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AP Biology Course Outline
Mrs. Climenhaga
Albion Central School District
This course is designed around the AP Biology Curriculum Framework that focuses on
the major concepts in biology and their connections. This course is equivalent to an
introductory college-level biology course. It is to provide my high school students with a
deep understanding of biology concepts as well as give them the opportunity to practice
laboratory investigations that critical thinking and problem solving.
I will work each year to add to my course proven activities that will enhance my student’s
opportunities to learn the content both within the lab setting and outside it. Within this
audit are some of the major materials that I use during the year to teach the content.
This course is based on the four Big Ideas set forth by AP:
Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize free energy and molecular building blocks
to grow, to reproduce and to maintain dynamic homeostasis.
Big Idea 3: Living systems store, retrieve transmit and respond to information
essential to life processes.
Big Idea 4: Biological systems interact, and these systems and their interactions
possess complex properties.
These four Big Ideas will not be taught in isolation but will be connected when possible.
Students will be asked to make formal connections using sticky notes on the Big Idea posters that
hang permanently in our room. Students will also document the connections on their own
curriculum map. This is a visual reminder that each concept is connected to many others. The
Big Ideas will be woven into labs, activities, and discussions.
Eight core units are covered with the learning objectives for each unit clearly outlined for the
students as follows: Science as a Process, Evolution, Energy Transfer, Continuity and Change,
Relationship of Structure and Function, Regulation; Interdependence in Nature, societal and
environmental concerns. These topics are integrated throughout the course in which students
will be assessed by labs which use technology to collect data and solve problems. Furthermore,
in efforts to correlate overlapping themes in biology and encourage students to apply concepts
we learn about in class, newspaper and current events are used to discuss happenings around the
world on a weekly basis. These issues are used to relate different cultural differences and gain
an insight into how they affect everyone.
Service-Learning Projects – each student is required to conduct a Service Learning Project
dealing with a theme covered in AP Biology. Students will use a theme and apply it to a real-life
scenario which will better their community by addressing societal and environmental concerns.
The projects are driven by the needs of the community and are design to reinforce the concepts
learned in the course. This is conducted after the AP exam in April. Examples: Students
designed and planned, in conjunction with the CAD class, a gazebo and landscape plantings for
the new canal park. Over two years time they completed the project. In 2013 the students are
planning to test water supplies of nearby farms and waterways to determine water quality.
SCIENCE PRACTICES
1. The student can use representations and models to communicate scientific phenomena and
solve scientific problems.
2. The student can use mathematics appropriately.
3. The student can engage in scientific questioning to extend thinking or to guide investigations
within the context of the AP course.
4. The student can plan and implement data collection strategies appropriate to a particular
scientific question.
5. The student can perform data analysis and evaluation of evidence.
6. The student can work with scientific explanations and theories.
7. The student is able to connect and relate knowledge across various scales, concepts and
representations in and across domains.
Materials
The primary textbook used in this course is:
Safava, D., Hillis,D., Heller, C., Berenbaum, M.. 2011.Life: The Science of Biology9rd
Edition
The primary lab investigation manual used in this course is:
AP Biology Investigative Lab Manual: An inquiry-based approach. 2012. New York, NY:
The College Board.
Extra Reading:
Preston, Richard. 1995. The Hot Zone. New York:Anchor-Double Day.
Skloot, Rebecca. 2010. The Immortal Life of Henrietta Lacks. New York:Crown Publishers
This course will enhance the content with reading selections from the New York Times, Scientific
America, Science New, and PBS as well as peer reviewed journal articles using online databases
to which our class has access.
Class wiki page will be used extensively for class work and assignments. Students will post
projects here to allow for peer review. www.albionapbiology.pbworks.com
Laboratory:
The high school is set up on a block schedule. The class is scheduled everyday for 80 minutes.
