AP BIOLOGY COURSE SYLLABUs for de la Pena-Nagle 2017-18

I. Curricular RequirementsCurricular Requirement Page(s)

CR 1 Students and teachers use a recently published (within the last 10 years) college-level biology textbook.

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CR 2 The course is structured around the enduring understandings within the big ideas as described in the AP Biology Curriculum Framework

3

CR 3a 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.

4,11,17

CR 3b 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.

8,15

CR 3c 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.

15,19,21

CR 3d 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

6,8,15,16,21

CR 4a The course provides students with opportunities outside of the laboratory investigations to meet the learning objectives within Big Idea 1.

4,17

CR 4b The course provides students with opportunities outside of the laboratory investigations to meet the learning objectives within Big Idea 2.

9,11,13,17

CR 4c The course provides students with opportunities outside of the laboratory investigations to meet the learning objectives within Big Idea 3.

15,19

CR 4d The course provides students with opportunities outside of the laboratory investigations to meet the learning objectives within Big Idea 4.

7,8,13

CR 5 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.

6,13,22

CR 6 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.

3,22

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CR 7 Students are provided the opportunity to engage in investigative laboratory work integrated throughout the course for a minimum of 25 percent of instructional time.

3,4,6,9,11,13,15,17,19,21,22

CR 8 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.

5,6,7,9,11,13,17,19,21

II. Course OverviewThe AP Biology course is designed to offer students a solid foundation in introductory college-level biology. The course is structured around the four big ideas, enduring understandings, and science practices of the AP Biology curriculum. Students gain a deep understanding of life on the various levels of organization and see connections to the unifying principles of life and to society. They gain a deeper understanding of the process of scientific discovery, laboratory procedures based on inquiry and the life and responsibilities of scientists by examining the history of science and interviewing various scientists. They understand the interconnectedness of the biological world by examining cause and affect relationships in a wide range of case studies. They develop better critical thinking skills, scientific vocabulary, integration of other fields of knowledge and citizenry by using a wide range of activities. The use of technology is integral as students use various programs and websites to further their knowledge and practices.

III. Instructional ContextIn the SPHS Marine Science Magnet, AP Biology is typically taught to juniors and seniors in a traditional 50 minute schedule every day. Biology and chemistry are recommended prerequisites to the class, but exceptions have been made for some underclassmen. As an advanced science course, college-level study habits and lab skills will be expected to succeed in the understanding of the rigorous content and lab investigations.

IV. Instructional Resources Text: Sadava, Life the science of Biology, eighth edition

www.campbellbiology.com (a website to accompany text provides animations, investigations, PowerPoint and other audio-visual sources to enhance instruction)

AP Biology Investigative Labs: an Inquiry Based Approach

V. Advanced Placement Biology ContentThe AP course is structured around the four big ideas, the enduring understandings within the big ideas and the essential knowledge within the enduring understanding.

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[CR 1] The textbook used in the course is on

the approved list provided by the College Board.

[CR 2] The course is based on the four Big Ideas of the AP

Biology curriculum.

The Big Ideas: [CR 2]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

VI. The Investigative Laboratory ComponentThe course is also structured around inquiry in the lab and the use of the seven science practices throughout the course. Students are given the opportunity to engage in student-directed laboratory investigations throughout the course for a minimum of 25% of instructional time. [CR7] Students will conduct 11-12 inquiry-based investigations (two-three per big idea throughout the course). [CR6] Additional labs will be conducted to deepen students’ conceptual understanding and to reinforce the application of science practices within a hands-on, discovery based environment. All levels of inquiry will be used and all seven science practice skills will be used by students on a regular basis in formal labs as well as activities outside of the lab experience. The course will provide opportunities for students to develop, record, and communicate the results of their laboratory investigations by recording and communicating their findings using lab notebooks and mini-posters.

Science Practices (SP)1. The student can use representations and models to communicate scientific phenomena and solve scientific problems.2. The student can use mathematics appropriately.3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.4. The student can plan and implement data collection strategies appropriate to a particular scientific question.5. The student can perform data analysis and evaluation of evidence.6. The student can work with scientific explanations and theories.7. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

VII. Timelines

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[CR 6][CR 7] The course provides about 55 hours of lab time and field trip time with additional laboratory

activities included. This accounts for well over 25 %

of class time spent on laboratory activities. There

are at least 2 laboratory investigations planned for

each Big Idea of the AP Biology curriculum.

