Download Adlai E. Stevenson High School Course Description

Adlai E. Stevenson High School
Course Description
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
Content Objectives:
By the end of this course, students will be able to:
Compare and contrast mitosis and meiosis. (Cellular Reproduction)
Describe DNA structure, replication, and translation. (DNA & RNA)
Discuss cellular structure and function, including membrane structure and transport. (Cells)
Discuss Mendel’s Laws of Inheritance and other selected topics in the area of Genetics and apply knowledge of Genetics
to solve problems involving monohybrid, dihybrid, and sex-linked traits. (Genetics)
Distinguish between the prokaryotes, protists, fungi, and viruses on the basis of cell and organismal structure, habitat,
reproduction, Evolutionary history, mode of nutrition, taxonomy, and niche. (Kingdom Survey)
Explain the Chemistry and function of organic and inorganic compounds in life processes. (Chemistry)
Recognize and explain the functions of plant structures of bryophytes and tracheophytes. (Plants)
Understand the biochemical processes of respiration and photosynthesis, and how the anatomy of the mitochondrion and
chloroplast function in chemiosmosis. (Respiration & Photosynthesis)
College Readiness Objectives:
By the end of this course, students will be able to:
Evaluation of Models, Inferences, and Experimental results
Interpretation of Data
Scientific Investigation
Social-Emotional Learning Objectives:
By the end of this course, students will be able to:
Develop their Relationship Skills
Develop their Responsible Decision Making skills
Develop their Self-Awareness skills.
Develop their Self-Management skills.
Develop their Social Awareness skills.
Content Learning Targets
Compare and contrast mitosis and meiosis. (Cellular Reproduction)
A.
C.
Apply the term diploid to specific types of Cells in a human body, the number of chromosomes, homologous pairs,
and method of cell division.
Apply the term haploid to specific types of Cells in the human body, the number of chromosomes, homologous pairs,
and method of cell division.
Compare / contrast sexual and asexual reproduction. (Create a table or Venn diagram)
D.
Compare and contrast animal cell cytokinesis with plant cell cytokinesis.
E.
Compare and contrast binary fission with mitosis.
F.
Compare and contrast meiosis and mitosis.
G.
Define checkpoint in the cell cycle. Describe the role of checkpoints and the mechanism of their operation.
H.
Define homologous chromosomes and explain how chromosomes unite to form homologous pairs.
B.
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
I.
J.
K.
L.
M.
Define MPF and explain how it relates to the cell cycle. Describe the relative concentrations of MPF, Cdk, kinases,
and cyclin and how the interact.
Describe the importance of mitosis in single-celled and multi-cellular organisms.
Describe the number of homologous chromosomes and sister chromatids in a human diploid cell in G1 and after the
S phase of the cell cycle for both a human male and female.
Describe three mechanisms by which meiosis (and sexual reproduction) produce genetic variation.
N.
Differentiate between sexual and asexual cell division. (Use the following terms in your explanation: meiosis,
somatic cell, Cells of gonad, gamete, sister chromatid, mitosis, cytokinesis).
Distinguish between events and characteristics of meiosis I & meiosis II including crossing over and tetrads.
O.
Explain how the loss of normal cell cycle controls results in cancer.
P.
Explain the organization of DNA molecules and their relationship to cell parts in the process of chromosomal
separation during mitosis. (Use the following terms in your explanation: genome, chromosome, chromatin,
centromere, centrosome, aster, kinetochor
Identify the stages of mitosis in photographs or diagrams. Explain what is occurring in each stage (interphase,
prophase, prometaphase, metaphase, anaphase, telophase, and cytokinesis).
Relate karyotypes to the cell cycle, homologous chromosomes, sister chromatids, gender, and their diagnostic
capabilities.
State several, specific cellular activities occurring during each stage of the cell cycle: G1, S, G2, M.
Q.
R.
S.
Describe DNA structure, replication, and translation. (DNA & RNA)
A.
Compare & contrast DNA & RNA.
B.
Compare & contrast prokaryotic and eukaryotic transcription.
C.
Compare and contrast point mutations with chromosomal mutations.
D.
Compare and contrast structures/functions of mRNA, tRNA, and rRNA.
E.
Define point mutation. Relate to the following terms: insertion, deletion, frameshift, nonsense, missense, mutagen.
F.
