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Course Syllabus
I. Overview of Course
The AP Biology course is a college-level biology course taught in a high school setting. The three main areas of study include molecules/cells, heredity, and organisms/populations. The course develops around the unifying themes of energy transfer, evolution, continuity & change, structure & function, science as a process, regulation, interdependence and science, technology & society. These themes serve as common threads that are repeated throughout the course. In addition, the course will include of advanced level laboratory exercises as recommended by the College Board. Additional exercises will be included to allow a thorough development of the science process skills in preparation to take the College Board’s AP Biology Exam for potential college credit.
II. Student Goals
This course is designed to provide students with opportunities to develop science process skills through wet lab experiences.
a. Help students develop high level thinking skills and logical, interconnected thought processes.
b. Prepare students to successful performance on the AP Biology Exam.
c. Develop an appreciation and respect for life on our planet.
III. Major Activities
* Laboratory activities are a prominent component of the course and will comprise more than 25% of the course work and impact the course grade respectively.
*Teacher presentations, student presentations, class discussions, frequent cooperative group work, computer activities and demonstrations will be used to deliver course content.
*Active participation in course activities is ensured through the use a variety of techniques including the use of clicker technology, frequent think-pair-share activities, grouped guided practice and mini-labs.
*Students may choose to perform an independent research project and participate in the science fair for an optional major grade.
*Students are expected to participate in at least one practice exam session given during the latter part of the spring semester.
*Students are strongly encouraged to take the Advanced Placement Biology exam in May.
IV. Minimum Requirements for Course
Students are expected to participate fully in all classroom activities, laboratory activities and to complete all daily assignments with a minimum of 70% accuracy. Further, students are expected to complete outside readings, homework assignments and laboratory write ups.
V. Grading System:
The standard 60% major: 40% daily ratio will be used in calculating the six weeks grades. Additionally, 8 points will be added per semester when calculating the student’s GPA.
VI. Assessment of Student Performance
Student performance will be based on scores obtained on daily clicker activities, unit tests, laboratory reports, lab practicals, quizzes and practice exams.
VII. Primary Textbook (issued to all students)
Campbell, Neil A. and J. Reece. Biology, 8th edition (2008); ISBN 978-0-13-135691-7/0-13-135691-7
Pearson Education, Inc., publishing as Benjamin Cummings, 1301 Sansome St., San Francisco, CA 94111.
Supplemental Texts (available to all students)
Starr, Cecie, and Ralph Taggart. Biology: The Unity and Diversity of Life, 10th edition (2004)
Thomson Publishing 7625 Empire Drive, Florence, KY 41042
Campbell, Neil A. and J. Reece. Biology, 7th edition (2004)
Pearson Education, Inc., publishing as Benjamin Cummings, 1301 Sansome St. San Francisco, CA 94111
Teaching Philosophy:
Students in my AP Biology course are expected to read their textbooks as homework assignments on regular basis. In an attempt to hold them accountable for the reading, I administer frequent, short homework quizzes at the beginning of the class period through out each six weeks.
The laboratory is a rich environment for hands on learning in my course. We complete all twelve of the recommended lab. Students are expected to do formal lab write-ups on these recommended labs. Additionally, we have frequent, short investigations that the students perform as I implement the various stages of the 5-E model of science instruction.
The themes are woven throughout the entire course through various lab activities and class discussions. The theme of evolution is revisited with almost every unit presented throughout the year. In the objectives that follow, many (but not all) of the objectives focusing on specific themes are noted using the key located at the top of the first set of objectives.
Within each unit, I intentionally make the learning of biology personal to the students. I regularly address issues related to the topic of study and allow student discussion time to help them build a value base for the living world. I purposefully include related current topics and For example, in the unit on plants we begin with an activity which points out the often overlooked value of plants and the environmental problems we would encounter if their numbers are dramatically reduced. Similarly, as we complete the unit on reproduction we discuss the direct human implications of our increased understanding of human fertility and how environmental factors affect human gametes. We discuss the pros and cons of growth hormones during the regulation unit and the pros and cons of genetic engineering during the molecular biology unit. These are just some examples of the societal and environmental impacts of biological science that are addressed in my course. I strive to help students make regular real-world connections. I’ve attempted to point out these discussion points in the objective sections by adding italicized comments.
Students are given a calendar and set of learning objectives at the beginning of each unit which they are to use as tools to guide their learning throughout the unit. I make an overt attempt to help them develop personal study skills and personal reflection that will allow them to be more productive in future college course work.
AP BIOLOGY
Unit One Agenda
Day Topic Homework
1 Introduction to course
projections, objective 1 read handout
2 Lab safety, Chemistry read handout
3 Safety Test, Properties
of water, Explore Lab Chapter 2
4 Carbon, Functional Groups Chapter 4
5 Functional Group Quiz Chapter 4
6 Organic Macromolecules Chapter 5
7 Organic Molecules Continued Cont. Ch. 5
8 Macromolecules Lab pp. 87-95
9 Energy, ATP, free energy
Thermodynamics pp.96-103
10 Energy, Enzymes read lab
10 Enzyme Catalysis Lab
11 Enzyme Catalysis Lab
12 Major Test: Biochemistry
Unit Objectives: Biochemistry
At the conclusion of this unit, you should be able to :
1. Identify and describe the unifying themes of biology.
2. Recognize the characteristics of the living condition.(ST&S)
3. Perform safely in the laboratory setting.
4. Recognize and apply the steps of the scientific method of problem solving.
5. Describe an atom in terms of particle charge, atomic number, atomic weight and valence.
6. Recognize the importance of molecular bonding and distinguish among strong and weak bonds, giving biological examples of each. (polar covalent, non-polar covalent, ionic and hydrogen bonds)
7. Describe how the unique chemical and physical properties of water influence life on earth.
8. Describe water’s dissociation and how that affects the pH of a given solution.
9. Distinguish between acidic and basic solutions and the role of buffers in aqueous solutions.
10. Identify the 6 major elements found in living things.
11. Describe the role of carbon in molecular diversity, its characteristics, and its forms of organization structures.
12. Distinguish among the three types of isomers: structural, geometric, and enantiomers.
13. Recognize the major functional groups and describe the traits they give their macromolecule.
14. Define monomer, polymer, hydrolysis, and dehydration synthesis and be able to give specific examples from each of 4 macromolecule groups.
