Download AP Biology Course Guidelines

AP Biology Course Guidelines
"Gie me ae spark O'Nature's fire, That's a'the learning I desire." – Robert Burns
The Course :
The Advanced Placement program offers a rigorous academic challenge and a unique opportunity to explore the limits of critical thought, knowledge and
creativity. This will hopefully be a rewarding experience for all who participate. This course is designed to be the equivalent of a college introductory
biology course usually taken by biology majors during their first year. Some AP students, as college freshmen, are permitted to undertake upper-level courses
in biology or to register for courses for which biology is a prerequisite. Other students may have fulfilled a basic requirement for a laboratory science course
and will be able to undertake other courses to pursue their majors.
AP Biology will include the topics regularly covered in a college biology course for majors or in the syllabus from a high-quality college program in
introductory biology. The textbook used for AP Biology is used by college biology majors and most of the labs done by AP students are equivalent of those
done by college students.
The AP Biology course is designed to be taken by students after the successful completion of a first course in high school biology and one in chemistry. It
aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing
science of biology.
The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of
science as a process. The ongoing information explosion in biology makes these goals even more challenging. Primary emphasis in an Advanced Placement
Biology course will be on developing an understanding of concepts rather than on memorizing terms and technical details. Essential to this conceptual
understanding are the following: a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition
of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social
concerns. Students are expected to perform at college level on all their work, and you should expect that all work, quizzes and tests will be at a college level.
Students are must be prepared for each class session by reading the assigned chapter(s), studying their notes and coming to class prepared to ask questions.
The culminating goal is to pass the AP exam with a 3 "qualified" or better achievement in May. Most of the exam is based on course content, but critical
thinking skills are required. The exam is scored from 1-5; 5 being "exceptionally well qualified". A significant portion of the exam involves open ended
responses, which may involve the demonstration of an understanding of scientific (biology) specific content, conceptual knowledge, experimental design,
graphing, data analysis, prediction, etc. We will work on these skills throughout the year.
●Additional information about the Advanced Placement Program® can be obtained from www.collegeboard.org
●Excerpts taken from "Advance Placement Course Description - Biology." College Entrance Examination Board and Education Testing Service, 1996.
●Portions modified from the AP Biology Handbook written by Tricia Glidewell for the Marist School.
Class Expectations:
►Come to class prepared - in order to facilitate class discussions and reduce lecture time in favor of labs and knowledge enhancing activities, you must
complete all required assignments. AP assignments are not ‘busy work’; they are designed to help you learn difficult material.
►Come to class! The work we will be doing during class cannot be replicated at home, labs in particular. You have committed to an advanced class and that
requires your presence in the classroom.
►Study at home – the convention for college courses is 3 hours of independent study for each hour of class. In order to have productive class discussion you
must review the material at home.
►No whining! This is a college level course. It will be challenging. It will require a significant amount of time outside of class. If you don’t like biology, this
is not the class for you!
►Yes, you have to write in complete sentences. Yes, you have to show your work. Yes, you have to write out procedures, data tables, and label graphs. Yes,
you are expected to show a higher level of understanding on ALL of your assignments. No, you may not write in ‘text-speak’
►Read and sign the contract and lab safety agreement.
Class policies:
►Bags and jackets will be stored in the designated location in the room, not at your table.
►Food and drink are prohibited in working science labs and we will follow the same policy. Take care of your metabolic needs before school, during break,
and during lunch!
►Do not throw any classwork away. You will need it to review for tests and mistakes do happen occasionally with grade recording.
►Cheating is unacceptable in any form. Cheating includes, but is not limited to: copying homework, copying lab analysis answers, plagiarizing written
assignments, copying test answers, use of electronics to find test answers. If copying occurs all people involved will receive a zero on the assignment and a
referral. You are in class to learn and succeed on the spring exam. Cheating DOES NOT help you learn.
►Most classes will start with a 5-10 minute warm up or a homework quiz. If you are late to class or in the case of an absence you must come into class
promptly to make up the quiz.
►You are responsible for your lab station. Keep it clean and organized to make lab breakdown easier at the end of class. Lab groups will not be dismissed
until their lab station is cleaned completely.
►At the End of Class do not stand up and begin to pack up or line up at the door
Using the Restroom
1. Only during independent practice do not stop me in the middle of active instruction!
2. Not during the first 15 or last 15 minutes
3. Raise your hand quietly with your planner for Mr. Guilfoyle to sign
4. No planner, no pass
Texts :
Raven, Johnson, Losos, Singer. Biology 7th Edition, McGraw Hill Publishing Company. New York, New York. 2005
Campbell, Neil A. Biology 5th Edition, The Benjamin/Cummings Publishing Company, Inc. Redwood City, California. 1999.
Materials : Students are expected to come to class each day with the following:
#2 pencils
3 ring binder
Red and Black ink pens
Scientific calculator
Colored pencils
USB "flash" drive
Highlighters (at least 3 colors)
Composition Book (for lab)
Supplemental Materials : AP Biology study books are highly recommended. Make sure you get one that is for the new curriculum. Anything published
early than 2012 will not be helpful in preparation for the new test, which will be given for the first time in 2013.
Grading : Tests → 40%
Labs → 30%
Quizzes → 10%
DBQ's /Class/Homework → 10%
STEM Credit → 10%
A cumulative final exam will count 25% of the total grade for the course.