Describe how DNA is packaged into eukaryotic chromosomes. Include the following terms in your description:
chromatin, histones, nucleosomes, looped domains, scaffolds.
Describe the steps and procedures in translation: initiation, elongation and termination. Include the following terms
in your explanation: tRNA, rRNA, codon, anticodon, start codon, stop codon, ribosome (large and small subunits),
aminoacyl-tRNA syntheta
Describe the structure of a single nucleotide (phosphate, nitrogen base, sugar).
G.
H.
I.
J.
Describe the structure of DNA. Be sure to use the following terms: deoxYRibose, nucleotide, hydrogen bond,
phosphodiester bond, purine, pYRimidine, 5’, 3’, A, T, C, G, and anti-parallel. You may be asked to label a diagram.
Describe ways that proteins can be altered following translation.
K.
Explain the Evolutionary significance of mismatch repair that is not 100% efficient.
L.
Explain the process of replication. Explain the differences between replication of the leading and the lagging strands.
Include the terms: Okazaki fragments, telomeres, telomerase, replication fork.
Explain the significance of the following scientists’ contributions to the study of DNA: Griffith/McLeod/McCarty,
Hershey-Chase, Chargaff, Watson & Crick, Franklin, Meselson & Stahl.
Explain what the universality of the genetic code implies about Evolutionary history.
M.
N.
O.
P.
Q.
R.
Explain why one nucleotide triplet codes for one amino acid. (There are 4 types of nucleotides and 20 amino acids.
Why can’t 1 or 2 nucleotides code for an amino acid? Why isn’t it 4 or more?)
Identify methods of RNA modification: processing and editing. Relate to these terms: 5’ cap, poly A tail, RNA
splicing, spliceosome, introns, exons, alternative RNA splicing.
Recognize the relationship between genes and enzymes as demonstrated by the experiments of Beadle and Tatum.
Appreciate that Beadle and Tatum are not the final word on “one gene – one polypeptide”.
Recognize the steps and procedures in transcription. Include discussion of RNA polymerase, promoter region, TATA
box, 3’, 5’, terminator region, and transcription factors.
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
S.
T.
State and explain the function of the following enzymes involved in DNA replication: DNA polymerase (I, II, III), DNA
ligase, primase, helicase, topoisomerase, nuclease, single stranded binding protein* (*not an enzyme, but still
important!)
Use and apply concepts of redundancy of wobble to genetic code table.
Discuss cellular structure and function, including membrane structure and transport. (Cells)
A.
C.
Compare and contrast animal Cells (have lysosomes, centrosomes with centrioles, and flagella) and plant Cells
(have chloroplasts, central vacuole, cell wall, and plasmodesmata). Compare and contrast prokaryotic and
eukaryotic Cells.
Describe the origin and Evolutionary significance of the incorporation of mitochondria, plastids, and chloroplasts into
larger Cells.
Describe the origin of the endomembrane system to the creation of larger, more complex Cells.
D.
Distinguish between primary and secondary endosymbiosis
E.
Explain advantages for Cells that have internal compartmentalization.
F.
Explain the limitations on cell size.
G.
Identify methods that Cells use for transporting large molecules (bulk transport) across membranes (exocytosis,
endocytosis, phagocytosis, pinocytosis, receptor-mediated endocytosis).
Identify methods that Cells use for transporting small molecules across membranes (diffusion, osmosis, facilitated
diffusion, active transport).
Identify methods that keep cell membranes fluid (cholesterol, spacing).
B.
H.
I.
J.
K.
L.
M.
N.
O.
Identify the components and structure of the fluid mosaic model of cell membranes (phospholipids, integral proteins,
cholesterol, transmembrane proteins, surface proteins, gated channels, pumps, hydrophobic, hydrophilic, polar,
nonpolar).
Identify the structures and functions of ALL cell organelles (flagellum, centrosome, microvilli, peroxisome,
mitochondrion, lysosome, Golgi apparatus, ribosome, nucleus, nucleolus, smooth endoplasmic reticulum, rough
endoplasmic reticulum, vesicle, large
Identify the structures and functions of the cytoskeleton (microfilament, intermediate filaments, microtubules, actin,
dyenin).
Recognize the conditions that regulate osmosis and diffusion in Cells (movement across gradients:
hypotonic/isotonic/hypertonic, water potential, solute potential, electrochemical gradients, plamolysis, lysis, crenate).
