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AP Biology- Mrs. Jennifer Ogo
Lincoln High School- Center for Science & Engineering
4777 Imperial Avenue
San Diego, California 92113
619-266-6520 x 2455
Pacing Guide
Semester 1Unit 1: Introduction to AP Biology (approximately 1 week). In this 1st unit, students will be introduced to the basic themes of
Biology and Nature of Science. Students will review the scientific method and safety issues.
Lecture Themes:
Themes of Biology, Scientific Method/Nature of Science, Safety
Learning Objectives:
Students will be able to:
Activities:
 Syllabus Review- Requirements for Course
 Biology-Safety Rules Scavenger Hunt (Safety Review & Safety Quiz)
 Organization of Life- Card Sort Activity
Assignments:
 Check out textbook- Guided Reading- Chapter #1
 Apex Sign in- Intro to Biology Assignment
 Lab Write-Up
 FRQ: Scientific Method & Lab FRQ’s
Resources:
 Campbell- Chapter #1- PPT
 Safety Lecture- Video?
 Apex Online Learning
Units 2: Biochemistry (approximately 2 weeks). In this 2nd unit, students will be introduced to chemical bonding, the unique
properties of water, carbon structures and macromolecules.
Lecture Themes:
Review of Basic Chemistry, Acid/Base Chemistry, Properties of Water Essential to Life, Properties of Carbon and Functional
Groups, Organic Molecules in Organisms (Carbohydrates, Lipids including neutral lipids, phospholipids, and steroids, Proteins,
Nucleic Acids overview)
Learning Objectives
The student will be able to:
1. Identify molecules, which contain covalent and ionic bonds.
2. Distinguish between polar covalent and nonpolar covalent bonds.
3. Describe a hydrogen bond.
4. Explain the importance of hydrogen bonds to biomolecules.
5. Define and give examples of an isomer.
6. Name and draw the molecular structure for the following functional groups:
a. hydroxyl b. carbonyl (both aldehydes and ketones) c. carboxyl d. amino e. sulfhydryl f. phosphate
7. Describe the physical and chemical properties of water.
8. Solve a problem involving specific heat and the heat of vaporization of water.
9. Describe water’s versatility as a solvent.
10. Describe the nature of bases, acids and neutral solutions.
11. Give the relative concentration of H+ and OH- ions at any pH.
12. Describe the electron structure of carbon.
13. Explain carbon’s versatility in bonding to other atoms.
14. Give some examples of structural isomers, geometric and stereoisomers
15. Give the empirical formula and four examples of monosaccharides.
16. Write an equation for the condensation synthesis of a disaccharide
17. Draw a ring form for glucose and ribose.
18. Identify the nature and general composition of four polysaccharides.
19. Draw a condensation reaction of glycerol and three fatty acids to form a fat.
20. Define the terms saturated fat and unsaturated fat.
21. Draw the molecular structure of a phospholipid.
22. Identify the general structure of steroids.
23. Draw an amino acid molecule.
24. Give an example for each of the following types of amino acids: ionized, polar, and nonpolar.
25. Draw a condensation synthesis of a dipeptide.
26. Identify the nature of each of the four levels of protein structure.
27. Give examples of an alpha helix, a beta sheet and a globular polypeptide.
28. Explain how hydrophobic interactions and disulfide bridges contribute to the folding of the polypeptide chain.
29. Draw the general structure of a nucleotide.
30. Describe the construction of deoxyribonucleic acid.
31. Define the term isotope.
32. Define the term atomic mass.
33.Calculate the number of neutrons in an atom.
34. Identify the elements most commonly found in organisms.
Activities:
 Chemical Bonding Activity
 Properties of Water Lab
 Ocean Acidification Lab (pH)
 Macromolecules Lab- Murder and a Meal
 Enzyme Lab #1
 UCSD- Smells Lab
Assignments:
 Biological Molecule Organizer
 “How Much Are You Worth?”
 Building Monomers of Macromolecules
 How Can You Identify Organic Macromolecules?
 Macromolecules Classification
 What’s in a Label?
 Dysfunctional Groups- Activity
 Protein Puzzles
 Elements Found in Living Things-1
 Guided Reading- Chapter #2-5
 Lab Write- Ups
 FRQ: Biochemistry/Water Essay & Lab FRQ’s
Resources:
 Video: Carbon: The Element of Life (video: United Streaming)
 Video: Elements of Biology- Matter and Energy Organization in Living Systems
 Campbell- Chapters # 2-5- PPT
 Apex Online Learning
 Various Video Clips
Unit 3: Cells (approximately 3 weeks). In this 3rd unit, students will be introduced to the structure of animal and plants cells,
organelles, working with microscopes, cell membrane structure and function, and cellular communication
Lecture Themes:
Review of Life Processes, Cell Theory including Historical Development, Problems with the Cell Theory, Tools of Cell Study
(compound microscope, staining techniques, microtome, centrifuge, ultracentrifuge, microscope, electron microscope), Cell
organelles in both plants and animals, Cytoskeletal features, Some differences between prokaryotic and eukaryotic cells,
Endosymbiont hypothesis and supporting evidences, Membrane structural features, Processes of the plasma membrane (diffusion,
osmosis, passive and active transport, phagocytosis, pinocytosis, endocytosis, exocytosis, facilitated diffusion)
Learning Objectives:
The student will be able to:
1. State the first and second Laws of Thermodynamics
2. Define the types of energy.
3. Define entropy.
4. Define free energy (delta G) and give the symbol for it.
5. Draw a molecule of adenosine triphosphate and identify its chemical type.
6. Explain the regeneration of ATP form ADP.
7. Explain the relationship between free energy of activation and enzymes.
8. Describe the factors, which affect enzyme activity.
9. Explain allosteric regulation of enzymes.
10. Explain the functions of the following cell organelles:
a. cell wall b. cell membrane c. ribosome d. endoplasmic reticulum (both rough and smooth) e. mitochondria
f. lysosome g. Golgi apparatus h. chloroplast i. peroxisome
11. Identify the fundamental differences between prokaryotic and eukaryotic cells.
12. Describe the organization of the nucleus, including all structures associated with it.
13. Identify the constituents of the cytoskeleton, including the ultra structure of each.
14. Describe the process of, and the equipment used, to separate organelles from the cell.
15. Briefly explain the principles used by the electron microscope to make extremely small parts of the cell visible.
16. Explain the principles of diffusion, osmosis and dialysis.
17. Explain how osmosis is both similar and dissimilar to diffusion.
18. Define the terms: isotonic, hypertonic, and hypotonic.
19. Draw the fluid mosaic model of the cell membrane.
20. Identify the organelles, which are surrounded by a bilipid membrane.
21. Describe the structure of the fluid mosaic model of the cell membrane.
22. Solve an osmosis problem involving solutions of different concentration and a membrane.
23. Explain the principle of facilitated diffusion.
24. Describe the way that a sodium-potassium pump operates.
25. Define phagocytosis and pinocytosis.
Activities:
 Plant/Animal Cells- Organelle card sort game
 Microscopy- looking at organelles- Prepared Slides and Microviewers
 Laboratory Activity: The Prokaryotic vs. Eukaryotic Cell (Plants vs. Unicellular)
 Lab: Mitochondria in Action
 AP Bio- Lab #1- Osmosis and Diffusion
 Cell Signaling Lab
Assignments:
 Guided Reading- Chapters #6, 7 and 11
 Apex- Online Learning
 FRQ: Cells/ Osmosis & Diffusion/ Cell Signaling & Lab FRQ’s
 * Unit Exam
Resources:
 Campbell- Chapters #6, 7 and 11- PPT
 Apex- Online Learning
 Various Video Clips
Unit 4: Enzymes and Metabolism (Cellular Respiration)- Approximately 3 weeks. In this 4th unit, students will be introduced
to metabolism, structure and function of enzymes and cellular respiration
Lecture Themes:
Review of Free energy changes and Potential Energy Diagrams, Enzymes (structure and function, factors influencing including
pH, temperature, salts, competitive and noncompetitive inhibition, allosteric effects and biofeedback mechanisms). Review of
endothermic and exothermic reactions, heat of reaction, and potential energy diagrams, Oxidation/ reduction reactions and some
coupled reaction situations, structure/function of the mitochondrion and its component parts, Aerobic respiration (glycolysis,
transition reaction, Krebs citric acid cycle, electron transport chain and chemiosmosis)
Learning Objectives:
The student will be able to:
1. Identify the nature of electron loss or gain in redox reactions.
2. Write the 10 reactions of glycolysis in correct order.
Alternate: Describe the reactants and products of glycolysis in order
3. Identify the number and type of molecules, which are products of glycolysis.
4. Explain the function of enzymes in glycolytic reactions.
5. Describe the specific nature of enzymes in glycolytic reactions.
6. Write out the intermediate reactions between glycolysis and the Krebs cycle.(oxidative carboxylation)
7. Explain why pyruvate is called the crossroad of metabolism.
8. Write the reactions, which occur in fermentation. Explain why they are necessary.
9. Explain why and how lactate is produced in overworked muscles.
10. Explain the function of acetyl CoA in the transfer of energy to the Krebs cycle.
11. State the input and products of the Krebs cycle.
12. Explain the process of chemiosmotic phosphorylation.
13. Identify the final acceptor of electrons in the mitochondrion.
14. Identify the source and total number of ATP molecules derived from complete oxidation of one glucose molecule.
15. State at least three alternate energy pathways for fats and proteins.
16. Draw a model of the mitochondrion and indicate where each major energy activity occurs.
Activities:
 Toothpickase- Enzyme Activity
 AP Biology- Lab #2- Enzymes
 Science Bridge- Enzyme Lab
 AP Biology Lab- #5- Cellular Respiration (green peas)

CASE STUDY: The Picture Perfect: The students read a narrative about a museum conservator preserving a
19th century cotton dress stained with starch. They evaluate the case study, design, perform and present their
own investigation regarding the effect of pH on enzyme activity. (science, technology, and society)
Assignments:
 Guided Reading- Chapters # 8 & 9
 Apex- Online Learning
 FRQ: Enzymes/Cellular Respiration & Lab FRQ’s
Resources:
 Campbell- Chapters # 8 & 9- PPT
 Apex- Online Learning
 Various Video Clips
Unit 5: Plant Structure and Function, Photosynthesis- (Approximately 4 weeks). In this 5th unit, students will be introduced to
plant structure and function, growth and development, resource acquisition and transport in vascular plants, soil and
plant nutrition, angiosperm reproduction and biotechnology, plants responses to external and internal signals and
photosynthesis of c4, c3 and CAM plants.
Lecture Themes:
Fermentation reactions (lactic acid fermentation and ethyl alcohol fermentation), Role of accessory pigments and evidence for
their existence, Aspects of Autumn coloration in trees, Leaf cross-sectional anatomy and function of these structures, Light
dependent reactions and role of reactants and products in process, Calvin/C3 Cycle (necessary materials and products of process),
Evolutionary biochemical adaptations in photosynthesis (C4 and CAM), Evolutionary origins of photosynthesis and
anaerobic/aerobic respiration pathways, Reproduction in mosses, ferns, and angiosperms, Alternation of generations and the
evolutionary ascendancy of the sporophyte generation in tracheophyte plants, Structure and function of a flower, Development of
the plant from a seed (embryology of a plant), Root and stem structure and function, Plant growth patterns (monocots, herbaceous
and woody dicots), Adaptations of aquatic and desert plants, Theories of plant transport (root pressure, capillary action,
adhesion/cohesion, transpiration pull), Structure and function of xylem and phloem, Mass/osmotic flow and phloem transport
mechanisms, Maple syrup production overview and relationship to plant physiology, Tropisms (kinds and causes), Went
experiment, Plant growth hormones and regulators (auxins, gibberellins, cytokinins, phytochromes, ethylene gas, abscicic acid),
Photoperiodism(short day, long day, and day neutral plants)
Learning Objectives:
Students will be able to:
1. Write the overall reaction for photosynthesis.
2. Differentiate between heterotrophs and photosynthetic autotrophs.
3. Draw the structure of the chloroplast and identify its constituent parts.
4. Draw the structure of a leaf and identify the tissue layers and important cells.
5. Explain how gas interchange occurs between the leaf and the atmosphere.
6. Describe the nature of light.
7. Identify the approximate wavelength for red, green and blue in the color spectrum.
8. Describe the experiment of Engelmann, which identified the relative amounts of oxygen produced by each color of light.
9. Describe the structure and function of chlorophyll.
10. Indicate the relative amount of energy present in electrons at various levels in the atom.
11. Describe the Hill Reactions.
12. Explain how oxygen is produced from water.
13. Describe the differences between photosystem I and photosystem II.
14. Explain cyclic electron flow.
15. Describe the differences between cyclic and non-cyclic electron flow
16. Explain how ATP is produced in the thylakoid.
17. Give the basic steps in the Calvin Cycle.
18. Identify the reason for the existence of the C4 pathway.
19. Diagram a C3 pathway leaf and a C4 pathway leaf.
20. Identify the phylum associated with various plant specimens.
21. Diagram and label the parts of a flower.
22. Describe the process of ovule development.
23. Describe the process of pollen development.
24. Name the parts of the flower and identify the function of each part.
25. Describe the process of double fertilization.
26. Explain some of the various methods of flower pollination.
27. Diagram and label the life cycle of mosses.
28. Diagram and label the life cycle of ferns.
29. Diagram and label the life cycle of flowering plants.
30. Identify the parts of a seed and explain the fate of each part.
31. Define spermatophyte generation and gametophyte generation.
32. Identify the number of chromosomes found in both generations.
33. Name the three tissue systems in a plant.
34. Describe the growth of stems, identifying the primary and secondary tissues, which are formed.
35. Diagram and label a cross section of a root.
36. Identify the function of each of the tissue layers in a dicot root.
37. Diagram and label a cross section of a woody dicot stem.
38. Diagram and label a cross section of a dicot leaf.
39. Identify the parts in a stem and leaf and give their function.
40. Name the primary and secondary meristem tissues.
41. Explain how transpiration affects the movement of water in a stem.
42. Identify the four forces, which cause water movement up a stem.
43. Explain how osmotic pressure affects the movement of sugar in a plant.
44. Describe the function associated with the Casperian strip.
45. Explain the forces, which regulate the stoma.
46. Explain how stomata open and close.
Activities:


AP Biology Lab #4- Plant Pigments and Photosynthesis
Fermentation Lab
 CASE STUDY: The Bean Brew: students read, evaluate, and answer questions in a case explaining the making of food
relating to fermentation, glycolysis, enzyme actions, and osmosis. They then investigate, on their own, how fermentation is
involved in the production of one food product.