Labs: Labs will constitute at least 25% of the course work. The new curriculum includes more emphasis on inquiry based labs, which means you will design
your own experimental procedures for a significant number of labs and present them to the class. In order to have as authentic a lab experience as possible,
you will keep a lab composition notebook to record procedures and observations during labs. All labs will be done in pen. If you make a mistake, cross out
(do not scribble out) the information and rewrite. In the scientific work, lab notebooks are considered legal documents and all information must be accessible.
Homework: Homework should be completely every night. Usually it will consist of reading assignments, viewing lectures (Kahn Academy, Bozeman
biology etc.), taking notes, finish labs, completing study guides, FRQ’s, DBQ’s, Journal Abstracts etc. Even if a formal assignment is not given, you are
expected to spend time reviewing content each night. AP Biology is a challenging class and can’t be just ‘picked up’ during class time. You need to invest
the time outside of class to be successful in class.
Participation: Always be prepared for class so you can fully participate. The goal this year is to promote more discussion and small group analysis of
information, more lab time, and less lecture time. For this to work, you must be committed to completing the work required outside of class, and to actively
participating during class time.
Note Taking : You will need a loose leaf binder for the notes and handouts you will receive. Bring this to class every day. It is wise to take detailed notes
during lecture and class discussions. Reviewing and rewriting your notes on a regular basis is an excellent way to study. It is your responsibility to review
your notes every day!!!
Test Structure : Tests are a large part of your grade (similar to a college course) and it is important that you prepare for them. Keeping current with lessons
throughout the semester will help with test preparation. Tests in this class will be fewer in number than in a regular class, however, they will be more
comprehensive. Each unit will be followed by an exam. There will also be quizzes given during individual units. Tests in this class are patterned after the
actual AP exam (including many AP exam questions). Students are encouraged to focus on understanding important relationships, processes, mechanisms,
and potential extensions and applications of concepts. Less important is the memorization of specialized terminology and technical details. For example,
understanding how protein structure affects enzyme action is more important than memorizing a list of enzyme names. Questions on AP Biology Exam will
test students' abilities to explain, analyze, and interpret biological processes and phenomena more than their ability to recall specific facts.
The AP Exam: Monday, May 13 @ 8:00 a.m. The 2013 exam will be a new format to account for the new curriculum. The actual AP exam is 3 hours long
and includes both a 90-minute multiple-choice section and a 90-minute free-response section that begins with a mandatory 10-minute reading period. The
multiple-choice section accounts for half of the student's exam grade, and the free-response section accounts for the other half.
Section I: Multiple-Choice Section - Part A consists of 63 multiple-choice questions that represent the knowledge and science practices outlined in the AP
Biology Curriculum Framework that students should understand and be able to apply. Part B includes 6 grid-in questions that require the integration of
science and mathematical skills. For the grid-in responses, students will need to calculate the correct answer for each question and enter it in a grid on that
section of the answer sheet.
Section II: Free-Response Section - Students should use the mandatory reading period to read and review the questions and begin planning their responses.
This section contains two types of free-response questions (short and long), and the student will have a total of 80 minutes to complete all of the questions.
AP Biology Exam Format
Section I
Question Type
Number of Questions
Part A: Multiple Choice
63
Part B: Grid-In
6
Timing
90 minutes
Section II
Question Type
Number of Questions
Timing
Long Free Response
2
Short Free Response
6
80 minutes + 10-minute reading
period
Just because something is DIFFICULT
DIFFICULT
Doesn’t mean you shouldn’t TRY
It means you should just try HARDER
-Unknown
Absences/ Make Up: AP courses are fast paced and cover a significant amount of content each day, particularly on lab and test days. It is extremely
important that you attend class every day. If you are ill, check the wiki, call a friend, or email Mr. G. You are still responsible for the content covered in class
on the day of your absence. Students are allowed to make up missing work. Ten percent of the grade will be subtracted for every day the assignment is late
with a maximum of 50% credit. If the student has not made up the work within the designated time, the student will receive a zero for the work. In the event
that you are absent from school it is your responsibility to get the information presented during class as well as any assignments, labs, activities, quizzes etc.
given. Students that are absent from class will be given 5 class days/periods to make up the work after which time the late policy takes effect. Lab Activities
and other activities that have a time limit – possible alternate arrangements will be made and/or alternate assignments. If you are absent on the day a lab or
assignment is due then you are required to turn it in upon your return to class.
Guilfoyle Greenbacks : An educational "stimulus" plan. Guilfoyle Greenbacks offer the high school student an interesting incentive to be more active in
the learning experience. Students can earn Greenbacks in a variety of ways that will be presented throughout the school year. This play money can be used
to "buy back" homework grades; quiz grades; lab grades; and even test grades. The easiest way to start earning them is to participate in the WARM-UP and
ORAL REVIEW before and during each class. Students that participate in the warm-up and oral review will possibly earn greenbacks. Treat these
greenbacks as if it were real money (in other words do not destroy; rip; tear; mutilate; write on; lose etc.) You can purchase points at the end of each quarter,
however, a cut-off date will be announced before the end of the grading period. Save now.......buy later.
Contact and E-mail : I am asking for an e-mail address from every student and parent to serve as a means of communication. Students that do not have an
e-mail account should see me for alternate arrangements. [email protected]
Wiki : Parents, Guardians and Students are encouraged to frequent my wiki for class information. Check it out to learn more about Mr. G
Office Hours : I am available after school on most days from 2:30 – 3:15 or by appointment.
