Download (1)In bold text, Knowledge and Skill Statement

Science
Course: AP Biology
Unit(s): 1. Ecology
2. Genetics & Diversity
College Board
Guiding
Standards
Questions/
Specificity
Assessment
Designated Six Weeks: Second Six Weeks
Days to teach: Unit 1: 20 days
Unit 2: 8 days
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain
dynamic homeostasis.
4.A.5: Communities
are composed of
populations of
organisms that
interact in complex
ways.
4.A.6: Interactions
among living
systems and with
their environment
result in the
movement of matter
and energy.
4.B.3: Interactions
between and within
populations
influence patterns
of species
distribution and
abundance.
Revised Summer 2014
1. How can you
design a model to
display the effects
of community
interactions on
species
populations?
2. How does the
idea of species
interacting with
each other and the
community relate to
evolution of
populations?
3. What ideas of
microevolution
apply to patterns of
species distribution
and abundance?
a) Discuss TWO
mechanisms of
speciation that lead to
the development of
separate species from
a common
ancestor.
(b) Explain THREE
methods that have
been used to
investigate the
phylogeny of
organisms. Describe
strengths or weakness
of each method.
(2011
question2)
Population density
Dispersion pattern
Life table
Survivorship curve
Limiting factors
Carrying capacity
Logistic growth
model
Intraspecific
competition
Density-dependant
factor
Densityindependent factor
r-selection
k-selection
age structure
AP Biology
Investigative Labs:
Investigation 10:
Energy Dynamics
Campbell’s
Concepts &
Connections
Chapter 36 & 37
Oh Deer –
population activity
carrying capacity
and limiting factors
http://media.college
board.com/digitalSe
rvices/pdf/ap/biomanual/Bio_Lab10EnergyDynamics.p
df (ap bio lab 10)
Creating and
making inferences
from graphs, charts
and tables.
http://prezi.com/em
dcmgiwz8lh/ap-bioecology-3communityinteractions/
(comm. Interactions
notes)
http://myfwc.com/
media/150016/OhD
Science
Course: AP Biology
Unit(s): 1. Ecology
2. Genetics & Diversity
College Board
Guiding
Standards
Questions/
Specificity
2.E.3: Timing and
coordination of
behavior are
regulated by various
mechanisms and are
important in natural
selection.
4. What are some
cooperative
behaviors that
ensure success in
ecological systems?
Distribution of local
and global
ecosystems changes
over time.
1. In terms of
Ecology, what
factors may cause
change over time?
How is this related
to evolution?
2. How can
information related
to local and global
change over time be
shown in a graphic
representation?
4.C.4: The diversity
of species within an
ecosystem may
influence the
stability of the
Revised Summer 2014
1. What are some
examples of
ecosystem stability?
What data can be
provided to support
Assessment
Designated Six Weeks: Second Six Weeks
Days to teach: Unit 1: 20 days
Unit 2: 8 days
Vocabulary
Instructional
Strategies
Resources/
Weblinks
eer.pdf (oh deer
population activity)
Give an example of
an environmental
gradient that you
have observed or
studied, explain
what factors change
along it and what
visible changes you
see in the species
present.
Biomes
Ecological
transition
Where would you
expect more speices
diversity, a well
maintained lawn or
a poorly maintained
Ecological niche
Coevolution
Species diversity
Species richness
Keystone species
Graphic models of
ecosystem change.
Campbell’s
Concepts &
Connections
Chapter 36 – 38
http://apcentral.coll
egeboard.com/apc/p
ublic/repository/ap1
0_frq_biology.pdf
Pogil succession
activity.
Campbell’s
Concepts &
Connections
Chapter 37 & 38
Science
Course: AP Biology
Unit(s): 1. Ecology
2. Genetics & Diversity
College Board
Guiding
Standards
Questions/
Specificity
ecosystem.
ecosystem stability?
2. How does the
stability of an
ecosystem relate to
evolution?
Assessment
one.
Discuss the
expected changes in
biodiversity as the
stages of succession
progress.
Describe and
explain THREE
changes in abiotic
conditions over time
that lead to the
succession, as shown
in the diagram above.
Designated Six Weeks: Second Six Weeks
Days to teach: Unit 1: 20 days
Unit 2: 8 days
Vocabulary
Instructional
Strategies
Ecological
succession
Primary succession
Secondary
succession
Invasive species
Resources/
Weblinks
http://apcentral.coll
egeboard.com/apc/p
ublic/repository/ap1
0_frq_biology.pdf
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain
dynamic homeostasis.
2.D.1: All
biological systems
from cells and
organisms to
populations,
communities and
ecosystems are
affected by complex
biotic and abiotic
interactions
Revised Summer 2014
1. What are the
properties of water
that lend to the
water cycle?
2. What are some
evidences of
nutrient cycles
working properly?
Organisms rarely
exist alone in the
natural environment.
The following are five
examples of
symbiotic
relationships:
Plant root nodules
Digestion of cellulose
Epiphytic plants
AIDS
Predation
Herbivory
Parasitism
Food chain
Consumers
Producers
Scavengers
Detrivores
Decomposers
Food web
AP Biology
Investigative Labs:
Investigation 11:
Transpiration
Gallery walk of
symbiotic
relationships
Campbell’s
Concepts &
Connections
Chapter 37
http://media.college
board.com/digitalSe
rvices/pdf/ap/biomanual/Bio_Lab11Concept mapping of Transpiration.pdf
Science
Course: AP Biology
Unit(s): 1. Ecology
2. Genetics & Diversity
College Board
Guiding
Standards
Questions/
Specificity
involving exchange
of matter and free
energy.
