Download AP Biology Course Syllabus

Instructor: Erin Tiderman
Course Name: AP Biology
Textbook: Each student is provided a copy of the following textbook:
Campbell, Neil A., and Jane B. Reece. Biology. San Francisco, CA: Benjamin Cummings,
2007.
Textbook supplement: Each student is provided a copy of this book and is encouraged to use this as
a supplement to the textbook especially before midterm exams as the book provides unit summaries and
practice multiple choice/essay questions. The book also gives a fairly detailed overview of the 12 AP lab
investigations.
Pack, Phillip E. Cliffs AP Biology, 3rd Edition. New York City, NY: Hungry
Minds, 2001.
School Schedule: This syllabus is based on a two semester, four-period day schedule. The classes run
approximately 90 minutes in length and students are enrolled in AP Biology/Honors Biology concurrently
for the entire year.
Lecture/Notes Format: Notes are written on an overhead using student input. I lead the note-taking
sessions with the material/topics presented, however, students are asked to provide basic information
and/or examples (i.e. what is the energy source for photosynthesis?) so that they can connect the material
to something they already know. I also use an LCD projector to show short animations of major concepts
presented (i.e. protein synthesis). Whenever applicable, I also integrate the use of a videoscope to show
students cellular structures that may be difficult for them to find on their own. It is also easy for them to
overlook critical details (i.e. most cells are in “Interphase” at the tip of an onion root).
Readings/Homework: For each unit covered, students are assigned specific readings from the
Campbell textbook. In addition, they are provided with questions similar to the end-of-chapter questions
found in the book. Because Campbell/Reece have provided answers to these questions for students to
access, I slightly modify the questions. Students can utilize the questions in the textbook as a tool to
answer those that I give them. For example, when covering “Properties of Water”, I assign readings from
pages 41-50 in Chapter 3. The reading would be assigned the night before the lecture and the end-ofchapter questions for that section would be due the day following the lecture.
Sample questions for Properties of Water:
1. List 4 properties of water and describe how each is related to the polarity of water.
2. Explain how adhesive and cohesive forces are partially responsible for movement of water up
a tree.
3. Explain why sweating creates a cooling effect for humans.
4. Explain how nutrient circulation via the bloodstream and water as an excellent solvent are
related concepts.
5. Acid precipitation has lowered the pH of a particular pond to 5.0. What is the hydrogen ion
concentration of the lake? What is the hydroxide ion concentration of the lake?
**Students are also encouraged to use the CD-ROM and website (www.campbellbiology.com) to
access animations, case studies, activities, interactive chapter reviews, vocabulary lists, and quizzes.
Laboratory Investigations: At the end of each lab description, I have included the type of lab
(student-conducted, dry lab, or teacher-led demo). If I specify that the lab runs “1 day”, then the time
allotment for that particular investigation is approximately 90 minutes.
**Each student is provided access to a copy of the AP Biology Laboratory Manual. All labs
conducted in my class have been derived from the following lab manual:
Biology Laboratory Manual for Students: Exercises 1-12, Edition D. Advanced Placement
Program, The College Board, 1997.
Weekly Plan: In this syllabus, I have included a week-by-week plan of my curriculum.
Week 1
 Focus on the scientific method
1. Students will design their own experiment using pillbugs. By designing an experiment,
students will learn/review how to write a formal hypothesis, identify controlled variables,
determine uncontrolled variables, construct formal graphs and tables, and write a logical,
concise conclusion. (5-day, student-conducted experiment)
Week 2
 Properties of Water
1. Notes/lecture (structure/polarity of water, surface tension, cohesion/adhesion, water as an
excellent solvent, high heat capacity, density changes, and the pH scale.
2. Properties of water lab (promotes a deeper understanding of surface tension,
cohesion/adhesion, dissolving ability of detergents, and the pH scale). (1 day, studentconducted experiment)
3. Water essay assigned (This essay was taken off a past AP exam and asks students to identify
the properties of water, relate the property to the molecular structure of water, and provide the
biological significance of each property).