 AP Biology Lab- Transpiration
 Microscopy/Microviewers
 Laboratory Activity Flower dissection, plant structural observations (microscopic slides of the leaf, root, and stem of
monocots and dicots), and observing the opening and closing of the stomata by changing solutions
 CASE STUDY: Corn Under Construction Students will read a case narrative about growers at a meeting who are
discussing the use of genetically modified (GM) seeds. The students will understand growth and development of corn,
apply their knowledge of genetic engineering, understand the interconnection of science and government (in this case the
EPA), and make some ethical discussions they can support as they convince their classmates using evidence that their
choices are the best.
Assignments:
 Guided Reading- Chapters #10, 35-39
 Apex- Online Learning
 Lab Write-Ups
 FRQ- Plant Structure/Photosynthesis & Lab FRQ
Resources:
 Campbell- Chapters # 10, 35-39- PPT
 Apex- Online Learning
 Various Video Clips
Unit 6: The Cell Cycle, Meiosis and Sexual Life Cycles (Approximately 1 week). In this 6th unit, students will understand the
cell cycle, meiosis and the sexual life cycles of plants and animals.
Learning Objectives:
The student will be able to:
1. Describe the process of binary fission in bacteria.
2. Identify the differences between prokaryotic and eukaryotic chromosomes.
3. Draw the cell cycle and describe the events in G0, G1, G2, and S phases.
4. Name the mitotic phases in correct order.
5. Identify and describe the spindle, kinetochore, centrosome, centriole, centromere. asters, cell plate and cleavage furrow.
6. Describe the major events in the mitotic phases.
7. Describe the process of cytokinesis in plants and animals.
8. Describe the mechanism of cell elongation during anaphase.
9. Draw and identify the parts of a eukaryotic chromosome.
10. Identify the relative position of homologous and identical chromosomes during metaphase.
11. Define karyotype.
12. Explain the purpose of meiosis.
13. Identify, in correct order, the phases of meiosis.
14. Describe the major events in each meiotic phase.
15. Diagram and explain the process of crossing over.
16. State the meiotic phase where crossing over takes place.
17. Explain how meiosis and random fertilization contribute to genetic diversity.
Activities:
 AP Biology Lab #3- Mitosis and Meiosis
 Online Meiosis Lab
 Microviewers
Assignments:
 Guided Reading- Chapters # 12 &13
 Apex Online Learning
 Lab Write-Ups
 FRQ- Cell Cycle/Plant Life Cycles & Lab FRQ
Resources:
 Campbell- Chapters # 12 &13- PPT
 Apex Online Learning
 Various Video Clips
Unit 7: Mendel and The Gene Idea and The Chromosomal Basis of Inheritance (Approximately 2 weeks). In this 7th unit,
students will understand Gregor Mendel’s experiments and the gene idea, and the chromosomal basis of inheritance
Lecture Themes:
Sources of variation and ties to natural selection, History of Mendel and why he was successful with the peas, Law of Dominance,
Segregation and Recombination, Independent Assortment, Structure/ function of eukaryotic chromosomes V prokaryotic plasmids,
Genechromosome theory, Some inheritance patterns and associated crosses (dominance, incomplete dominance, codominance,
blood inheritance, sex-linked inheritance, dihybrid crosses, rules of probability), Polygenic inheritance, epistasis, pleiotropy,
heredity and environment interactions
Learning Objectives:
The student will be able to:
1. State Mendel’s laws of independent assortment, segregation and dominance.
2. Describe Mendel’s experimental work, which led to defining his laws.
3. Define homozygous, heterozygous, allele, dominant gene, recessive gene, phenotype, genotype, and backcross
4. Solve genetics word problem for dominance, inc dominance, dihybrid, sex linkage, and epistasis.
5. Explain the inheritance pattern of sex-linked genes.
6. Construct a chromosome map using data obtained from linked gene testcrosses.
7. Solve a chi-square problem.
8. Explain the work of Thomas Morgan and others, which led to the chromosome theory
9. Describe the effect of recessive lethal genes on a population.
10. Identify a particular inheritance pattern using experimental data.
Activities:
 AP Biology Lab #7- Genetics of Organisms (Fruit Fly Lab?)
 Who is Your Father? Carolina Fast Plants
 Making a Baby Lab
 Dragon Inheritance Activity
 Plant Crossing Lab?