15. Describe the chemical properties, bond types, and biological importance of macromolecules.
16. Recognize and give examples of four levels of protein conformation and relate them to denaturation.
17. Distinguish between endergonic/exergonic reactions, anabolic/catabolic pathways, kinetic/potential energy, and open/closed systems. (NRG)
18. Describe the first and second laws of thermodynamics.
19. Describe an enzyme in terms of its function in chemical reactions and substrate/product relationships.(S/F)
20. Define and recognize examples of the following terms related to enzymes: catalysts, active site, substrate, product, induced fit, competitive inhibition, noncompetitive inhibition, activation energy, and feedback inhibition. (SF)
21. Identify the effect on initial reaction rates produced by changes in temperature, pH enzyme concentration and substrate concentration. (SAP)
Day Topic Homework
1 Return Tests
Instructions on lab writeups
Prokaryotes/eukaryotes pp.110-115
2 LABOR DAY
3 Cell Structures pp. 116-135
Cell Structure Assignment
4 Cell Membranes pp. 138-143
Read lab
5 Diffusion and Osmosis Lab pp. 144-147
6 Diffusion and Osmosis Lab Cont.
7 Cell Transport pp. 148-152
8 Complete Unit objectives
Write essay portion of test
9 Major Test: Cells & Cell Membranes
Unit Objectives: Cells & Cell Membranes
Thematic Focus: Structure/Function, Interdependence
By the conclusion of the unit, you should be able to:
1. Compare the relative size of various cells, why cells remain small and identify the tools of study in biology.
2. Identify the structure, composition, and function of cell organelles (S&F).
3. Give general characteristics of prokaryotic cells.(EVO)
4. Compare and contrast the structures of eukaryotic and prokaryotic cells.
5. Compare and contrast the structures of plant and animal cells.
6. Identify structural characteristics unique to plant cells.
7. Compare microtubules and microfilaments according to their structures.
8. Describe the structure and function of the cell wall.
9. Identify the components of the fluid mosaic model of the cell membrane.(S&F)
10. Describe the roles of various proteins found in and on the cell membrane.
11. Define osmosis, diffusion, active transport processes and relate the processes to the maintenance of cellular homeostasis.
12. Compare isotonic (isoosmotic), hypertonic (hyperosmotic), and hypotonic (hypoosmotic) solutions and predict the path of movement of water and solutes in given examples.
13. Describe how solute size and molar concentration affect the process of diffusion through a selectively permeable membrane.
14. Relate osmotic potential to solute concentration and water potential.(SAP)
15. Measure the water potential of a solution in a controlled experiment.(SAP)
16. Describe the effects of water gain or loss in plant and animal cells and apply these effects to environmental situations (irrigation, fertilizer application, storage of produce)(ST&S)
Unit 3 Agenda: Cellular Respiration
Day/Date Topic Homework
1 Respiration pp 95-97, 160-164
ATP,
Cell Energy
2 Redox pp 166 & 167
Glycolysis
*** Diffusion and Osmosis Lab Due***
3 Glycolysis Quiz pp 168 & 169
Citric Acid Cycle
4 Oxidative Phosphorylation pp 170-173
Cell Respiration PreLab
5 Cell Respiration Lab pp. 174-176
6 Fermentation pp. 177 & 178
Cell Respiration Post Lab
Write Free Response Essay
7 Major Test: Cellular Respiration
Unit Objectives: Cellular Respiration
Thematic Focus: Energy Transfer
At the conclusion of this unit, you should be able to:
1. Describe the role of respiration in the cell’s energy cycle.(NRG)
2. Define cellular respiration, glycolysis, citric acid cycle, and electron transport.
3. Identify the general reactants and products of glycolysis, citric acid cycle and oxidative phosphorylation.
4. Explain the role and importance of redox in metabolism.
5. Sequence the major steps of glycolysis and describe the role of enzymes in metabolism
6. Compare the end products of aerobic and anaerobic respiration and identify the types of organisms employing each. (EVO)
7. Describe how the catabolism of fats, proteins, and carbohydrates relates to cellular respiration.
8. Identify inhibitors and stimulators of the cellular respiration process.(REG)
9. Understand the role of FAD and NAD in the process of respiration. (NRG)
10. Compare the efficiency of substrate-level phosphorylation to oxidative phosphorylation.(NRG)
11. Identify the number of ATP molecules produced by glycolysis, Krebs, and oxidative phosphorylation.(NRG)
12. Interpret data related to the effects of temperature on cellular respiration.(SAP)
13. Interpret data related to the effects of germination and non-germination on cellular respiration in plants. .(SAP)
14. Design or describe and experiment using a respirometer to measure cellular respiration. .(SAP)
15. Explain why oxygen consumption can be used to measure the rate of respiration .(SAP)
Unit 4: Photosynthesis
Day/Date Topic Homework
1 Return respiration test pp 176-180
General formula for photosynthesis
Chloroplast structure, spectrum
2 Light reactions, Energy transfer pp 181-184
3 Light (Hill) reactions pp.185-189
PreLab
Explore Activity: Hill Reaction Observations
4 Hill Reaction Lab with colorimeters pp 189-192
(adapted from Plant Pigments & Photosynthesis Lab)
5 Dark Reactions of the C-3 cycle pp 192-194
Prepare for essay
6 Photosynthetic Evolutionary Adaptations
CAM and C4 plants
Write Free Response Essay
7 Major test: Photosynthesis
Unit Objectives: Photosynthesis
Thematic Focus: Energy Transfer
At the conclusion of this unit, you should be able to:
1. Distinguish between autotrophic and heterotrophic nutrition. (Includes environmental asset of autotrophs)
2. Distinguish between photosynthetic and chemosynthetic autotrophs.
3. Describe the hierarchical location and structure of the chloroplasts.
4. Relate chloroplast structures to their function.
5. Write a summary equation for photosynthesis.
6. Explain van Neil’s hypothesis and how it contributed to our current understanding of photosynthesis.
7. Explain the role of REDOX reactions in energy transfer during photosynthesis.(NRG)
8. Describe the relationship between an action spectrum and an absorption spectrum.
9. Explain why the absorption spectrum for chlorophyll differs from the action spectrum for photosynthesis.
10. List the wavelengths of light that are most effective for photosynthesis.
11. Explain what happens when chlorophyll or accessory pigments absorb photons.
12. List the components of a photosystem and explain their function.(S&F)
13. Trace electron flow through photosystems II and I.
14. Compare cyclic and non-cyclic electron flow and explain the relationship between these components of the light reactions.
15. Summarize the light reactions with an equation and describe where they occur.
16. Describe important differences in chemiosmosis between oxidative phosphorylation in mitochondria and photophosphorylation in chloroplasts.
17. Summarize the carbon-fixing reactions of the Calvin-Benson cycle and describe changes that occur in the carbon skeleton of the intermediates.
18. Describe the role of ATP and NADPH in the Calvin-Benson Cycle.
19. Describe whet happens to rubisco when the oxygen concentration is much higher than carbon dioxide.
20. Describe the consequences of photorespiration.
21. Describe two photosynthetic evolutionary adaptations that minimize photorespiration. (EVO)
22. Describe the fate of photosynthetic products.
See Lab Objectives
Unit 5 Agenda
Mitosis and Meiosis
Day Topic Homework/Objectives
1 Return Tests pp 215-219/1,2,3,19
Chromosome Terms
Cell Cycle, Manipulative
2 Engage: Sequence Mitosis diagrams
Notes: purposes and stages pp 220-225/6,7,8,11
3 Mitosis Lab pp 226-229/8,9
4 Meiosis Stages pp 234-242/10,11,12
Meiosis Simulation Lab
5 Sordaria Lab & Crossing over
6 Essay on Mitosis/Meiosis
Karyotyping Lab
7 Major Test: Mitosis/Meiosis
Unit Objectives: Cell Reproduction
Thematic Focus (Continuity & Change)
At the conclusion of this unit, you should be able to:
1. Describe the process of binary fission.
2. Outline the necessary preparatory steps for mitosis including the reproduction of cell organelles such as the mitochondria and centrioles.
3. List the stages of the cell cycle and describe the sequence of events and activities of these stages.
4. List the phases of mitosis proper, describe the events characteristic of each phase and be able to recognize a diagram or micrograph of each stage.
5. Describe the spindle apparatus, including polar fibers, kinetochores, asters, centrioles and centromere.
6. Explain how chromosomal movement toward the poles occurs.
7. Compare cytokinesis in animals and plants. (syncytia, coenocytes)
8. Identify factors which stimulate or inhibit cell division.
9. Explain how cancerous cell division is different from normal cell activity. (STS-understanding can lead to treatments and environmental preventions)
10. Distinguish between sexual and asexual reproduction.
11. Compare the chromosomal contents of haploid and diploid cells.
12. Indicate where mitosis and meiosis would occur in a given organism.
13. List the phases of meiosis, describe the events that characterize each phase and be able to recognize these phases in diagrams.
14. Compare the end products of mitosis and meiosis.
15. Explain how independent assortment, crossing over, and random fertilization contribute to genetic variation in sexual reproduction and calculate the rate of crossing over.(SAP)
16. Describe how sexual life cycles vary among protists, fungi, algae, and plants. (alternation of generations) (EVO)
17. Calculate a mitotic index.(SAP)
18. Describe the advantages of sexual and asexual reproduction.
19. Distinguish among chromosomes, chromatids, and tetrads.
20. Describe the process of karyotyping and how karyotypes can be helpful to parents/doctors. (STS – societal issues).
Unit Agenda : DNA & Protein Synthesis
Day Topic Homework
1 Structure of DNA pp 287-291
Engage Lab: Structure
2 Replication of DNA pp 292-301
3 DNA Extraction Lab pp 303-305
4 Transcription
5 Transcription
**Mitosis/Meiosis Lab Due**
6 Translation pp 306-311
7 Mutations pp 311-316
8 Mutations Continued pp 317-325
9 GATTACA
10 GATTACA
Discuss societal implications
11 Wrap Up,
Free Response Essay
12 Major Test
DNA and Protein Synthesis
At the conclusion of this unit, you should be able to:
1. List the components of a nucleotide.
2. Distinguish between a purine and a pyrimidine and the bases of DNA and RNA.
3. Describe the structure of DNA and explain what kind of chemical bond connects the nucleotides of each strand and what holds the two strands together.
