Advanced Placement Biology Course Syllabus 2015-2016

Course DescriptionBiology is presented as one form of scientific inquiry, the process of channeling human curiosity into purposeful exploration, discovery, and exploration of observable natural phenomena. Biology is the study of life, but it is most important as a shared method of asking questions all humans have about life and living things, and communicating responses to the questions in clear and understandable forms.

In this course, students will be taught and encouraged to continually pose questions about the subject matter. Through exploration and discovery of the phenomenon at the core of each lesson, students will be guided to answer their own questions and be able to discuss the phenomenon in ways that reflect sound scientific practices. Biology is presented as a living process, one that carries a body of current understandings and a method of building on those understandings to either deepen them or replace them with better explanations. Evolutionary themes which unify all biology disciplines are often ignored in standard biology courses. Consequently, evolutionary themes will be emphasized in every unit. For example, I will focus on factors used in making phylogenetic trees, Evolution of Earth and organic molecules; the basics of embryology etc. In particular, we will explore the eight themes identified as the focus for AP-level Biology instruction and their relationship to evolution:

Science as a Process Evolution Energy Transfer Continuity and Change Relationship of Structure to Function Regulation Interdependence in Nature Science, Technology, and Society

Course Goals Foster a love of science, especially in terms of Biology. Provide learners with chances to inquire about natural phenomena, asking natural and well-formed questions. Expose learners to how the scientific method is applied in studying living things. Empower learners to explore natural phenomena in order to answer their own questions. Train learners to draw conclusions from observations in order to construct their own understanding of biological

concepts. Build skills for learners to communicate their questions, observations, findings and conclusions to others interested in

similar questions about living things. Expose learners to significant concepts and themes in Biology. Tie lessons together in terms of the eight themes which structure AP Biology. Assess learners’ ability to ask and answer questions about nature. Reinforce an interest in nature and the living things that make up our common environment. Provide learners with a set of tools for solving problems that relate to nature and impact the daily lives of learners.

Teaching Strategies

Structure This course is organized into units and lessons. Each lesson incorporates multiple learning activities designed to develop, apply, and assess specific learning objectives. (See Course Outline, below.)

Concept Development Activities In order to generate skills for lifelong learning and to employ the most appropriate learning approach for each topic, twenty-five percent of the lessons will use student-driven, constructivist approaches for concept development. For example, the lesson on Mendelian Genetics from Unit 11 provides multiple opportunities for learners to take on-screen instruction about Mendel’s discoveries and produce Punnett Squares that exemplify each of his discoveries. The experience of going from explanation of the concept to constructing an illustration of it themselves will move the learner’s understanding of those discoveries to a deeper level.

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The remaining lessons will employ direct instruction approaches. Regardless of the approach, students will take full advantage of the online learning environment, linking to rich online, multimedia, and interactive resources. Developing critical of 21st Century skills is an important secondary goal of this course.

Application and Inquiry Work Products Application and inquiry will be an integrated part of the lessons, requiring higher-level cognitive work. Students will submit written work for review, comment, and grading.

DiscussionsStudents will also have the opportunity to engage in online (asynchronous) discussions during this course. Discussion topics provide the chance to dig deeper into specific scientific and Science, Technology, Engineering, and Mathematics (STEM) Education Coalition concepts and applications.

Lab Components

Purpose The lab activities for science subjects provide learners with hands-on exposure to the scientific concepts they are studying and exploring. Science instruction is as much about learning how to do science, as it is about developing a conceptual understanding – labs bring those two elements together.

Approach The twelve primary lab experiences that form the basis of an advanced course in Biology are designed to be conducted in person with the planning and guidance of a teacher. They are modeled on the labs provided in the College Board AP Biology Lab Manual for Students. The schedule of these in-person labs is listed in the Lab Schedule section below.

Alternate approaches: Informal labs: Sometimes called “kitchen sink” labs, these activities use materials readily available at home or in

non-lab facilities within a school. They will provide true hands-on exposure to phenomena without the use scientific experimental equipment. For example, the lesson “Water: An Essential of Life” includes a series of such informal hands-on experiences that do not require lab equipment to carry out.

Interactive simulations: These rich, interactive simulations are open-ended and multi-dimensional. They allow learners to adjust various factors in a simulated experimental situation to see how the outcome of the procedure changes in reaction to their inputs. The simulations allow for open-learner exploration, as well as more structured and guided inquiry into various phenomena. For the topic Evolution in Unit 1, an online simulation on Natural Selection provides learners with the chance to change certain variables and observe successive generations of species as the population adapts to the environmental conditions.

