Download AP Biology. This full-year course is equivalent to a

AP BIOLOGY COURSE SYLLABUS
2010-2011
COURSE OVERVIEW:
Welcome to AP Biology. This full-year course is equivalent to a two semester introductory college level
biology course in both content and expectations. This college level course follows the syllabus prescribed
by the College Entrance Examination Board. It is designed to incorporate the major themes of biology
throughout the curriculum as students develop an understanding of biology as a process. Learning
science is about being an active participant in the topics and not memorizing facts and statistics.
Students will engage in hands-on labs, critical thinking classroom activities, problem solving activities,
and scientific data interpretation and analysis.
This course meets 6 – 42 minute periods per week including a double lab period once a week.
The following eight major unifying themes will be used to make connections between topics and units:
Science as a process
Energy transfer
Relationship to Structure and Function
Interdependence in Nature
Evolution
Continuity and Change
Regulation
Science, Technology, and Society
COURSE OBJECTIVES:
Students will be able to develop a conceptual framework for modern biology, gain an appreciation of
science as a process and recognize real-life applications of biology that relate to their personal
responsibility for environmental and social concerns.
1. Understand that science is a process which involves a discovery process using inductive
reasoning or a process of hypothesis testing.
2. Explain that biological change of organisms that occur over time is driven by a process of natural
selection and that evolution account for the diversity of life on Earth.
3. Identify that all living organisms are active because of their abilities to link energy reactions to
the biochemical reactions that take place within their cells.
4. Explain that all species tend to maintain themselves from generation to generation using the
same genetic code and that there are genetic mechanisms that lead to change over time.
5. Describe and explain that the structural levels from molecules to organisms ensure successful
functioning in all living organisms and living systems.
6. Understand that everything from cells to organisms to ecosystems in is a state of dynamic
balance that must be controlled by positive or negative feedback systems.
7. Identify that living organisms rarely exist alone in nature.
8. Understand that scientific research often leads to technological advances that can have positive
and/or negative impacts upon society as a whole.
LABORATORY:
Working in small groups, students will do all labs in the AP Biology Lab Manual for Students. Additional
labs will be used to supplement as needed. Lab reports will be due 1 week after completion of the lab.
Lab report format will vary depending on the lab, but all lab reports will contain a data analysis
conclusion or summary. Data tables will be neat and organized with column headings, an appropriate
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title, and units of measure. Graphs will be drawn in pencil with a ruler, contain an appropriate title,
labels and units of measure on each axis, and a key if necessary.
The following is a list and general description of AP Labs:
AP Lab 1: Diffusion and Osmosis – Students will investigate the processes of osmosis in a model of the
membrane system and investigate the effect of solute concentration on water potential as it relates to
living plant tissues
AP Lab 2: Enzyme Catalysis – Students will observe the conversion of hydrogen peroxide to water and
oxygen gas by the enzyme catalase and measure the amount of oxygen generated and calculate the rate of
the enzyme-catalyzed reaction.
AP Lab3: Mitosis and Meiosis – Using prepared onion root tip slides, students will study plant mitosis to
calculate the relative duration of each phase. Prepared whitefish blastula slides will be used to compare
the process in plants and animals. Students will simulate the stages and process in meiosis using
chromosome models. Percentage of crossing over in fungus will be calculated.
AP Lab 4: Plant Pigments and Photosynthesis – Students will separate plant pigments using
chromatography. They will measure the rate of in photosynthesis in isolated chloroplasts.
AP Lab 5: Cell Respiration – Students will measure oxygen consumption during seed germination under
different temperature conditions.
AP Lab 6: Molecular Biology – Students will investigate basic principles of genetic engineering using
plasmids to transform E. coli cells.
AP Lab 7: Genetics of Organisms – Students will use living organisms to do genetic crosses.
AP Lab 8: Population Genetics and Evolution – Students will learn about the Hardy-Weinberg law of
genetic equilibrium to study the relationship between evolution and changes in allele frequency.
AP Lab 9: Transpiration – Students will measure transpiration under different laboratory conditions.
