Advanced Placement Biology Course Narrative and Syllabus

Curricular Requirements for AP Biology

The course provides instruction in each of the following content areas 1. Science as Process2. Evolution3. Energy Transfer4. Continuity and Change5. Relationship of Structure to Function6. Regulation7. Interdependence in Nature8. Science, Technology and Society

The theme of Evolution is pervasive throughout the course. Evolution is the “glue” that transforms all of the information that we will encounter from unrelated facts into “biology”.

Societal, biotechnical, and environmental implications of biology will be explored by using case studies in medicine during the exploration of organ systems and carried through the ecology section of the curriculum.

However, each of the specified themes echoes throughout the entire course:

Science as a process is an overarching principle in that every lab we conduct is approached from this vantage point. Students are challenged to use the scientific method and think critically about the data they generate. The conclusions that we generate are complete with an error analysis section and a section where students think of possible extensions of the lab into the current scientific world.

Evolution is the main theme of the course. I use Richard Dawkins’ “The Ancestor’s Tale” as a supplement to my text and challenge the students to think in Darwinian terms from day one. It is explicitly clear that without the concept of evolution holding it together, what we have is a pile of facts; a trivia game. However, when the glue of evolution by natural selection is applied to these facts, it galvanizes them and allows predictions to be made and affords continuity to our subject. I use the video series “Evolution: A journey into where we’re from and where we’re going” published by WGBH Boston Video. It is an 8 hour series of videos designed to introduce students to the topic. This videos are on my E-Board as well as my Power Media Plus page so that my students can watch from home or any other computer with an internet hookup. We do a project where students get into teams and work on a presentation where members of the team assume roles of paleogeologist, developmental biologist, physical anthropologist, and embryologist. The students research their role and then contribute to a presentation on “proof of evolution”.

Energy transfer is a concept that is hit hard in the first few weeks and then revisited periodically throughout the year. We study the laws of thermodynamics and look to apply them to biochemical pathways. In particular we devote much time and attention to the endothermic/exothermic reactions, the oxidations and reductions, and electron movement in glycolysis (my students are forced to memorize the entire glycolytic pathway, all in’s and outs, all oxidations, reductions….). We then study the Kreb’s cycle, and electron transport. We look at photosynthesis through this same lens. This theme is revisited when we speak of membranes and movement across them. When we speak of nerve cell and depolarization/repolarization… Repeatedly throughout the course we look to energetics to show us, for example where the energy comes from to accomplish cellular work like DNA replication and mitosis/meiosis.

In support of the continuity and change theme, we manipulate the DNA of organisms. We perform several labs that highlight this theme. Including, but not limited to inserting a glow in the dark plasmid into E. coli. We mutate E.coli DNA using UV light. We often couple this theme with the theme of evolution to try to underscore the PROCESS of evolution and how it progresses.

The structure/function theme is again, one that starts day one and is never let go. We perform daily short writing assignments and Friday long writing assignments of which many are devoted to this theme. Counter current exchange is a favorite of our students. Hollow bird bones, eyeless cave fish… We hit this over and over. And, again, we tie it to mutation and evolution because they CANNOT be untied.

The regulation theme is covered in many spots, but none more obvious than the idea of feedback loops. We speak to these topics especially in the endocrine system but we also have them come up in many current events discussions such as the steroid issue that we breach many, many times a year. We talk of regulation in the kidney, the digestive system… It, again is a theme that is woven into the fabric of MY subject. We constantly allude to these themes because essentially the ARE the subject. The rest is trivia. Plant regulation is another topic, auxin/cytokinin interplay, phototropism… We even do a lab designed around blood pressure, heart and respiration rates and exercise. We watch these variables escalate and subsequently decline back to normal. The students are challenged to elucidate the regulatory pathways that the body utilizes to accomplish this activity.

We look quite intensely at the theme of interdependence in nature. From Myxotricha paradoxa (a fascinating protist that seems to be “caught in the act” of endosymbiosis); to interplay between fungi and plants in the plant’s root systems (mycorrhizae); to symbiotic relationships between ants and acacia trees... We, however, are uniquely perched here at my high school because we have a greenhouse attached to my classroom and because we are in the midst of constructing a 10,000 square foot pond with a bog, stream, and waterfall in one of our courtyards. Students in the AP course will be challenged to populate this area with predators and prey, plants and insects, herbivores and carnivores. We will study the carrying capacity of the area for the years to come. The concept of keystone species will be an underlying theme in our providing wildlife for this small wildlife preserve. There are also several labs that we run in AP that are going to be

modified to fit our new “outdoor laboratory”. These include the habitat selection lab and the dissolved oxygen and primary productivity lab. These two labs will be conducted monthly in our pond area and will serve as one of our “controls” for this huge outdoor endeavor. We utilize the greenhouse to illustrate plant tropisms and plant/insect interactions. The greenhouse is a huge asset to our program and we design many lessons that are conducted in this setting.