4. Describe the process of DNA replication and explain the role of helicase, primase, DNA polymerase, ligase, leading and lagging strands.(REG)
5. Describe what is meant by “central dogma”.
6. Describe the works of Beadle & Tatum, Watson & Crick, Nirenburg, Griffith, Hershey & Chase, Avery, MacLeod & McCarty, as well as Chargaff.(STS)
7. Explain the processes of transcription, translation and mRNA editing.
8. Distinguish among mRNA, tRNA and rRNA in terms of location, composition, and function.
9. Describe the structure of a ribosome and explain how this structure relates to its function.(S/F)
10. Define codon and list the three stop and one start codons.
11. Given a sequence of bases in DNA, predict the corresponding codons transcribed on mRNA and the corresponding anticodons of tRNA.
12. Explain how the genetic code is redundant and universal. (EVO)
13. Describe the wobble effect.
14. Explain why base-pair insertions or deletions have a greater effect than base-pair substitutions in mutagenesis.(C&C) Environmental causes of mutations are discussed.
Advanced Placement Biology
Unit 7 Agenda
Molecular Biology
DAY TOPIC HOMEWORK
1 Molecular Biotechnology
Restriction Enzyme Lab pp. 383-385
2 Restriction Enzymes Lab Read 375-379
3 Restriction Enzyme Practice Read 380-383
4 Discussion:Human Genome
&You (bioethics) Read 354-359
Operon Modeling
5 Bacteria & Virus Read 360-361
Transformation PreLab
6 Transformation Lab Read 365-368
347-351
7 OperonTheory Read 393-398
Gene Expression
Free Response Essay: Molecular
8 Major Test:
Biotechnology
Unit Objectives: Molecular Biology
Thematic Focus: Science Technology & Society
At the conclusion of this unit, you should be able to:
1. Compare DNA and RNA viruses; identify the structural components and compare the reproductive cycles of viruses.
2. Compare three natural process of gene transfer in bacteria. (EVO)
3. Define transposon and explain their role in genetic diversity.
4. Using the trp operon as an example, explain the concept of an operon and the function of the operator, repressor and co-repressor.
5. Distinguish between structural and regulatory genes.
6. Describe the lac operon functions and explain how it can operate without a co-repressor.
7. Distinguish between positive and negative control, and give examples of each from the lac operon
8. Define terms related to gene expression; chromatin, nucleosome, heterochromatin, DNA methylation, pseudogene, totipotent, regeneration, epigenesis, preformation, nuclear trasnplantation and oncogene.
9. Describe the nature role of restriction enzymes.
10. Understand how restriction enzymes and gel electrophoresis are used to isolate DNA fragments.(STS)Includes societal discussion of usefulness in courtroom.
11. Describe DNA cloning and how it can be used to induce bacteria to produce eukaryotic gene products.(ST&S)
12. Recognize some practical applications of recombinant DNA technology in biological research.(ST&S)
13. Understand the process of DNA sequencing and the purpose of the Human Genome Project.(STS) Societal issues discussed. Includes discussion of environmental impact of genetically engineered organisms.
Unit 8 Genetics
AGENDA
Day Topic Homework
1 Mendelian Genetics pp 247-252
Human Traits Lab
2 Incomplete Dominance pp 253-256
Practice Problems
3 Pedigrees pp 257-266
Pedigree Lab
4 Multiple Alleles, Plieotropy pp 269-275
5 Sex Linked Traits pp 276-284
6 Genetics of Organisms Lab
Corn Genetics
7 Chi Square Calculations Lab
8 Complete Genetics Objectives
Genetics Free Response Essay
9 Major Test: Genetics
Thematic Focus: Continuity & Change
Unit Objectives: Genetics
At the conclusion of this unit, you should be able to:
1. List several features of Mendel’s methods that contributed to his success.(SAP)
2. State four components of Mendel’s hypothesis of inheritance.
3. Describe Mendel’s law of segregation.
4. Use a Punnett square to predict the results of monohybrid and/or dihybrid crosses and state the phenotypic and genotypic ratios of each.
5. Distinguish between genotype and phenotype, heterozygous and homozygous, dominant and recessive traits.
6. Use the laws of probability to calculate the chances of an individual having a specific genotype or phenotype.
7. Describe the inheritance of the ABO blood system and explain why the A and B alleles are said to be co-dominant.
8. Define and give an example of pleiotropy.
9. Distinguish between penetrance and expressivity.
10. Given a simple family pedigree, deduce the genotypes for the family members.(SAP)
11. Describe the inheritance and expression of cystic fibrosis, Tay Sachs disease, and sickle cell anemia.(ST&S)
12. Explain how a lethal recessive gene can be maintained in a population.
13. Explain why consanguinity increases the probability of homozygousity in the offspring.
14. Explain why lethal dominant genes are much rarer than lethal recessive ones.
15. Explain how carrier recognition, fetal testing and newborn screening can be used in genetic screening and counseling. (ST&S)Includes discussion of ethical considerations.
16. Define: P1, F1, F2, Barr body, Klinefelter’s, Turners syndrome, Huntington’s chorea, trisomy, cru di chat, achondroplastic dwarfism, aneuploidy, and phenocopy.