Recognize the surface features and inter-cellular connections of plant and animal Cells (extracellular matrix,
collagen, proteoglycans, fibronectin, integrins, plasmodesmata, tight junctions, gap junctions, desmosomes).
Recognize the types and uses of microscopes to study Cells.
Discuss Mendel’s Laws of Inheritance and other selected topics in the area of Genetics and apply
knowledge of Genetics to solve problems involving monohybrid, dihybrid, and sex-linked traits.
(Genetics)
A.
Create or interpret a linkage map when given # of recombinants or map unit distances between linked genes.
B.
Define Barr body and explain how Barr bodies create a tortoiseshell coat in cats.
C.
G.
Define nondisjunction, relate nondisjunction to cell division, describe results of nondisjunction, and identify
syndromes associated with nondisjunction.
Define, describe, and relate to meiosis each of Mendel’s three laws: Law of Dominance, Law of Independent
Assortment, & Law of Segregation.
Define, perform crosses of, and interpret results of crosses that do not follow Mendelian inheritance patterns such as
incomplete dominance, codominance, multiple alleles, epistatic interactions of genes, and polygenic inheritance.
Describe human sex-linked genetic diseases including Duchenne muscular dystrophy and hemophilia, and describe
mode of inheritance as sex-linked dominant or sex-linked recessive.
Describe the genotype of a pure breeding organism and the genotype of a hybrid organism.
H.
Distinguish between genes, alleles, and traits.
I.
Distinguish between incomplete dominance and codominance.
J.
Draw, interpret, and determine inheritance patterns for traits presented in a pedigree.
D.
E.
F.
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
K.
O.
Identify mode of inheritance, perform crosses for, and analyze results involving human genetic diseases including
Huntington’s disease (Huntington’s chorea), achondroplasia, and polydactyly.
Perform crosses, analyze results of, and identify mode of inheritance human genetic diseases including: cystic
fibrosis, Tay-Sach’s disease, Albinism, and Sickle cell disease.
Perform, interpret results, determine probability, genotypic ratios, phenotypic ratios, and recognize patterns for a
variety of dihybrid crosses that follow Mendelian patterns of inheritance.
Perform, interpret results, determine probability, genotypic ratios, phenotypic ratios, and recognize patterns for a
variety of monohybrid crosses that follow Mendelian patterns of inheritance.
Perform, recognize results of, and analyze results of crosses involving linked traits.
P.
Perform, recognize results of, and analyze results of crosses involving sex-linked traits.
L.
M.
N.
Distinguish between the prokaryotes, protists, fungi, and viruses on the basis of cell and
organismal structure, habitat, reproduction, Evolutionary history, mode of nutrition, taxonomy,
and niche. (Kingdom Survey)
A.
Apply natural selection to protobionts and the Evolution of the first cell.
B.
Compare the size and structure of viruses to prokaryotic and eukaryotic Cells.
C.
Define ribozyme.
D.
Describe alternation of generations as it relates to a typical fungus.
E.
Describe cell wall structure of bacteria (gram positive, gram negative, peptidoglycan, capsule).
F.
Describe conditions of early Earth atmosphere, land, and water.
G.
Describe how prokaryotic Cells are classified (shape, clustering).
H.
I.
Describe some common characteristics of all protists and identify major differences. (Include discussion of the
terms unicellular, multicellular, colonial.)
Describe the 4 steps of chemical Evolution.
J.
Describe the chronological sequence of significant events in early Earth history and cellular Evolution.
K.
Describe the general niche of protists with respect to nutrition, motility, habitat, niche, and reproduction.
L.
Differentiate between domain Bacteria and domain Archaea.
M.
N.
Distinguish between the lytic and lysogenic cycles of viral reproduction. Explain the process of bacterial
transformation.
Draw and explain the general structure of a bacteriophage virus
O.
Explain how eukaryotic cell Evolution facilitated the Evolution of multi-cellular eukaryotic organisms.
P.
Explain how viruses are categorized.
Q.
Explain the difficulties associated with, and modern techniques for, classifying protists.
R.
Explain the ecological roles & significance of prokaryotes (Use the following terms in your explanation:
decomposers, symbiosis, mutualism, host, symbiont, commensalism, parasitism, parasite, pathogen,
extremophiles).