The final theme of science, technology, and society is stated and restated frequently. We look at the issue of DNA fingerprinting and it’s impact on our judicial system especially in the light of the new idea of tetragametic chimeras (and the incidence of such). Students must read “Hot Zone” or “Deception Point” over the summer and do a 5 page report on the book. These books are the epitome of science and technology and the impact they have on society. Hot zone is about the Ebola virus, it’s outbreaks and the virus hunters that chase it (across the globe). Deception Point (although fictional) illustrates the role that NASA and our tax dollars plays in the future of science. We do forensic DNA fingerprinting as well as a mock crime scene.

I hold many, many Socratic seminar style classes during the year any or all of which speak to these themes and topics. Again, they are the underpinning of the entire world of Biology and any course that did not include them would be remiss and short change the student. We read and write every day as our opener and these openers revolve around articles and snippets of books that deal with these themes. Every Friday we write an official essay taken from a past AP test. Students are urged to include these themes in their writing wherever and whenever possible.

Classroom Schedule

The AP Biology class meets for 75 minutes a day and is a full-year course

Classroom Expectations and Procedures Students should be on time Students should be prepared for each class period with necessary materials and

assignments Students will be prompted to write for five to ten minutes at the beginning of most

class periods Students are expected to complete assigned readings before coming to class

Lecture Outlines and Workbook Students will be given a lecture outline for each chapter. This outline will be the

basis for the teacher’s lecture in class and therefore, students are strongly encouraged to take notes on assigned readings using the lecture outline as a guide.

The student workbook that accompanies the student textbook contains activities and assignments that are will assist in the reinforcement of relevant concepts and content addressed in class.

HomeworkHomework assignments will vary between traditional, nightly assignments and long term assignments that will stress time-management skills. In addition to specific assignments, students are expected to study material that has been previously covered.

AssessmentsAP Biology tests are designed to proportionally mirror the time allotments of the AP Exam (i.e. 22 minutes per free response)

Primary text:Biology Concepts and Connections by Campbell, Reece, Taylor, and Simon. 5th Edition. Pearson/Benjamin Cummings.ISBN 0-8053-7160-5. Copyright 2006.

Ancillary Text (weekly excerpts as opening readings and homework):The Ancestor’s Tale. By Richard Dawkins. Mariner/Houghton Mifflin.2004ISBN 0-618-00583-8

Student Workbook:Biology Concepts and Connections Study Guide by Richard Liebaert. 5th Edition. Pearson/Benjamin Cummings. Copyright 2006ISBN 0-8053-7116-8

Laboratory Text:The College Board / AP Biology Lab Manual. Copyright 2001.College Entrance Examination Board.

Ancillary Laboratory Materials:Neo/Sci. Neo/Lab collection. Interactive CD Rom Series. To accompany hands on laboratory investigations. Copyright Neo/Sci. www.neosci.com

Goals of the Course:

Students are prepared to be critical and independent thinkers who are able to function effectively in a scientific and technological society.

Students will demonstrate a clear knowledge of the eight major themes of the AP Biology course that are embedded in the three overarching conceptual topics (molecules and cells, heredity and evolution, organisms and populations).

Students will be fully prepared for their college biology experience and will be leaders among their peers when they are challenged in college.

Students will perform at a high level on the AP exam in May. Students will master all 12 labs and be able to extrapolate ideas from the labs into

real world situations.

In the laboratory setting, students will:

Come to class on designated lab day with the lab read and written up; that is, all procedures must be rewritten into students’ language and all charts must be drawn before admittance into lab is granted.

Physically manipulate equipment and materials in order to make relevant observations and collect data.

Use data to arrive at logical scientific conclusions. Apply the scientific method in order to utilize these labs as reinforcement of the

major themes of the course. Students have access to the series of CD-ROMS by Neo/Sci if they are having

conceptual problems with the hands on lab. Students will emerge from this program with enthusiasm about the natural world

and renew their curiosity and appetite for knowledge.

Laboratory Activities and Responsibilities: Students will perform 12 mandatory hands on labs as outlined by the College

Board. We will use the publication supplied by the College Board. Labs are not done in numeric order but, rather, embedded into the framework of the flow of text (see sequence of events).

Students are expected to copy all procedures and charts into a research quality lab notebook, resulting in an ability to work independently in a lab setting.

Students must be prepared to verbalize concepts and implications of results generated in lab exercises.