 Corn Genetics Labs X 2
Assignments:
 Guided Reading- Chapters #14 & 15
 Apex Online Learning
 Lab Write- Ups
 FRQ- Genetics & Lab FRQ
Resources:
 Campbell- Chapters #14 & 15- PTT
 Apex Online Learning
 Various Video Clips
Unit 8: The Molecular Basis of Inheritance, From Gene to Protein (Approximately 2 weeks). In this unit #8, Students will
understand the molecular basis of inheritance, including DNA transcription and translation
Lecture Themes:
History of the discovery of DNA as the genetic material (roles of Griffith/transformation in bacteria, Avery, McCarty, and
McLeod, Chargaff, Franklin, Watson and Crick), RNA and DNA structure and function, Protein synthesis (including types of RNA
and ribosomal structure and function)
Learning Objectives:
The student will be able to:
1. Describe the experiments of Griffith; Avery, McCleod and McCarty; and Hershey and Chase which proved the function of DNA.
2. Describe the work of Beadle and Tatum, which led to the gene – enzyme hypothesis.
3. Explain the work of Erwin Chargaff, which provided a clue to the formation of the DNA model by Watson and Crick.
4. Describe the contributions of Franklin and Wilkins to the DNA model.
5. Describe the activities of Watson and Crick, which led to the making of the first successful model of DNA.
6. Diagram a model of DNA, including all monomers, and also indicating the numbering of the sugar’s carbons and which
component(s) attach to each.
7. Identify the similarities and differences between DNA and RNA
8. Describe the nitrogenous base pairing of DNA and RNA.
9. Explain why the genetic code must be made up of code words, which are three, letters long.
10. Describe the process of semiconservative replication.
11. Describe the experiment of Meselsohn and Stahl, which proved the type of replication in nucleic acids.
12. Describe the central dogma of nucleic acids.
13. Describe the process of transcription
14. Explain how eukaryotic RNA is processed after synthesis.
15. Define: promoter, exon, and intron
16. Describe the process of translation.
17. Describe initiation.
18. Explain translocation.
19. Explain termination.
Activities:
 TBA
Assignments:
 Guided Reading- Chapters # 16 & 17
 Apex Online Learning
 FRQ- DNA
Resources:
 Campbell- Chapters # 16 & 17- PPT
 Apex Online Learning
 Various Video Clips
Semester #2
Unit 9: Regulation of Gene Expression, Bacteria, Viruses and Biotechnology (Approximately 1 week). In this unit #9,
students will understand how genes are expressed and regulated, bacteria and viruses and biotechnology issues
Lecture Themes:
Nucleic acid technology and applications (restriction enzymes, electrophoresis, PCR, VNTR, Southern Blotting, vectors, and
recombinant DNA), The role of recombinant DNA technology in agriculture and medicine, Pharmacogenomics, Viral structure
and replication
Learning Objectives:
The student will be able to:
1. Explain how the operon works in bacteria.
2. Define operator and regulator.
3. Explain the process of transformation.
4. Explain the process of restriction analysis.
5. Describe how electrophoresis of DNA may be accomplished.
6. Explain how restriction enzymes work.
7. Solve a problem involving relative lengths of DNA after electrophoresis and correctly place them in order.
Activities:
 AP Biology Lab #6- Molecular Biology Lab
 “How Clean is Your Home? Lab
 Science Bridge-Protein Purification/ Bacterial Transformation Lab
 DNA Fingerprinting Lab
 CASE STUDY: The Donor’s Dilemma: The students read a narrative about a young man who, while donating blood,
expresses a fear that he may have come in contact with West Nile virus. The students learn about the WNV, explore what
mutations can do, compare the life cycles of WNV and HIV, and learn about how RTPC can help tract WNV.
Misconceptions and moral dilemmas are addressed and reviewed.
 Laboratory Activity; DNA Scissorhand and Restriction Enzymes; A Day at the Races
Assignments:
 Guided Reading- Chapters # 18, 19 & 20
 Apex Online Learning
 FRQ- Bacteria/Viruses/Biotechnology & Lab FRQ
Resources:
 Campbell- Chapters # 18, 19 & 20- PPT
 Apex Online Learning
 Various Video Clips
Unit 10: Genomes, Descent with Modification (Darwinian View of Life), Evolution of Populations, and The Origin of
Species (Approximately 2 weeks). In this unit #10, students will understand the concepts of genomics, Darwin’s theories of
evolution and natural selection, the evolution of populations and speciation
Lecture Themes:
Evidences for evolution (geologic record, continental drift, comparative cytology, comparative embryology, comparative anatomy,
comparative biochemistry),Some contributors to the theory of evolution and their ideas; Hutton, Lamarck, Wiesmann, DeVries,
Darwin, Gould, etc.), Darwin, Wallace, Theory of Natural Selection, Some examples of evolution in Modern Times (peppered
moths, insect resistance to insecticides, bacterial resistance to antibiotics and human contribution to this problem), Some Types of
Natural Selection with examples (directional, disruptive, and stabilizing selection), microevolution versus macroevolution, Hardy
Weinberg Theorem (theoretical and mathematical treatment), Discussion of some basic causes of microevolution (genetic drift
including founder and bottleneck effects, gene flow, mutations, nonrandom mating, and natural selection), Evolutionary time
frames (gradualism versus punctuated equilibrium and evidences for each), Patterns of evolution (divergent, convergent, and
parallel evolution), Modes of speciation (allopatric, parapatric, and sympatric), Prezygotic and postzygotic isolating mechanisms,
Environment of the early Earth and the heterotroph hypothesis
Learning Objectives:
The student will be able to:
1. Identify the influences of the works of Malthus and Lyell on Darwinís early thinking.
2. Explain the errors in Lamarckís theory of evolution.
3. Describe the significant findings of Darwin while on the world cruise of the Beagle.
3. State the facts and inferences, which form the theory of natural selection.
4. Describe the events, which led to Darwin's writing the book Origin of Species.
5. Describe the cases of Biston betularia and antibiotic resistance in bacteria, which serve as examples of natural selection.