Traditional 50 minute periods five days a week. Each semester is 18-20 weeks long and the school year consists of approximately 180 instruction days.

VIII. Units of InstructionUnit 1: Evolution

Big Ideas: 1, 4 [CR 3a]

Timing: 14 class periods [CR7] – Total of 6 class periods spent on laboratory investigations.

Connected to enduring understandings:1. A) Change in the genetic makeup of a population over time

is evolution1. B) Organisms are linked by lines of descent from common ancestry1. C) Life continues to evolve within a changing environment1. D) The origin of living systems is explained by natural processes3.C ) The processing of genetic information is imperfect and is a source of genetic variation.4. C) Naturally occurring diversity among and between components within biological systems affects interactions with the environment

Chapters: 22 – Descent with Modification: A Darwinian View of Life23 – The Evolution of Populations24 – The Origin of Species25 – Phylogeny and Systematics26 – Early Earth and the Origin of Life

Lecture and Discussion Topics: [CR 4a] Darwinian evolution and how the theory of evolution

changed since Darwin's time Mechanisms of evolution (including natural selection, genetic

drift, gene flow, sexual selection and mutations) Evidence of evolution Natural selection as adaptations of populations to their environment The Hardy-Weinberg concept How allele frequencies can be altered in a population and how this results in evolution Speciation and the types of speciation The tempo of speciation The origin and brief history of life on earth Evidence that supports our knowledge of the early history of life The basics of phylogeny (phylogenetic trees vs. cladograms)

Activities:

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[CR 3a] – Students will be able to connect Big Idea 1 (evolution) to Big Ideas 3 and 4 because they examine

how the allelic frequency of different traits change over time as a result of changing environmental

conditions

[CR 4a] – Students will be able to learn and apply the concepts

of Big Idea 1 by using a wide range of activities, class discussions, homework

practice problems and case studies in addition to the

laboratory activities

Activities 22.1 – 26.3 Practicing Biology Analysis of allele frequency data, graphing allele frequency data over time. (SP 5) Laboratory Investigation 1 – Artificial Selection (SP 2, 5, 7) Laboratory Investigation 2 – Hardy-Weinberg Modeling (SP 2) Laboratory Investigation 3 – BLAST Lab (SP2, 5) Antibiotic resistance case study (SP 6) NCBI BLAST tutorials and videos Supplemental Resources as provided in the AP Biology Investigative Lab Manual

Laboratory Investigation 1Lab Title Artificial SelectionLearning Objectives LO 1.1

LO 1.2LO 1.3LO 1.4

Skills applied Lab notebook skills, planting, quantifying variation, recording measurements and observations

Laboratory Investigation 2Lab Title Mathematical Modeling of the Hardy-Weinberg

PrincipleLearning Objectives LO 1.1

LO 1.2LO 1.4LO 1.6LO 1.7LO 1.25LO 1.26

Skills applied Mendelian genetics equations, Hardy-Weinberg equation, Excel and spreadsheet operations, writing laboratory reports, analyzing data and using this data to apply science principles

Laboratory Investigations 3Lab Title Comparing DNA sequencesLearning Objectives LO 1.4

LO 1.9LO 1.13LO 1.19LO 3.1

Skills applied Statistical analysis, mathematical modeling, and bioinformatics, creating cladograms, analyzing biological data, relating molecular evidence to evolution and genetics, writing lab reports

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[CR 8] -- Throughout the year, students will be required to complete laboratory reports that include a research

question, hypothesis, variables, experimental design, data presentation, data analysis and conclusion of their

laboratory investigations.

Assessment Laboratory reports [CR 8] Essay homework assignment Quizzes after each chapter Unit test Free Response Questions from previous AP Exams: 2011-B-

4, 2009-3, 2008B-4, 2008B-3,2005B-2, 2004-2

Unit 2: EcologyBig Ideas: 2, 3, and 4 [CR 3d]

Timing: 19 class periods – A total of 4 class periods spent on the laboratory investigation in this unit [CR 7]

Connected to enduring understandings:2. A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 2. D Growth and dynamic homeostasis of biological systems are influenced by changes in the system’s environment.2. E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.3. E Transmission of information results in changes within and between biological systems.4. A Interactions within biological systems lead to complex properties.4. B Competition and cooperation are important aspects of biological systems.4. C Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Chapters:50 – An Introduction to Ecology and the Biosphere51 – Behavioral Ecology52 – Population Ecology53 – Community Ecology54 – EcosystemsGlobal environmental issues [CR 5] [CR8]

Lecture and Discussion Topics: [CR 4d] Abiotic and biotic components of the environment

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[CR 4d] Students will be able to learn and apply the concepts of

Big Idea 4 by using a wide range of activities, class discussions,

homework practice problems and case studies in addition to the

laboratory activities

[CR 5] Students will have the opportunity to study the

causes and consequences of various global environmental issues and research potential

solutions to resolve these problems in the future.