General Guidelines and format for Lab Journals and Exercises:

You are required to have a lab journal with sewn in pages or you can embed the lab exercises into your three ring binders. You are required to prepare the lab prior to the actual day of the lab exercise. This “prep” must include written completion of #1-3 below, and blank data charts (#4) for your entries during the lab exercise. If you fail to prep the lab, you will not be permitted to perform the lab exercise during your normal lab period (you must make it up) and, you will lose points.

Your experimental summary should contain six sections:

1. Abstract: A written purpose or objective of the experiment. This statement should convey (in one or two sentences) the reason for doing the lab. In essence, what did you expect to learn from the experiment? In addition, an hypothesis may need to be included. This is a statement of the expected results, usually in the form of an “if...then.. “ statement.

2. All Materials must be listed (a list is fine).

3. A flowchart of the procedure must be developed. Also, any diagrams of apparatus may be included here. You may not copy word for word; rather, the procedure must be rewritten in your own words.

4. Results: This section contains two parts

a) tables, graphs, and/or diagrams.**

b) a short description describing any major trend that you want the reader to especially note. Be careful NOT to evaluate the significance of the results.

5. Interpretation of Results: A short analysis of your results (this is where you evaluate the significance of the results). Be sure to include how the findings CONNECT with lecture and / or the text. I value the connections you make.

6. Sources of Error: Errors may occur due to procedural and calibration errors (also operator / human error). Where applicable, include percent error information. Include ideas for future study here in this section.

** Tables, graphs, and/or diagrams should be completed using a straight-edge and numbered sequentially with a short title at the top. Include a brief key explaining any symbols... Graphs, tables, & diagrams must be hand written or computer generated. Only drawings may be done in pencil and every student is responsible for drawing their own graphs, tables, & diagrams.

Grading criteria:

75% Assessments25% Workbooks, Homeworks, Labs, class participation, writing prompts, and quizzes

Syllabus:

What follows is a topic-by-topic treatment of the AP Biology Course. Students are expected to use the “lecture guides” as a basis for study and note taking.

September - May (all dates tentative)

Unit 1: The Chemistry of Biology and Cell Physiology (August 28 - September 12) Chapters: 2,3,4 of Campbell Labs: #1 Diffusion and Osmosis Test: September 12 Additional Reading: Richard Dawkins “The Ancestor’s Tale”, p. 517-523

Chapter 2 Lecture Guide: “The Chemical Basis of Life”I. HierarchyII. CHNOPSIII. Atomic Structure

a. protons, neutrons, electronsb. atomic number/atomic massc. radioactive isotopes

IV. VALENCE SHELLS!!!V. Bonds

a. Ionicb. Covalentc. Polar Covalent Bonds

VI. Watera. Unusual Propertiesb. Hydrogen Bonding (implications)c. Universal Solvent

VII. pHVIII. Chemical Reactions

Chapter 3 Lecture Guide: “ The Molecules of Cells”I. Organic Compounds

a. Inorganic compoundsII. Functional GroupsIII. Monomers Polymers

a. Dehydration Synthesisb. Hydrolysis

IV. SugarsV. LipidsVI. ProteinsVII. Nucleic Acids

Chapter 4 Lecture Guide: “A Tour of the Cell”Introduction: the dance begins!

I. Cell Size and Function (Structure and function…….)II. Prokaryotes vs. EukaryotesIII. Eukaryote Cell Physiology

Unit 2: Energetics (September 13 - October 9) Chapters: 5, 6, 7 of CampbellLabs: #2 Enzyme Catalysis, #4Plant Pigments and Photosynthesis, #5 Cell Respiration Test: October 9

Chapter 5 Lecture Guide: “The Working Cell”I. Energy

A. DefinitionB. Laws of ThermodynamicsC. Exothermic vs. EndothermicD. ATP

II. Enzyme FunctionA. Speed up chemical reactionsB. Enzyme specificityC. Optimum Enzyme environmentD. Inhibition

III. Membrane Structure and FunctionA. The Plasma MembraneB. Phospholipid BilayerC. Membrane ProteinsD. Membrane SpecificityE. The Cell WallF. Passive TransportG. OsmosisH. Active TransportI. Exocytosis vs. EndocytosisJ. Chloroplasts and Mitochondria

Chapter 6 Lecture Guide: “How Cells Harvest Chemical Energy”I. Introduction to Cellular respiration

A. Breathing (oxygen exchange)B. Potential chemical energy from sugar to ATPC. ATP

II. Basic Mechanisms of energy release and storageA. Cells harvest energy from electronsB. Hydrogen carriers (NAD)C. Redox reactionsD. Two mechanisms generate ATP