6. Identify and explain the observable signs (a.k.a. evidence) of evolution:
a. biogeography b. the fossil record c. taxonomy d. comparative anatomy e. comparative embryology f. molecular biology
7. Identify the evidence which was undiscovered at the time of the formulation of Darwin’s theory.
8. Define the term gene pool.
9. State the Hardy-Weinberg theorem, including the conditions, which must be in effect for a population to be in equilibrium.
10. Solve word problems involving the frequency of genes in a population.
11. Define the term microevolution.
12. Define genetic drift. Explain how it contributes to microevolution.
13. Define bottleneck effect and founder effect. Explain how each differs in its effect on microevolution.
14. Describe how gene flow, mutation, nonrandom mating and natural selection can cause microevolution.
15. Identify the sources of genetic variation, which are necessary for natural selection to occur.
16. Identify the modes of natural selection: frequency-dependent selection, stabilizing selection, directional selection, and
diversifying selection.
17. Explain at least five reasons why evolution may not fashion perfect organisms.
18. Describe the taxonomic work of Ernst Mayer.
19. Define species.
20. Explain why any definition of a species is limited.
21. List and describe six types of isolation which may serve as barriers between dissimilar individuals.
22. Identify and give an example for the two major types of speciation.
23. Define and explain adaptive radiation.
24. Describe the two major mechanisms of speciation: divergent evolution and convergent evolution (peak shifts).
25. Describe punctuated equilibrium. How does this concept differ from gradualism?
Activities:
 TBA
Assignments:
 Guided Reading- Chapters #21-24
 Apex Online Learning
 FRQ’s
Resources:
 Campbell- Chapters #21-24- PPT
 Apex Online Learning
Unit 11: Diversity- Phylogeny, Bacteria, Archaea, Protista, Fungi, Animal Diversity, Vertebrates and Invertebrates
(Approximately 1 week)
Lecture Themes:
Domain System of Classification versus traditional Linnaean schemes, Integration of the Domain System of Classification with
Phylogenetic Relationships, Discussion of the Cladistic approach to classification, Survey
of the diversity of life (Archaea, Bacteria, Eukaryota), Survey of the Eukaryota (Protista, Fungi, Plants including major phyla, and
Animals including the major phyla, Analysis of some phylogenetic relationships and influence on modern classification schemes as
well as ties to some possible evolutionary relationships
Learning Objectives:
1. Define the term phylogeny and explain its relationship to systematics.
2. Identify the parts in a Latin binomial.
3. Describe the contributions of Carolus Linnaeus to the science of taxonomy.
4. Name, in correct order, the seven categories (levels) of classification.
5. Describe the relationship between each taxonomic category.
6. Explain the term phylogenetic tree.
7. Define taxon.
8. Briefly explain the criteria used to classify organisms.
9. Explain how molecular systematic has altered classical taxonomy.
10. Describe how restriction mapping and DNA sequencing may be used to classify related organisms.
11. Differentiate between the cladistic, phenetic and classical schools of taxonomy.
12. Define the term domain.
13. Explain the evolutionary relationships between the domains eubacteria, archebacteria and eukarya.
14. Name the major Protist phyla and the main characteristics of each phylum.
15. Identify the main characteristics of Paramecium, Amoeba and Euglena.
16. Diagram and explain the life cycle of the malaria parasite.
17. Explain how the malaria vaccination was developed using recombinant DNA techniques.
18. Define cell, tissue, organ and organ system
19. Describe the concept of specialization.
20. Draw and identify the various cells which are found in a sponge.
21. Name the phylum to which sponges belong.
22. Describe the body plan of a coelenterate.
23. Differentiate between hydroid polyp and medusa stages of a coelenterate.
24. Identify the distinguishing characteristics of a coelenterate (cnidarian).
25. Diagram and label a Hydra.
26. Describe the life cycle of Obelia.
27. Explain how coral reefs form.
28. Name the distinguishing characteristics of the phylum Platyhelminthes.
29. Name the three classes of the phylum Platyhelminthes and give an example of each.
30. Define the term triploblastic.
31. Explain why three tissue layers are needed to form an organ.
32. Name the three embryonic tissue layers and give an example of an organ, which forms from each layer.
33. Define cephalization.
34. Explain the process of regeneration.
35. Explain why the tapeworms are thought to be a degenerated animal type.
36. Diagram and explain the life cycle of a liver fluke.
37. Diagram and explain the life cycle of a tapeworm.
38. Identify the tapeworm structures: scolex, proglottid, hooks, suckers.
39. Define the terms: acoelomate, pseudocoelomate and eucoelomate.
40. Identify the major animal phyla, which are eucoelomate or pseudocoelomate.
41. Name the three major phyla of worms and give the distinguishing characteristics of each.
42. Diagram and explain the life cycle of Trichina.
43. Explain the significant advances in structure found in the phylum Annelida.
44. Identify five different mollusks, which are eaten by humans.
45. Name the distinguishing characteristic of the phylum Mollusca.
46. Name the distinguishing characteristics of the phylum Arthropoda.
34. Name the classes of the phylum Arthropoda, and give three examples of each class.
35. Name and give examples of six insect orders.
36. Explain the terms protostomata and deuterostomata.
37. Give examples of protostomes and deuterostomes.
38. Describe the language of the bees
39. Explain why Echinoderms are placed on the same side of the phylogenetic tree as Chordates.
40. List the distinguishing characteristics of Echinoderms.
41. Draw and label the early stages of development in a starfish.
42. Define invagination, gastrulation, archenteron, blastopore.
43. Name the vertebrate classes and give an example of each class.
44. Describe the major characteristics of the three classes of fish.
45. Draw and explain the circulation of blood in a fish.
46. Describe countercurrent exchange using the fish gill as an illustrative example.
47. Identify the body covering found in each vertebrate class.
48. Identify the type, number and names of the appendages found in each class.
49. Describe the adaptations to land, which were necessary during the evolution of amphibians to reptiles.
50. Compare the circulatory system in fish, amphibians, reptiles and mammals.
51. Name the orders of mammals and give an example of each.
52. List the distinguishing characteristic of each vertebrate class.
53. Compare the adaptations to full live birth as found in the monotremes, the marsupials and the placental mammals.
Activities:
 CASE STUDY: Tree Thinking. The students read a case study about the use of whale meat as food. This study has a
strong link between society and technology. Additionally, the students learn to develop cladograms, comparing
morphology and DNA sequences. As a culmination activity the students write a brief paperon their personal position on
whaling.
 Laboratory Activity: The Evolution of Animal Form and Function: A focused study looking at the key structures of these
varied life forms (in living and preserved specimens) aimed at tracing the evolution of this diversity.
 CASE STUDY: Unveiling the Carboniferous Students read about plans to create a mural exhibit depicting the
Carboniferous. They will need to evaluate the plans, checking outside resources, understand the events in the
Carboniferous period, and continue to develop the concept of change over time including the vast changes that have
occurred in organisms as they move to a terrestrial environment.
Assignments:
Resources:
Unit 12: Animal Form and Function (Approximately 6 weeks)
Lecture Themes:
Animal digestive systems (Hydra, earthworm, grasshopper, human), Adaptations for ruminant digestion, Symbiotic relationships in
human digestion, Comparative animal circulation systems (Hydra/gastrovascular cavity, grasshopper/open circulation, earthworm
circulation, mammalian circulation), Evolution of double circulation in the vertebrate classes, Blood cells, blood vessels, blood
composition and function, heart structure and function, Human blood groups (ABO and Rh), Role of hemoglobin and myoglobin
and dissociation curves, Lines of body defense, Immunity (roles of B and Tlymphocytes, natural killer cells, etc.), Primary and
secondary immune response, Temporal versus humoral immunity, Autoimmune diseases and allergic responses, Comparative
respiratory systems in Hydra, grasshoppers, earthworms, and humans, Comparative animal excretory systems structure and
function (Hydra, earthworm, grasshopper, desert mammals, humans), Major nitrogenous waste products (ammonia, urea, and uric
acid) and advantages and disadvantages for organisms producing these, Human endocrine structure and function, Hormones
in other organisms; role of ecdysone, juvenile hormone, and intermedin, Comparison of hormone and plant growth regulator
roles, Comparison of nervous and endocrine function, Nervous systems in comparative organisms (Hydra, earthworm,
grasshopper, and human), Human nervous function (brain/spinal cord central nervous system, peripheral nervous system,
autonomic and somatic nervous systems, sympathetic and parasympathetic nervous systems), Reflex arc, Role of
neurotransmitters, the action potential, Dale's Law, and role of cholinesterase, Sense organs/receptors in humans, Comparison of
types of fertilization and development in Hydra (asexual and sexual) hermaphrodism in worms, sexual reproduction in
grasshoppers, and sexual reproduction in humans, Structure and function of the male and female reproductive systems in humans,
Menstrual cycle (stages, structures, and hormones involved), Embryological development in vertebrates (embryonic induction,
cleavage, morula and blastula formation, formation of the blastopore and the gastrula), Embryonic germ layers and their
derivatives, Types of muscles (structure and function) (visceral, cardiac, and skeletal muscle), The physiology of skeletal muscle
contraction
Learning Objectives:
The student will be able to:
1. Identify the major bones of the human skeleton
2. Explain the path the blood takes through the heart and lungs, naming the structures it passes.
3. Describe how blood pressure is measured.
4. Name the cells and inclusions found in whole blood and describe their function(s).
5. Define systolic and diastolic.
6. Compare the structure of arteries, veins and capillaries and their respective functions.
7. Name, in order, the organs of the alimentary canal.
8. Describe the functions of the stomach.
9. Identify the secretions of the stomach lining.
10. Explain the functions of the liver, gall bladder and pancreas.
11. Identify the constituents and functions of bile.
12. Explain how the level of glucose in the blood is maintained and regulated.
13. Describe the structure of the lungs.
14. Explain the disassociation curve for hemoglobin.
15. Describe the Bohr Shift.
16. Describe the loading and unloading of oxygen and carbon dioxide in the body.
17. Identify and explain the control of breathing.
18. Diagram and explain the microstructure of a muscle cell.
19. Explain, with a diagram, how the kidney nephron works.
20. Identify the organs of reproduction in both sexes.
21. Explain how the hormones vary during the menstrual cycle.
22. Describe the function of each sex hormone and gonadotrophic hormone.
23. Describe the process of oogenesis.
24. Explain, with diagrams, the early development of a vertebrate.
25. Explain the principle of countercurrent exchange.
26. Explain the principle of both positive and negative feedback.
Activities:
 AP Biology Lab #10- Circulatory System
Assignments:
Resources:
Unit 13: Ecology and Animal Behavior (Approximately 2 weeks)
Lecture Themes:
Ecological Organization (population, community, ecosystem. Biosphere), Some Population Characteristics, Principles of
Community Interaction, r and k selected populations and some characteristics, Discussion of selected biotic and abiotic factors,
Nutritional relationships, Symbiotic relationships, Food Chains, Food Webs, and Energy Pyramids Biomes (terrestrial, freshwater,
and marine), Thermal Overturn (cause and importance in fresh water ponds and lakes), Ecological succession (primary and
secondary), Competitive Exclusion Principle, Biogeochemical Cycles (carbon, oxygen cycle, phosphorus cycle, water cycle, and
nitrogen cycle), Some Ecological Problems (reduction of biodiversity, acid precipitation, ozone depletion, and global warming),
Aspects of plant and animal behavior (mimicry, camouflage, aposematic coloration, spines, thorns, poisonous/noxious chemicals)
Learning Objectives:
The student will be able to:
1. Define the terms ecology, ecosystem, biome, biosphere, community, and biomass.
2. Identify the major trophic levels and give three examples of organsims for each.
3. Draw and explain an example of a food web. Compare this to an energy pyramid.
4. Describe the function of decomposers in the ecosystem.
5. Explain why the energy pyramid loses energy as it progresses through the trophic levels.
6. Distinguish between biotic and abiotic factors in an ecosystem. Give several examples.
7. Diagram and explain the nitrogen cycle.
8. Diagram and explain the water cycle.
9. Diagram and explain the carbon cycle.
10. Explain the similarities between the change in vegetation as one travels from the equator to the
North Pole as compared to the changes in vegetation as one climbs a high mountain.
11. Describe the process of successsion using a Connecticut field and a bog as examples. Distinguish between primary and
secondary succession.
12. Define the term climax community.
13. Give an example of one terrestrial biome (tundra, desert or deciduous forest) and describe its climate, general vegetation and
examples of animals, which may be found there.
14. What is a population?
15. Distinguish between exponential population growth (J-curve) and logistic population growth.
Explain how these growth patterns relate to r and K population growth strategies.
16. List several characteristics each of r and K population growth strategies. Give several examples of each type.
17. Define and give examples of interspecific competition, coevolution and predation.
18. Draw a graph, which depicts the variations in size of predator and prey populations living in the same area over a number of
years.
19. List and describe some of the evolved animal defenses against predation that involve coloration and/or structural changes for
mimicry or camouflage.
20. Describe some defenses against herbivores found in different plants.
21. Explain why it is riskier to your health for humans to eat fish and other animals that are at the end of a long food chain.
(example: bluefish)
22. Describe several methods of communication among animals. Don’t forget chemicals!
Activities:
 AP Biology Lab #11- Animal Behavior (Betta Fish)
 CASE STUDY Back to the Bay—Students read a narrative about the effects of a gull population on a community. They
study the behavior of the gulls, identify possible alternatives to help safely control the gulls (many students want to kill
them!), learn about population dynamics, and consider the link between the health of ecosystems and the human
population. Students must design an experiment, test it (if possible), and come up with a solution.
 AP Biology Lab #12- Primary Productivity Lab
Assignments:
 FRQ- Ecology/Animal Behavior & Lab FRQ
Resources:
Test Review (1-2 weeks)
AP Biology Exam; May 12, 2011- 8:00am