No less than 25% will be devoted to lab experiences; this will be at least 2 days a week. Lab
techniques will be modeled in class and then incorporated into inquiry and guided inquiry labs. A
minimum of two labs will be conducted for each of the big ideas. In addition to the AP Labs
several activities will give students hands-on practice with the unit content. Students will keep
laboratory notebooks for the purpose of providing a record of their thought process, experimental
set up and results. Students will present their work by creating posters, writing science reports
and posting their work online on the wiki page. Peer review will be an integral part of the
process of refining the science. The laboratory investigations selected will enable the students to
apply the seven science practices as defined in the Curriculum Framework.
Mathematical Data Analysis:
Students will identify and use appropriate mathematical procedures to analyze data from their
experimental investigations. These include, but are not limited to, an understanding of and ability
to appropriately apply the concepts of Mean, Standard Error, and Standard deviation, paired and
unpaired t-test, and Chi-square analysis.
Assessments:
Students will be assessed using different tools. For each unit the goal is to have a project that will
allow for the incorporation of content from all chapters and give the student some degree of
choice. For example in ecology the Human Impact project allows the student to choose the topic.
The Cell unit book will reinforce the cellular components but give creative opportunities to
students to be individual. Essays will give the student the chance to pull all the required
knowledge together and write cohesively on a specific topic. These are graded and then class
time is devoted to analyzing the essay and the standard. Quizzes are given regularly to keep
students on track with the material. Unit tests are given in AP style multiple choice and long
answer questions. Students are working toward having the knowledge base required for the final
AP exam in May.
Course Schedule:
Science as a Process (1 week)
Content
Readings
Laboratory Safety
Lab Contract
Scientific method
Reading-Scientific
method in action
Charley Drewes
Blackworm material
Investigative Science
• Designing an
experiment
• Peer review
process
• Data analysis
Activities/Labs
Assessment
Independent/dependent
variables worksheet
Simpson worksheet
Final Poster with peer
Guided-Inquiry lab
Science
practice
SP2,3,4,5
review process
Notebook check
Experiment Set up
Quiz
Students will have received the first assignment 2 weeks before school starts. They will read two selections for the
Blackworm and answer questions. This first week will consist of: safety in the lab using worksheet and a tour of the lab;
review of microscope techniques; experimental design and set up; keeping a lab notebook. Students will work with the
Blackworm making observations, posing questions and ultimately designing an experiment to test a selected toxin. After
a teacher progress check, students will complete their designed experiment. Students will create a poster to present their
work. The rough draft will go through peer review. Final posters will be graded and displayed in the hall.
Unit 1 Evolution (Big Idea 1)
Content
Readings
Activities/Labs
Assessment
Evidence and
mechanisms
Natural Selection
Chap 21
Reading Guide
Video Clip- Darwin
Historical chart –
Evolution Theories
graded
• Darwin’s theory [1.A.1-3]•
Descent with modification,
Natural selection [1.A.1]
• Evidence for Darwin’s
theory [1.A.4] [1.B.1]
Grant Article Unpredictable
evolution
Science
Practice
SP1,6,7
Essay 2004 #2
Butterfly Natural
Selection activity
Lab #1 Artificial
Selection lab
Lab notebook
Lab write up
Hardy-Weinberg
notes
Strawfish Activity
Lab #2 HardyWeinberg
Practice problem
worksheet
H-W Practice sheet 2
graded
Quiz
H-W Essay2004 2b
Chap 22
Reading Guide
NOVA cladogram
basics
Interpreting cladograms
worksheet
SP5,6
Genetic Variation
• Gene pools and allele
frequencies [1.A.4]
• Hardy-Weinberg
equilibrium [1.A.1]
• Natural selection, genetic
drift [1.A.3]
Cladograms:
constructing and using
•Phylogenetic classification
[1.B.2]
• Cladograms [1.B.2]
Species formation
• Speciation [1.C.2]
• Patterns of evolution [1.C.1]
Early Earth
• Early Earth/Origin of life