III. Stages of Cellular respirationA. Overview

B. GlycolysisC. Pyruvic acid is chemically groomed for the Kreb’s cycleD. Kreb’sE. ChemiosmosisF. Electron Transport systemG. Each Glucose yields a certain amount of ATPH. Fermentation

IV. Interconnection between molecular breakdown and synthesisA. Many molecules can act as fuel for these reactionsB. We get our raw materials from food / photosynthesis

Chapter 7 Lecture Guide: “Photosynthesis: Using Light to Make Food”I. Overview of Photosynthesis

A. Inside the ChloroplastsB. Splitting water

a. P.S. is a redox reactionC. P.S. occurs in two stages that are linked by ATP and NADPH

II. The Light ReactionsA. Visible light drives the reactionsB. Electron Transport Chains (generate ATP, NADPH, And Oxygen)C. Chemiosmosis (again….but different)

III. The Dark ReactionsA. The Calvin CycleB. Sugar Synthesis

IV. Review and Quirks A. Review

B. CAM and C4 plants

Unit 3: Mitosis and Meiosis and Mendelian Genetics (October 10 - October 24) Chapters: 8 and 9 of CampbellLabs: none Test: October 24 Additional Reading: Richard Dawkins “The Ancestor’s Tale”, p. 405-409

Chapter 8 Lecture Guide: “The Cellular Basis of Reproduction and Inheritance”I. Cell Theory !!!!!!!

A. Like begets like….kinda….sorta….B. Cells from only existing cells….

II. Endosymbiotic Theory A. EvidenceB. ChloroplastsC. Mitochondria

III. MitosisA. Cell CycleB. IPMATC. Cytokinesis

D. CancerIV. Meiosis

A. Homologous PairsB. Gametes: haploid vs. diploidC. IPMAT….IPMATD. Crossing over *******

V. Aberrant chromosome numberA. non-disjunctionB. Down’s syndromeC. Karyotypes

Chapter 9 Lecture Guide: “Patterns of Inheritance”I. Mendel’s Principles

a. In an Abbey Gardenb. Principle of Segregationc. Homologous Chromosomesd. Principle of independent assortmente. Test crossesf. Rules of Probabilityg. Pedigreesh. Inherited disorders

II. Exceptions to Mendel’s Rulesa. Genotypes and phenotypesb. Incomplete Dominancec. Multiple Allelesd. Epistasis and pleiotrophy

III. Chromosomal involvement in the predictability of inheritancea. Mendel’s principals rely on the behavior of chromosomesb. Linkage and linkage groupsc. Crossing Overd. Mapping the genome

IV. Gender and Sex Linkagea. Chromosomal gender determinationb. Sex linked genesc. Why are Males Afflicted??

Unit 4: Molecular Genetics (October 25 - November 17) Chapters: 10,11,12 of Campbell Labs: #3 Mitosis and Meiosis, #6 Molecular Genetics of Organisms Projects: The Drosophilia breeding experiments begin here (Lab #7) Test: November 17 in class and part is take home. Additional Reading: Richard Dawkins “The Ancestor’s Tale”, p. 553-558

Chapter 10 Lecture Guide: “Molecular Biology of the Gene:”I. How we figured out that DNA is the Hereditary Material

II. Structure of DNAa. Watson and Crickb. Rosalind Franklinc. DOUBLE HELIX

III. DNA Replicationa. Specificity of Base Pairingb. Complementarityc. Role of enzymes (ligase, gyrase, polymerase, SSBP…)

IV. The CENTRAL DOGMAa. DNA genotype is expressed as proteins which provide the basis of

phenotypeb. DNA ----- RNA-------Proteinc. Transcriptiond. Translatione. The Genetic Codef. Eukaryotic DNA processing in the nucleusg. tRNAh. Ribosomesi. Initiation, elongation, termination….j. Overview

V. Virusesa. Viruses may insert their DNA into a hosts genomeb. Animal and plant viruses and other economically important pestsc. AIDS…Hepatitis…..mono…Human Viruses

VI. Mutation

Chapter 11 Lecture Guide: “The Control of Gene Expression”I. Prokaryotic operons

a. Inducible (lac operon)b. Repressible (trp operon)

II. Cellular differentiationa. Differentiation via genetic cascadesb. Pluripotential cells / stem cellsc. Cloningd. Applications of genetic technology

i. Stem cellsii. Gene therapy

iii. CloningIII. Eukaryotic Gene Regulation

a. DNA packaging – histonesb. Inactivation of the X chromosomec. Transcriptional controls in Eukaryotesd. Alternative Splicing of mRNAe. Regulation of Translation

IV. Embryonic Developmenta. Genetic Cascades in development

b. Signal transduction pathwaysc. The key developmental genes are ancient and conserved