Analysis of experimental data: Experiencing the practice of science need not involve doing every step of the gathering of data by hand. Many scientists share data sets from observations or experiments, and the questions posed, calculations performed, and the analysis and interpretation of the results can be quite a powerful lab experience. The tasks included in this course will point learners to existing data sets, show them an analytical approach, then ask them to perform calculations, graph, analyze, and report back on that data using solid principles of scientific inquiry.

Simulated labs: Using various media, such as videos and microscope slides, learners will observe experiments virtually and then carry out analysis and interpretation of that experience as if they had performed the steps themselves. The lesson “The Cell Cycle” in Unit 5 provides an example of this alternate approach to labs. It uses a series of photographs of microscope slides to simulate the experience of taking onion skin cell samples. The microscope slides are presented for the learner to identify the cell cycle phases and then put the phases in the right sequence.

Lab Schedule AP biology has 12 recommended lab activities, which constitute 45 days of the school year, approximately 25% of class time. Lab assignments are hands on and must be completed according to the standard format and are due one day after the completion of the lab. Below is a unit-by-unit schedule of the 12 required labs. These labs are based on the College Board AP Biology Lab Manual for Students. Each lab requires teacher planning and supervision, lab facilities, and equipment. The labs are sequenced based on the order of the lessons that relate most directly to the labs. The lab numbers reference their sequence in the lab manual. Some units do not have labs associated with them.

Nature of Life - This unit has no labs.

Unit 1 –Evolution Lab 8 – Population Genetics and Evolution – pp. 90-98

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Unit 2 - Diversity of Life, Part 1This unit has no labs

. Unit 3 – Ecology Lab 12 – Dissolved Oxygen and Aquatic Primary Production – pp. 136 – 144 Lab 11 – Animal Behavior – pp. 125-135

Unit 4 - Biochemistry This unit has no labs

Unit 5 – Cells/Cell CycleLab 1 – Osmosis & Diffusion pp. 1-18

Unit 6 – Animal Structure & Function (Part 1)This unit has no labs

Unit 7 Enzymes/Metabolism/Cellular RespirationLab 2 – Enzymes Catalysis & Toothpikase pp. 19-28Lab 5 – Cell Respiration pp. 54-63

Unit 8 Animal Structure & Function (Part II)Lab 10 – Physiology of the Circulatory System – pp. 109-124

Unit 9 PhotosynthesisLab 4 – Plant Pigments and Photosynthesis – pp. 45-53

Unit 10 Plant Evolution/Plant Structure & FunctionLab 9 – Transpiration pp. 99-108

Unit 11- Meiosis/Genetics/HeredityLab 3 – Mitosis – pp. 29-44Lab 7 – Genetics of Organisms – pp.78-89

Unit 12 – Molecular Genetics/BiotechonologyLab 6 – Molecular Biology – pp.64-77

Unit 13- Animal Structure & FunctionThis unit has no labs

Unit 14 – Animal DevelopmentThis unit has no labs

Student EvaluationMultiple evaluation tools will be used to assess understanding at all appropriate cognitive levels and to reflect AP assessment methodology:

Lesson-Level Mastery Tests: Each lesson will be accompanied by an AP-style multiple-choice mastery test to assess mastery of the basic lesson concepts.

Self-Assessment Lesson Activities: Especially useful in constructivist/inquiry lessons, self-assessment activities will provide sample responses against which learners can assess their own learning.

Teacher-Graded Lesson Activities: These lesson activities will require teacher assessment, employing AP-style objective rubrics. Students will be provided with the rubrics for each assignment.

Unit-Level Posttests: Each unit will have a multiple-choice assessment to confirm that all the material within the unit has been retained and can be applied in a larger context than a single-lesson format.

Unit-Level Culminating Activities: Learners will have the chance to apply their knowledge of the concepts that cut across the lessons within a unit. Most of the units will include this teacher-graded activity for evaluation of higher order thinking skills.

End-of-Semester Tests: At the end of each of the two semesters, learners will take a multiple-choice test to assess mastery of lesson concepts and provide additional practice for a long-form exam like the AP exam.

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AP Biology Course OutlineThis course will be structured in two 18-week semesters with the following units:Semester AExploring LifeEvolutionDiversity of lifeEcologyBiochemistryCells/Cell Cycle

Semester B Animal Structure & function (Part I)Enzymes/Metabolism/Cellular RespirationAnimal Structure & Function (Part II)PhotosynthesisPlant Evolution/Plant Structure & FunctionMeiosis/Genetics/HeredityMolecular Genetics/BiotechnologyAnimal Structure & FunctionAnimal Development

Readings This course will employ the following textbook as a resource for deep research and learning: Campbell, N.A, and Reece, J.B. Biology AP Edition. San Francisco: Pearson Education, Inc., 2011. Online lessons will provide instructional content that approximates the classroom experience for this content, but will not be comprehensive on its own. In addition, in some instances, published articles available online may be referenced for instructional purposes.