[1.D.1&2]
• Fossil record/dating [1.D.2]
• History of life on Earth
[1.D.2.a]
Evolution of Genes and
Genomes
• Development and
differentiation [2.E.1]
• Hox genes [2.E.1] [3.B.2.b]
Chap 22
Reading Guide
SP2,5
BLAST lab(pt 1)
Test
Chap 23
Video- PBS
Evolution in Action
PBS-Sex and the
single guppy
Chap 25
Miller-Urey video
Endosymbiosis video
PBS Deep time
Chap 24
Homeobox notes
What Darwin Never
Knew video and
discussion
SP1,3
SP1,5
SP6
Essay- Endosymbiosis
theory
SP6,7
Sean Carroll video
clip, questions
Evolution of Diversity
• Reproduction, Tropism and
photoperiodicity [2.C.2]
[2.F.2] [2.E.3]
Chap 26-29
Biodiversity project
power points
Flower dissection
Project grade
Test
SP7
Lab notebook
Quiz
Evolution: This major unit will link to all the other units. It will be taught with many videos and readings from experts
that support evolution, giving clear evidence for the science. For the biodiversity project students will each take a
chapter 26-30 and create a teaching module to educate their classmates. Project will include appropriate vocabulary,
worksheet, power point, 5 post chapter quiz questions. Special time will be taken to discuss the importance of the
evolution of seed plants. This will include a flower dissection and germination of seeds to label the anatomy. Importance
of food as an environmental stressor will be examined by looking at the work of the Grants and Galapagos Finches. This
will tie into Big idea 4, biological systems interact. This paper will be used several times during the unit discussions.
Connection to Big Idea 3, storing and transmitting genetic information, will be made during the chapter on evolution and
genes with a particular look at the conservation of the homeobox in most species. [CR4]
Unit 2 Ecology (Big Idea 2, 3, 4)
Content
Readings
Activities/Labs
Assessments
Population Ecology
Chap 55
Reading Guide
CNN article: Wolf
season
Octopus article
Deer-Wolf study
Activity graph and
questions
Chap 56
Reading guide
Chap 39.2 Plant
defenses
Wildlife
Rehabilitator guest
speaker
Density and dispersion
[4.A.5.c] C Carrying capacity
[4.A.5]
• Population modeling
[4.A.5.c]
Species Interactions
• Organism interactions
[2.D.1.b]
Community Ecology
• Energy, trophic levels
[2.A.1.f]
• Biotic/abiotic factors
[2.D.1.c] • Organism
interactions [2.D.1.b] • Food
webs [4.A.6]
• Ecosystem interactions
[4.B.3] • Keystone species
[4.B.3][4.C.4]
Chap 57
Leaf Cutter video
Reading guide
Video: Keystone
species- sea otter
Video: Mt St. Helen,
30 yrs later
Co evolution reading
Calculating
birth/death worksheet
Essay- Growth curve
Science
practices
SP5
SP2,5
Essay 2000 #3 animal
defenses
Lab notebook and lab
write up
SP1,6
Succession activity
Essay: Energy transfer
Quiz
Berkeley: Co
evolution case study
Questions answered
Chap 58
Reading guide
Great Lakes: feast
and famine reading
C-O, H2O cycles on
white board
Calcium Data
analysis
Essay- Nitrogen cycle
Cycles Quiz
SP7
Chap 59
Chap 34 and 35
Plants
Human Impact
Project
Lab #11
Transpiration Lab
Peer review and project
grade
Lab Write up
SP3,5
• Biodiversity threats [4.A.6]
[2.D.3]
• Human impact [4.A.6]
[4.B.3 & 4] [4.B.3.c]
Animal Behavior
Chap 53
Reading guide
Video: Bee
communication
Lab #12 Animal
Behavior
Lab write up
SP1,3,5
Ecosystems and Global
Ecology
Energy flow and cycles
[2.A.3.a]• Human impact
[4.A.6] [4.B.3 & 4] [4.B.3.c]
Conservation Biology
• Innate/Learned behaviors
[2.E.3.a]
• Natural selection of traits
[2.E.3.b]
• Communication, responses
[3.E.1]
Ecology: this next unit will be connected to Evolution because natural selection acts on an organism phenotype due to
environmental conditions. The major project for this unit will be human interactions and how these have affected
ecosystems. Students will use published data to support human impact on the environment. While biomes will not be
taught by me, students will create a travel brochure for a specific biome that must incorporate specific details from each
of the chapters. This will be due at the end of the unit. Presentations will be given to promote the wonders of the biome
to classmates. The transpiration lab is done here with extra class time being devoted to plant physiology. Understanding
of the vascular system is important for the concept of transpiration. Big Idea 1 will be examined again in light of co
evolution reading.