Explain the function of reverse transcriptase for retroviruses.
S.
T.
U.
Explain the process of serial endosymbiosis for how mitochondria and chloroplasts were incorporated into ancestral
eukaryotic Cells.
Explain why RNA was likely the first genetic material.
V.
Explain why viruses are not considered living.
W.
Generally distinguish between the 3 mechanisms for how bacteria create new genetic combinations: conjugation,
transformation, transduction.
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
X.
Y.
Identify & describe the distinguishing characteristic(s) of the following three fungi clades: Zygomycota, Ascomycota
and Basidiomycota.
Identify and describe characteristics for members of Kingdom Fungi.
Z.
Identify the importance of fungi ecologically, economically, and medicinally.
AA.
Identify the organelles, organization of DNA, modes of reproduction, and modes of nutrition in prokaryotes.
AB.
List characteristics of eukaryotic Cells. Compare prokaryotes to eukaryotes.
AC.
Provide examples of several different protists and identify their domain, kingdom, genus and species (scientific
name) as well as unique features/characteristics.
State the three domains and 6 different kingdoms into which all life is classified.
AD.
Explain the Chemistry and function of organic and inorganic compounds in life processes.
(Chemistry)
A.
Define the term Organic Chemistry.
B.
Describe properties of acids, bases, and buffers.
C.
Describe properties/characteristics of molecules that are hydrophobic and hydrophilic.
D.
Describe the relationship between enzymes, substrates, catalysts, and activation energy.
E.
Differentiate between cofactor and coenzyme.
F.
Differentiate between elements, compounds, and molecules.
G.
Distinguish between induced fit and lock-and-key.
H.
Distinguish between polar and non-polar molecules by examining elements present in each molecule.
I.
Distinguish between structural isomers, geometric isomers, and enantiomers (chiral compounds).
J.
Draw the chemical structure of water with its partial charges and describe polarity.
K.
Explain bond-making, bond-breaking, and atomic rearrangement in the context of a chemical reaction.
L.
Explain how molecular size and shape relates to specificity and function in organisms.
M.
Explain the concept of denaturation in the context of the different levels of protein structure.
N.
Explain the relationship between enzyme activity, allosteric activators & inhibitors, and metabolism (catabolism and
anabolism).
Given a specific element identify: # of protons, # of neutrons, # electrons, atomic weight, atomic mass
O.
P.
R.
Identify and discuss the 4 unique properties of water. Provide an example of each property as it relates to living
organisms.
Identify and distinguish between hydrogen bonds and Van der Waals interactions. Rank these in order of strength.
Explain the behavior of valence electrons in each intermolecular interaction.
Identify and distinguish between ionic, covalent, and hydrogen bonds.
S.
Identify and explain factors that affect enzyme specificity, enzyme optimization, and enzyme activity.
T.
Identify the 7 functional groups when presented with a structural formula (drawing) of their structures. Link each
functional group to the types of molecules they form. Describe their functions and polarity.
Identify the basic principles of atomic structure and how they determine the behavior of an element.
Q.
U.
V.
W.
Identify the elemental composition, general formula, structural formula (drawing), types, and functions of
Carbohydrates.
Identify the elemental composition, structural formula (drawing), levels of structure, and functions of Proteins.
X.
Identify the elemental composition, structural formula (drawing), types, and functions of Lipids.
Y.
Identify the substrates of enzymes based upon their names.
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
Z.
Identify the valences for the major elements of organic molecules: C, H, O, N, P, S
AA.
Recognize how dehydration synthesis can be used to build polymers from monomers and the name of bond between
monomer units for carbohydrates, lipids, and proteins.
Recognize how hydrolysis can be used to break down polymers into monomers.
AB.
AC.
AD.
Recognize pH and the pH scale. 5. Explain the pH scale in terms of the mathematical relationship between
H+concentration and OH- concentration. Relate the terms acid, base, and neutral to the 0-14 scale.
Relate polarity of a molecule to electronegativity of elements within molecule.
AE.
Relate the structure of water to hydrogen bonding between water molecules.
AF.
State at least 5 reasons why carbon is ‘special.’
AG.
State elements important to living things. Identify the trace elements.
Recognize and explain the functions of plant structures of bryophytes and tracheophytes. (Plants)
A.
B.