[CR 3d] Students are able to connect the concepts of Big

Idea 4 to homeostasis (Big Idea 2) to see how organisms

respond to environmental challenges and also will be able to connect it to transmission of

information from Big Idea 3.

[CR 8] – Students will have a chance to research, record and present information on global

environmental issues.

Aspects of biomes Aspects of animal behavior Models describing population growth Regulation of population growth Community interactions Composition of communities, species diversity Ecological succession Energy flow Cycling of matter in ecosystems Global environmental issues and their consequences

Activities: Collecting, analyzing and graphing data related to species dispersion and density. (SP 2, 5) AP Investigation 10 – Energy Dynamics -- Performed during the entire unit (SP 1, 2, 3, 4, 5, 6) Using a wide range of animations, video clips, compare animal behavior and apply the learned

concepts to real life examples. (SP 3, 4, 6) Independent research on interspecific and intraspecific interactions, competitions and invasive

species to discover and analyze these interactions. (SP 3, 5, 6, 7) Conducting a Socratic seminar on global environmental issues and their influence on our society.

(SP 1, 4, 6, 7) Activities 51.1-54.3 Practicing Biology Supplemental Resources as provided in the AP Biology Investigative Lab Manual

Laboratory Investigation 10

Lab Title Energy DynamicsLearning Objectives LO 2.1

LO 2.2LO 2.3LO 2.22LO 4.6

Skills applied Estimating productivity and efficiency of energy transfer, accounting and budgeting, measuring biomass, calculating unit conversions in simple equations, using data analysis to learn and better understand science concepts.

Assessment: Laboratory reports [CR 8] Essay homework assignment Quizzes after each chapter Unit test Free Response Questions from previous AP Exams: 2011B-2, 2011B-3, 2010-4, 2008, 2007-3

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[CR 8] Throughout the year, students will be required to complete laboratory reports that include a research question, hypothesis, variables, experimental design, data presentation, data analysis and conclusion of their laboratory investigations.

Unit 3: Biochemistry, Enzymes, Animal DigestionBig Ideas: 2, 3, and 4 [CR 3b] [CR 3d]

Timing: 15 class periods – A total of 4 class periods spent on laboratory investigations [CR 7]

Connected to enduring understandings:2. A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 2. B Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environment.2. D Growth and dynamic homeostasis of biological systems are influenced by changes in the system’s environment.3. A Heritable information provides for continuity for life.4. A Interactions within biological systems lead to complex properties.4. B Competition and cooperation are important aspects of biological systems.4. C Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Chapters: 3 – Water and the Fitness of the Environment4 – Carbon and the Molecular Diversity of Life5 – The Structure and Function of Macromolecules6 – An Introduction to Metabolism40 – An Introduction to Animal Structure and Function41 – Animal Nutrition(SP 7)

Lecture and Discussion Topics: [CR 4b] and [CR 4d]

Polarity and hydrogen bonding in water The characteristics of water and how it affects living organisms

Acids, bases, pH and buffers The special characteristics of carbon Polymers, monomers, dehydration synthesis, hydrolysis

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[CR 4d] Students will be able to learn and apply the concepts of Big Idea 4 by

using a wide range of activities, class discussions,

homework practice problems and case studies in

addition to the laboratory investigation

[CR 4b] Students will be able to learn and apply the learned

concepts of Big Idea 2 by using a wide range of activities, class

discussions, homework practice problems and case studies in

addition to the laboratory investigation

[CR 3b] [CR 3d] Students are able to connect the

concepts of Big Idea 2 that molecules are the building blocks of living organisms to the concepts of Big Idea 4. The molecules found in living cells are responsible for metabolism, regulation,

growth and homeostasis. These molecules are also

responsible for interactions within and between

organisms and with their environment

The structure and function of the four important groups of biomolecules The concept of free energy The structure and function of ATP Enzyme structure, function and regulation The levels of organization in animals Homeostasis and temperature regulation The function of enzymes in animal digestion