Unit 3 Genetics (Big idea 3, 4)
Content
Inheritance, Genes and
Chromosomes
Readings
Chap 12
Reading guide
Mendel’s Laws and
probability [3.A.3.b]
• Inheritance patterns
[3.A.3.b.3] • Human genetic
disorders [3.A.3.c] •Origins of
genetic variation [3.C.1]
[4.c.1]
• Sex linked/limited genes
[3.A.4.b]
• Chromosomal
abnormalities [3.C.1]
Cell Cycle and Cell
Division
Mitosis and cytokinesis
[3.A.2] • Cell cycle
regulation[3.A.2]
• Cancer [3.A.2.a] • Apoptosis
[2.E.1.c]
DNA and Its Role in
Heredity
• Sexual and Asexual
reproduction • Meiosis and
gametogenesis [3.C.2.c] •
Mitosis, meiosis comparison
• DNA structure [3.A.1]
[4.A.1] • Chromosomal
abnormalities [3.C.1]
From DNA to Protein
•DNA/RNA structure,
function [3.A.1]
• Transcription, translation
[3.A.1] • Post transcriptional
processing [3.A.1.c.2]
• Regulation of gene
expression [3.B.1] •
intracellular signals,
expression [3.B.2] •
Mutations [3.C.1]
Gene Mutations,
Molecular Medicine
Recombinant DNA
• DNA electrophoresis
• Restriction enzyme analysis
• PCR • Ethics- Genetically
Modified Food, Transgenic
animals, cloning
Activities/Labs
Classic Mendelian
Genetics packet
Assessments
Packet graded
Probability: Chi
Square analysis using
M&M
Quiz
Pedigree activity
Essay: 2004 #1
Quiz
SP1,2,3,4,5,6,7
Chromosomal
Disorder Research
Chap 11
Reading guide
Video: Mina Bissell
Article-Cancer
predisposition
Chap 13
Reading guide
Watson Crick paper
Chap 14
Reading guide
Lab #7 Cell
Division, Mitosis
only
Cancer Project
Science practice
SP2,5
SP7
SP6,7
Activity questions
SP 2,3,4,5,6,7
Final Project
presentations
Quiz
SP7
Essay: 2000 #3
Quiz
Lab #7, Meiosis only
DNA structure
concept map
SP2,3,4,5,6,7
Karyotype activity
Online
Activity sheet
SP6,7
Historical
Experiments Chart
Completed chart
Quiz
SP6,7
Protein Synthesis
Posters
Completed Poster
Essay: 2001 #4
SP1, 6,7
Insulin Gene activity
Completed questions
SP1,6,7
Lab #3 Blast Lab,
part 2 comparing
DNA sequences
Student Investigation
SP1,2,3,4,5,6,7
Chap 15.1,2,5
Reading guide
Foglia Mutation
activity
Antifreeze Fish
articles, U of Illinois
Simulated gel
electrophoresis
Lab #9 Restriction
Quiz
Completed activity
SP1,3,6,7
[3.A.1.e]
Regulation of Gene
Expression
• DNA and RNA Viruses
[3.C.3] • Horizontal gene
transfer [3.C.2] • Operons
[2.C.1.a]
•Regulation of Gene
Expression [2.E.1] [3.B.1]
Enzyme Analysis
Model lac operon
with manipulatives
Chap 16
Reading guide
Completed Lab
notebook
Completed questions
Quiz
Essay 2012 #3a
Lab #8 Bacterial
Transformation Lab
at U of Rochester
SP1,3,6.7
SP2,3,4,5,6,7
SP1,6,7,
Lab write up
SP2,3,4,5,6,7
Genetics: Students will be asked to connect Big Ideas 1 and 3, understanding the chromosomal basis for inheritance that
then has the potential to influence the evolution of a population. The reading of Dr. Chen’s work with the antifreeze fish
will give evidence for environmental influence on a species through molecular genetics of gene regulation and
expression. The biotechnology of Dr. Chen’s work will be discussed through the journal article on the evolution of
antifreeze glycoprotein. Students will examine these techniques after reading chapter 15. The students will spend a day
at the University of Rochester Life Science Center to work in a laboratory with university staff and carry out a
recombinant DNA lab as part of a case study.