V. The Genetic Basis of Cancera. Oncogenes and Tumor Suppressor Genes

Chapter 12 Lecture Guide: “DNA Technology and the Human Genome”I. Prokaryotic DNA transfer methods

a. Transformationb. Transductionc. Conjugation

II. Vectors for Gene Movementa. Viral Vectorsb. Plasmids

i. Genomic LibrariesIII. Eukaryotic DNA transfer methods

a. Microsatellitesb. Transposonsc. Expanding triplet repeats

i. Slipped strand mispairingIV. Tools of the trade

a. Restriction Enzymesb. Reverse transcriptasec. Electrophoresisd. PCRe. Micro-Arraysf. Probes

V. Human Genetics and ethical considerationsa. DNA in Courts of lawb. The human genome projectc. Gene therapyd. GM crops/foodse. cloning

Unit 5: Concepts of Evolution (November 17 - December 8) Chapters: 13, 14, 15 of CampbellLabs: Lab #8 Population Genetics and Evolution Test: Dec. 8 Additional Reading: Richard Dawkins “The Ancestor’s Tale”, p. 529-535; 543-552;

278-287; 260-262.

Chapter 13 Lecture Guide: “Concepts of Evolution”I. Evolution: Change over time

a. Da RulesII. Evidence of Evolution

a. Darwin: an historical frameworkb. Fossils

i. How fossils formc. massive evidence

III. Darwin’s Theorya. Natural Selection as the mechanism of evolutionb. direct observation of evolution in actionc. Populations are what evolved. Microevolutione. Hardy Weinberg equation and it’s uses in public healthf. Five conditions of Hardy Weinbergg. Adaptive Change

IV. Variation and Natural Selectiona. Variation is often extensive WITHIN a speciesb. Variation is generated by meiosis and mutation (what about transposons,

microsatellites, expanding triplet repeats????)c. Central Issue: Natural Selection works on Variationsd. Not all variation may have pressure on theme. Reduced variation is a hallmark of endangered speciesf. Darwinian Fitnessg. Three outcomes of selection pressure

i. Stabilizing Selectionii. Directional Selection

iii. Diversifying Selectionh. SEXUAL SELECTIONi. In search of PERFECTIONj. Bacterial resistance to Antibiotics is predicted by evolutionary theory

Chapter 14 Lecture Guide: “The Origin of Species”I. Species Concepts

a. Biological species conceptb. Morphological species conceptc. Genealogical sp3ecies conceptd. Ecological species concept

A. Mechanisms to keep species separatea. Premating mechanismsb. Postmating mechanismsc. Geographic isolation

II. Island Biogeographya. Adaptive radiationb. Darwin’s finchesc. Allopatric speciation vs. Sympatric speciation

III. Reproductive barriers IV. Tempo of Speciation

a. Gradualist modelb. Punctuated equilibriumc. The Subway Mosquito – Culex molestus

Chapter 15 Lecture Guide: “Tracing Evolutionary History”I. Are Birds really Dinosaurs with feathers????II. Fossil record

a. Radiometric datingb. Continental driftc. Pangead. Plate tectonics

III. Mass Extinctionsa. Exaptionb. Adaptive radiation (again)c. Evo-devo genes

i. PaedomorphosisIV. Evolution “wanders”

a. Not towards a goalb. Often a compromise

V. Phylogenetic trees (cladograms)VI. Systemics

a. Latin binomialsb. KPCOFGSc. Homologyd. Molecular Biology

i. Molecular clocksVII. ParsimonyVIII. 5 Kingdoms

Unit 6: Evolution of Diversity (December 11 - December 22) Chapters: 16 & 17 of CampbellLabs: none Test: December 22 Additional Reading: Richard Dawkins “The Ancestor’s Tale”, p. 163-168; 196-201Christmas Break assignment: DNA Microsattelites Packet. Scientific American,

January 1999, p. 94-99. Richard Moxin and Christopher Wills.

Chapter 16 Lecture Guide: “The Origin and Evolution of Microbial Life”I. Early Earth and The Origin of Life (organic chemical evolution)

a. How did life Originateb. Conditions of Early Earthc. Miller and Urey Experimentd. First Polymers

i. Review organic molecules1. proteins2. lipids3. carbohydrates4. nucleic acids

e. RNA as the precursor of life

f. Molecular cooperatives / coacervates / micellesII. Kingdom Prokaryotae

a. Fossil Findsb. Archaebacteria vs. Bacteriac. Bacillus, cocci, spirillusd. Prokaryotic nutritione. EXTREMOPHILES!!!f. Ubiquityg. Cyanobacteria bloomsh. Koch’s Postulates and diseasei. Biological Weapons