Compare and contrast the structure of a monocot (corn) and dicot (bean) seed. State the function of each seed part:
seed coat, radicle, epicotyl, hypocotyl, cotyledon, endosperm (Figure 38.8)
Compare/contrast alternation of generations life cycle for both gymnosperms and angiosperms.
C.
Compare/contrast alternation of generations life cycle for both non-vascular and seedless vascular Plants.
D.
Contrast and compare monocot and dicot plant features (Figure 30.13, 35.14, 35.17)
E.
G.
Describe advantages and disadvantages for both sexual and asexual reproduction (vegetative reproduction) in
Plants.
Describe double fertilization using the terms: pollen tube, sperm, embryo sac, egg, polar nuclei, diploid zygote, and
triploid endosperm (Figure 38.5)
Describe selective advantages related to fruit form and seed (offspring) dispersal. (Figures 30.8, 30.9, 38.11)
H.
Describe the fate of the ovule and the ovary after double fertilization. (Figures 38.9, 38.10)
I.
Describe the mechanism for the absorption of water and minerals by roots into xylem Cells (Figure 36.12)
J.
Describe the structure of and developmental location of the male gametophyte (in pollen: microsporangium,
microspore, meiosis, haploid, generative nucleus, sperm, tube cell) and the female gametophyte (embryo sac:
megasporangium, megaspore, meiosis, ovule
Differentiate between pollination and fertilization (Figures 38.2, 38.4)
F.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
Distinguish between positive and negative pressure within vascular tissue of a plant to explain the direction of
movement of substances that cause guttation, root pressure, and transpiration
Distinguish between the apoplastic and symplastic routes of bulk transport (Figures 36.11)
Explain alternation of generations in angiosperms: pollination, fertilization, anther, stigma, pollen tube, male
gametophyte, female gametophyte, zygote, seed, fruit, germination
Explain the adhesion-cohesion-transpiration mechanism for transport of water through plant from roots, through
stems, to leaves in xylem based on water potential gradients (Figure 36.14, 36.15)
Explain the mechanism of translocation for transport of sugars in phloem from the source to the sink (Figures 36.19,
36.20)
Explain the role of phytochrome in photoperiodism responses in long-day and short-day Plants
Identify and describe several environmental factors that alter rate of transpiration, affect the shape of guard Cells,
and cause to stomata open or close (Figures 36.16, 36.17)
Identify and explain several Evolutionary adaptations and Evolutionary trends of Plants.
Identify and state the function of all flower structures including: stamen, anther, filament, petal, sepal, carpel, stigma,
style, ovary, and ovule (Figures 30.7, 38.2)
Identify the five major plant hormones and state examples of their effects on plant Cells, tissues, or organs: auxin,
cytokinin, gibberellin, abscisic acid, ethylene (Table 39.1)
Provide examples of both positive and negative trophic responses to each stimulus: gravitropism, thigmotropism,
hydrotropism, phototropism
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
W.
X.
Recognize the location, direction, and functions of primary and secondary plant growth: apical meristem, lateral
meristem, vascular cambium, and cork cambium (Figures 35.11, 35.19)
Recognize the tissue arrangements found in secondary stems (Figure 35.19)
Y.
State examples and characteristics of the non-vascular land Plants.
Z.
State examples and characteristics of the seedless vascular Plants.
AA.
AB.
State functions of the three basic plant organs and unique adaptations (features) associated with each organ: roots,
stems, and leaves (Figures 35.3, 35.4, 35.5, 35.6, 35.7)
State functions of the three types of plant Cells: parenchyma, sclerenchyma, collenchyma (Figure 35.10)
AC.
State several examples and characteristics of the seed Plants.
AD.
State the functions of the four tissue types of Plants: vascular, dermal, ground, and meristematic (See Figures 35.8
& 35.10)
TARGET II: MASTERY OF Resource Acquisition & Transport Chapter 36: Sections 36.1 – 36.5 ONLY
AE.
Understand the biochemical processes of respiration and photosynthesis, and how the anatomy
of the mitochondrion and chloroplast function in chemiosmosis. (Respiration & Photosynthesis)
A.
Contrast and compare respiration in eukaryotes and prokaryotes.
B.
Define the first law of thermodynamics and relate the law to metabolism in living organisms.
C.
Describe how different wavelengths of light interact with pigments in the photosynthetic process.