Unit 4 Chemistry of Life
Content
Studying Life
Life characteristics
Chemistry of Life
Readings
Chap 1
Chap 2
Reading guide
Elements
Bonding
Organic Molecules
•C, H, O, P, S [2.A.3a]
• Carbon
compounds/isomers •
Monomers/Polymers •
Nucleic acids [3.A.1]
[4.A.1.b.1] • DNA vs RNA
[3.A.1.b.2] • types of RNA
(RNAi) [3.A.1.b.4] • Proteins
[4.A.1.a2] • Protein folding
[4.A.1.b.2] • Lipids [4.A.1.a.3]
• Carbohydrates [4.A.1.a.4]
• Directionality [4.A.1.b]
Chap 3,4
Reading guide
Activities/Labs
Assessments
Water property
stations
FR essay- 2009B
Water drops lab w/
box/whisker
plotting
Lab Notebook
Build macro
molecules using
ball/stick kits
Completed
worksheet
Identifying
macromolecules in
food using indicators.
Completed lab result
Group presentation
Creation of mind
map (Inspiration
Graded for correct
connections
Science practice
SP2
SP2,5,6
SP1,6
SP2,6,7
software)
Chemistry: Students will examine the basic elements of all living organisms. They will be able to distinguish between
inorganic and organic compounds. This will be done using various worksheets and creating models of the compounds.
Students will design an experiment to determine the macromolecules in their favorite foods. The function of the
macromolecules in the energy process of living organisms will be discussed. This will connect Big Idea 2, the exchange
of matter with the environment for growth, reproduction and homeostasis with Big Idea 4, biological systems and their
interactions. Students will identify the macromolecules of common foods and link this food to the nutrient needs of
animals and the system processes that require it. This will be an inquiry activity with each group designing and testing
selected items.