Activities: [CR 4b, 4d cont.] The characteristics of water are reviewed over a set of mini-labs (SP 1) Molecular models are used to build and observe the 3D structure and infer the main

characteristics of carbohydrates, lipids, proteins and nucleic acids. (SP 1, 3, 5) Mini lab investigation to observe the characteristics of endothermic and exothermic reactions

and drawing inferences on where these occur in living organisms. (SP 1, 5) Analyzing nutrition labels to see the differences among various types of food. (SP 7) AP Investigation 13 -- Enzyme Activity (how abiotic and biotic factors influence enzyme

function) Using microscope slides (both pre-made and student prepared) to compare the structure and

function relationships in various animal tissues. (SP 3, 4, 5, 6) Students use dissections of various animals and independent research to observe and analyze

the structure and function relationship and evolutionary trends of the digestive systems of various animals. (SP 3, 4, 5, 6, 7)

Activities 3.1-5.2, 41.1 Practicing Biology Supplemental Resources as provided in the AP Biology Investigative Lab Manual

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Laboratory Investigation 13 Lab Title Enzyme ActivityLearning Objectives LO 2.23

LO 4.3LO 4.17

Skills applied Measuring volume and mass using metric units, measuring color change, graphing, calculating rates of reactions, understanding and applying principles of molecular interactions, completing observations and analyzing results , writing complete laboratory reports

Assessment: Laboratory reports [CR 8] Essay homework assignment Quizzes after each chapter Unit test 2010-2, 2002-2, 2005-1, 2003B-3, 2000-1

Unit 4: Cell BiologyBig Ideas: 1, 2, and 4

Timing: 12 class periods – A total of 4 class periods spent on the laboratory investigation [CR 7]

Connected to enduring understandings: [CR 3a] [CR 3b]1. B Organisms are linked by lines of descent of common ancestry.2. B Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environment.2. C Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes2. D Growth and dynamic homeostasis of biological systems are influenced by changes in the system’s environment.4. A Interactions within biological systems lead to complex properties.4. B Competition and cooperation are important aspects of biological systems.

Chapters: 7 – A Tour of the Cell27 – Prokaryotes and the Origin of Metabolic Diversity

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[CR 8] Throughout the year, students will be required to complete laboratory reports that include a research question, hypothesis, variables, experimental design, data presentation, data analysis and conclusion of their laboratory investigations.

[CR 3a][CR 4b] – Students will be able to

connect Big Idea 1 (evolution) to Big Ideas 2 and 4 because they are to examine how cells

changed over time and how they still have characteristics that

prove to the common origin of life. Big Idea 2

is also related to Big Idea 4 because students will learn how cells are able

to interact with their environment but still retain their internal

conditions.

[CR 4b] Students will be able to learn and apply the learned concepts of

Big Idea 2 by using a wide range of activities,

class discussions, homework practice problems and case

studies in addition to the laboratory investigation

8 – Membrane Structure and Function44 – Regulating the Internal Environment(SP 7)

Lecture and Discussion Topics: [CR 4b] The structure and function of cell organelles The structure and function of the cell membrane Types of transport processes and how they are performed across phospholipid bilayers Water potential Structural, functional and genetic adaptations of prokaryotes Osmoregulation as a practical application of transport across membranes The function of excretion across animals to maintain homeostasis

Activities: [CR 4b cont.] Using pictures of different types of cells and organelles to relate the structure and function of

various parts of the cell to the cell itself and the structure of organelles to the function of organelles. (SP 1, 7)

Case studies of various bacterial, protistal or fungal diseases are used to compare the characteristics of bacteria and eukaryotes. (SP 3, 5)

Bonnie Basler’s lecture on quorum sensing is watched and discussed (SP 6) The membrane structure is reviewed in relation to the macromolecules’ characteristics learned

in the previous unit. (SP 7) AP Investigation 4 (Diffusion and Osmosis) Case study on cystic fibrosis is used to relate membrane protein structure and function (SP 6, 7) Word problems are given to determine the direction of water and solute movement for various

cells in various solutions. (SP 5) Using various pictures to relate the structure of nephrons to their function and to analyze the

transport processes in specific physiological applications as it applies to excretion in vertebrates. Activities 6.1-7.2, 27.1-2, 44.1 Practicing Biology Supplemental Resources as provided in the AP Biology Investigative Lab Manual

Laboratory Investigation 4Lab Title Diffusion and OsmosisLearning Objectives LO 2.6