D.
E.
Describe the connection between glycolysis and the fermentation reactions (alcoholic and lactic acid) in anaerobic
respiration. Describe the location, function, reactants, products, and enzymatic actions for each step. Be able to
summarize inputs and ou
Describe the inputs and primary products of the Calvin Cycle.
F.
Describe the inputs and primary products of the light reactions.
G.
Describe the location, function, reactants, products, enzymatic actions, and ATP production for Glycolysis
H.
L.
Describe the location, function, reactants, products, enzymatic actions, and ATP production for Intermediate Step
(Bridge Reaction).
Describe the location, function, reactants, products, enzymatic actions, and ATP production for Krebs (Citric Acid)
Cycle.
Describe the location, function, reactants, products, membrane proteins, & enzymatic actions for Electron Transport
Chain. Explain how the chemiosmosis model generates ATP.
Describe the relationship between exergonic reactions, endergonic reactions, catabolism, anabolism and energy
transfer (ATP & heat).
Describe the structure of a chlorophyll molecule and how it initiates the photosynthetic process.
M.
Describe the structure of ATP. Explain how the hydrolysis and regeneration of ATP relates to metabolism.
N.
Differentiate between linear electron flow and cyclic electron flow.
O.
P.
Differentiate between photosystem I and photosystem II (include the following terms: light, ATP, G3P/PGAL,
NADPH, NADP, oxygen, electrons, electron transport chain, water, primary electron receptor, P680, P700).
Differentiate between the structure of chloroplasts and mitochondria and differentiate chemiosmosis in each.
Q.
Explain how C3 Plants respond to hot, dry weather (photorespiration, Calvin cycle, mesophyll Cells).
R.
T.
Explain how C4 Plants respond to hot, dry weather (include the following in your explanation: carbon fixation,
bundle-sheath Cells, OAA, mesophyll Cells, PEP carboxylase, spatial separation, Calvin cycle).
Explain how CAM Plants respond to hot, dry weather (include the following in your explanation: carbon fixation,
mesophyll Cells, temporal separation, Calvin cycle)
Explain how paper chromatography can be used to separate pigments (use the terms: molecular mass, solubility).
U.
Explain how RuBP is regenerated.
V.
Explain the step of carbon fixation (include RUBISCO in your explanation).
I.
J.
K.
S.
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
W.
Explain the step of reduction.
X.
Identify and explain the significance of redox reactions, oxidative phosphorylation, substrate-level phosphorylation,
decarboxylation, and hydrolysis in the biochemical pathways of aerobic cellular respiration.
Identify mathematical relationships describing conversions from one molecule to another. Examples: 1 glucose
yields 2 pYRuvate, 1 NADH makes 3 ATP in ETC, 1 FADH2 makes 2 ATP in ETC, each pYRuvate makes 3 NADH
and 1 FADH2 in Krebís, etc…
Identify the location in the chloroplast where the Calvin Cycle occurs.
Y.
Z.
College Readiness target
Evaluation of Models, Inferences, and Experimental results
A.
D.
14a. Select (or create) a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a
model
14b. Select (or create) a simple hypothesis, prediction, or conclusion that is supported by two or more data
presentations or models
14c. Select (or create) a data presentation or a model that supports or contradicts a hypothesis, prediction or
conclusion
15a. Identify key issues or assumptions in a model
E.
15b. Identify strengths and weaknesses in one or more models
F.
15c. Identify similarities and differences between models
G.
16a. Determine whether given information supports or contradicts a simple hypothesis or conclusion, and why
H.
16b. Determine which model(s) is(are) supported or weakened by new information
I.
16c. Determine whether new information supports or weakens a model, and why
B.
C.
Interpretation of Data
A.
8a. Analyze given information when presented with new, simple information
Scientific Investigation
A.
10a. Understand a simple experimental design
B.
10b. Identify a control in an experiment
C.
12a. Predict the results of an additional trial or measurement in an experiment
D.
12b. Determine the experimental conditions that would produce specified results
E.
12c. Determine the hypothesis for an experiment
F.
12f. Identify an additional trial or experiment that could be performed to enhance or evaluate experimental results
G.
13a. Understand precision and accuracy issues
H.
9a. Understand (or use) the methods and tools used in a simple experiment
I.