Unit 5 Cells (Big Idea 3 &4)
Content
Origin of Life
Readings
Chap 4
Article: Never ending
Activities/Labs
Creation of power
point to represent one
Assessments
Presentation to class
Science practice
SP3, 6
Cell Structure Function
•Sub-cellular components
structure & function [4.A.2] •
Cell walls [2.B.1.c] [3.D.2] •
Organelle interactions [4.A.2]
• Prokaryotic and eukaryotic
cells [2.B.3]
Story- Kumala
selected theory on
the origin of life
Chap 5
Reading guide
Children’s Book
project
Creation of concept
map
Cell Membrane
• Fluid mosaic model [2.B.2]
• Phospholipids [4.C.1] •
Passive/Active Transport
[2.B.2 a & b] • Role of
membrane proteins [2.B.2] •
Surface area/volume
[2.A.3.b.1 & 2] • Selective
permeability [2.B.1] •
Tonicity [2.B.2]
Cell Signaling
•Stimulus/response [2.C.2.a]
[2.E.2]
• Cell signaling [3.B.2.b]
• Signal Transduction [3.D.1]
• Cyclic AMP [3.D.3.b]
Chap 6
Reading guide
Chap 7
Reading guide
Video:Bonnie
Blasser Bacteria
Completed Project
Essay 2011 #1
Quiz
SP 1,6,7
Completed packet
Quiz
FR essay 2007
SP1,2,3,4,5,6.7
Fluid mosaic
magnetic modeling
Quiz
SP1,3,6,7
Lab #4 Diffusion
Osmosis Inquiry
Notebook check
Formal lab write up
SP1,2,3,4,5,6,7
Student research of a
disease that occurs
due to the disruption
of cell signaling
Creation of Prezi to
show research
Microscopy activityobservation and
measurement
SP6,7
communication
Cells: Students will use prerequisite knowledge to create children’s book of cellular components as the unit project. The
cell membrane will become hands on using Science Kits magnetic membrane kit. This will be a flipped lesson with
students doing the note taking at home and coming ready with questions and observations as we manipulate the large
model together on the board.
Unit 6 Energy Processes (Big Idea 2)
Content
Metabolism,Enzymes
• Free Energy (ATP) [2.A.1] •
Coupled reactions [2.A.1.b.3]
Enzymes [4.B.1]
• Energy used for cell
processes [2.A.1.d] • Free
energy in ecosystems
[2.A.1.e, f]
Harvesting Chemical
Energy
• Glycolysis, fermentation,
aerobic respiration [2.A.1.c]
Photosynthesis
• Light dependent/Light
independent pathways
[2.A.1] [2.A.2]
Readings
Chap 8
Reading guide
Activities/Labs
Toothpickase activity
Assessments
Completed packet
with correct graphing
Lab #13 Enzyme
Lab
Formal lab write up
Chap 9
Reading Guide
Lab #6
Cell Respiration Lab
Lab notebook grade
Essay 2012 #2
Chap 10
Reading guide
Lab #5
Photosynthesis Lab
Science practice
SP1,5,6,7
SP2,3,4,5,6,7
SP2,3,4,5,6,7
SP2,3,4,56,7
Energy Processes: This unit will be taught with many lab activities to make the material as concrete as possible.
Students will connect Big Idea 2 to Big Idea 4, how biological systems interact. The AP labs will be run as investigative.
The respiration lab will include live organisms such as crickets and germinating seeds.
Unit 7 Animal Form and Function (Big Idea 2,3,4)
Content
Homeostasis, Animal
Hormones,Plant
Hormones
Readings
Chap 40, 37.2,3,4
Reading guide
• Structure and function
[2.D.2] • Homeostasis [2.B.2]
[2.C.2] [2.D.3]• Feedback
mechanisms [2.C.1]
•Thermoregulation[2.A.1.D.1]
• Endothermy/Ectothermy
Animal systems
•Nervous [3.E.2] [4.A.4]
•Immune [2.D.3 & 4]
•Excretory [2.D.2]
•Endocrine, hormones [3.D.14] •Animal development
[4.A.4]
Chap 37, 41, 45, 47,
52
Activities/Labs
Feedback poster
Assessments
Presentation
Science practice
Diabetes Research
Diabetes Lab
Essay 2010 #1
SP1,6,7
Mind maps using
Inspiration software
Pig dissection lab
Essay 2012 #1b
SP3,6,7
Animal Form and Function: This will be a unit that ties the Big Ideas together as well as many science concepts.
Diabetes will be a focus due to the national crisis this disease is causing. Students examined the insulin gene during the
DNA unit and now will examine more in depth the disease and its effects on the body systems. The lab by Take- out
Science will involve diagnosing the disease. The fetal pig dissection enables students to connect all the systems and
offers great platform for discussion of disease and homeostasis. Students use a lab packet that is followed and questions
answered. Following this lab students are paired to answer physiology essays 2011,