III. Kingdom Protistaa. Eukaryotic Development and endosymbiotic theoryb. Protozoansc. Cellular slime moldsd. Plasmodial slime moldse. Photosynthetic protests – algaef. Multicellularity – development – seaweeds…

Chapter 17 Lecture Guide: “Plants, Fungi, and the Colonization of Land”I. Plants and Fungi – a beneficial relationship

a. What is a Plant?II. Plant Evolution and Diversity

a. Charophyceans – ancestor of modern plantsb. Evolutionary history of the plant kingdom

III. Alternation of Generationsa. Haploid and diploid generationsb. Mosses and the dominant gametophytec. Ferns and the development of the dominant sporophyted. Reduction of the gametophyte (trend)e. Gymnospermsf. Angiosperms

i. Flowers (advertisements for better positions)1. Flowers house the gametophyte

g. Fruits: a bribe for a rideh. Coevolution

IV. Kingdom Fungia. Fungi and plants moved onto land togetherb. Fungi employ external digestionc. Three distinct phases of fungal life cyclesd. Lichens and mutualisme. Parasitic fungi

Unit 7: Human Evolution (January 3 - January 12) Chapters: 18 and 19 of Campbell

Labs: none Test: January 12 Additional Reading: Richard Dawkins “The Ancestor’s Tale”, p. 48-58; 71-74.

Chapter 18 Lecture Guide: “The Evolution of Animal Diversity”I. Animal Evolution and DiversityII. Invertebrates

a. spongesb. cnidariansc. bilateral symmetryd. flatwormse. roundwormsf. mollusksg. segmentationh. annelidsi. arthropodsj. insect diversityk. echinodermsl. chordates

III. Vertebratesa. skull and backboneb. jawsc. fishesd. amphibianse. reptilesf. birdsg. mammals

IV. Phylogeny of the Animal Kingdom

a. phylogenetic treesb. humans impact on animal diversity

Chapter 19 Lecture Guide: “Human Evolution”I. Primate Evolution

a. the human story and primate heritageb. apes

II. Hominid Evolutiona. Hominid branch of the primate treeb. upright posturec. the evolution of larger brainsd. modern humans

III. Cultural History and Its Consequencesa. environmental manipulationb. scavenging, gathering, huntingc. agricultured. machine age

Unit 8: Human Organ Systems: Form and Function (digestion, circulation, respiration) (January 13 - January 28) Chapters: 20, 21, 22, & 23 of CampbellLabs: #10 Physiology of the Circulatory System Test: January 28

Chapter 20 Lecture Guide: “Animals: Form and Function”I. The Hierarchy of Structural Organization in an Animal

a. structure and function in the animal bodyb. the hierarchy of animal structurec. tissuesd. epithelial tissuee. connective tissuef. muscle tissueg. nervous tissueh. organsi. organ systemsj. imaging technology and the inner body

II. Exchanges with the External Environmenta. Structural adaptations and enhanced exchangeb. Regulation of internal environmentsc. Negative feedback

Chapter 21 Lecture Guide: “Nutrition and Digestion”I. Obtaining and Processing Food

a. Animal digestionb. Four stages of food processingc. Compartmentalization and digestion

II. Human Digestive Systema. Overview of structureb. the oral cavityc. pharynxd. esophaguse. stomachf. infections and ulcersg. small intestine h. large intestine

III. Diets and Digestive Adaptationsa. Adaptations reflect diet

IV. Nutritiona. three needs of a healthy dietb. chemical energy c. body fat and fad dietsd. vegetarians

e. vitaminsf. essential mineralsg. food labelsh. cardiovascular disease and cancer

Chapter 22 Lecture Guide: “Respiration: The Exchange of Gases”I. Mechanisms of Gas Exchange

a. Overviewb. O2 and CO2 exchangec. Gillsd. Countercurrent flowe. Tracheal system in insectsf. Lungsg. Smokingh. Breathingi. Control of breathing

II. Transport of Gases in Bodya. Hemoglobin and oxygenb. Hemoglobin and carbon dioxidec. Fetal gas exchange

Chapter 23 Lecture Guide: “Circulation”I. OverviewII. Mechanisms of Internal Transport

a. Types b. Vertebrate cardiovascular system

III. The Mammalian Cardiovascular Systema. The human heart and systemb. Structure and function of blood vesselsc. Heart contraction and relaxationd. Pacemakere. Heart attacksf. Blood pressure g. Blood pressure and cardiovascular problemsh. Smooth muscle and blood distributioni. Capillaries and exchange

IV. Structure and Function of Blooda. Cells and plasmab. Red blood cellsc. White blood cellsd. Blood clots and injurye. Stem cells and blood diseases