Week 2-3
 Organic Compounds
1. Notes/lecture (carbohydrates and lipids – molecular structure, empirical formula, uses in living
organisms.
2. Carbohydrate/Lipid worksheet (Students identify/categorize a variety of organic molecules
based on molecular structures – must be able to determine whether the molecule is a
carbohydrate or lipid in addition to the type of carbohydrate (monosaccharide, dissacharide,
chitin…) and the type of lipid (triglyceride, saturated vs. unsaturated fats, phospholipids,
etc.)).
3. Notes/lecture (Proteins and Nucleic Acids – molecular structure including molecular subunits
of each molecule, the four structural levels of a protein, uses of each molecule in living
organisms).
4. Proteins/Nucleic Acids worksheet – must be able to determine whether a molecule is a protein
(polypeptide, dipeptide, single amino acid) – must also be able to determine whether a
molecule is a nucleic acid and identify the subunits for DNA (deoxyribose, nitrogenous bases,
phosphate group).
5. Notes/Lecture (Dehydration synthesis and hydrolysis reactions – how these pertain to the
building up and breaking down of the organic molecules).
6. Organic molecules construction activity. Using a “Molecules of Life” kit, students follow
written directions to construct carbohydrates, lipids, and proteins using plastic beads and
tubing. Emphasis is placed on the molecular structures, the subunits that compose each of the
three compounds, and dehydration synthesis/hydrolysis reactions (the gain or loss of a water
molecule). (1 day, student-conducted lab)
Week 4
 Biogeochemical Cycles
1. Notes/lecture – emphasis is placed on the water cycle, carbon/oxygen cycles, and nitrogen
cycle and how these atoms/molecules are recycled. For carbon/oxygen and nitrogen, emphasis
is placed on how the cycling is relevant to the organic molecules learned previously.
2. Biogeochemical Cycle Activity – Students use large makeshift dice to circulate around the
classroom taking on the role of the “nitrogen atom”. As a nitrogen atom, they simulate its
circulation through various levels in a food chain and the atmosphere. At the end of the
activity, students combine data from other groups and calculate an average for each station.
They then determine the overall pattern of circulation for a nitrogen atom. The goal of the
activity is to help students better understand the nitrogen cycle and the major types of bacteria
critical to the recycling of this atom (1 day, student-conducted experiment).
**Quiz (Scientific method, properties of water, organic compounds, dehydration
synthesis/hydrolysis reactions, biogeochemical cycles)
Week 4 (Cont.)
 Energy Transformation and the First and Second Law of Thermodynamics
1. Notes/Lecture – Students are introduced to the concept of free energy and how energy is
transformed from one form to another. Students are also introduced to exergonic, endergonic,
and coupled reactions.
2. Alkaseltzer lab – Students use various temperatures of water to determine the effect of
temperature on a chemical reaction. They apply the results to the concept of exergonic vs
endergonic reactions. They must also recognize these types of reactions by looking at various
graphs. (1 day, student-conducted experiment)
Week 5-6
 Enzymes
1. Notes/Lecture – Students are introduced to the basic characteristics of an enzyme (structure,
function, effects of pH/temp/salinity, importance to living things)
2. Enzyme worksheet – students read about enzymes and label diagrams. The objective is that
they learn that enzymes remain unchanged at the end of a reaction and a substrate is modified.
3. AP Lab 2A (Enzyme Catalysis) – this portion of the AP lab is actually done as a
demonstration. Students observe how catalase is affected by heat and then complete the
questions from that particular section of the lab. (30 minute, teacher led demo)
4. AP Lab 2B (Enzyme Catalysis) – The procedure for this portion of the AP lab has been
modified – however, students still determine the effects of pH on enzyme activity. The
questions/reading in the original AP lab are also used for this modified version (2 hour,
student-conducted experiment).
5. Students will also design an experiment of their own testing pH, temperature, enzyme
concentration, or salt concentration on enzyme activity. (4 hour, student-conducted
experiment).
6. Notes/Lecture on Enzyme regulation – focus is on metabolic pathways and how allosteric
enzymes can be regulators of other molecules. Students also learn about coenzymes and
cofactors.