Honor System : Any work, unless specified by me, will be on your honor that it is your work. Learn, understand and be able to differentiate the following
definitions.
Collaboration - getting together to exchange ideas.
Cheating - getting together to exchange answers and/or using another person's answers.
Lab Safety Guidelines:
Science classes often involve hands-on laboratory activities. Many labs will involve potentially hazardous chemicals and materials. I refer to them as
potentially hazardous because they are only hazardous if used inappropriately. There is no place in my class for unsafe use of materials. Thus, you will need
to either be safe or be out.
1. Conduct yourself responsibly at all times.
2. Follow all written and verbal instructions carefully. Ask questions if you do not understand.
3. Do not touch any equipment or materials before instructed to do so.
4. NO FOOD, DRINKS IN THE LAB!!!
5. Never start the lab unless you have received prior approval from me.
6. Always read and complete any pre-lab before you perform the lab.
7. Keep your work area neat and clean at all times!
8. Never leave liquid-filled containers uncovered.
9. Know the location and operation of all safety equipment.
10. Do not run, shout, or throw things in the lab.
11. Notify me if an unsafe condition exists in the classroom.
12. Dispose of all chemicals properly. I will instruct you about how to dispose of specific chemicals.
13. Keep your hands away from your face while doing labs. Also, always wash your hands after the clean-up is complete.
14. Rinse out all glassware and leave it to dry in the designated locations.
15. Stay at your lab bench with your lab group during labs.
16. Carry sharps appropriately; tips down and away.
17. You will not be dismissed from class until lab stations are clean.
18. Immediately report ALL injuries, no matter how minor, to me.
19. Use the eyewash or shower if you are splashed with a chemical. Always assume that the chemicals are hazardous.
20. Use caution when using the hot plates; remember they are hot even though the top is white.
21. Never leave a hot burner unattended.
22. Never look directly into a container that is being heated, observe from the side
23. Goggles and aprons must be worn when instructed
24. Tie long hair behind your head.
25. Consider all lab chemicals to be hazardous.
26. Double check the label before using a chemical
27. Take only the amount of chemical you will use.
28. Never let a chemical near your mouth.
29. Never remove chemicals or other materials from the lab.
30. Always hold chemical bottles with two hands when transporting them.
31. Be cautious will all glass/Pyrex equipment. Never use chipped glassware.
32. Never handle broken glass. If a piece of glassware breaks, notify me immediately and I will dispose of it.
"We are what we repeatedly do. Excellence, then, is not an act, but a habit." - Aristotle
I believe that you will find this class to be both difficult and rewarding and look forward to working with all of you throughout the coming year.
Tim Guilfoyle
AP Biology Curriculum Outline:
The following is an overview of the main concepts that we will be covering this year. Each ‘Big Idea’ has Enduring Understandings (EU) and sub points
for each EU. Although the outline does not go into detail on each sub point, it will help you to know what the important understandings are for each
section. The chapters are included in parenthesis after each sub point. At the end are the science practices that will be emphasized this year through labs
and class activities.
Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life
EU 1A – Change in the genetic makeup of a population over time is evolution
1. Natural selection is a major mechanism of evolution
2. Natural selections acts on phenotypic variations in populations
3. Evolutionary change is also driven by random processes
4. Biological evolution is supported by scientific evidence from many disciplines, including mathematics
EU 1B – Organisms are linked by lines of descent from common ancestry
1. Organisms share many conserved core processes and features that evolved and are widely distributed among
organisms today
2. Phylogenic trees and cladograms are graphical representations of evolutionary history that can be tested
EU 1C – Life continues to evolve within a changing environment
1. Speciation and extinction have occurred through the Earth’s history
2. Speciation may occur when two populations become reproductively isolated from each other
3. Populations of organisms continue to evolve
EU 1D – the origin of living systems is explained by natural processes
1. There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence
2. Scientific evidence from many different disciplines supports models of the origin of life
Big Idea 2 – Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis
EU 2A – Growth, reproduction, and maintenance of the organization of living systems require free energy and matter
1. All living system require constant input of free energy
2. Organisms capture and store free energy for use in biological processes
3. Organisms must exchange matter with the environment to grow, reproduce, and maintain organization
EU 2B – Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are
different from their external environment
1. Cell membranes are selectively permeable due to their structure
2. Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes
3. Eukaryotic cells maintain internal membranes that partition the cell into specialized regions
EU 2C – organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis
1. Organisms use feedback mechanisms to maintain their internal environments and respond to external
environmental changes
2. Organisms respond to changes in their external environments
EU 2D – Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment
1. All biological systems from cells and organisms to populations, communities and ecosystems are affected by
complex biotic and abiotic interactions involving exchange of matter and free energy
2. Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different
environments
3. Biological systems are affected by disruptions to their dynamic homeostasis
4. Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis
EU 2E – many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.