AP Lab 10: Physiology of the Circulatory System – Students will learn how to measure blood pressure and
pulse under different conditions. Data will be analyzed and related to an index of relative fitness. The
effect of temperature on the heart rate of a water flea will be determined.
AP Lab 11: Animal Behavior – Students will observe pillbugs and design an experiment to investigate
their responses to environmental variables. They will observe and investigate mating behavior in fruit
flies.
AP Lab 12: Dissolve Oxygen and Aquatic Primary Productivity – Students will measure and analyze
dissolved oxygen concentration in water at different temperatures. They will measure and analyze
primary productivity of water samples using screens to simulate the attenuation of light with increasing
depth.
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The following is a list and general description of supplemental labs:
McMush Lab: Students will use qualitative tests to analyze fast food. Students will analyze the nutritional
content of fast food and apply knowledge of a healthy diet to current teenage obesity issues.
Molecular Models –Students will build fatty acids, fats, amino acids, and simple proteins using molecular
models kits.
Case Study Lab: A Can of Bull? Do Energy Drinks Really Provide a Source of Energy?: Students will
categorize the biochemical components of “energy” and “electrolyte” drinks. They will explain
scientifically how the marketing claims for these drinks are or are not supporter. They will determine the
physiological role of these components in the human body and determine under what conitions each of
the drinks might be useful to the consumer.
Form & Function of Bacteria – Students will review the structural differences between prokaryotes and
eukaryotes. They will compare the different forms of bacteria while viewing prepared slides.
We Are Family – Students will become aware of the diversity of organisms in a single animal phylum.
They will become the expert on an assigned phylum by researching significant developments in the
evolution of the phylum and then create a phylogenetic tree of the major branches in eukaryotic
evolution.
Plant Diversity – Students will analyze the reproductive modifications that enabled plants to colonize
terrestrial habitats.
Flower Power – Students will dissect a flower to learn its basic structures. They will study flowers as
adaptations to attract pollinators. By comparing the diversity of floral characteristics in different species,
students will correlate the characteristics with pollinators’ sensory abilities.
Plant Study – Students will design experiments to study the effect of various environmental conditions on
seed germination and plant growth.
Dissections – Students will observe and compare the anatomical structures of various organisms and/or
organs. Dissections may be student centered, demonstrations, or virtual/interactive.
STUDENT EVALUATION
Students are evaluated on a total point system. Total points from all tests, quizzes, homework, lab
reports, and other assessments are added together to determine a total score which is converted to a
percentage. It is the student’s responsibility to keep track of their individual points on each assessment
or assignment.
Homework (10%):
Assigned homework will have a point value of either 5 or 10 points. Homework will be reading and
outlining the textbook chapters and/or completing the chapter reading guide. As needed, articles will be
assigned from scientific journals and news sources. Further instructions will be provided for each article.
Laboratory (30-40%):
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Tests/Quizzes (35-45%)
Most tests will be multi-chapter tests consisting of multiple choice and free response questions similar to
the AP exam. There will be a quiz after each chapter.
District Exams
A comprehensive mid-term exam (10% of final grade) will be administered in late January.
AP Exam/Final Exam
It is expected that all AP students take the AP Exam. As per district policy, student’s taking the AP exam
will receive full AP credit. Those students opting not to take the AP Exam will receive reduced credit.
Throughout the year, practice exams and exam questions will be administered. It is advised that students
purchase an AP Exam prep book from a local bookstore.
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COURSE PLANNER:
This course planner is designed to provide a general schedule for topics covered with textbook chapters,
labs, and supplemental assignments. Detailed weekly schedules will be posted on my school website
throughout the school year. The class will consist of lecture (PowerPoint, Smart Notebook), cooperative
and differentiated instruction strategies, and whole-class discussion and debate topics.
Note: Percent in parenthesis ( ) indicates weighted emphasis on the AP Exam.