LO 2.7LO 2.10LO 2.11LO 2.12

Skills applied Measuring volume, calculating surface area-to-volume ratios, calculating rates, calculating water potential, graphing, designing experiments, analyzing data to draw scientifically accurate conclusions, writing laboratory reports

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Assessment: Data analysis activities on transport processes Essay homework Laboratory report [CR 8] Chapter quizzes Unit test Free Response Questions from previous AP Exams: 2011-1, 2008B-2,

2008-3, 2006B-2, 2005B-4, 204B-3, 2002-4

Unit 5: Energy ProcessesBig Ideas: 1, 2, 4

Timing: 15 class periods – A total of 4 class periods are spent on laboratory investigations [CR 7]

Connected to enduring understandings: [CR 4b] [CR 4d]1. C Life continues to evolve within a changing environment2.A Growth, reproduction and maintenance of the organization of living systems require free energy and matter.2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment.2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.4.A Interactions within biological systems lead to complex properties.4.B Competition and cooperation are important aspects of biological systems4.C Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Chapters:9 – Cellular Respiration: Harvesting Chemical Energy10 – Photosynthesis

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[CR 8] Throughout the year, students will be required to complete laboratory reports that include a research question, hypothesis, variables, experimental design,

data presentation, data analysis and conclusion of their laboratory investigations.

[CR 4d] Students will be able to learn and apply the

concepts of Big Idea 4 by using a wide range of

activities, class discussions, homework practice problems and case studies in addition

to the laboratory investigation

[CR 4b] Students will be able to learn and apply the

learned concepts of Big Idea 2 by using a wide range of

activities, class discussions, homework practice problems and case studies in addition

to the laboratory investigation

42 – Circulation and Gas Exchange (SP 7)

Lecture and Discussion Topics: [CR 4b cont.] [CR 4d cont.] The main purpose and location of cellular respiration Glycolysis and the citric acid cycle (reactants, products, purpose, location) Oxidative phosphorylation (harvesting energy by using chemical gradients) Fermentation The light reactions of photosynthesis The Calvin cycle of photosynthesis Evolutionary adaptations of animals for oxygen intake and transport.

Activities: AP Laboratory Investigation 6 – Cellular respiration Mystery of the Seven Deaths Case Study --

http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=431&id=431 (SP 3, 4, 5, 6, 7) [CR 5]

Group activity on drawing review concept maps and other graphic organizers (SP 3, 5, 6, 7) Students will use large poster papers to trace carbon, ATP, water and other components of

photosynthesis and cellular respiration within cells and organisms and in between organisms AP Laboratory Investigation 5 – Photosynthesis Group activity to dissect and using visuals to compare the heart, lung and gill anatomy of various

animals to discover the relationship between structure of various organs and their functions. Activities 9.2, 10.1 Practicing Biology (SP 1, 3, 4, 6, 7) Supplemental Resources as provided in the AP Biology Investigative Lab Manual

Laboratory Investigation 6Lab Title Cellular RespirationLearning Objectives LO 1.15

LO 1.16LO 2.2LO 2.4LO 2.14LO 4.5LO 4.12

Skills applied Calculating rate, measuring temperature and volume, graphing, relating the energy needs of organisms to cellular processes, using models to describe cellular functions, designing laboratory activities, writing lab reports

Laboratory Investigation 5Lab Title PhotosynthesisLearning Objectives LO. 1.15

LO 1.16LO 2.2LO 2.4

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LO 2.14LO 4.5LO 4.12

Skills applied Calculating rate, preparing solutions, preparing serial dilutions, measuring light intensity, developing and applying indices to represent the relationship between two quantitative values, using reciprocals to modify graphical representations, utilizing medians, graphing, exploring the affects of environmental factors on the rate of photosynthesis, designing and performing experiments, writing laboratory reports

Assessment: Complete laboratory reports on Lab Investigations 5 and 6 [CR 8] Data and graph analysis activities on reaction rate graphs Chapter quizzes Unit test Free Response Questions from previous AP Exams: 2011-2, 2010B-2,

2010-1, 2009-2, 2009B-4, 2011-4, 2010B-1, 2006-3, 2006B-3, 2003B-2

Unit 6: Cell CommunicationBig Ideas: 2, 3, 4

Timing: 10 class periods – A total of 2 periods are spent with various laboratory type investigations, such as data analysis [CR 7]

Connected to Enduring Understandings: [CR 3b, CR 3c, CR 3d] 2.B Growth, reproduction and dynamic homeostasis require that cells

create and maintain internal environments that are different from their external environments. 2.C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain

dynamic homeostasis. 2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the

system’s environment. 2.E Many biological processes involved in growth, reproduction and dynamic homeostasis

include temporal regulation and coordination. 3.B Expression of genetic information involves cellular and molecular mechanisms. 3.D Cells communicate by generating, transmitting and receiving chemical signals. 3.E Transmission of information results in changes within and between biological systems. 4.A Interactions within biological systems lead to complex properties.