2.A.3: Organisms
must exchange
matter with the
environment to
grow, reproduce
and maintain
organization.
3. How can you
make a connection
between the carbon
cycle and nitrogen
cycle?
4. How may the
nutrient cycles
affect relationships
such as symbiosis?
Mutualism?
Parasitism?
Predator-prey
relationships?
Assessment
Anthrax
Choose FOUR of the
above and for each
example chosen:
Designated Six Weeks: Second Six Weeks
Days to teach: Unit 1: 20 days
Unit 2: 8 days
Vocabulary
Instructional
Strategies
Energy flow
Chemical cycling
Biomass
Abiotic reservoirs
factors in an
ecosystem.
Resources/
Weblinks
(ap lab 11)
a) identify the
participants involved
in the symbiosis and
describe the
symbiotic
relationship
b) discuss the specific
benefit or detriment,
if any, that each
participant receives
from the relationship
2nd Six weeks Unit 2:
Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.
4.C.2:
Environmental
factors influence the
expression of the
Revised Summer 2014
1. How does the
environment play a
role in the
frequency of alleles
A new species of fly
was discovered on an
island in the South
Pacific. Several
different crosses were
Heterozygous
advantage
All previous terms
*Both of these
standards will relate
directly to the
concepts learned in
Campbell’s
Concepts &
Connections
Chapters 13, 14 &
Science
Course: AP Biology
Unit(s): 1. Ecology
2. Genetics & Diversity
College Board
Guiding
Standards
Questions/
Specificity
genotype in an
organism.
in a population?
4.C.3: The level of
variation in a
population affects
population
dynamics.
2. What are some
specific examples
of endangered
species due to
changes in allele
frequency?
Assessment
performed,
each using 100
females and 100
males. The
phenotypes of the
parents and the
resulting offspring
were recorded.
Designated Six Weeks: Second Six Weeks
Days to teach: Unit 1: 20 days
Unit 2: 8 days
Vocabulary
Instructional
Strategies
form ecology.
(2010 question 3)
3. What,
specifically, does
variation ensure in a
population?
Resources/
Weblinks
the 1st six weeks
and the concepts
just taught in
Ecology. It is
suggested that
students be
responsible for
gathering this
information through
research topics and
evaluating the
research with
emphasis on how
change affects
genotype/phenotype
frequency.
36-38
http://apcentral.coll
egeboard.com/apc/p
ublic/repository/ap1
0_frq_biology.pdf
(question 3)
Chi square
modeling
Campbell’s
Concepts &
Connections
Chapter 8
(specifically 8.18-
4. Why are
heterozygotes at an
advantage in some
cases for some
alleles?
Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.
3.A.3: The
chromosomal basis
of inheritance
provides an
understanding of
Revised Summer 2014
1. What is the
relationship
between an allele, a
trait and a gene?
Explain the concept
of linkage. If you
performed a test
cross with a fruit fly
that is heterozygous
Chromosomes
Chromatin
Heredity
Trait
Allele
Human genetic
disorders chart
Science
Course: AP Biology
Unit(s): 1. Ecology
2. Genetics & Diversity
College Board
Guiding
Standards
Questions/
Specificity
the pattern of
passage
(transmission) of
genes from parent
to offspring.
3.A.4: The
inheritance pattern
of many traits
cannot be explained
by simple
Mendelian genetics.
3.C.1: Changes in
genotype can result
in changes in
phenotype.
2. How are genes
responsible for
traits?
3. How is
dominance
determined in a
trait?
4. How does a cell
ensure that genes
are passed on to
offspring
appropriately?
5. How does a
genotype control a
phenotype?
6. What is the
difference between
a genetic disorder &
a chromosomal
disorder?
7. How can you tell
a gene is sex-
Revised Summer 2014
Assessment
for two genes, how
could you know if
two genes are
linked?
Discuss Mendel’s
laws of segregation
and independent
assortment. Explain
how the
events of meiosis I
account for the
observations that
led Mendel to
formulate these
laws.
An organism is
heterozygous at two
genetic loci on
different
chromosomes.
a. Explain how
these alleles are
transmitted by the
process of mitosis
to
daughter cells.
Designated Six Weeks: Second Six Weeks
Days to teach: Unit 1: 20 days
Unit 2: 8 days
Vocabulary
Instructional
Strategies
True-breeding
Hybrid
Homozygous
Heterozygous
Dominant
Recessive
Law of segregation
Phenotype
Genotype
Gene locus
Law of independent
assortment
Testcross
Pedigree
Carriers
Complete
dominance
Incomplete
dominance
Codominant
Pleiotropy
Polygenic
inheritance
Crossing over
Linkage map
Sex linked
Resources/
Weblinks
Create a pedigree
23) \Chapter 9
Genetics practice
problems
http://www.biology
corner.com/workshe
ets/chi_square_cand
y.html#.Udr0_two7
IU
(chi square with
candy)
http://www.biologyj
unction.com/apGen
eticsProblems4fogli
a.pdf (pedigree
worksheet)
Science
Course: AP Biology
Unit(s): 1. Ecology
2. Genetics & Diversity
College Board
Guiding
Standards
Questions/
Specificity
linked?
8. How can you tell
if genes are
“linked”?
Revised Summer 2014
Assessment
b. Explain how
these alleles are
distributed by the
process of meiosis
to
gametes.
Designated Six Weeks: Second Six Weeks
Days to teach: Unit 1: 20 days
Unit 2: 8 days
Vocabulary
Instructional
Strategies
Resources/
Weblinks