7. Enzyme Regulation Game – this is an activity that I designed to help students better
understand the concept of a metabolic pathway. Students play in teams and answer questions
pertaining to enzymes as they “deactivate” the allosteric enzymes of their teammates to
prevent them from entering the metabolic pathway to gain points (1 day, student-conducted
activity).
Week 6
 Review for Midterm 1 (This framework remains consistent from one midterm to the next).
1. Students are assigned end-of-chapter questions from Cliff Notes Guide.
2. Students are given a packet of multiple choice questions (approximately 100) to answer as
homework. The questions have been taken out of the Campbell Biology Test Bank. Students play
“Greed” – a review game that I have written to maximize their review time. They can move
through various levels of difficulty by answering questions. They are able to get through a large
number of questions in a short amount of time and because they work in a group, they are help
each other by explaining answers. Students are given one class period to play this game and they
are also encouraged to play before school, at lunch and after school two days before the exam. The
game only emphasizes major concepts and vocabulary and does not “give away” the questions that
are on the midterm.
3. Students play “Greed” – a review game I wrote to maximize their review time. They can move
through various levels of difficulty by answering questions. They are able to get through a large
number of questions in a short amount of time and because they work in a group, they are helping
each other by explain answers. Students are given one class period to play this game and they are
also encouraged to play before school, at lunch, and after school approximately three days before
the exam. The game emphasizes major concepts and vocabulary and does not “give away” the
questions on the midterm exam.
4. Students also complete an intricate Concept Map for each unit. I designed these as well.
Midterm 1 (Properties of Water, Organic molecules, Biogeochemical Cycles,
Chemical Reactions, Enzymes)
In-class essays assigned: 1)Enzyme Catalysis (tests knowledge of AP Lab 2
and the scientific method) – students are
provided with two different questions (past AP
Exam Prompts a week ahead of time– the day of the
exam, I place both into a jar & draw one out each
period).
Note: Midterms are always split into two days. On one day, the students respond to one essay and on
the second day students complete 75 multiple choice questions. Most of the essays have been obtained
from past AP exams and have been modified to fit the needs of my students. I try to focus on
comprehension of major concepts and problem solving versus the memorization of facts. The Multiple
choice is designed to be difficult and reflect a university-level exam.
Week 7
 Cell Structure (Prokaryote vs. Eukaryote; Plant vs. Animal)
1. Notes/Lecture (Focus on cell theory and structure vs. function of cellular organelles)
2. Worksheets (two of these with diagrams/questions)
3. Microscope lab (Cheek cell preparation, Elodea, and bacterial smear). Helps students better
understand differences between eukaryote (plant vs. animal) and prokaryote cells. (1 day,
student-conducted lab)
4. Notes/Lecture (Focus on Endosymbiosis hypothesis)
5. Edible cell project – students construct one prokaryotic and one eukaryotic cell composed of
edible materials along with a question sheet to present to the class.
Week 8-9
 Cell Membrane and Transport
1. Notes/Lecture (split into two class periods – one period spent covering cell membrane with
emphasis on structure vs. function and the next day is spent on cell transport – again, focusing
on structure vs. function).
2. Students complete a membrane coloring worksheet.
3. Students participate in an activity in which they role-play different parts of the cell membrane
& simulate various cell transport processes as they become water, glucose, salt, etc.
4. AP Lab 1 (Osmosis and Diffusion). This portion of the lab is done as a demonstration).
Students watch to see what happens over time with the IKI, starch, and glucose and then
answer the questions on the AP lab (1 hour, teacher-led demonstration).
5. Lab 2B is done by the students themselves in which they design their own experiment. They
determine what type(s) of solution they put in the dialysis bags as well as what they will place
into a beaker (3 hour, student-conducted experiment).
6. Students also set up agarose that has been stained with phenylthalein. They cut 3 cubes of
different sizes and soak them in vinegar. When phenylthalein and vinegar come into contact,
the cubes change from bright pink to clear. They can then determine the surface area-tovolume ratio for the cubes. (1 hour, student-conducted experiment)
7. Lab D is carried out as a “dry lab” in which I provide students with data for potato cores that
have been immersed in various sucrose solutions. They construct graphs and calculate water
potential for the potato cores.