Unit 9: Organ Systems (Immunity, renal function, reproduction, and development) (January 31 - February 25)

Chapters: 24,25, 26, &27 of Campbell Labs: none Test: February 25 Projects: The Duesberg Phenomenon (The AIDS Heretic)

Chapter 24 Lecture Guide: “The Immune System”I. Nonspecific Defenses Against Infection

a. Nonspecific defensesb. Inflammatory responsec. Lymphatic system

II. Specific Immunitya. Immune responseb. Lymphocytesc. Antigens and antibodiesd. Clonal selectione. The “memory” of immune response f. B cells are the warriorsg. Antibodies are the weaponsh. Antibodies and antigensi. Monoclonal antibodies in labj. T Cellsk. Cytotoxic T cells and cancer preventionl. Molecular fingerprints and the immune system

III. Disorders of the Immune Systema. Malfunction or failure cause diseaseb. Allergiesc. AIDS

Chapter 25 Lecture Guide: “Control of the Internal Environment”I. Thermoregulation

a. Four ways to gain/lose heatb. Heat production, gain, and loss and thermoregulationc. Behavior and body temperatured. Metabolic rate

II. Osmoregulation and Excretiona. Overviewb. Sweatingc. Season dehydrationd. Nitrogenous wastese. Excretory systemf. Overview of the functions of the excretory systemg. Blood filtrate to urineh. Kidney dialysis

III. Homeostatic Functions of the Livera. The liver’s role in homeostasis

Chapter 26 Lecture Guide: “Chemical Regulation”I. The Nature of Chemical Regulation

a. Chemical signalsb. Hormones

II. The Vertebrate Endocrine Systema. Overviewb. They hypothalamus, pituitary, nervous, and endocrine systemsc. Hypothalamus and pituitary functions

III. Hormones and Homeostasisa. Thyroid regulation of development and metabolismb. Hormones and calcium homeostasisc. Pancreatic hormonesd. Diabetese. The adrenal glandsf. Glucocorticoidsg. Gonads

Chapter 27 Lecture Guide: “Reproduction and Development”I. Asexual and Sexual Reproduction

a. In animalsII. Human Reproduction

a. Female anatomyb. Male anatomyc. Meiosisd. Hormones and changes in ovary and uteruse. Human sexual responsef. STD’sg. Contraception

III. Principles of Embryonic Developmenta. Fertilizationb. Cleavagec. Gastrulationd. Organ formatione. Animal development and cellular changesf. Embryonic induction and organ formationg. Pattern formation and organization of the human body

IV. Human Developmenta. The embryo and placentab. From conception to birth c. Childbirthd. Reproductive technology

Unit 10: Organ Systems (Nervous system, locomotion, the senses) (February 28 – March 16)

Chapters: 28, 29, 30 of Campbell

Labs: none Projects: Case Studies in Medicine (Problem Based Learning) Test: March 16

Chapter 28 Lecture Guide: “Nervous Systems”I. Nervous System Structure and Function

a. Sensory input and responseb. Neurons

II. Nerve Signals and Their Transmissiona. Membrane potentialb. Nerve signaling and membrane potentialc. Action potentiald. Communication and synapsese. Complex processing and synapsesf. Neurotransmittersg. Drugs and synapses

III. Nervous Systema. Body symmetryb. Vertebrate nervous systemsc. The peripheral nervous system as a hierarchyd. Regulation of internal environment e. Vertebrate brain development

IV. The Human Braina. The structure of the human brainb. The cerebral cortexc. Injuries, brain operations, and functiond. Sleep and arousale. The limbic system and emotions, memory, learningf. Cellular changes and learning/memory

Chapter 29 Lecture Guide: “The Senses”I. The difference between sensation and perceptionII. Sensory reception

a. Receptors convert stimulus into action potentialsb. Five categories of stimuli

III. Visiona. Several types of eyes have evolvedb. Invertebrates vs. vertebratesc. The lens’ role in focusingd. Photoreceptors: rods and cones

IV. Hearing and Balancea. The ear and hearing : detection of air pressure changesb. Inner ear and balancec. Motion sickness

V. Taste and Smella. Taste and odor receptors detect chemical present in solution are in air

b. CNS and stimulus response coupling

Chapter 30 Lecture Guide: “How Animals Move”I. Movement and locomotion

a. Evolution of diverse means of getting aroundII. Skeletal support

a. Support, movement, and protectionb. Human skeletonc. Bones are ALIVE!!!