1. Timing and coordination of specific events are necessary for the normal development of an organism, and
these events are regulated by a variety of mechanisms
2. Timing and coordination of physiological events are regulated by multiple mechanisms
3. Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection
Big Idea 3 – Living systems store, retrieve, transmit and respond to information essential to life processes
EU 3A – Heritable information provides for continuity of life
1. DNA and in some cases RNA, is the primary source of heritable information
2. In eukaryotes, heritable information is passes to the next generation in processes that include the cell cycle and
mitosis or meiosis plus fertilization
3. The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of
genes from parent to offspring
4. The inheritance pattern of many traits cannot be explained by simple Mendelian genetics
EU 3B – Expression of genetic information involves cellular and molecular mechanisms
1. Gene regulation results in differential gene expression, leading to cell specialization
2. A variety of intercellular and intracellular signal transmissions mediate gene expression
EU 3C – The processing of genetic information is imperfect and is a source of genetic variation
1. Changes in genotype can result in changes in phenotype
2. Biological systems have multiple processes that increase genetic variation
3. Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts
EU 3D – Cells communicate by generating, transmitting, and receiving chemical signals
1. Cell communication processes share common features that reflect a shared evolutionary history
2. Cells communicate with each other through direct contact with other cells or from ad distance via chemical signaling
3. Signal transduction pathways link signal reception with cellular response
4. Changes in signal transduction pathways can alter cellular response
EU 3E – Transmission of information results in changes within and between biological systems
1. Individuals can act on information and communicate it to others
2. Animals have nervous systems that detect external and internal signals, transmit and integrate information, and
produce responses
Big Idea 4 – Biological systems interact, and these systems and their interactions possess complex properties
EU 4A – Interactions with biological systems lead to complex properties
1. The subcomponents of biological molecules and their sequence determine the properties of that molecule
2. The structure and function of subcellular components and their interactions provide essential cellular processes
3. Interactions between external stimuli and regulated gene expression result in specialization of cell, tissues, and organs
4. Organisms exhibit complex properties due to interactions between their constituent parts
5. Communities are composed of populations of organisms that interact in complex ways
6. Interactions among living systems and with their environment result in the movement of matter and energy
EU 4B – Competition and cooperation are important aspects of biological systems
1. Interactions between molecules affect their structure and function
2. Cooperative interactions within organisms promote efficiency in the use of energy and matter
3. Interactions between and within populations influence patterns of species distribution and abundance
4. Distribution of local and global ecosystems changes over time
EU 4C – Naturally occurring diversity among and between components within biological systems affects interactions with the
environment
1. Variation in molecular unites provides cells with a wider range of functions
2. Environmental factors influence the expression of the genotype in an organism
3. The level of variation in a population affects population dynamics
4. The diversity of species within an ecosystem may influence the stability of the ecosystem
Science Practices (skills that are required for scientific study)
1. Use representations and models to communicate scientific phenomena and solve scientific problems.
a. Create representations and models of natural or manmade phenomena and systems in the domain
b. Describe representations and models of natural or manmade phenomena and systems in the domain
c. Refine representations and models of natural or manmade phenomena and systems in the domain
d. Use representations and models of analyze situations or solve problems qualitatively and quantitatively
e. Re-express key elements of natural phenomena across multiple representations in the domain
2. Use mathematics properly
a. Justify selection of mathematical routine to solve problems
b. Apply mathematical routines to quantities
c. Estimate numerical quantities
3. Engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course
a. Pose scientific questions
b. Refine scientific questions
c. Evaluate scientific questions
4. Plan and implement data collection strategies appropriate to a particular scientific question
a. Justify the selection of the kind of data needed to answer a particular scientific question
b. Design a plan for collecting data to answer a particular scientific question
c. Collect data to answer a particular scientific question
d. Evaluate sources of data to answer a particular scientific question
5. Perform data analysis and evaluation of evidence
a. Analyze data to identify patterns or relationships
b. Refine observations and measurements based on data analysis
c. Evaluate the evidence provided by data sets in relation to a particular scientific question
6. Work with scientific explanations and theories
a. Justify claims with evidence
b. Construct explanations of phenomena based on evidence produced through scientific practices
c. Articulate the reasons that scientific explanations and theories are refined or replaced
d. Make claims and predictions about natural phenomena based on scientific theories and models
e. Evaluate alternative scientific explanations
7. Connect and relate knowledge across various scales, concepts and representations in and across domains
a. Connect phenomena and models across spatial and temporal scales
b. Connect concepts in and across domains to generalize or extrapolate in and/or across enduring understandings and/or
big ideas
AP BIOLOGY PARENT/STUDENT CONTRACT
2012-2013
The purpose of the AP Biology Parent/Student Contract is to provide information to parents and students and to facilitate students’ success in an
academically challenging course. Please read carefully the syllabus, lab safety contract, and the list of expectations below, then sign the form at
the bottom confirming your understanding and commitment to AP Biology.
Expectations of AP Biology students:
1. I recognize that participation in AP Biology requires me to:
a. Demonstrate increased student independence
b. Take on a high degree of responsibility
c. Meet higher standards than other high school classes
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2.
I understand that AP Biology is the equivalent of a college level biology course and therefore, requires the same amount of work as a
college level biology course.
3.
I understand that late work will ONLY be accepted with a severe penalty. All assignments will be completed and ready to turn in
BEFORE I get to class.
4.
I understand that between labs, lectures and reviews, there is really no way to make up a missed class lab, therefore, it is essential
that I attend every class and am prepared to participate.
a. Missed labs cannot be made up after a certain time frame due to the chemicals, organisms, etc.
b. Missed tests will be made up ASAP
c. If I must be absent due to illness or family emergency, I am responsible for making up work within the accepted time frame
5.
I understand that in order to cover everything that may appear on the AP Biology National Exam, this course must proceed at a rapid
pace. Therefore, I may need to attend review sessions and complete all class work to prepare
6.
I recognize that the material covered in AP Biology is extremely challenging. I also recognize that while my grade in this course and
the score I receive on the AP exam matter, the amount and quality of knowledge I take from this class to college is most important.