17. Complete genetics problems related to the condition and patterns of inheritance discussed.
18. Understand the use of the Chi Square test in studying data from genetic crosses.(SAP)
POPULATIONS GENETICS
Unit 9 Agenda
Day Topic Homework/Objectives
1 Population Genetics pp. 428-431
Natural Selection Lab
2 Microevolution pp. 432-441
3 Hardy-Weinberg pp. 445-449
4 Hardy-Weinberg pp. 450-456
5 Population Genetics Lab pp. 456-461
6 Population Genetics Lab pp. 464-470
7 Microevolution pp. 471-481
Complete objectives
8 Major Test:
Population Genetic
9 Review for Final
10 Finals
Unit Objectives: Population Genetics
Thematic Focus: Evolution
At the conclusion of this unit, you should be able to:
1. Explain how theories of gradualism and uniformitarianism influenced Darwin’s ideas about evolution.
2. Describe Lamarck’s explanation of how adaptations evolve.
3. Explain what Darwin meant by the principle of “descent with modification”. (also the name of the boat and book)
4. Explain why variation was so important to Darwin’s theory.
5. Using the peppered moth, explain how natural selection results in evolutionary change.
6. Write the general Hardy-Weinberg theorem, use it to calculate allele and genotype frequencies, identify conditions of disequilibrium and describe the usefulness of the model.
7. Explain how genetic drift, gene flow, mutation, nonrandom mating and natural selection can cause microevolution.
8. Give the cause of genetic variation in a population.
9. Explain the concept of relative fitness and its role in adaptive evolution.
10. Describe what selection acts on and what factors contribute to the overall fitness of a genotype.
11. Be able to define: adaptive radiation, isolation, natural selection, stable gene pool, convergent evolution, divergent evolution, allopatric speciation, sympatric speciation, parapatric speciation, gradualism, and punctuated equilibrium. Includes environmental role.
12. Describe the use of the following in the study of population genetics: embryology, fossils, homology, vestigial organs, and biochemistry.
13. Distinguish between anagenesis and cladogenesis.
14. Define biological species (Mayr) and describe limitations of the concept.
15. Distinguish between prezygotic and postzygotic isolating mechanisms.
Advanced Placement Biology
Simple Life Forms
Unit Agenda
1 Semester Calendar 484-493
Unit Overview
Taxonomy obj. 1-7
2 Bacteria 494-505
Characteristics/Classification obj. 8-11
3 Protista, Protista Lab 510-523
Margulis assignment due obj. 16,19
Sequence of development
4 Protista Quiz 545-553,
Characteristics/Classification
Obj. 17,18
5 Fungi 557-572
Daily Quiz obj. 20-22
6 Fungi 616-629
Characteristics/Classification obj. 23
7 Complete objectives
Write Free Response Essay
8 Major Test: Simple Life Forms
Unit Objectives: Simple Life Forms
Thematic Focus: Evolution
At the conclusion of this unit, you should be able to:
Early Earth/Taxonomy
1. Define/describe geological time scale, Pangaea, Lucy, punctuated and gradual equilibrium. (EVO)
2. Describe Oparin’s hypothesis and the Miller-Urey experiments. (EVO)
3. Describe the proposed sequence of development of life on earth. (EVO)
4. Describe the use of the following in the study of macroevolution; embryology, fossils, homology, vestigial organs and biochemistry. (EVO)Includes discussion of societal perceptions of evolution.
5. Distinguish between anagenesis and cladogenesis. (EVO)
6. List the attributes of each of the six kingdoms.
7. Given an organism or its description, place it in the appropriated kingdom.
Viruses
8. Identify the general characteristics of viruses and explain why they are not considered living.
9. Describe the lytic and lysogenic cycles of viruses.
10. Describe the general physical features of viruses.
11. Compare the development of RNA and DNA viruses.
Bacteria
12. Describe the general characteristics of members of the kingdom Eubacteria and Archaebacteria. (EVO)
13. Distinguish among achaebacteria, eubacteria, and cyanobacteria on the basis of respiration and nutrition. (EVO)
14. Identify the most common shapes of eubacteria and describe the differences found among gram positive and gram negative bacteria. Includes societal issue of antibiotic resistance.
15. Explain the significance of bacteria in the earth’s ecosystem. Includes environmental role.
Protists
16. Explain the theory of endosymbiosis. (EVO)
17. Describe the characteristics of the kingdom Protista.
18. Distinguish among the plant-like (algae), animal-like (protozoan) and fungus-like (slime mold) protists.
19. Give the functions of the major physical components of the typical protists (contractile vacuole, nucleus, trichocysts, etc)
Fungi
20. Describe the general characteristics of the kingdom Fungi.
21. Distinguish among saprophytic, parasitic and decomposing fungi.
22. Identify the structures of typical fungi (spores, hyphae, mycelium).
23. Compare the reproductive structures of zygomycetes, ascomycetes, basidiomycetes and deuteromycetes.
Higher Life Forms & Digestion
Unit Agenda
Day Topic Homework/Objectives
1 As The Worm Turns Inquiry Lab
Simple Animals pp. 589-595 1-4
2 Simple Animals pp. 595 – 608 5
Protostome/deuterostomes
3 Worms Arthropods pp. 608-622 5,6
Phylogeny
4 Write Free Response pp. 628-640 7
Chordate classes
5 Complete Vertebrates pp 640-658 7
6 Digestive Anatomy pp 796-802 8-11, 20
Quiz
7 Digestive Chemistry pp 803-816 12-16
8 BMR, Nutrients, Vitamins pp 812-816 12-16
9 Major Test:
Higher Life Forms & Digestion
Unit Objectives: Vertebrates and Digestion
Thematic Focus: Structure & Function
At the conclusion of this unit, you should be able to:
1. List the characteristics that distinguish animals from organisms in the other kingdoms.
2. Distinguish between radial/bilateral symmetry, acoelomate/coelomate/ pseudocoelomate, determinate/indeterminant cleavage, schizocoelous/entercoelous. (EVO)
3. Compare the differences between protostomes and deuterostomes, citing examples.
4. Identify the characteristics of sponges including chaonocytes, amoebocytes, osculum, spicule definitions.
5. List the characteristics and give examples of invertebrate phyla including Cnidaria, Platyhelminthes, Nematoda, Mollusca, Annelida, and Arthropoda. (EVO)
6. Be able to give examples of the classes of the invertebrate phyla.
7. Define tissue and explain where it falls in the hierarchy of the structural organization.
8. Describe types and functions of epithelial tissue, connective tissue, muscle and nervous tissue.
9. Distinguish among herbivores, carnivores and omnivores.
10. Describe the feeding mechanisms and give examples of animals that use; filter-feeding, substrate-feeding, deposit-feeding, and fluid-feeding.