Schedule and Topics The units will proceed through two semesters following the schedule below.

UNIT LECTURE LAB READINGS CHAPTER 1

- Exploring LifeNone Pfenning article

1 THE CHEMISTRY OF LIFECHAPTER 2

- The Chemical Context of LifeCHAPTER 3

- Water & the Fitness of the EnvironmentCHAPTER 4

- Carbon & the Molecular Diversity of LifeCHAPTER 5

- The structure & Function of Large Macromolecules

Frederickson, Greene, and Gordon article

CELLS/CELL CYCLECHAPTER 6

- A Tour of the CellCHAPTER 7

- Membrane Structure & FunctionCHAPTER 8

- An Introduction to MetabolismCHAPTER 9 - Cellular Respiration: Harvesting Chemical EnergyCHAPTER 10 - PhotosynthesisCHAPTER 11

- Cell CommunicationCHAPTER 12 - The Cell Cycle

Lab 1Osmosis & Diffusion

Lab 2Enzyme Catalysis & Toothpikase

Lab 5Cell Respiration

Itoh, Takahashi, Adachi, Noji, Yasuda, Yoshida and Kinosita article

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3 MEIOSIS/GENETICS/HEREDITYCHAPTER 13

- Meiosis and Sexual Life CyclesCHAPTER 14

- Mendel and the Gene IdeaCHAPTER 15

- The Chromosomal Basis of Inheritance

Lab 3Mitosis & Meiosis

Lab 7Genetics of Drosophila

3 MOLECULAR GENETICS/BIOLTECHONOLGYCHAPTER 16

- The Molecular Basis of InheritanceCHAPTER 17

- From Gene to ProteinCHAPTER 18

- Regulation of Gene ExpressionCHAPTER 19

- VirusCHAPTER 20

- BiotechnologyCHAPTER 21

- Genomes & Their Evolution

Lab 6aTransformation of E.coli

Lab 6bDNA Fingerprinting

Meselson and Stahl article

4 MECHANISMS OF EVOLUTIONCHAPTER 22

- Decent with ModificationChapter 23

- The Evolution of PopulationsCHAPTER 24

- The Origin of SpeciesCHAPTER 25

- The History of Life on Earth

Lab 8Population Genetics and Evolution

Meselson and Stahl article

5 THE EVOLUTIONARY HISTORY OF BIOLOGICAL DIVERSITYCHAPTER 26

- Phylogeny and the Tree of LifeCHAPTER 27

- ProkaryotesCHAPTER 28

- ProtistsCHAPTER 29

- Plant diversity I: How Plants colonized LandCHAPTER 30

- Plant Diversity II: The Evolution of Seed Plants

CHAPTER 31- Fungi

CHAPTER 32- An Introduction to Animal Diversity

Chapter 33- Invertebrates

Chapter 34 - Vertebrates

6 PLANT FORM & FUNCTIONCHAPTER 35

- Plant Structure Growth & DevelopmentCHAPTER 36

- Resource Acquisition & Transport in Vascular Plants

CHAPTER 37- Soil & Plant Nutrition

CHAPTER 38- Angiosperm Reproduction & Biotechnology

Lab 9Transpiration

Risa D. Sargent article

Stinson, Campbell, Powell, Callaway et al. article

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CHAPTER 39- Plant Responses to Internal & External Signals

7 ANIMAL FORM & FUNCTIONCHAPTER 40

- Basic Principles of Animal Form and FunctionCHAPTER 41

- Animal NutritionCHAPTER 42

- Circulation and Gas ExchangeCHAPTER 43

- The Immune SystemCHAPTER 44

- Osmoregulation & ExcretionCHAPTER 45 - Hormones and the Endocrine SystemCHAPTER 46

- Animal ReproductionCHAPTER 47 - Animal DevelopmentCHAPTER 48

- Neurons, Synapses, & SignalingCHAPTER 49

- Nervous SystemsChapter 50

- Sensory & Motor MechanismsCHAPTER 51

- Animal Behavior

Lab 10Blood Physiology & Circulatory System

Smithells et al. article

8 ECOLOGYCHAPTER 52

- An Introduction to Ecology and the BiosphereCHAPTER 53

- Population EcologyCHAPTER 54

- Community EcologyCHAPTER 55

- EcosystemsCHAPTER 56

- Conservation Biology & Restoration Ecology

Lab 11Animal Behavior

Lab 12Dissolved Oxygen and Primary Productivity

Westemeier article

Advanced Biology - Semester A Exploring Life (4 Days) What Is Biology?Understand how human curiosity is channeled by the scientific method into purposeful inquiry about living things List and explain the eight themes of the AP Biology course Explain the interdisciplinary nature of biology Describe and explain how scientists use the scientific method to add new knowledge to biology Apply the scientific method to scientific problems and laboratory investigations Use appropriate math skills to analyze data Conducting Biology Research Use lab equipment safely and properly to carry out a biology experiment Students will be able to recognize by name and use appropriately and safely equipment such as Bunsen burners, graduated cylinders, microscopes, balances, etc. Communicating Your Results Communicate results of scientific investigations Students will be able to organize data into charts and graphs and do necessary calculations