7.
I recognize that I am responsible for my own learning and success in class, not my parents, teacher, advisor, or friends. I will
advocate for myself if I have concerns about my grade or need help with content.
8.
I understand that lab safety is of extreme importance and I will abide by all safety rules. I realize that if I am not following procedures I
may be removed from the lab and receive a zero with no opportunity to make it up. I also understand that I will be held financially
responsible for broken equipment and promise to work with caution.
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I have read, understand, and will abide by the student expectations and the lab safety contract. I have read the course syllabus and confirm my
commitment to this class. I understand the summer assignment and will complete all work by the due dates.
Student name ________________________________________________________________________________ (printed)
Student signature ________________________________________________________________________ Date: ____________
Parent signature _________________________________________________________________________ Date : ___________
AP BIOLOGY COMPREHENSIVE SYLLABUS
(subject to change)
Scope of the Course: Biology AP follows an outline in order to prepare students for the AP Examination provided by the Advanced Placement Council of the College Board. Analysis,
interpretation, application, and evaluation of scientific concepts are emphasized throughout the course. Research, laboratory techniques, modern technology, and computer usage are utilized in
this process-based course.
The AP Biology Development Committee conducts college curriculum surveys of introductory biology courses for biology majors and develops the AP Biology Examination so that it is
representative of the topics covered by the survey group. Accordingly, goals have been set for percentage coverage of three general areas. These three areas have been subdivided into major
categories with percentage goals for each major category specified. The examination is constructed using the percentage goals as guidelines for question distribution. This list is not exhaustive; it
is only a beginning, and is a tentative outline
I. Molecules and Cells (25%)
II. Heredity and Evolution (25%)
III. Organisms and Populations (50%)
Major Themes
The AP Biology Development Committee has identified eight major themes that recur throughout the course. AP Biology teachers should emphasize the pervasiveness of the themes to assist
students in organizing concepts and topics into a coherent conceptual framework.
I.
Science as a Process—Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. Example: The theory of
evolution was developed based on observation and experimentation.
II.
Evolution—Evolution is the biological change of organisms that occurs over time and is driven by the process of natural selection. Evolution accounts for the diversity of life on Earth.
Example: Widespread use of antibiotics has selected for antibiotic resistance in
disease-causing bacteria.
III.
Energy Transfer—Energy is the capacity to do work. All living organisms are active (living) because of their abilities to link energy reactions to the biochemical reactions that take place
within their cells. Example: The energy of sunlight, along with carbon dioxide and water, allows plant cells to make organic materials, synthesize chemical energy molecules, and
ultimately release oxygen to the environment.
IV.
Continuity and Change—All species tend to maintain themselves from generation to generation using the same genetic code. However, there are genetic mechanisms that lead to change
over time, or evolution. Example: Mitosis consistently replicates cells in an organism; meiosis (and hence sexual reproduction) results in genetic variability.
V.
Relationship of Structure to Function—The structural levels from molecules to organisms ensure successful functioning in all living organisms and living systems. Example:
Aerodynamics of a bird’s wing permits flight.
VI.
Regulation—Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. Example: Body
temperature is regulated by the brain via feedback mechanisms.
VII. Interdependence in Nature—Living organisms rarely exist alone in nature. Example: Microscopic organisms can live in a symbiotic relationship in the intestinal tract of another
organism; the host provides shelter and nutrients, and the microorganisms digest the food.
VIII. Science, Technology, and Society—Scientific research often leads to technological advances that can have positive and/or negative impacts upon society as a whole. Example:
Biotechnology has allowed the development of genetically modified plants.
Excerpts taken from "Advance Placement Course Description - Biology." College Entrance Examination Board and Education Testing Service, 1996.
Topic Outline (Percentage of Course and time in days based on ~150 days):
Advanced Placement Biology Preliminaries (3-4 days)
Guidelines Overview and Course Expectations
Raven Biology Readings: Chapter 1: The Science of Biology
Introduction: The Scientific Method (Lab Activity: The Scientific Method)
Basic Microscopy
Unit I: Molecules and Cells
Chemistry of Life (7%; 10.5 days)
1.
Raven Biology Readings
a.
Chapter 2: The Nature of Molecules
b.
Chapter 3: The Chemical Building Blocks of Life
c.
Chapter 8: Energy and Metabolism
2.
Campbell Biology Readings
a.
Chapter 2: The Chemical Context of Life
b.
Chapter 3: Water and the Fitness of the Environment
c.
Chapter 4: Carbon and the Molecular Diversity of Life
d.
Chapter 5: The Structure and Function of Macromolecules
e.
Chapter 6: An Introduction to Metabolism
3.
Laboratory Activities
a.
AP Lab 2: Enzyme Catalysis
4.
Supplemental and Enrichment Activities
5.
Major Exam
Cells (10%; 15 days)
1.
Raven Biology Readings
a.
Chapter 27: Prokaryotes
b.
Chapter 5: Cell Structure
c.
Chapter 6: Membranes
d.
Chapter 7: Cell-Cell Interactions
e.
Chapter 11: How Cells Divide
2.
Campbell Biology Readings
a.
Chapter 27: Prokaryotes and the Origin of Metabolic Diversity
b.
Chapter 7: A Tour of the Cell
c.
Chapter 8: Membrane Structure and Function
d.
Chapter 11: Cell Communication
e.
Chapter 12: The Cell Cycle
3.
Laboratory Activities
a.