8. Part 2E is done by the students. Using microscopes, they observe what happens to an Elodea
cell when salt is added (1 hour, student-conducted experiment).
9. Notes/Lecture on Water Potential – this is actually done before students complete Lab 2C and
2D.
10. Essay assigned for homework (Design-an-experiment using the concept of dialysis bags and
diffusion/osmosis).
Quiz: (Cell Structure, Cell membrane structure/transport)
Week 9-10
 Photosynthesis
1. Notes/Lecture on the light-dependent reaction.
2. AP lab 4A (paper chromatography). (1 day, student-conducted experiment).
3. AP lab 4B – conducted by students as well. However, has been modified. Students measure
oxygen production to determine effect of light intensity and boiling on photosynthesis instead
of using the spectrophotometer and DPIP. The actual AP lab procedure, however, is discussed
in class and students interpret actual data generated from prior labs I have lead using the
Spectrophotometer, DPIP, and chloroplast suspensions (90 minute, student-conducted
experiment).
4. Notes/Lecture on the light-independent reaction (also C3/C4 plants).
5. Students complete a worksheet that emphasizes the major phases & processes associated with
the light & dark reactions – they draw, color, label, and provide descriptions.
6. Photosynthesis Mania. This is a board game that I created in which students compete against
one another by answering questions pertaining to photosynthesis as they circulate between the
light and dark reactions. (1 day, student-conducted activity)
7. Students learn “The Photosynthesis Song” – in which I play the mandolin & they sing along.
The lyrics help them to remember details associated with this process.
Week 10-11
 Cellular Respiration and Fermentation
1. Lecture/Notes (Takes two class periods – topics covered include Glycolysis, Krebs Cycle,
Electron Transport Chain, Fat and Protein Metabolism, and Fermentation).
2. Electron Transport Activity – Students participate in a hand-made activity in which they are
provided with a board that represents the inner folding/spaces of the mitochondria. They
follow directions and complete a written activity which leads them through the process of
oxidative phosphorylation – they move electrons & H+ protons to discover in a “hands-on”
format how NADH & FADH2 get converted to ATP.
3. AP Lab 5 – Students conduct this lab themselves and utilize respirometers and germinating vs.
non-germinating pea seeds at two different temperatures. (2 hour, student-conducted
experiment).
4. Fermentation Lab – this is a very simple lab in which students mix sugar, water, & yeast and
place a balloon on top of a small vial. The balloon inflates overnight when the vials are
incubated providing proof that yeast are living organisms that metabolize sugar into a gas.
5. Students are taught Respiration Song called “One Monosaccharide” – I wrote the lyrics to
“Wanted Dead or Alive”.
Week 12
 Review for Midterm 2 (Similar to the Review format for Midterm 1)
1. Students are assigned end-of-chapter questions from Cliff Notes Guide.
2. Students are given a packet of multiple choice questions.
3. Students play “Greed” in class (1 period), before school, at lunch, and after school.
Midterm 2 (Cell Theory, Cell Structure, Prokaryote vs. Eukaryote Cells, Animals vs.
Plant Cells, Cell Membrane and Transport, Photosynthesis, Respiration,
Fermentation)
In-class essays assigned: For the second midterm exam, students are provided
with 5 essay questions to study. Again, 1 is drawn
from a jar each period.
Week 12-14
 DNA, RNA, Protein Synthesis, and Gene Regulation
1. Notes/Lecture/diagram to color (DNA history, molecular structure)
2. DNA coloring worksheet
3. Students watch “DNA: The Secret of Life” film
4. Notes/Lecture (DNA replication)
5. DNA replication Activity (building DNA models and simulating DNA replication – kit) (1
day, student-conducted lab).