III. Muscle Contraction and movementa. Interaction between skeleton and muscles manifests in movementb. Contractile apparatus of musclec. Thin and thick filamentsd. Motor neurons role in contractione. Structure function theme

Unit 11: Botany (March 17 - April 1) Chapters: 31, 32 & 33 of Campbell Labs: #9 Transpiration Test: April 1 Additional Reading: Richard Dawkins “The Ancestor’s Tale”, p. 506-514

Chapter 31 Lecture Guide: “Plant Structure, Reproduction, and Development”I. Plant Structure and Function

a. Monocots ad dicotsb. Roots and shootsc. Modification of roots and leavesd. Three tissue systems

II. Plant Growtha. Primary growth b. Secondary growth

III. Reproduction of Flowering Plantsa. The sexual life cycle of flowering plantsb. Fertilization – triple fusionc. Ovule develops into a seedd. Ovary develops into a fruite. Seed germinationf. Plant clones through asexual reproduction

Chapter 32 Lecture Guide: “Plant Nutrition and Transport”I. Uptake and transport of nutrients

a. Soil vs. air b. Root control of solute uptake

c. Transpirationd. Guard cell’s role in regulation of transpiratione. Phloem and sugar transportf. Essential plant nutrients

II. Plant Nutrition and symbiosisa. Fungal affiliation with plant roots enhances uptake of nutrientsb. Bacteria supply the nitrogenc. Legumes and nitrogen fixationd. Carnivorous and parasitic plants

Chapter 33 Lecture Guide: “Control Systems in Plants”I. Plant Hormones

a. Phototropism (early experiments)b. Five major plant hormones

i. Auxinii. Cytokinin

iii. Gibberelliniv. Abscisic Acidv. Ethylene

II. Growth responses and biological rhythmsa. Tropismsb. Internal clocksc. Photoperiodismd. Phytochrome’s role as light detector

III. Plant Defensesa. Evolution of defense against herbivores and pathogenic microbes

Unit 12: Ecology (April 4 - April 29) Chapters: 34, 35, 36, 37 & 38 of Campbell Labs: #12 Dissolved Oxygen and primary productivity Test: April 29 Additional Reading: Richard Dawkins “The Ancestor’s Tale”, p. 163-168

Chapter 34 Lecture Guide: “The Biosphere”I. The Biosphere

a. Definitionb. Physical and chemical factorsc. Natural Selection shapes the biosphered. Regional climate and biological distribution

II. Aquatic Biomesa. Oceansb. Freshwater biomes

III. Terrestrial Biomesa. Tropical Forestsb. Savannas

c. Desertsd. Chaparrale. Temperate grasslandsf. Broadleaf forestsg. Coniferous forestsh. Tundra

Chapter 35 Lecture Guide: “Behavioral Adaptations to the Environment”I. Behavior

a. Proximate vs. ultimate questionsb. Fixed action patterns (FAP’s)c. Genes vs. environment

II. Learninga. Ranges from simple behavioral changes to complex problem solvingb. Imprintingc. Animal movement d. Social learninge. Cognition

III. Foraging and Mating Behaviorsa. Cost-benefit analysisb. Enhancing reproductive successc. Courtship rituals

IV. Sociobiologya. Evolutionary context of social behaviorb. Territorialityc. Agonistic ritual behaviord. Dominance hierarchiese. Altruism

Chapter 36 Lecture Guide: “Population Dynamics”I. Population Structure and Dynamics

a. Density and dispersion patternsb. Life tables (mortality tracking)c. Limits on population growthd. Boom or bust!!!!

II. Life Histories and their evolutiona. Evolution shapes life histories

III. The Human Populationa. Exponential increase (is it over??)b. Birth / death rates and age structure

Chapter 37 Lecture Guide: “Communities and Ecosystems”I. Structural Features of Communities

a. Definition of communityb. Competition over limited resourcesc. Predation leads to coevolution in predator/prey

d. Predation maintains diversitye. Herbivores and the plants they eat have various adaptationsf. Symbiotic relationshipsg. Disturbance is a prominent feature in many communitiesh. Trophic levelsi. Food webs

II. Ecosystem Structure and Dynamicsa. Energy flowb. Chemical cyclingc. Primary productiond. Water cyclee. Carbon cyclef. Nitrogen cycleg. Phosphorous cycle

III. Ecosystem Alterationa. Effects of nutrients on freshwater ecosystems

Chapter 38 Lecture Guide: “Conservation Biology”I. The Biodiversity Crisis

a. Human activities threaten Earth’s Biodiversityb. Habitat Destruction, introduced species and overexploitationc. Global Warming and pollution

II. Conservation of Populations and speciesa. The small population approachb. The declining population approach

III. Managing and Restoring Ecosystemsa. Sustainable ecosystems and managing them.b. Protected areasc. Zoned reservesd. Sustainable developmente. Restoration of degraded habitats is a developing science