Evolution (12 Days) Darwin and Natural Selection Explain how Darwin developed his theory of natural selection List the contributions of earlier scientists that Darwin needed to develop his concept of natural selection

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List and explain Darwin’s five main points to natural selection Apply Darwin's theory to an example of evolution through natural selection (ex finches) Compare and contrast the evolutionary theories of Darwin and Lamarck

Gene FrequenciesShow how changes in gene frequencies can lead to evolutionary changes Determine the frequency of a dominant and recessive allele observed in a population Calculate the expected frequency of the homozygous dominant, heterozygous dominant, and heterozygous recessive members of a population for an observable trait List the conditions necessary for the Hardy-Weinberg Equilibrium to show that a population will not evolve Use the Hardy-Weinberg Equilibrium to show the effects of various selective pressures upon gene frequency in a population Relate these selection pressures to evolution in a population

MicroevolutionDefine microevolution and understand how it results from changes in gene frequencies in a living population Explain how changes in gene frequencies in a population lead to microevolution Describe five factors that change gene frequencies in a population and result in microevolution

Adaptive EvolutionExplain how adaptive evolution can result from the genetic variation that arises in living populations Describe how genetic variation occurs and is maintained in a population Describe three patterns of natural selection and the condition that causes each to occur in nature

SpeciationExplain the most common mechanisms in evolution that lead to speciation Define a species biologically Show how allopatric and sympatric mechanisms lead to speciation Compare and contrast adaptive radiation and convergent evolution

Macroevolution Describe the concept of punctuated equilibrium and how it contributes to macroevolution Describe the theory of punctuated equilibrium and how it explains macroevolution Compare and contrast punctuated equilibrium and gradualism PhylogenyDescribe how biologists trace the phylogeny of organisms by obtaining evidence of evolution using a variety of methods Describe four common methods of study that evolutionary biologists use to trace phylogeny (fossils, anatomy, embryos, and molecules) Explain how each method ultimately relates to changes in gene frequencies and speciation Explain a cladistic analysis used in constructing a phylogenic tree Describe how the geological time scale provides evidence of evolution and mass extinctions

The Tree of LifeExplain our modern system of biological taxonomy and how it is hierarchical in nature Describe binomial nomenclature and apply it to living things List in descending order the major taxonomic levels employed by biologists today

Diversity of Life (14 Days) Evolution of Life on EarthOutline the history of the evolution of life on Earth Describe the formation of the Earth and its original primordial condition Describe the chemical evolution which occurred to create the molecules of life in the "primordial soup” and experiments to support this theory Explain the heterotroph hypothesis and describe the nature of the earliest protocells Explain how natural selection led to the development of primitive photosynthesis Describe how the "oxygen revolution" transformed Earth and paved the way for advanced life

Phylogeny and EvolutionDescribe how taxonomy reflects evolutionary relationships

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Relate the branching pattern of phylogenetic trees to the taxonomic hierarchy Relate a cladistic analysis of a species evolution to branch points on its phylogenetic tree

ProkaryotesDemonstrate knowledge of the biology, diversity, evolution, and importance of the prokaryotes Differentiate between archeabacteria and eubacteria, including their evolutionary history Describe diversity within kingdom monera Describe the modes of nutrition and reproduction within the prokaryotes Discuss the prevalence and importance of the prokaryotes to all other life

ProtozoaDemonstrate knowledge of the biology, diversity, evolution, and importance of the protozoa within kingdom Protista Describe the diversity of the protozoans Survey the biology of a representative of each major group of protozoans

AlgaeDemonstrate knowledge of the biology, diversity, evolution, and importance of the major algae types within kingdom Protista Describe the diversity of the algae Discuss the origin of multicellularity in algae Describe evidence for the evolutionary link between green algae and land plants

FungiDemonstrate knowledge of the biology, diversity, evolution, and importance of the Fungi Describe the basic structures of a fungal organism Illustrate diversity in the fungi by outlining the characteristics of the major fungal divisions Discuss both positive and negative roles of fungi in nature