Bacterial Growth Using Aseptic Technique and Simple Staining
b.
Controlling Bacterial Growth
c.
Cell Microscopy
d.
AP Lab 1 - Osmosis and Diffusion
e.
AP Lab 3 – Part A Mitosis
4.
Supplemental and Enrichment Activities
5.
Major Exam
Unit II: Genetics and Evolution
Heredity (8%; 12 days)
1.
Raven Biology Readings
a.
Chapter 12: Sexual Reproduction and Meiosis
b.
Chapter 13: Patterns of Inheritance
2.
Campbell Biology Readings
a.
Chapter 13: Meiosis and Sexual Life Styles
b.
Chapter 14: Mendel and the Gene Idea
c.
Chapter 15: The Chromosomal Basis of Inheritance
3.
Laboratory Activities
a.
AP Lab 3 – Part B Meiosis
b.
AP Lab 7 - Genetics of Organisms
4.
Supplemental and Enrichment Activities
a.
Geebots - Meiosis
b.
Sordaria online (http://www.lander.edu/flux/Sordaria%20Tetrad%20Examples.htm)
c.
Planet Guilfoyle
d.
Pedigrees
e.
Chi Square Analysis
Molecular Genetics (9%; 13.5 days)
1.
Raven Biology Readings
a.
Chapter 14: DNA - The Genetic Material
b.
Chapter 15: Genes and How They Work
c.
Chapter 16: Gene Technology
d.
Chapter 17: Genomes
e.
Chapter 18: Control of Gene Expression
f.
Chapter 19: Cellular Mechanisms of Development
g.
Chapter 20: Cancer Biology and Cell Technology
2.
Campbell Biology Readings
a.
Chapter 16: The Molecular Basis of Heredity
b.
Chapter 17: From Gene to Protein
c.
Chapter 18: Microbial Models
d.
Chapter 19: The Organization and Control of Eukaryotic Genomes
e.
Chapter 20: DNA Technology and Genomics
3.
Laboratory Activities
a.
AP Lab 6 - Molecular Biology (Gel Electrophoresis and Bacterial Transformation)
b.
DNA Extraction
4.
Supplemental and Enrichment Activities
a.
DNA Scissors
b.
DNA Goes to the Races
c.
Analyzing Human Genetic Differences
d.
Murder Mystery
5.
Major Exam
Evolution (8%; 12 days)
1.
Raven Biology Readings
a.
Chapter 4: The Origin and Early History of Life
b.
Chapter 21: Genes Within A Population
c.
Chapter 22: Evidence for Evolution
d.
Chapter 23: The Origin of Species
e.
Chapter 24: Evolution of Genomes and Developmental Mechanisms
f.
Chapter 34: Vertebrates
2.
Campbell Biology Readings
a.
Chapter 22: Descent with Modification
b.
Chapter 23: The Evolution of Populations
c.
Chapter 24: The Origin of Species
d.
Chapter 25: Phylogeny and Systematics
3.
Laboratory Activities
a.
AP Lab 8 - Hardy-Weinberg Lab
b.
Natural Selection and the Wooly Worm
4.
Supplemental and Enrichment Activities
5.
Major Exam
Unit III: Survey of the Diversity of Life (8%; 12 days)
Classification
1.
Raven Biology Readings - Chapter 25: Systematics and the Phylogenetic Revolution
Plant Diversity
1.
Raven Biology Readings - Chapter 29: Overview of Plant Diversity
2.
Campbell Biology Readings
a.
Chapter 29: Plant Diversity I
b.
Chapter 30: Plant Diversity II
Bacteria, Protists, and Fungi
1.
Raven Biology Readings
a.
Chapter 26: Viruses
b.
Chapter 27: Prokaryotes
c.
Chapter 28: Protists
d.
Chapter 29: Overview of Plant Diversity
e.
Chapter 30: Fungi
2.
Campbell Biology Readings
a.
Chapter 26: Early Earth and the Origin of Life
b.
Chapter 27: Prokaryotes and the Origins of Metabolic Diversity (review)
c.
Chapter 28: The Origins of Eukaryotic Diversity
d.
Chapter 31: Fungi
Animal Diversity
1.
Raven Biology Readings
a.
Chapter 31: Overview of Animal Diversity
b.
Chapter 32: Noncoelomate Invertebrates
c.
Chapter 33: Coelomate Invertebrates
d.
Chapter 34: Vertebrates
2.
Campbell Biology Readings
a.
Chapter 32: Introduction to Animal Evolution
b.
Chapter 33: Invertebrates
c.
Chapter 34: Vertebrate Evolution and Diversity
3.
Laboratory Activities
a.
Creating a Dichotomous Key and/or Using a Dichotomous Key to Identify Alga
4.
Supplemental and Enrichment Activities
5.
Major Exam
Unit IV: Energy Transformation (8%; 12 days)
1.
Raven Biology Readings
a.
Chapter 9: How Cells Harvest Energy
b.
Chapter 10: Photosynthesis
2.
Campbell Biology Readings
a.
Chapter 9: Cellular Respiration: Harvesting Chemical Energy
b.
Chapter 10: Photosynthesis
3.
Laboratory Activities
a.
AP Lab 4 - Plant Pigments and Photosynthesis
b.
AP Lab 5 - Cell Respiration
4.
Supplemental and Enrichment Activities
5.
Major Exam(s)
Unit V: Organisms and Populations (32%; 48 days)
Plant Anatomy and Physiology
1.
Raven Biology Readings
a.