Chapters:11 – Cell Communications45 – Chemical Signals in Animals

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[CR 3b] [CR 3c] [CR 3d] – This unit is an excellent

way to pull all Big Ideas of biology together. Cell

communication is mostly done by molecules (Big

Idea 2), some aspects are uniform in all living

organisms, others are very specific to groups of living

organisms which shows evolution and common

ancestry (Big Idea 1), also relates to how cells and

living organisms as a whole respond to their

environment and maintain homeostasis (Big Ideas 2

and 4), finally, cell communication is directly

related to information transfer (Big Idea 3). All of

these aspects will be applied, learned, reviewed

or discussed here.

48 – Nervous Systems43 – The Body’s Defenses

Lecture and Discussion Topics: [CR 4c] Local and long-distance signals Signal reception (types of receptors and how they work) Transduction (intracellular cascade mechanisms) Response (regulation of cytoplasmic activities or transcription) Signal transmission (with chemical or electric signals) is the basis of communication between

cells and within cells. Hormones affect target cells and generate responses The role of positive and negative feedback mechanisms in hormonal regulation of growth and

development. The structure of neurons and support cells to perform communications

Activities: Students use various graphical representations of cell

signaling pathways to analyze these and apply the learned information to discover the structure, steps and complexity of cell signaling (SP 1, 6, 7)

Pathways with Friends: <http://learn.genetics.utah.edu> Directed by instructional cards, students kinesthetically model cell communication by acting as components in a cell signaling. (SP 1, 3, 6)

Cell communication during the Fight or Flight Response (These animations provide students with a model example of the concepts involved in cell signaling). (SP 1)

My Dog Is Broken – Case study on cell signaling on http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=261&id=261 (SP 5, 6, 7)

Graphic organizers are used to organize the various steps of cell signaling and to obtain a deeper understanding of regulation by hormones and by nerve signaling (SP 1, 5, 6)

Drawing activities are used to explain and understand the structure of nerve cells and how this structure helps to perform their function. (SP 6, 7)

Various quick case studies and activities are used to apply learned information on the various organ systems. (SP 7)

Immune system challenge review activity – outlining the interactions of pathogens and immune cells and cells that are attacked by the pathogens. [CR 3d]

Using Think-Pair-Share and Paired-Reading for cooperative review activities.

Activities 11.1, 43.1, 45.1, 48.1-3 Practicing Biology Supplemental Resources as provided in the AP Biology Investigative

Lab Manual

Assessment: Mini-case studies with data and graph analysis Essay homework assignments Chapter quizzes Unit test

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[CR 4c] -- Students will be able to learn and apply the concepts of Big Idea 3 by

using a wide range of activities, class discussions,

homework practice problems and case studies

in addition to the laboratory investigation

[CR 3d] – With this activity, students will be able to connect the concept of evolution to interactions

between pathogens and hosts.

Free Response Questions from previous AP Exams: 2011-2, 2010B-2, 2010-1, 2009-2, 2009B-4, 2011-4, 2010B-1, 2006-3, 2006B-3, 2003B-2

Unit 7: PlantsBig Ideas: 2, 4

Timing: 14 class periods – a total of 4 class periods are spent with the laboratory investigation [CR 7]

Connected to enduring understandings: [CR 3a] 1. B Organisms are linked by lines of descent from common ancestry.1. C Life continues to evolve within a changing environment2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.4.A Interactions within biological systems leads to complex properties.

Chapters:36 – Transport in Plants38 – Plant (Angiosperm) Reproduction and Biotechnology39 – Plant Responses to Internal and External Signals

Lecture and Discussion Topics: [CR 4a] [CR 4b] Evolutionary adaptations of plants to transport nutrients and water Pollination and double fertilization in angiosperms Seed development and germination in angiosperms

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[CR 3a] In this unit there will be an emphasis on how

evolution gave rise to different alternatives of transport, regulation, growth and

reproduction in other, non-animal organisms.