Lower Invertebrate AnimalsDemonstrate knowledge of the biology, diversity, evolution, and importance of the lower invertebrates Draw a phylogenetic tree of animal kingdom evolution List and explain the characteristics used to classify animals Discuss the linear evolutionary nature of the lower invertebrates Compare the anatomy of the parazoa, radiata, acoelomates, and pseudocoelomates showing increasing complexity

Higher Invertebrate AnimalsDemonstrate knowledge of the biology, diversity, evolution, and importance of the higher invertebrates Explain why the higher invertebrates have evolved into two distinct pathways: protostomes (annelids, mollusks, and arthropods) and deuterostomes (echinoderms) Compare the evolution of major body systems in the higher invertebrates Illustrate the diversity seen within these animal phyla Discuss reasons for the overwhelming dominance of the arthropods on Earth

ChordatesDemonstrate knowledge of the biology, diversity, evolution, and importance of the chordates Explain why phylum chordata are on the deuterostome line of animal evolution List the identifying characteristics of a chordate Describe the characteristics that identify chordates in each of the three chordate subphyla Describe the evolution of the vertebrates to land Systemically, compare the seven classes of vertebrates Illustrate the diversity seen among the vertebrates Discuss the importance of the vertebrates to life on Earth

Ecology (16 Days) Energy in an EcosystemDescribe how energy flows through an ecosystem

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Describe the basic trophic relationships common in any ecosystem Explain how food chains and webs can be used to show trophic relationships in ecosystems Describe the efficiency of energy transfer between trophic levels Explain how measuring ecosystem productivity shows an ecosystem’s efficiency at transferring energy between trophic levels Show how productivity and efficiency can be illustrated in biomass and productivity pyramids

Ecosystem ProductivityDescribe how productivity can be measured and used to measure the efficiency of an ecosystem Explain how measuring ecosystem productivity shows an ecosystem’s efficiency at transferring energy between trophic levels Measure the productivity of an aquatic ecosystem

Cycles of an EcosystemDescribe the major biogeochemical cycles of an ecosystem Show how the paired reactions of photosynthesis and respiration continuously cycle carbon between the atmosphere and organisms Describe the nitrogen cycle and the role of nitrifying bacteria Describe the phosphate cycle and the role of decomposing bacteria Describe the water cycle and factors that affect it

Balance in NatureDescribe how population numbers and distribution are kept in balance in nature Define a niche and the principle of exclusion Explain the roles that natality, mortality, immigration, and emigration have on populations Describe three patterns of individual spacing in a population and factors that determine each pattern Describe the two common growth patterns observed in populations (S-curve and J-curve) and factors that produce each Relate life history strategies of species (R and K strategists) to growth patterns Explain how the concepts of biotic potential and environmental resistance relate to population dynamics. Explain the effects that density-dependent or density-independent limiting factors have upon growth curves

Community StructureDiscuss factors that determine community structure in ecosystems Describe several types of interspecies interactions and evaluate their effect on both species (symbiosis, predation, competition) Describe how intra-species interactions affect community structure (intra-species competition, herds, societies) Describe how natural and human-made disturbances can alter community structures

Ecological SuccessionDescribe how ecological succession can change environments and lead to the formation of new biomes Describe a succession sequence that would begin at bare rock and climax at a deciduous hardwood forest List five conclusions about the nature of community changes during the course of ecological succession Outline a general description of the world’s major land and water biomes and state what environmental conditions are necessary to result in them

Ecological Issues and CrisesDiscuss the major global ecological issues facing humanity today Students will be prepared to use information learned from this course to explain and discuss regional and global ecological issues, including the following topics: o The causes and potential effects of global climate change o The causes, types, and effects of pollution on ecosystems o The role human population growth has on global ecology o The effects of loss of biodiversity in habitats

Biochemistry (13 Days)The Chemical Nature of BiologyUnderstand enough about basic chemistry to better understand biology

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Explain the following basic concepts of chemistry: structure of an atom, isotopes, ions, ionic and covalent bonds, solutions, suspensions, and colloids

Water: An Essential for LifeDescribe the properties of water that make it an essential molecule of life Describe the chemical structure of water List and explain the properties of water significant to life Acids, Bases, and BuffersExplain the nature and role of acids, bases, and buffers in biology Distinguish chemically between acids, bases, and salts Explain differences in pH values Describe what aqueous buffers do

Carbon: A Central Building BlockExplain the unique chemistry of the carbon atom and why it is central to building organic compounds Explain the tetravalent nature of carbon and its tendency to form covalent bonds Describe the formation of double and triple carbon bonds Describe the formation and naming of hydrocarbon isomers