Chapter 35: Plant Form
b.
Chapter 36: Vegetative Plant Development
c.
Chapter 37: Transport in Plants
d.
Chapter 38: Plant Nutrition
e.
Chapter 39: Plant Defense Responses
f.
Chapter 40: Sensory Systems in Plants
g.
Chapter 41: Plant Reproduction
2.
Campbell Biology Readings
a.
Chapter 35: Plant Structure and Growth
b.
Chapter 36: Transport in Plants
c.
Chapter 37: Plant Nutrition
d.
Chapter 38: Plant Reproduction and Biotechnology
e.
Chapter 39: Plant Responses to Internal and External Stimuli
3.
Laboratory Activities
a.
AP Lab 9 – Transpiration
b.
Plant Histology Plan Diagrams and Ecological Adaptations of Leaves
4.
Supplemental and Enrichment Activities
5.
Major Exam
Behavior
1.
2.
3.
4.
5.
Raven Biology Readings - Chapter 52: Behavioral Biology
Campbell Biology Readings - Chapter 50: Behavioral Biology
Laboratory Activities
a.
AP Lab 11 – Behavior
b.
Termites Catch the Scent
Supplemental and Enrichment Activities
Major Exam
Human Anatomy and Physiology
1.
Raven Biology Readings
a.
Chapter 42: The Animal and How It Moves
b.
Chapter 43: Fueling Body Activities - Digestion
c.
Chapter 44: Circulation and Respiration
d.
Chapter 45: The Nervous System
e.
Chapter 46: Sensory Systems
f.
Chapter 47: The Endocrine System
g.
Chapter 48: The Immune System
h.
Chapter 49: Maintaining the Internal Environment
i.
Chapter 50: Sex and Reproduction
j.
Chapter 51: Vertebrate Development
2.
Campbell Biology Readings
a.
Chapter 40: An Introduction to Animal Structure and Function
b.
Chapter 41: Animal Nutrition
c.
Chapter 42: Circulation and Gas Exchange
d.
Chapter 43: The Body’s Defenses
e.
Chapter 44: Regulating the Internal Environment
f.
Chapter 45: Chemical Signals in Animals
g.
Chapter 46: Animal Reproduction
h.
Chapter 47: Animal Development
j.
Chapter 48: Nervous Systems
k.
Chapter 49: Sensory and Motor Mechanisms
3.
Laboratory Activities
a.
AP Lab 10 - Physiology of the Circulatory System
b.
Heart Dissection
c.
Rat Dissection
4.
Supplemental and Enrichment Activities
5.
Major Exam
Unit VI: Ecology (10%; 15 days)
1.
Raven Biology Readings
a.
Chapter 53: Population Ecology
b.
Chapter 54: Community Ecology
c.
Chapter 55: Dynamics of Ecosystems
d.
Chapter 56: The Biosphere
e.
Chapter 57: Conservation Biology
2.
Campbell Biology Readings
a.
Chapter 50: An Introduction to Ecology and the Biosphere
b.
Chapter 52: Population Ecology
c.
Chapter 53: Community Ecology
d.
Chapter 54: Ecosystems
e.
Chapter 55: Conservation Biology
3.
Laboratory Activities
a.
AP Lab 12 – Dissolved Oxygen
b.
Mark and Recapture
c.
Mutualistic Relationship Between Termites and Trychonympha
4.
Supplemental and Enrichment Activities
5.
Major Exam
Unit VII: Exam Review
1.
2.
Readings
a.
Review Chapter Summaries and Study Guides
b.
Review Glossary
c.
Review AP Lab Objectives
Supplemental Activities
a.
Review notebook
b.
Take AP practice tests
c.
Develop standards for sample essays
AP Biology Test May 2012 (morning session)
Modified from the AP Biology Handbook written by Tricia Glidewell for the Marist School.
AP Biology Course of Study
Scope of the Course: Biology AP follows an outline in order to prepare students for the AP Examination provided by the
Advanced Placement Council of the College Board. Analysis, interpretation, application, and evaluation of scientific concepts are
emphasized throughout the course. Research, laboratory techniques, modern technology, and computer usage are utilized in this
process-based course.
The AP Biology Development Committee conducts college curriculum surveys of introductory biology courses for biology majors and
develops the AP Biology Examination so that it is representative of the topics covered by the survey group. Accordingly, goals have
been set for percentage coverage of three general areas. These three areas have been subdivided into major categories with percentage
goals for each major category specified. The examination is constructed using the percentage goals as guidelines for question
distribution. This list is not exhaustive; it is only a beginning, and is a tentative outline
I. Molecules and Cells (25%)
II. Heredity and Evolution (25%)
III. Organisms and Populations (50%)
Topic Outline (Percentage of Course and time in days based on 150 days):
I. Molecules and Cells: Cells are the structural and functional units of life; cellular processes are based on physical and chemical
changes.
A. Chemistry of Life (7%; 10.5 days)
1.Water
How do the unique chemical and physical properties of water make life on earth possible?
2.Organic molecules in organisms
What is the role of carbon in the molecular diversity of life?
How do cells synthesize and break down?
How do structures of biologically important molecules (carbohydrates, lipids, proteins, nucleic acids) account for their functions?
3.Free energy changes
How do the laws of thermodynamics relate to the biochemical processes that provide energy to living systems?
4.Enzymes
How do enzymes regulate the rate of chemical reactions?
How does the specificity of an enzyme depend on its structure?