[CR 4a] [CR 4b] -- Students will be able to learn and apply the concepts of Big Ideas 1 and

2 by using a wide range of activities, class discussions,

homework practice problems and case studies in addition to

the laboratory investigation

Asexual reproduction in plants Signal transduction pathways are found in plants as well as animals The role of plant hormones in regulation of growth, development and responses to stimuli. Plant responses to light

Activities: Biological Inquiry 7th edition – Corn Under Construction (SP 1, 3, 4, 5, 6) AP Investigation 11 – Plant Transpiration (SP 2, 3, 4, 5, 6, 7) Working with phylogenetic trees, cladograms to show evolutionary relationships (SP 1, 3, 6) Using animations and diagrams for better conceptual understanding (SP 1, 3, 6) Using graphic organizers in review activities (SP 3, 6, 7) Activities 36.1, 38.1, 39.1 Practicing Biology (SP 1, 3, 4, 6, 7) Supplemental Resources as provided in the AP Biology Investigative Lab Manual

Laboratory Investigation 11Lab Title Plant TranspirationLearning Objectives LO 1.5

LO 2.6LO 2.8LO 2.9LO 4.9LO 4.14LO 4.15

Skills applied Measuring distance, mass, volume with metric units, estimating surface area, calculating surface area, graphing, calculating rate, applying science concepts to laboratory investigations, making predictions about physiological changes in living organisms depending on the environment, designing laboratory investigations, writing lab reports

Assessment: Essay homework Complete laboratory report [CR 8] Chapter quizzes Unit test Free Response Questions from previous AP Exams: 2011-2, 2010B-2, 2010-1, 2009-2, 2009B-4,

2011-4, 2010B-1, 2006-3, 2006B-3, 2003B-2

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UNIT 8: GeneticsBig Ideas: 1, 3, 4

Timing: 18 class periods –A total of 5 class periods will be spent with laboratory activities. [CR 7]

Connected to Enduring Understandings: [CR 3c] 1. A Change in the genetic makeup of a population over time is

evolution 3. A Heritable information provides for continuity of life 3. B Expression of genetic information involves cellular and

molecular mechanisms 3. C The processing of genetic information is imperfect and is a

source of genetic variation 3. E Transmission of information results in changes within and

between systems 4. C Naturally occurring diversity among and between components within biological systems

affects interactions with the environment.

Chapters:16 – The Molecular Basis of Inheritance12 – The Cell Cycle13 – Meiosis and Sexual Life Cycle14 – Mendel and the Gene Idea15 – The Chromosomal Basis of Inheritance

Lecture and Discussion Topics: [CR 4c]

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[CR 3c] – During this unit, students will focus on the

transmission of information in living organisms, they are going

to review how this transmission can result in

changes in the genetic makeup and evolution, also will review

how the transmission can determine the interactions of

organisms with their environment.

[CR 4c] -- Students will be able to learn and apply the

concepts of Big Idea 3 by using a wide range of activities, class

discussions, homework practice problems and case

studies in addition to the laboratory investigation

Discovering the structure and function of DNA The process of DNA replication Binary fission The phases of the cell cycle Mitosis and cytokinesis Control of the eukaryotic cell cycle Sexual and asexual reproduction Meiosis Genetic variation in sexual life cycles Mendel's principles of inheritance Non-Mendelian inheritance Human genetic disorders and pedigrees Probability calculations and Chi-square Chromosomal theory of inheritance Gene linkage and chromosome mapping Sex-linkage Point and chromosome mutations

Activities: Modeling the Cell Cycle. Students construct a model of the cell cycle, explain and present the

major events in a presentation. (SP 1) Using mitosis cards (such as from Ward’s Natural Science), students estimate the time a cell

spends in each of the mitotic stages and develops an appropriate graph to reveal data. (SP 2, 5) Laboratory Investigation #7 – Cell Division, Mitosis and Meiosis Using bead chromosomes to model the process of mitosis and meiosis and point out differences

and similarities between the processes. Using karyotypes to determine gender and various aneuploidies (SP 4, 5, 7) Genetic problems are used to calculate probability, determine types of inheritance and

determine phenotypes, genotypes of individuals and gene linkage (Mendelian, non-Mendelian, X-linked inheritance and human pedigrees) (SP 1, 2, 3, 4, 5)