Building the Molecules of LifeIdentify and explain the six basic functional groups used to build the molecules of life Recognize the six basic functional groups (hydroxyl, carboxyl, carbonyl, amino, sulfhydryl, phosphate) and describe their reactivity Explain the resonant nature of some of these groups

Polymers: Combinations of MonomersExplore and explain how polymers are made up of monomers and why that is important in biology Understand that most biomolecules are polymers of smaller molecules called monomers Understand the energy input/output (exergonic and endergonic reactions) of polymers Understand the type of bonds formed (covalent, but one type is relatively weak like starch as it needs to be easily broken, and some are very strong like cellulose that form structures)

Carbohydrates, Lipids, Proteins, and Nucleic AcidsDescribe how the four major groups of biological molecules function in natural systems Recognize by name the three major groups of carbohydrates: monosaccharides, disaccharides, and polysaccharides Recognize by name the three major groups of lipids: trigylcerides, phospholipids, and steroids Recognize the basic structure of an amino acid and how it forms peptide bonds Describe the four levels of protein structure and several environmental factors that can cause proteins to become denatured Recognize the structure and types of nucleotide and describe how they bond together to form polynucleotides State the common functions of each of the molecules learned in this section

Cells/Cell Cycle (14 Days)Overview of Cell Structures and FunctionsDescribe the general structure of cells, the structures inside of cells and how biologists study the way these structures function in cells Describe techniques used by biologists to study cell ultrastructures and functions Identify and describe the structure and function of all the eukaryotic cell organelles Compare plant and animal cell ultrastucture

Cells: Prokaryotic and EukaryoticCompare prokaryotic and eukaryotic cells. Identify the structures and size of a prokaryotic cell Compare it to a eukaryotic cell

Osmosis, Diffusion, and Cellular TransportExplain how materials are transported in and out of cells Describe the fluid-mosaic model for cell membrane

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Explain how materials cross cell membrane by simple diffusion Describe the factors controlling osmosis and diffusion in cells Predict the rate and direction of osmosis in and out of cells Relate the terms hypotonic, hypertonic, and isotonic to homeostasis in cells Describe ways in which materials are actively transported across cell membranes

The Cell CycleDescribe the cell cycle and how it functions List the two primary purposes of somatic cell division Describe what occurs in each phase of the cell cycle Recognize, describe, and identify by name each phase of somatic cell division Describe the similarities and differences between plant and animal somatic cell division

Regulating the Cell CycleExplain how the cell cycle is controlled and regulated in a cell Explain the internal and external control systems that regulate the rate of cell division Relate loss of regulatory control in the cell cycle to the onset of cancer Animal Structure & Function (Part I) 15 DaysAnimal BodiesDescribe how an animal body is organized as represented by a mammal Describe the structural and functional differences among tissues within the four basic tissue groups: epithelial, connective, muscular, and nervous.Identify the major organ systems of a mammal and their basic functions

The Excretory SystemDescribe the structures and functions of the excretory system in a mammal Identify the waste products of metabolism that must be excreted and their source Describe the various mechanisms and controls for body temperature regulation Identify all the excretory organs of the body and what they excrete Identify all the organs of the urinary system and their functions Explain how metabolic wastes are removed and concentrated by the urinary system Explain how urine production is controlled and regulated

The Nervous SystemDescribe the structures and functions of the nervous system in a mammal Describe the structure of a typical neuron Explain how an impulse is transmitted along a nonmyelinated and myelinated axon Explain how a nerve impulse is transmitted across a neural and a muscle synapse Identify some common neurotransmitters and state their function Describe the organization of the vertebrate nervous system Explain the reflex arc and its role in vertebrates Explain how the two divisions of the autonomic nervous system work to maintain homeostasis of vertebrate internal organs Discuss the structures of the brain and their functions Discuss the structure and function of the body’s major internal and external sense organs

Enzymes/Metabolism/Cellular Respiration (16 Days)Transforming EnergyRecognize that energy transformation through metabolic pathways is a core process which defines life Explain the difference between catabolism and anabolism Discuss free energy (delta G) in relation to exergonic and endergonic reactions Describe how the unique structure of ATP allows for the energy transformations metabolism requires EnzymesExplain the structure, function, and denaturation of enzymes Explain how unique enzyme structure and function results from its primary, secondary, tertiary, and quaternary levels of formation

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Discuss the "induced fit" hypothesis in enzyme action

Energy in CellsDiscuss in detail how cells use organic compounds as their energy source Discuss the major phases and reactions of cellular respiration showing net energy yields Compare fermentation and anaerobic respiration to cellular respiration Explain how ATP is generated in the mitochondrial membrane by chemiosmosis