How is the activity of an enzyme regulated?
B. Cells (10%; 15 days)
1.Prokaryotic and eukaryotic cells
What are their similarities and differences?
What are their evolutionary relationships?
2.Membranes
What is the current model of the molecular architecture of membranes?
How do variations in this structure account for functional differences among membranes?
How does the structural organization of membranes provide for transport and recognition?
What are various mechanisms by which substances cross membranes?
3.Subcellular organization
How does compartmentalization organize a cell's functions?
How are the structures of the various subcellular organelles related to their functions?
How do organelles function together in cellular processes?
What factors limit cell size?
4.Cell cycle and its regulation
How does the cell cycle assure genetic continuity?
How does mitosis allow for the even distribution of genetic information to new cells?
What are the mechanisms of cytokinesis?
How is the cell cycle regulated?
How can aberrations in the cell cycle lead to tumor formation?
C. Cellular Energetics (8%; 12 days)
1.Coupled reactions
What is the role of ATP in coupling the cell's anabolic and catabolic processes?
How does chemiosmosis function in bioenergetics?
2.Fermentation and cellular respiration
How are organic molecules broken down by catabolic pathways?
What is the role of oxygen in energy-yielding pathways?
How do cells generate ATP in the absence of oxygen?
3.Photosynthesis
How does photosynthesis convert light energy into chemical energy?
How are the chemical products of the light-trapping reactions coupled to the synthesis of carbohydrates?
What kinds of photosynthetic adaptations have evolved in response to different environmental conditions?
What interactions exist between photosynthesis and cellular respiration?
II. Heredity and Evolution: Hereditary events control the passage of structural and functional information from one generation to the
next.
A. Heredity (8%; 12 days)
1.Meiosis and gametogenesis
What features of meiosis are important in sexual reproduction?
Why is meiosis important in heredity?
How is meiosis related to gametogenesis?
What are the similarities and differences between gametogenesis in animals and gametogenesis in plants?
2.Eukaryotic chromosomes
How is genetic information organized in the eukaryotic chromosome?
How does this organization contribute to both continuity of and variability in the genetic information?
3.Inheritance patterns
How did Mendel's work lay the foundation of modern genetics?
What are the principal patterns of inheritance?
B. Molecular Genetics (9%; 13.5 days)
1.RNA and DNA structure and function
How do the structures of nucleic acids relate to their functions of information storage and protein synthesis?
What are the similarities and differences between prokaryotic and eukaryotic genomes?
2.Gene regulation
What are some mechanisms by which gene expression is regulated in prokaryotes and eukaryotes?
3.Mutation
In what ways can genetic information be altered?
What are some effects of these alterations?
4.Viral structure and replication
What is the structure of viruses?
What are the major steps in viral reproduction?
How do viruses transfer genetic material between cells?
5.Nucleic acid technology and applications
What are some current recombinant technologies?
What are some practical applications of nucleic acid technology?
What legal and ethical problems may arise from these applications?
C. Evolutionary Biology (8%; 12 days)
1.Early evolution of life
What are the current biological models for the origins of biological macromolecules?
What are the current models for the origins of prokaryotic and eukaryotic cells?
2.Evidence for evolution
What types of evidence support an evolutionary view of life?
3.Mechanisms of evolution
What is the role of natural selection in the process of evolution?
How are heredity and natural selection involved in the process of evolution?
What mechanisms account for speciation and macroevolution?
What different patterns of evolution have been identified and what mechanisms are responsible for each of these patterns?
III. Organisms and Populations: The relationship of structure to function is a theme that is common to all organisms; the interactions
of organisms with their environment is the major theme in ecology.
A. Diversity of Organisms (8%; 12 days)
1.Evolutionary patterns
What are the major body plans of plants and animals?
2.Survey of the diversity of life
What are representative organisms from the Monera, Fungi, and Protista?
What are representative members of the major animal phyla and plant divisions?
3.Phylogenetic classification
What are the distinguishing characteristics of each group (kingdoms and the major phyla and divisions of animals and plants)?
4.Evolutionary relationships
What is some evidence that organisms are related to each other?
How do scientists study evolutionary relationships among organisms?
How is this information used in classification of organisms?
B. Structure and Function of Plants and Animals (32%; 48 days)
1.Reproduction, growth, and development
What patterns of reproduction and development are found in plants and animals and how are they regulated?
What is the adaptive significance of alternation of generations in the major groups of plants?
2.Structural, physiological, and behavioral adaptations
How does the organization of cells, tissues, and organs determine structure and function in plant and animal systems?
How are structure and function related in the various organ systems?
How do the organ systems of animals interact?
What adaptive features have contributed to the success of various plants and animals on land?
3.Response to the environment
What are the responses of plants and animals to environmental cues, and how do hormones mediate them?
C. Ecology (10%; 15 days)
1.Population dynamics
What models are useful in describing the growth of a population?
How is population size regulated by abiotic and biotic factors?
2.Communities and ecosystems
How is energy flow through an ecosystem related to trophic structure (trophic levels)?
How do elements (e.g., carbon, nitrogen, phosphorus, sulfur, oxygen) cycle through ecosystems?
How do organisms affect the cycling of elements and water through the biosphere?
How do biotic and abiotic factors affect community structure and ecosystem function?
3.Global issues
In which ways are humans affecting biogeochemical cycles?
Excerpts taken from "Advance Placement Course Description - Biology." College Entrance Examination Board and Education Testing Service, 1996.