Time
frame
Topics/Objectives
1 day
Introduction:
Students will recognize that biological
science involves a process of change
with new knowledge.(science as a
process)
Activities/
Lab Experiences
Assignments/
Assessments
Video: Classic SNL:
“Theodoric of York,
Medieval Barber” (change
in scientific knowledge
over time)
Unit 1: Molecules and Cells (25%)
Student will describe and explain the structure and function of cellular organelles and explain the
significance of metabolic processes
15
CHEMISTRY OF LIFE (7%)
Chapters 2, 3, 4, 5
McMush Lab: [wet; 1days
Student will …
Activity 2.1 – A Quick
double lab period]
 Recognize the role of the elements Review of Elements and
Compounds
Molecular Models [wet;
essential to life
Activity 3.1 – A Quick
1-double lab period]
 Describe the structure and
Review
of
the
Properties
behavior of the atom (relationship
of Water
to structure and function)
Activity 4/5.1 – How can
 Analyze chemical bonds and
you identify
recognize the properties of bonds
 Evaluate the biological significance macromolecules?
Activity 4/5.2 – What
of the properties of water (science
predictions can you make
as a process; regulation;
about the behavior of
interdependence in nature)
organic macromolecules
 Examine the role of carbon in the
molecular diversity of living things if you know their
structure?
(evolution)
Investigation 4.2 – What
 Compare the structure and
Factors Determine the
function of macromolecules
Effectiveness of Drugs
necessary for life (energy transfer;
(Campbell Interactive)
relationship to structure and
function)
Chemistry of Life Test
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25
days
CELLS (10%)
CELLULAR METABOLIC PROCESSES
(8%)
Students will…
 Compare and contrast Eukaryotic
and prokaryotic cells and explain
the evolutionary relationships
(evolution; relationship to structure
and function; interdependence in
nature)
 Compare and contrast the
structure and function of
cytoplasmic organelles(relationship
to structure and function)
 Discuss the evolutionary
significance of endosymbiosis and
the importance of mitochondria
and chloroplasts in energy transfer
processes (science as a process;
evolution; energy transfer;
relationship to structure and
function)
 Describe the structure and function
of cellular membranes (relationship
to structure and function)
 Evaluate the role and significance
of cellular transport
mechanisms(science as a process;
energy transfer)
 Identify energy conversions based
on the laws of thermodynamics and
the biochemical processes that
provide energy to living things
(energy transfer; regulation)
 Describe the structure and function
of enzymes in metabolic pathways
(relationship to structure and
function)
 Evaluate the effect of
environmental conditions on the
structure and function of enzymes
in metabolic pathways
(relationship to structure and
function; science as a process;
interdependence in nature)
 Evaluate the significance of the
network of cellular communication
processes (science as a process;
Chapters 6, 7, 8, 9, 10, 11,
12, 13
AP Lab 1: [wet; 1-double
lab period + 1 additional
class period] Osmosis and
Activity 6.1 – What makes Diffusion
a cell a living organisms?
Activity 7.1 – What
AP Lab 2: [wet; 1-double
controls the movement of lab period + 1 additional
materials into and out of
class period] Enzyme
the cell?
Catalysts
Activity 7.2 – How is the
structure of a cell
AP Lab 3: [wet; 1-double
membrane related to its
lab period] Mitosis and
function?
Meiosis
Activity 8.1 – What
factors affect chemical
AP Lab 4: [wet; 1-double
reactions in cells?
lab period + 1 additional
Activity 8.2 – How can
class period] Plant
changes in experimental
Pigments and
conditions affect enzyme- Photosynthesis
mediated reactions?
Activity 9.1 – A Quick
AP Lab 5: [wet; 1-double
Review of Energy
lab period] Cell
Transformations
Respiration
Activity 9.2 – Modeling
Cellular Respiration:
How can cells convert the A Can of Bull: [dry; 1energy in glucose to ATP? double-lab period] (science
Activity 10.1 – Modeling
as a process; energy
Photosynthesis: How can transfer; regulation;
cells use the sun’s energy science, technology and
to convert carbon dioxide society)
and water into glucose?
Activity 10.2 – How do
C3, C4, and CAM
photosynthesis compare?
Activity 11.1 – How are
chemical signals
translated into cellular
responses?
Activity 12.1 – What is
mitosis?
Activity 13.1 – What is
meiosis?
Activity 13.2 – How do
mitosis and meiosis
differ?