6. Notes/Lecture (RNA and Protein Synthesis)
7. Protein Synthesis Activity (note card simulation – transcription/translation) (1 day, studentconducted lab).
8. Protein Synthesis Essay
9. Notes/Lecture (Lac Operon Model)
10. Lac Operon Activity – Students use pool “noodle” models to simulate the switching on and
switching off of the lac operon gene for a prokaryote cell.
11. Students watch “Ghost in Your Genes” film. Focuses on the effects of epigenetics on our
genome. Students answer questions as they watch the film.
Week 14-15
 Cell Cycle
1. Notes/Lecture (phases of mitosis and regulation of the cell cycle)
2. Students do a hand simulation to the Macarena to help them remember the phases of mitosis.
3. Mitosis Activity (using paper chromosomes) (1 day, student-conducted lab).
4. AP Lab 3A (hands-on lab) – students use microscopes to locate the different phases of cell
division in onion root tips and fish blastula cells. (1 day, student-conducted lab).
Quiz (DNA, DNA Replication, Protein Synthesis, Gene Regulation, and Mitosis)
Week 15 – 18
 Mendelian Genetics
1. Notes/Lecture (monohybrid crosses and the experiments of Mendel)
2. Notes/Lecture (dihybrid crosses and the experiments of Mendel)
3. Notes/Lecture (sex-linked crosses)
4. Punnett Squares worksheets/practice problems (all three crosses)
5. AP Lab 7 (Drosophila crosses). Students cross F1 flies from two different sets of parents:
wildtype x sepia (monohybrid cross) and sepia x vestigial (dihybrid cross). They utilize
punnett squares to determine the expected phenotypic ratio for the F2 flies. After
approximately 2-3 weeks, students count flies and apply a chi-square analysis to the results to
determine whether there is a significant difference between expected and observed ratios.
(This lab is broken into approximately 5 days – 1 day for identifying the four fly
phenotypes and learning to sex the flies, 1 day for crossing F1 flies, 2 days for counting
flies, and 1 day for applying a chi-square analysis to the data. This is a student-conducted
lab).
6. Notes/Lecture (ABO groups)
7. Punnett Square practice problems (ABO)
8. Blood Type Simulation Lab
9. Notes/Lecture (Genetic Disorders and Pedigrees)
10. Pedigree worksheet (students determine inheritance patterns for genes based on pedigree
analysis.
11. Pedigree Project over Christmas Break.
12. Notes/Lecture (Meiosis – phases of with focus on differences between meiosis and mitosis).
13. Meiosis Activity (Students utilize the same paper chromosomes used in the mitosis activity to
visualize the differences between the two processes. They are also given alleles with Velcro on
the back to simulate crossing over between homologous chromosomes). (1 day, studentconducted lab).
14. AP Lab 3B (crossing over in Sordaria). (1 day, teacher-led demo using videoscope to
identify tan & black spores. Students also participate in a computer simulated Meiosis
activity in computer lab).
15. Gene Linkage Activity. This is a two-day activity in which students utilize a different set of
paper chromosomes to visualize what happens when two genes are linked on the same
chromosome and how the punnett square ratios do not match observed ratios. Students also
learn, using recombination frequencies, how to map genes (2 day, student-conducted lab).
Midterm 3 (DNA, Protein Synthesis, Gene Regulation, Mitosis/Meiosis, and
Mendelian Genetics)
*Concept Map
*Only Essay “topics” are given for this midterm exam. Students must
study a variety of topics – specific questions are again drawn from a
jar each period.
Week 19-20
 Biotechnology
1. Notes/Lecture – Latest advances in biotechnology including cloning, DNA sequencing,
genetic engineering, electrophoresis, and restriction enzymes.
2. Film “Designer Babies”.
3. Restriction Enzymes – paper activity – students genetically alter bacteria by inserting an “oil
digesting gene” – learn how restriction enzymes splice DNA and other important concepts. (1
day student-conducted lab).
4. Notes/Lecture – Bacterial transformation – write hypotheses for AP Lab 6A.
5. AP Lab 6A (Bacterial tranformation). I have modified this lab slightly as I order a kit from
BioRad – students heat shock bacteria to take up plasmid DNA containing a “glowing”
jellyfish gene. Although the results from this lab vary slightly from the original AP lab,
students are still provided the original results to read from paper in which they must interpret
and draw conclusions. (2 hour, student-conducted lab).