Animal Structure Function (Part II) – 16 DaysThe Digestive SystemDescribe the structures and functions of the digestive system in a mammal Identify all the organs (and accessory organs) of the digestive system and their function in digestion Describe how food is mechanically and chemically digested, including all digestive enzymes, the substrate they act upon, products produced, and required pH Describe the hormonal control of the digestive system Explain where and how digested molecules are absorbed from the digestive system into the blood stream Explain the role of symbiotic bacteria in digestion

Circulatory and Respiratory SystemsDescribe the structures and functions of the circulatory and respiratory systems in a mammal Identify all the organs of the circulatory system and their function Identify all the different functions of the circulatory system Differentiate between the structure and function of arteries, veins, and capillaries Distinguish between systemic and pulmonary circulation Discuss the roles of blood pressure, velocity, and surface area upon metabolic exchange Describe the structure of a mammalian heart and how blood circulates through it Explain how an intrinsic heartbeat occurs and how nervous and hormonal factors change the heartbeat rate Identify by structure and function the cellular and plasma components of blood Explain human blood types for the ABO and Rh systems Explain the anatomical modifications in a fetus's circulatory system Identify all the organs of the respiratory system and their function Describe how breathing occurs and is controlled in a mammal Discuss how oxygen and carbon dioxide are transported in blood Explain how internal and external respiration occur and how they are controlled

The Skeletal and Muscular SystemsDescribe the structures and functions of the skeletal and muscular systems in a mammal Describe the structures seen in a long bone cut longitudinally and the function of each structure Differentiate between the axial and appendicular skeleton Describe the structure of a Haversian system in compact bone Describe how bones grow in length and width Name and describe the common types of joints in the vertebrate skeleton Discuss the role of calcium storage and release from bones Describe the structure and function of the three different types of muscle cells Explain the physiology of skeletal muscle contraction Explain the role of calcium ions in muscle contraction

The Immune SystemDescribe the structures and functions of the immune system in a mammal Describe the series of reactions that occur at the site of a wound. Describe various non-specific external barriers to potential pathogens of the human body Describe the non-specific internal defenses of the body (white blood cells and fever) and their role in the inflammation reaction Describe the specific internal defenses of the body including humoral and cell mediated responses Explain how long-term immunity is established and maintained (clonal selection)

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Photosynthesis (3 Days)PhotosynthesisDiscuss photosynthesis in detail as the process through which plants convert light energy into chemical energy in a stable form for all life to use Discuss the major phases and reactions of photosynthesis showing how glucose is generated Explain the chemical relationship between respiration and photosynthesis

Unit 10 - Plant Evolution/ Plant Structure & Function (16 Days)AngiospermsDescribe the organization of an angiosperm Identify and give the function of the seven major plant tissues (collenchyma, sclerenchyma, parenchyma, xylem, phloem, meristems, and epidermis) Identify and give the function of the four major organs (leaves, stems, roots, and flowers)

LeavesDescribe the structure and function of leaves In a drawing of a leaf cross section, identify each tissue present and give its role in photosynthesis Distinguish between monocot and dicot leaves Describe the diversity in leaf shape, arrangement, and venation patterns

StemsDescribe the structure and functions of stems Identify the major functions of stems (conduction, support, storage, sometimes photosynthesis) Distinguish between monocot and dicot stem cross sections

Growth in StemsDescribe the process of primary and secondary growth in stems In a longitudinal section through the apical bud, identify the mitotic zone, the zone of elongation, and the zone of differentiation and describe how each are involved in the primary growth of a stem In a cross section through a herbacious dicot stem, identify each tissue in the vascular bundle and relate that tissues to a stem’s secondary growth Relate secondary growth in a vascular bundle to the annual growth in a woody stem

RootsDescribe the structure and functions of roots List the functions of roots in plants From root cross section diagrams, identify a monocot from a dicot Identify the different types of roots and their function

Transportation in PlantsDescribe how materials necessary for plant metabolism are absorbed and transported by plants Describe how plants are able to selectively control root-hair absorption by the Carparian Strip Describe mechanisms and energy sources that plants use to transport water in xylem from foots to leaves Discuss how the rate of water transport is controlled by stomata in leaves through transpiration Investigate and discuss factors that affect the rate of transpiration in plants Describe how the products of photosynthesis produced in leaves are transported in phloem to non-photosynthetic parts of the plant Compare the structure and tissues of a monocot and dicot root cross section and relate them to primary and secondary root growth

Plant ReproductionDescribe sexual and asexual methods of plant reproduction Describe the structure of a flower and discuss how it is adapted for reproduction on land Describe the double fertilization that occurs after pollination