United Streaming Video:
Mitosis
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regulation)
Explain the stages and control
mechanisms in mitosis and
evaluate the role of mitosis in
genetic continuity (regulation;
evolution; continuity and change)
Explain how meiosis contributes to
genetic diversity (evolution;
continuity and change)
Explain how the significance of the
variety of life cycles supports
evolution (evolution; continuity and
change)
Evaluate the practices of plant and
animal breeders and the biological
impact on the environment and
society (science as a process;
continuity and change; science,
technology, and society)
Compare cellular respiration and
fermentation and identify the
evolutionary significance of
glycolysis (evolution; energy
transfer)
Describe the biochemical pathways
in photosynthesis and explain the
significance of the flow of energy
(science as process; energy transfer)
Discuss the evolutionary
significance of the environmental
adaptations in photosynthetic
organisms (science as a process;
evolution; continuity and change)
United Streaming Video:
Meiosis
Cells Test (ch 6, 7, 8)
Metabolic Processes
test (ch 9, 10, 11,12, 13)
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Unit 2: Heredity and Evolution (25%)
Recognize the relationship between the genetic code and the diversity of life
30
MENDELIAN GENETICS (8%)
Chapters 14, 15, 16, 17, 18,
days
MOLECULAR GENETICS (9%)
19, 20, 21
Students will be able to…
Activity: Protein synthesis
 Analyze the development of
simulation – students will
scientific research involved in the
formation of a DNA model (science simulation protein
synthesis using
as a process; science, technology,
manipulatives
and society)
 Develop a working knowledge of
In class discussion/
Mendelian patterns of inheritance
bioethics debate –
 Recognize the type of inheritance
genetically modified
exhibited from genetic disorders
organisms/the future of
(evolution; continuity and change)
 Describe how inheritance patterns genetics
can alter a population and lead to
Activity 14.1 – A Genetics
evolutionary changes (evolution;
Vocabulary Review
continuity and change)
Activity 14.2 – Modeling
 Describe how gene linkage affects
Meiosis: How can diploid
inheritance (evolution; continuity
organisms produce
and change)
haploid gametes?
 Describe the role of sex-linked
Activity 14.3 – A Quick
genes and patterns of inheritance
Guide to Solving Genetics
(evolution; continuity and change)
Problems
 Analyze the significance of
Activity 14.4 – How can
chromosomal mutations in
you determine all the
evolution of species (evolution;
possible types of gametes?
continuity and change)
Activity 15.1 – Solving
 Describe and compare the
Genetics Problems
structure and function of nucleic
acids (relationship to structure and Activity 15.2 – How can
the mode of inheritance be
function; continuity and change)
determined
 Analyze DNA replication to
experimentally?
determine its role in mutations
Activity 16.1 – Is the
(science as a process; evolution;
hereditary material DNA
continuity and change)
or protein?
 Describe the affect of gene
Activity 16.2 – How does
mutations on populations (science
DNA replicate?
as a process, evolution; continuity
Activity 17.1 – Modeling
and change)
Transcription and
 Explain microbial genetics and
Translation: What
describe the significance of
processes produce RNA
response to environmental change
from DNA and protein
(evolution; continuity and change;
from mRNA?
regulation)
Activity 18.1 – How is
 Define and discuss the methods
gene expression
involved in the transfer and
controlled?
AP Lab 7: [wet; 1-double
lab period + 1 additional
class period] Genetics of
Organisms
AP Lab 6: [wet; 1-double
lab period + 1 additional
class period] Molecular
Biology
Form & Function of
Bacteria [wet; 1-double
lab period] (science as a
process; relationship of
structure to function;
evolution)
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recombination of bacterial genes
(evolution, continuity and change;
science, technology, and society)
 Describe the organization,
regulation, and evolution of
eukaryotic genomes (relationship
to structure and function ,
evolution; regulation; continuity
and change)
 Explain the process of gene
expression and embryonic
development as it pertains to cell
differentiation mechanisms
(science as a process; evolution;
continuity and change; regulation)
 Examine mapping, cloning,
sequencing, and analysis of DNA
and its significance to society
(science as a process; science,
technology, and society)
 Examine practical applications of
DNA technology and its role in
society (science as a process;
science, technology, and society)
 Discuss and defend the future of
genomics (science as a process;
science, technology, and society)
Activity 18.2 – Modeling
the lac and trp Operon
Systems: How can gene
expression be controlled
in prokaryotes?