Fast plant genetics and M&M’s are used to practice Chi-square tests (SP 2, 4, 5) Sordaria crosses are used to determine cross-over and non-cross over phenotypes and calculate

map distances. (SP 2, 4, 5) Activities 16.1,-2, 12.1-15.3 Practicing Biology Supplemental Resources as provided in the AP Biology Investigative Lab Manual

Laboratory Investigation 7Lab Title Cell Division, Mitosis and MeiosisLearning Objectives LO 3.7

LO 3.8LO 3.9LO 3.10LO 3.11LO 3.12LO 3.28

Skills applied Measuring volume, counting, chi-square statistical

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analysis, calculating crossover frequency, making predictions about the outcomes of biological processes, constructing explanations on the transfer of DNA during cell division by using visual representations, preparation of specimens for microscopic analysis, calculation of crossover frequencies

Assessment: Complete lab report [CR 8] Genetic problem quizzes Chapter quizzes Unit test Free Response Questions from previous AP Exams: 2011-3, 2011B-1,

2008-4, 2004-1, 2002B-4, 2005-3, 2006B-1

Unit 9: Molecular GeneticsBig Ideas: 2, 3, 4

Timing: 24 class periods – a total of 3 class periods and 5 hours of field trip time will be spent on laboratory activities [CR 7]

Connected to Enduring Understandings: [CR 3c] [CR 3d] 1. B Organisms are linked by lines of descent from common ancestry 2. E Many biological process involved in growth, reproduction and

dynamic homeostasis include temporal regulation and coordination 3. A Heritable information provides for continuity of life 3. B Expression of genetic information involves cellular and molecular mechanisms 3. C The processing of genetic information is imperfect and is a source of genetic variation 4. A Interactions within biological systems lead to complex properties 4. C Naturally occurring diversity among and between components within biological systems

affects interactions with the environment.

Chapters:17 – From Gene to Protein18 – The Genetics of Viruses and Bacteria19 – Organization and Control of Eukaryotic Genomes20 – DNA Technology and Genomics21 – The Genetic Basis of Development47 – Animal Development

Lecture and Discussion Topics: [CR 4c] Transcription and translation RNA modification

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[CR 3c] – In this unit, students will be able to apply the concepts of

molecular genetics to gain a deeper understanding of

evolutionary processes and how these can be influenced

by biotechnology.

[CR3d] – Students will also gain a better understanding

of the relationship of interactions among

organisms with different genetic makeup and how these genetic differences

make them occupy different aspects of life.

Lysogenic and lytic cycle of viruses Bacterial genetics Bacterial gene regulation Eukaryotic gene regulation Biotechnology Stem cells and their usage in medicine The genetic basis of development Epigenetic regulation Animal embryonic development, tissue layers

Activities: Students will use paper models or animations to review transcription and translation from

biology (SP 1, 3,6) Students will also build models with pipe cleaners to model the lac operon and trp operon in

bacteria (SP 1, 3, 6) We have a field trip on this unit to the Sam Rhine Genetics Conference Using EdHeads (http://www.edheads.org/ ) to simulate various applications of stem cell

research (SP 1, 2, 3, 7) Laboratory Investigation 9: Restriction Enzyme Analysis of DNA (SP 1, 2, 3, 7) Laboratory Investigation #8 – Biotechnology; Bacterial Transformation Activities 17.1-21.1, 47.1 Practicing Biology Supplemental Resources as provided in the AP Biology Investigative Lab Manual

Laboratory Investigation 9Lab Title Restriction Enzyme Analysis of DNALearning Objectives LO 3.5

LO 3.13Skills applied Measuring volume and distance, graphing/plotting

data using log scale, extrapolating from standard curve, justifying the claim that humans can manipulate genetic information by using restriction enzymes and gel electrophoresis, analyzing gel electrophoresis data, writing lab reports.

Laboratory Investigation 8Lab Title Biotechnology; Bacterial TransformationLearning Objectives LO 1.1

LO 1.26LO 1.5LO 3.5LO 3.6LO 3.13LO 3.21LO 3.24LO 3.28

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Skills applied Use sterile technique, dispose properly of materials, transferring bacterial colonies, transforming bacterial cells with plasmid DNA, delivering transformed cultures, applying mathematics to quantify transformation efficiency

Assessment: Laboratory report [CR 8] Essay homework on the field trip and practical applications of stem cell research Chapter quizzes Unit test Free Response Questions from previous AP Exams: 2009B-1, 2009-4, 2005-2, 2005B-3, 2002-1,

2001-4

The remaining time will be used for review before the exam.

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