9b. Understand (or use) the methods and tools used in a moderately complex experiment
Social Emotional learning Targets
Develop their Relationship Skills
A.
a.
I adapt my behavior according to the situation and those involved.
B.
b.
I build and sustain relationships characterized by mutual respect.
C.
c.
I monitor the information I share with others.
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
D.
d.
I identify effective ways to positively influence others.
E.
e.
I work cooperatively with others.
F.
f.
I work well in teams by soliciting other’s input.
G.
g.
I work well in teams by encouraging participation of everyone present.
H.
h.
I am intentional with my body language in order to portray the messages I send.
I.
i.
I can identify active listening strategies.
J.
j.
I can demonstrate active listening strategies.
K.
k.
I communicate my emotions to others in healthy ways.
L.
l.
I communicate care and concern for the feelings of others.
M.
m.
I evaluate my written communications for consideration of tone, content and language before sending.
N.
n.
I use "I" statements to communicate my feelings to others.
O.
o.
I recognize interpersonal conflict.
P.
p.
I try to resolve conflict by openly talking about disagreements with those involved.
Q.
q.
I resolve conflict and de-escalate the emotions in the situation.
R.
r.
I try to resolve conflict by finding a positive that everyone can endorse.
S.
s.
I invite and welcome feedback from others.
T.
t.
I consider feedback from others.
U.
u.
I recognize when others need help.
V.
v.
I offer assistance appropriately when others need help.
Develop their Responsible Decision Making skills
A.
a.
B.
D.
b. I identify possible options, including major alternative points of view and their consequences, before making a
decision.
c.
I evaluate possible options, including major alternative points of view and their consequences, before making a
decision.
d. I identify and ask significant questions that clarify various points of view and lead to better solutions.
E.
e.
I can identify resources before making my decisions.
F.
f.
I utilize resources before making my decisions.
G.
g.
I reflect upon and evaluate the choices I make and the outcomes of those choices.
H.
h.
I can articulate socially defined ethics and norms.
I.
i.
I choose to be encouraging, kind, and polite toward others.
J.
j.
I make decisions based on my personal values, ethics and my knowledge of social norms.
C.
I can identify the problem.
Develop their Self-Awareness skills.
A.
i.
I can identify my strengths.
B.
j.
I can predict conditions under which I am likely to be successful.
C.
k.
I can identify my areas for growth.
Division:
Science
Course Number:
SCI631
Course Title:
AP Biology
D.
l.
I recognize that making mistakes is part of the learning process
Develop their Self-Management skills.
A.
a.
I think before responding.
B.
b.
I remove myself from a situation when needed.
C.
c.
I choose to behave respectfully (in non-aggressive/non-harmful ways towards myself, others or things).
D.
d.
I listen to others without interrupting.
E.
e.
I express my emotions in positive and constructive ways.
F.
f.
I accept responsibility for my actions and words.
G.
g.
I follow rules of the school.
H.
h.
I follow laws of the community.
I.
n.
I create individualized short-term and long-term goals for myself.
J.
o.
I create plans to reach my goals.
K.
p.
I implement specific action steps towards reaching my goals.
L.
q.
I monitor and evaluate my progress towards reaching my goals.
M.
r.
I identify various resources to help me reach my goals.
N.
s.
I use various resources to help me reach my goals.
O.
t.
I seek assistance when needed.
P.
u.
I adapt by smoothly juggling multiple demands.
Q.
v.
I prioritize and organize my resources (time, materials, support from others) when achieving my goals.
Develop their Social Awareness skills.
A.
a.
I can explain what it means to be empathetic.
B.
b.
I listen attentively to understand another person's feelings and/or perspectives.
C.
c.
I utilize resources to understand another person's feelings and/or perspectives.
D.
d.
I evaluate how my actions impact others.
E.
e.
I compare and contrast different types of relationships and their different expectations for behavior.
F.
f.
I can interpret the reasons for another’s actions.
G.
g.
I act responsibly with the interests of the larger community in mind.
H.
h.
I seek to understand the diverse background of others.
I.
i.
I can explain what it means to be respectful.
J.
j.
I treat others with respect.
K.
k.
I can identify a team or organization’s unspoken rules and informal processes.
L.
l.
I can navigate the informal processes by which work gets done in the team or organization.
M.
m.
I recognize the values and the culture of the team or the organization.