11. Distinguish between intracellular and extracellular digestion.
12. Describe some distinct advantages that complete digestive tracts have over gastrovascular cavities and list the major animal phyla with alimentary tracts.
13. Describe the role of the major digestive enzymes.
14. Recognize the function of the components of the digestive system.
15. Sequence the pathway taken by a sample food through the digestive system.
16. Explain the function of bile, describe where it is produced and stored as well as its composition.
17. Describe the enzymatic digestion of carbohydrates, proteins, lipids and nucleic acids including the reactants and products for each enzymatic reaction and whether they occur in the (a) oral cavity, (b) stomach (c) lumen of small intestine, (d) brush borders of the small intestine.
18. Give examples of vertebrates with the following digestive adaptations and explain how these adaptations are related to diet: variation in dentition, variation in length of digestive tract, and multi-chambered stomach.
19. Define basal metabolic rate and explain the relationship between BMR and body size.
20. List the four classes of essential nutrients.Includes societal issue of malnutrition from disorders.
21. List and distinguish between water soluble and fat-soluble vitamins.
22. Be familiar with the functions and descriptions of: jejunum, ileum, duodenum, villi, microvilli, cecum, appendix, bolus, and chyme.
2006/07
Advanced Placement Biology
Circulation/Respiration/Immunity
Unit Agenda
Day/Date Topic Homework
Day 1 Return Higher Life Forms/Digestion Test pp. 871-875
Circulation Introduction
Trends in Circulation Activity
Day 2 Parts of the Heart Lab pp. 875-877
Day 3 Circulation: Control of Heart, Rate, Blood pp. 878-885
Components
Quiz
Day 4 Physiology of the Circulatory System Lab pp. 887-890
Day 5 Physiology of the Circulatory System Lab pp. 890-894
Day 6 Circulation: Blood Disorders pp. 895-897
Respiration Components/Structures
Day 7 Respiration Structures and Functions
Day 8 Respiration: Methods, Exchange of Gases pp. 900-906
Quiz
Day 9 Nonspecific Defense Mechanisms pp.907-913
Day 10 Specific Defense Mechanisms pp. 914-920
**Circulation Lab Due**
STAFF DEVELOPMENT DAY
Day 11 Specific Defense Mechanisms
Day 12 Write Free Response Essay
Complete Unit Objectives
Day 13 Major Test: Circulation/Respiration/Immunity
UNIT OBJECTIVES: CIRCULATION, RESPIRATION, & IMMUNITY
Thematic Focus: Interdependence, Structure & Function
At the conclusion of this unit, you should be able to:
1. Describe the function of a circulatory system and compare to a gastrovascular system. (EVO)
2. Distinguish between open and closed circulatory systems.
3. Define: Hemolymph, heart cycle, systole, and diastole.
4. Compare single and double circulation.
5. Trace a drop of blood through the human circulatory system including the chambers of the heart and the sequence of vessels in a four chambered organism.
6. Describe the trends of development of the heart from two to four chambers and identify an organism with each. (EVO)
7. Using heart rate and stroke volume, calculate cardiac output.
8. Identify the role of the SA and AV nodes in the regulation of the heart.
9. Define vasodialation and vasoconstriction and the conditions under which these may occur.
10. Compare the structures of arteries, veins, and capillaries.
11. Compare velocity and blood pressure in arteries, veins and capillaries.
12. Define blood pressure in arteries, veins and capillaries.
13. Sequence the process of blood clotting.
14. Identify the components of blood and the role of each.
15. Explain how osmotic pressure and hydrostatic pressure regulate the exchange of fluids and solutes across capillaries.