Activity 19.1 – How is
gene activity controlled in
eukaryotes?
Activity 20.1 – How and
why are genes cloned into
recombinant DNA vectors?
Activity 21.1 – How can
the development of an
organism be controlled at
the cellular and molecular
levels?
United Streaming Video:
 Chromosomal
Alterations
 Development of
Molecular Genetics
 Molecular Genetics and
the Human Genome
Project
 Sex-Linked Inheritance
 The Hardy-Weinberg
Principle
 Transcription of DNA
to Messenger RNA
 Embryonic
Development and
Differentiation
Mendelian Genetics test
(ch 14, 15, 16, 17)
Molecular Genetics Test
(ch 18, 19, 20, 21)
10
days
EVOLUTIONARY BIOLOGY (8%)
Students will…
 Examine the historical background
of the development of theories of
evolution (science as a process,
Chapters 22, 23, 24
Interactive timeline and
video – developments in
human evolution
AP Lab 8: [wet; 1-double
lab period + 1 additional
class period]Population
Genetics and Evolution
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evolution)
Explain the significance of the
contributions of Darwin (science as
a process, evolution)
Examine present day evidence of
evolution (science as a process,
evolution; science, technology, and
society)
Describe the genetic component in
evolution of populations and
natural selection (evolution;
continuity and change;
interdependence in nature)
Examine population genetics and
the Hardy-Weinberg Law of
genetic equilibrium
(interdependence in nature)
Compare and describe the
mechanisms that account for
speciation and macroevolution
(science as a process; evolution;
continuity and change)
www.becominghuman.org
Discovery School Video Great Books: Origin of
Species
Video: The Odyssey of
Life: The Ultimate Journey
Video:
Planet Earth: Deep Ocean
United Streaming Video:
 Gene Frequencies,
Natural Selection, and
Speciation
 Icons of Science Evolution
Activity 22.1 – How did
Darwin view evolution via
natural selection?
Activity 22.2 – How do
Darwin’s and Lamarck’s
ideas about evolution
differ?
Activity 22.3 – How would
you evaluate these
explanations of Darwin’s
ideas?
Activity 23.1 A quick
Review of HardyWeinberg Population
Genetics
Activity 23.2 – What
effects can selection have
on populations?
Activity 24.1 – What
factors affect speciation?
Evolutionary Biology
Test
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Unit 3: Organisms and Populations (50%)
Students will recognize the relationship between organisms form and function and recognize the factors
which influence and determine the nature of the environment.
20
DIVERSITY OF POPULATIONS (8%)
Chapters 25, 26, 27, 28, 29, We Are Family: [dry; 2days
Students will..
30, 31
double lab periods]
Activity: How is
(continuity and change;
 Describe the evolutionary
Phylogeny Determined
interdependence in nature;
relationships in classification of
Using Protein
evolution)
living things (evolution; continuity
Comparisons? (Campbell
and change)
Interactive Activity)
 Analyze the evidence in the
Activity 25.1 – How are
theories for early origin and
phylogenies constructed?
evolution of life on Earth (science
Activity 25.2 – Put
as a process; evolution)
yourself in the
 Identify changing taxonomic
professor’s shoes: What
models through time (science as a
questions would you ask?
process)
Activity 26/27.1 – Whad
 Describe the structure, function,
do we know about the
and role of prokaryotic organisms
origin of life on Earth?
in the biosphere (science as a
Activity 26/27.2 – How
process; relationship to structure
has small sized affected
and function; interdependence in
prokaryotic diversity?
nature)
Activity 28.1 – How has
 Identify harmful and helpful
prokaryotic organisms for humans endosymbiosis
contributed to the
and the environment (science as a
process; interdependence in nature) diversity of organisms on
Earth?
