CR4d: The course
provides students with
opportunities outside of
the laboratory
investigations to meet
the learning objectives
within Big Idea 4.
CR6: The studentdirected laboratory
investigations used
throughout the course
allow students to apply
the seven science
practices defined in the
AP Biology Curriculum
Framework and include
at least two lab
experiences in each of
the four big ideas.