16. Compare HDL’s and LDL’s. Includes societal issue of cholesterol medicine, life styles and affluence.
17. Identify five respiratory surfaces employed by animals.
18. Compare processes used by air breathers and aquatic organisms.
19. Identify factors which regulate the breathing rate.
20. Define: tidal, vital, and residual lung volumes.
21. Describe the Bohr effect as related to oxygen loading and interpret an oxygen dissociation curve.
22. Explain how the lymph system helps defend against infection.
23. Identify nonspecific defense mechanisms and how they work.
24. Describe the inflammatory response.
25. Identify nonspecific defense mechanisms and how they work.
26. Compare primary and secondary immune responses.
27. Define self, non-self, antigen, antibodies, immunity vaccine, active and passive immunity.
28. Compare primary and secondary immune responses.
29. Describe the structure and functions of antigens.
30. Define: monoclonal antibodies, neutralization, agglutination, precipitation, and activation of complement system.
31. Describe disorders of the immune system.
2006/07
Advanced Placement Biology
Unit Agenda: Regulation
Day 1 Intro to Unit
Human Hormone Video pp. 925-929
Day 2 Osmoregulation & Temperature regulation pp. 930-940
Day 3 Kidney Structure pp. 941-947
Urinalysis Lab
Day 4 Excretory System Structure
and function pp. 948-952
Discussion: Donor organs
Day 5 Complete Excretion
Quiz
Day 6 Hormones and
Endocrine System pp. 955-961
Day 7 Hormones and Regulation pp. 962-971
Day 8 Hormones & chemical regulation
Day 9 Feedback Loops
Day 10 Write Free Response
Complete Objectives
Day 11 Major Test: Regulation
Advanced Placement Biology
Unit Agenda: Reproduction
Day 1 Male Reproductive Anatomy
Spermatogenesis pp. 975-986
Day 2 Female Reproductive Anatomy pp. 987-989
Day 3 Menstrual & Ovarian Cycles pp. 998-1003
Day 4 Oogenesis & organogenesis pp. 1004-12
Day 5 Organogenesis & Embryology PreLab
Day 6 Embryology Lab
Day 7 Reproduction Essay
Discussion: Cloning & Ethics
Day 8 Major Test: Reproduction
Reproduction Objectives:
Thematic Focus: Continuity & Change, Structure & Function
At the conclusion of the unit you should be able to:
1. Compare gametogenesis in ovaries and testes.
2. Describe the process of fertilization including its definition, location, and polyspermy preventions.
3. Determine the fate of the following: ectoderm, endoderm, mesoderm
4. Sequence the events in the development of a fertilized egg from the zygote to the germ layer.
5. Give examples of asexual reproduction and organisms employing this method. (EVO) Includes discussion of environment issue of water contamination on external fertilizers.
6. Give the advantages of sexual reproduction over asexual reproduction and internal compared external fertilization. (EVO)
7. Locate and give the functions of the structures of the male and female reproductive systems.
8. Give the functions of hormones related to the vertebrate reproductive system: progesterone, LH, FSH, GnRH, estrogen, oxytocin, prolactin, and androgens.
9. Define terms related to zygotic development; induction differentiation, animal pole, vegetal pole, primitive streak, extra-embryonic membranes, and implantation.
10. Given a diagram of a developing embryo, be able to locate the coelom, somites, and notochord.
11. On a diagram of a developing embryo be able to locate the structures that give rise to the vertebrae, brain, spinal cord, and peripheral components of the nervous system.
12. Sequence the movement of sperm cells through the male (and female) reproductive tracts.
13. Sequence the movement of a fertilized egg through the reproductive tract.
14. Induce sperm & egg release and fertilization in sea urchin. (SAP)
AP Biology
Nervous System Agenda
Day Topic Reading
1 Nervous system
components 1022-1030
Brain Lab
2 Neurons 1031-1039
Structure/function
3 Quiz
Sensory & Motor 1040-1049
4 Sensory & Motor
Muscle Contraction 1059-1067
5 Movement 1068-1075
Sensory Receptors
6 Muscle Contraction 1176-1085
Quiz
7 Animal Behavior:
Habitat Selection Lab
8 Major Test: Nervous
System & Behavior
Thematic focus: Regulation
ADVANCECD PLACEMENT BIOLOGY
UNIT AGENDA
PLANT PHYSIOLOGY & REPRODUCTION
Day 1 Plant Kingdom Introduction
Value of Plants to Humans, Unit Overview
Read 720-739
Day 2 Plant Kingdom Phylogeny
General Plant Anatomy
Day 3 Transpiration Lab
Read 748-755
Day 4 Physiological features of plants
Set up Germination Lab
Read 755-764
Day 5 Nutritional Requirements for plants
Read 767-775
Day 6 Plant Pigment Lab
Soil Properties
Read 776-780
Day 7 Plant Reproductive Structures
Read 783-789
Day 8 Fertilization and Germination
Monocot/Dicot features
Read 789-797
Day 9 Asexual Reproduction in Plants
Read 802-823
Day 10 Hormones & Tropisms
Day 11 Major Test: Plants
Or 19th or 20th depending on which day your class meets due to state testing.
Unit Objectives: Plant Physiology & Reproduction
1. List the characteristics of the members of the kingdom Plantae and explain why we must protect plant habitats.
2. Recognize the evolutionary relationships and characteristics found among vascular and nonvascular plants. (Angiosperms, gymnosperms, Cycads, ginkgo, mosses and ferns)(EVO)
3. Give the function of antheridia and archegonia in alternation of generations.
4. Recognize the sporophyte and gametophyte stages of mosses, ferns, gymnosperms, and angiosperms.
5. Identify the seed plant adaptations for life on land.(EVO)
6. Compare monocot and dicot seed anatomy.
7. Label a diagram of a leaf cross section and give the functions of the parts therein and their sequence in the anatomical hierarchy.
8. Label a diagram of a stoma and relate the parts to the movement of gases into and out of plants.
9. Relate stoma position to photosynthesis.
10. Recognize the function of vascular tissues and identify the cells found in both types of vascular tissues.
11. Identify the characteristics of pith, bark, cambium, spring wood, summer wood, heart wood and sap wood.
12. Describe how vascular fluid moves throughout a plant using the transpiration-cohesion and mass flow theories; apply these theories to hypothetical situations.
13. Recognize the functions of roots.
14. Labe a diagram of cross sections of a monocot or dicot stem.
15. Relate leaf modifications to water conservation.
16. Apply your understanding of the relationship between photosynthesis and transpiration given data as to the rates of these events in a particular setting.(SAP)
*17. Identify the nutrients required for plant growth, particularly noting the three most important
18. Compare soil particles based on water holding capacity and size of each.
19. Identify the most usable forms of nitrogen for plant growth.
20. Describe the role of nitrogenase to nitrogen fixation, such as that carried out by Rhizobium in the nodules of legumes.
21. Recognize by example, the types of nutritional adaptations observed in the plant kingdom.
22. Recall the general features of photosynthesis and respiration and relate the occurrence of these processes to the anatomical features of the plant.