 Discuss the importance of the
Activity 29/30.1 – What
diversity of Protists (science as a
process; evolution; interdependence major events occurred in
the evolution of the plant
in nature)
 Explain how plant adaptations are kingdom?
Activity 29/30.2 – What
related to the evolution of seed
can a study of extinct
plants (evolution; continuity and
species tell us about the
change)
 Explain the structure, function and evolution of form and
function in the plant
role of fungus in the biosphere
(science as a process; relationship to kingdom?
Activity 29/30.3 – How
structure and function;
are the events in plant
interdependence in nature)
evolution related?
Activity 31.1 – How
diverse are the fungi in
form and function?
Activity 32/33.1 – What
can we learn about the
evolution of the animal
kingdom by examining
modern invertebrates?
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United Streaming Video:
 Interactions and
Relationships Among
Organisms
 Patterns of
Population Growth
and Management
 Asexual
Reproduction and
Alternation of
Generations
 Understanding
Viruses
 Understanding
Bacteria
Diversity of Populations
test
40
days
STRUCTURE AND FUNCTION OF
PLANTS AND ANIMALS (32%)
Plants
 Explain the general characteristics
of the plant kingdom
 Describe the structure, growth, and
development of plants and discuss
how plant differences have led to
the evolutionary success plants
(science as a process; evolution;
continuity and change; relationship
to structure and function)
 Analyze the major tissues of seed
plants and develop a working
knowledge of their relationship to
each other and their evolutionary
success (science as a process;
evolution; continuity and change;
interdependence in nature)
 Discuss the role of biotechnology in
agriculture (science as a process;
science, technology, and society)
 Identify and evaluate the affects of
environmental factors on plant
responses (science as a process;
regulation; interdependence in
nature)
Animals
Chapters 32, 33, 34, 35, 36,
37, 38, 39, 40, 41, 42, 43,
44, 45, 46, 47, 48, 49
Computer Activity: How
Do Molecular Data Fit
Traditional Phylogenies?
(Cambell Interactive
Activity)
Activity 32/33.1 – What
can we learn about the
evolution of the animal
kingdom by examining
modern invertebrates?
Activity 34.1 – What can
we learn about the
evolution of the
chordates by examining
modern chordates?
Activity 35.1 – how does
plant structure differ
among monocots,
herbaceous dicots, and
woody dicots?
Activity 36.1 – How are
water and food
transported in plants?
Activity 37.1 – What do
you need to consider in
Plant Diversity: [wet; 1double lab period + 1
additional class period]
(evolution)
Flower Power: [wet; 1double lab period + 1
additional class period]
(science as a process;
evolution; continuity and
change; interdependence in
nature)
AP Lab 9: [wet; 1-double
lab period] Transpiration
Plant Study [wet; 2double lab period plus
additional time for
observations] (science as a
process; interdependence in
nature; regulation)
AP Lab 10: [wet; 1-double
lab period + 1 additional
class period] Physiology
of the Circulatory System
Dissections: [wet; 6 class
periods] (evolution;
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Analyze the phylogeny of the
animal kingdom and their
evolutionary relationships (science
as a process; evolution)
Analyze the form and function of
animal tissue (relationship of
structure to function)
Analyze the basic structure,
function of systems and the
regulation of systems (relationship
of structure to function; regulation)
Explain the interaction of organ
systems (regulation;
interdependence in nature)
Compare and contrast the
structure and functions of animals
with respect to evolution and
adaptation to the environment
(science as a process; evolution;
continuity and change; relationship
of structure to function)
Evaluate and discuss the
significance of stem cell research
(science as a process; science,
technology, and society)
Describe the growth and
development process in animals
order to grow plants in
continuity and change)
space?
Activity 38.1 – How can
plant reproduction be
modified using
biotechnology?
Activity 39.1 – How do
gravity and light affect
plant growth responses?
Activity 40.1 – How does
an organism’s structure
help it maintain
homeostasis?
Activity 41.1 – How are
form and function related
in the digestive system?
Activity 42.1 – How is
mammalian heart
structure related to
function?
Activity 42.2 – How do
we breathe, and why do
we breathe?