6. AP Lab 6B (Restriction Digests and Lambda DNA). Students conduct an alternate lab for this
one as well. They use DNA from two different suspects (Carolina Biological) and compare it
to the patterns found in the evidence DNA to determine which suspect committed a mock
crime. Although we do not carry out the original procedure for this lab, students are still given
data pertaining to bp lengths for one of the restriction enzymes used. Using electrophoresis
results (provided by me), they graph the results on semi-log graph paper to determine the bp
length of the second restriction enzyme (2 hour, student-conducted experiment).
7. Stem cell article taken from Discover Magazine and questions. This article describes stem cells
and the current technological application.
8. Electrophoresis essay practice.
Week 21-22
 Evolution and the Origin of Life
1. Notes/Lecture – Mutations and Genetic diversity as a basis for evolutionary change.
2. Notes/Lecture – Evidence for evolution/Introduction to Charles Darwin.
3. Evolution worksheet 1 and 2.
4. Notes/Lecture – Introduction to Charles Darwin/Three Mechanisms for evolution.
5. Film: “What Darwin Never Knew” – students only watch a portion of this – does a great job
providing information about the Galapagos Islands and Darwin’s studies in general.
6. AP Lab 8 (PTC test paper and Hardy-Weinberg) (2 hour, student-conducted experiment).
7. Notes/Lecture – Hardy-Weinberg equilibrium.
8. More practice problems (Hardy-Weinberg).
9. BLAST Lab – Students use computer lab to determine the phylogeny for an unknown fossil
using a BLAST analysis (90 min, Student-conducted experiment)
10. Notes/Lecture – Speciation, Darwin’s finches, and Reproductive Barriers.
11. Notes/Lecture/worksheet – Gradualism vs Punctuated Equilibrium.
12. Film: “Human Family Tree” – film about using genetic markers to trace human migration &
origins.
Quiz (Biotechnology and Evolution)
Week 22-25
 Diversity of Organisms and Phylogenetic Classification (Viruses/Bacteria/Protists/Fungi)
1. Origin of Life Activity (Students walk through hallway – each foot represents 10 million
years) and get a gauge for the age of the earth and when the first life forms appeared.
2. Lecture/Notes – Viruses.
3. Exert from The Hotzone – focuses on the Ebola virus.
4. Lecture/Notes – Bacteria classification/physiology/metabolism (some of this has been covered
previously with the prokaryotic cell during the cell unit and with the transformation lab as
students became familiar with microbiology techniques such as streaking plates and bacterial
growth patterns).
5. Identification of bacteria lab
6. Lecture/Notes – Protists
7. Protista Study Sheets
8. Protista film
9. Protists microscope lab (prepared slides/1 day, student-conducted lab).
10. Live protists lab (students view and identify six different types of protists). They also work
with fifth graders as fifth graders come over for a field trip on this day.
11. Lecture/Notes (Fungi) – Fungi microscopic structure was covered to some degree during AP
Lab 3B (crossing over in Sordaria). Students bring in their own samples from home and
prepare/stain samples to be viewed under the microscope.
12. Phylogenetic Tree – students construct and add to an ongoing phylogenetic tree. We begin
with the three Bacterial Domains and then add to the Eukarya Domain as we cover Protists and
Fungi.
Week 25-27
 Plants (Taxonomy, Anatomy, Reproduction)
1. Notes/Lecture (Classification of plants in general)
2. Plant sample lab (Students observe moss, fern, gymnosperm, and angiosperm samples. Lab
focuses on adaptation to life on land). (2-day, student-conducted lab)
3. Notes/Lecture (Seed plants – characteristics and flower reproduction)
4. Notes/Lecture (Leaf anatomy)
5. Leaf lab (microscope) and stomata prints (1 day, student-conducted lab).
6. Notes/Lecture (TACT forces)
7. AP Lab 9A (measuring transpiration in impatiens using potometers). (2 hour, studentconducted experiment).
8. Plant hormones/tropisms/Photoperiodism activity.
Midterm 4 – Biotechnology, Evolution, Classification, and Plants)
In-Class essays assigned: Topics only once again.