23. Distinguish among perfect, imperfect, complete and incomplete flowers.
24. Compare reproduction in monoecious and dieocious plants.
25. Identify the types of tissues produced by lateral meristems and vascular cambiums.
26. Label a diagram of germinating monocot and/or dicot seeds.
27. Describe the process of and relation between fertilization and pollination in plants.
28. Identify the parts of a typical complete flower and give the functions.
29. Describe the methods/agents of pollination and the physiological adaptations needed for each.
30. Define apomixis and give its evolutionary advantage
31. Describe the various methods of vegetative/asexual propagation and the advantages/disadvantages of each.
32. Give the functions of the following hormones: cytokinins, gibberillic acid, abscisic acid, ethylene, auxin and florigen.
33. Compare the various types of tropisms in relation to their stimuli.
34. Define photoperiodism, long day, day neutral and short day in reference to flowering plants.
Advanced Placement Biology
Ecology
Unit Agenda
Day 1 Ecology Overview
Day 2 Ecology Continued
Discuss: Pesticide use
Day 3 Dissolved Oxygen Lab
Day 4 Dissolved Oxygen Lab
Day 5 AP Review
Ecology Take Home Test Due
Day 6-9 AP Review
Days 10-15 AP Exams Begin
AP Review
Thematic Focus: Interdependence
Listing of Laboratory Investigations
Lab Title Goal Time Required Type
Macromolecules Students learn the tests for various organic molecules and then apply the tests to an unknown sample to determine contents. 1 class period
0.5 pre/post Student hands-on
Water engage demo Students predict the number of paperclips that can be placed in a 50 mL beaker filled with water before the water spills. .25 periods Teacher led demonstration
Energy in paper demo Students are queried as to the presence of energy in a piece of paper and challenged to trace the transfer of energy from sun to the air in the room. (Energy Transfer Theme) . 25 periods Teacher led
demonstration
Enzyme Catalysis Lab Students determine the rate of reaction of catalase and hydrogen peroxide over time. 2.5 class periods
.5 pre/post Student hands-on
Diffusion and Osmosis
Water Potential
Students use dialysis tubing and potato tissue to investigate the effects of solute concentration on water potential. 3 class periods
.5 pre/post Student hands-on
Mitosis and Meiosis
(and Sordaria) Students use prepared slides to determine the relative time required for mitotic phases, simulate the events of meiosis and calculate crossover values in Sordaria. 3 class periods
.5 pre/post Student hands-on
Cell Cycle Lab Students use paper manipulative to identify stages of cell cycle and mitosis 1 class period Student paper lab
Plant Pigments and Photosynthesis This lab is split into two different units. Students use colorimeter and TI83+ calculators to measure the effect of light and chloroplasts on the rate of the Hill reaction. 2 class periods
.5 pre/post Student hands-on
Cellular Respiration Students use pressure probes and TI83+ calculators to compare respiration rates in germinating and non-germinating peas at different temperatures. 1.5 class periods
.75 pre/post Student hands-on
Molecular Biology: Restriction Enzymes Students compare the bands formed in an electrophoresis gel using lambda DNA cut with different enzymes 2 class periods
.5 pre/post Student hands-on
Molecular Biology: Transformation Students transform E.coli using the pGLo plasmid. 2 class periods
.5 pre/post
Student hands-on
Genetics of Organisms: Corn Genetics Students predict and determine probability of the parental genotypes of corn kernels using Chi square calculations 2 class periods Student hands-on
Population Genetics and Evolution Students simulate the evolution occurring in a mating population measured using the Hardy-Weinberg theorem. 2.5 class periods
Student hands-on
As the Worm Turns Students design and conduct an experiment to measure the sensitivities of a living earthworm focusing on unifying themes. 1 class period Student hands-on
Guided Inquiry L3
Heart Anatomy Students explore the components of a beef heart by comparing real heart to model heart 0.5 class periods Student hands-on
Physiology of the Circulatory System Students measure the effects of exercise on heart rate and blood pressure. Students determine the effect of temperature on heart rate. 2 class periods
.5 pre/post Student hands-on
Temperature Regulation Lab Students design and experiment to test their hypothesis regarding the temperature of 4 objects 0.5 class periods Student hands-on
Guided Inquiry L3
Embryology Students investigate the fertilization and embryological development of sea urchins 2 class periods
.5 pre/post Students hands-on
Guided Inquiry L3
Brain Anatomy Students dissect sheep brains to locate the major structures 1 class period Student hands-on
Eye Anatomy Students dissect cow eyes to locate and identify the major structures 0.5 class periods Student hands-on
Animal Behavior Students determine the environmental preferences of pill bugs and/or planaria 2 class periods Student hands-on
Guided Inquiry L3
Transpiration Students measure the rate of transpiration in tomato plants placed in various environmental conditions 2.5 class periods spread over a week. Student hands-on
A Corny Investigation Students explore the anatomy of seeds to retrieve the embryos, explain energy transfer, continuity, and interdependence ties to endosperm, source of seed and plants to other organisms. 0.5 class periods Student hands-on
Is Light Required for Germination Students design and conduct an experiment to determine whether or not light is required for germination of grass seeds. 1.5 class periods Student hands-on
Guided Inquiry L3
Dissolved Oxygen and Primary Productivity Students measure the amount of dissolved oxygen in water samples treated with various levels of light. 2 class periods
.5 pre/post Student hands-on
X-Ray Diagnosis Lab Students rotate through 8 stations of patient x-rays and use evidence and resources to diagnosis patient conditions. 5 class periods Student hands-on
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