Activity 43.1 – How does
the immune system keep
the body free of
pathogens?
Activity 44.1 – What is
nitrogenous waste, and
how is it removed from
the body?
Activity 45.1 – How do
hormones regulate cell
functions?
Activity 46.1 – How does
the production of male
and female gametes differ
in humans?
Activity 47.1 – What
common events occur in
the early development of
animals?
Activity 48.1 – How do
neurons function to
transmit information?
Activity 48.2 – What
would happen if you
modified a particular
aspect of neuron
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function?
Activity 49.1 – How does
sarcomere structure
affect muscle function?
Activity 49.2 – What
would happen if you
modified particular
aspects of muscle
function?
United Streaming Video:
 The World of Plants,
The Structure of
Plants
 Human Body Pushing
the LimitsBrainpower
 Human Body Systems
– The Endocrine
System
 Human Body Systems
– The Excretory
System
 Human Body Systems
– The Nervous System
 Human Body System –
The Reproductive
System
 Human Body Systems
– The Skeletal and
Muscular Systems
 Electrochemical
Control Systems
10
days
ECOLOGY (10%)
 Identify the interactions of
populations in a community
(science as a process;
interdependence in nature)
 Analyze the effect of changes in
biotic and abiotic factors on
populations (science as a process;
evolution, interdependence in
nature)
 Describe the role of natural
selection in animal behavior and
Plants Test
Animals Test
Chapters 50, 51, 52, 53, 54, AP Lab 11: [wet; 1-double
55
lab period] Animal
Behavior
Activity: How Do Abiotic
Factors Affect
AP Lab 12: [wet; 1-double
Distribution of Organisms lab period + 1 additional
(Campbell Interactive
class period] Dissolved
Activity)
Oxygen and Aquatic
Primary Productivity
Activity 50.1 – What
factors determine
climate?
Activity 51.1 – What
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


the success of populations
(evolution; interdependence in
nature)
Compare the characteristics of
land and aquatic biomes
Analyze the models used to
describe population growth
(science as a process; regulation;
interdependence in nature)
Determine the factors that
regulate population growth
(science as a process; regulation;
interdependence in nature)
Analyze the energy and nutrient
flow through an ecosystem
(energy transfer; interdependence
in nature)
Analyze human population growth
data and identify the factors which
influence human population
growth (science as a process;
regulation; interdependence in
nature)
Evaluate the role of human
activities in health of ecosystems
(science as process; regulation;
interdependence in nature)
Evaluate the role of human
activities in preservation of
biodiversity (science as process;
regulation; interdependence in
nature; evolution)
determines behavior?
Activity 52.1 – What
methods can you use to
determine population
density and distribution?
Activity 52.2 – What
models can you use to
calculate how quickly a
population can grow?
Activity 53.1 – What do
you need to consider
when analyzing
communities of
organisms?
Activity 54.1 – What
limits do available solar
radiation and nutrients
place on carrying
capacity?
Activity 55.1 - What
factors can affect the
survival of a species or
community?
Ecology Test
Resources:
Textbook: Biology 7th edition, Neil A. Campbell, Jane B. Reece, Pearson-Benjamin Cummings, 2005
Preparing for the Biology AP Exam, Campbell/Reece
AP Biology Lab Manual for students
Laboratory Investigations for Biology, 2nd edition, Jean Dickey
AP Biology Released Exams
Selected Journal Articles from Scientific American, National Association of Biology Teachers, The Science
Teacher (NSTA); Discover Magazine; U.S. New & World Report; The New York Times
Page | 15
Websites:
Campbell Biology Gateway: http://www.aw-bc.com/campbell
Bio-alive: http://bio-alive.com
The Biology Project: www.biology.arizona.edu
BioCoach: www.phschool.com/science/biology_place/biocoach
The Biology Corner: www.biologycorner.com
Access Excellence: www.accessexcellence.org
The Biology Place: www.biology.com
Gene Almanac: www.dnalc.org/home.html
United Streaming: www.unitedstreaming.com
Teacher’s Domain: http://www.teachersdomain.org
BioCoach: www.phschool.com/science/biology_place/biocoach
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