Week 28-29
 Animal development/classification
1. Lecture/Notes (Symmetry, embryonic tissues, asexual vs. sexual reproduction, cephalization,
etc.)
2. Starfish development lab (slides). (1 day, student-conducted experiment).
3. Invertebrate characteristics packet – this packet leads students through the 7 invertebrate
phyla. Students are provided a table in which they fill out the major evolutionary
developments for each phylum. They also draw pictures and answer questions pertaining to
major concepts. Students also spend time looking at slides and specimen. This packet
generally takes about 3 days to complete (5-day, student-conducted lab).
4. A separate phylogenetic tree is constructed for the animal kingdom. Students begin with
animal-like, single-celled protists at the bottom and then begin adding each of the animal
phyla. With each phylum, students also add the major evolutionary development for each
phylum onto the tree. This is constructed and added to each of the three days that the
invertebrate phyla are covered.
5. Squid dissection. Students dissect a squid focusing on the fact that squids are invertebrates,
have true organs, and a true body cavity.
6. Embryo
7. Development – Lecture/Notes – focus is on the effects of gene expression on embryo
development.
Week 29
 Vertebrates
1. Students complete a vertebrate packet which leads them through the five major classes of
vertebrates focusing on the evolutionary trend of water to land and the major adaptations of
terrestrial vertebrates. This packet is similar to the invertebrate packet in that it condenses
information so that students focus on evolutionary relationships between the different
vertebrate classes.
2. Finish phylogenetic tree for vertebrates.
3. Frog dissection. For this dissection, students focus on the identification/function of the major
organs.
Invertebrate/Vertebrate Quiz
Week 30-31
 Human Body Systems
1. Notes/Lecture (Divisions of the nervous system, the sodium/potassium pump/impulse, and
neuron-neuron communication.
2. Students participate in a sodium/potassium pump simulation in which they move ions through
the axon membrane to simulate resting and action potential in a neuron.
3. Students participate in a Reflex Lab in which they travel from station to station testing various
reflexes.
4. AP Lab 10 – Students expose Daphnia to 3 different temperatures and measure the correlating
heart rate. They also use live goldfish to observe blood flow under the microscope. (90
minutes, student-conducted experiment).
5. Hormone function – Notes/lecture
6. Hormone game – students participate in a Hormone game in which they move around a game
board from hormone receptor to hormone receptor. The answer questions about hormone
function and try to maintain “homeostasis” within their body by maintaining a certain
concentration of blood glucose.
7. Immune System – Notes/Lecture
8. Immune System Film “An Inside Look: the Flu”.
9. Immune System Online Activity – student utilize the computer lab to complete an activity that
correlates with an Online Activity from their textbook.
Week 31-32
 Ecology
1. Biomes and Ecosystems Activity.
2. Students work in groups to design an experiment to test primary productivity in a pond.
3. Energy Dynamics and Ecological Relationships Activity.
4. Human Impact on the Environment Activity.
5. Tom Brokaw “Global Warming” Film – 30 minutes
6. Population Ecology Activity.
Week 32-33
 Review for Final Exam/AP Exam
1. Students play “Greed” once again to review any units of their choice in groups.
2. Students complete a lab review packet that I wrote myself. This includes an overview of all AP
labs and the major concepts covered. (These are given as homework at the beginning of April).
3. Students complete 8 review worksheets that I put together. These require that students read
back through all of the notes they have completed for the year. (These are given as homework
at the beginning of April).
4. Students take 3 practice exams (these are released AP exams).
5. Students take a final exam 4 days prior to AP exam so that they have time to go over their final
and study any necessary concepts. The final exam is a released AP exam that the students have
never seen before. They are also given two in-class essays to write which vary from year to
year.
**I did not account for breaks that we have throughout the year – we do take one week off at
Thanksgiving, two weeks for Christmas, and one week for Spring Break.