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Explain how a seed develops and how it is adapted for reproduction on land Discuss fruit formation in a plant and methods of seed distribution in plants Describe asexual methods of reproduction in plants Plants in their EnvironmentDescribe hormonal and other behavioral responses of plants to their environment List and describe the effects of the following plant hormones: auxin, gibberelins, cytokinins, ethylene Describe plant responses of phototropism and geotropism Describe how plants are able to determine seasons and length of day

Moss and Other BryophytesDemonstrate knowledge of the biology, diversity, evolution, and importance of the nonvascular plants Discuss alternation of generations as seen in the bryophytes Discuss the evolutionary history of plants moving from water to land Describe the adaptive problems that plants faced moving onto land Show how bryophytes are partially but not completely adapted to life on land

Vascular Plants - Demonstrate knowledge of the biology, diversity, evolution, and importance of vascular plants Discuss the importance of the evolution of vascular tissues in land plants Discuss how ferns and horsetails improved upon bryophyte biology but are not still fully land adapted plants Describe the evolution of the seed and pollen grain as land adaptations Describe how the gymnosperms and angiosperms have completed the evolution of plants to land Discuss the importance of vascular plants to life

Meiosis/Genetics/Heredity (12 Days)Sexual Reproduction - Describe how sexual reproduction contributes to genetic diversity Compare and contrast sexual and asexual reproduction Describe how chromosomes assort into sex cells during meiosis and compare it to mitosis Show how the recombination of chromosome pairs during fertilization results in an offspring with different genetic makeup than either parent

Meiosis in Life CyclesExplain the process and role of meiosis in sexual life cycles. Outline the steps of meiosis during gametogenesis. Describe the pattern of assortment of chromosomes during meiosis into sex cells. Differentiate between spermatogenesis and oogenesis. Identify the sources of genetic diversity produced by meiosis. Mendelian Genetics

Mendelian GeneticsExplain and solve problems involving basic Mendelian genetics Show how Mendel's experiments led him to develop his four laws of inheritance List and explain Mendel's Laws of Inheritance Use probability laws to solve genetics problems Solve mono and dihybrid genetic problems using Punnett squares

Gene-Based InheritanceExplain and solve problems involving gene-based inheritance Describe six patterns of inheritance at the gene level (incomplete and co-dominance, multiple alleles, pleiotropy, epeistasis, and polygenic inheritance) discovered since Mendel

Chromosomal Inheritance - Describe experiments that led to the discovery of, and solve problems related to, chromosomal inheritance. Distinguish between gene based inheritance and chromosome based inheritance Show how geneticists use recombinant frequencies to construct gene maps Explain how sex is determined genetically

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Show how each of the following change Mendel's expected ratios in a genetic cross: crossing over, sex-linkage, non-disjunction, chromosomal mutations

Molecular Genetics/Biotechnology (16 Days)Overview of DNADescribe DNA, its structure, and how it functions, including replication and repair Describe in detail the anti-parallel structure of DNA Describe the replication of DNA List and explain the role of enzymes in DNA replication Describe how DNA is proof-read and repaired

DNA and GenesExplain what a gene is and how it functions Describe RNA transcription Explain the similarities and differences between the three types of RNA Describe how a protein is translated, from initiation to termination

Mutations of CellsExplain the nature and role of mutations in altering protein structure. Explain how insertion, deletion, and substitution mutations can alter the structure of a translated protein. Describe the effects mutations may have upon cells. List common environmental factors that cause mutations. Genetic ControlDescribe how genetic control in prokaryotes occurs Explain how protein synthesis is controlled in prokaryotic cells by both inducible and repressible operons Explain the role of gene regulation upon cellular differentiation

Gene SplicingDescribe the organization and control of genes on eukaryotic chromosomes and experimentally isolate a gene (or DNA fragment), inserting it into a foreign host to have it be active Describe the levels of structure of a eukaryotic chromosome Suggest several uses for non-coding DNA Compare protein synthesis in eukaryotic cells to prokaryotic cells Discuss how eukaryotic gene control differs from prokaryotic gene control Experimentally, insert a foreign gene (plasmid) into bacteria and determine the efficiency of transformation of the bacterial genetics Perform a gel electrophoresis and analyze band structure to determine the size of unknown, isolated DNA fragments

Genetic EngineeringDescribe common methods of genetic engineering and some of their applications Describe natural methods of recombining DNA that viruses and bacteria do o Describe the basic structure of a virus and its life cycle to show how it can change (mutate) a gene in another organism o Show how bacterial plasmids can enter cells and alter host gene action Explain methods used to artificially modify an organism’s genetics by inserting a foreign gene Explain the importance of restriction enzymes in genetic engineering Explain some common types of genetic engineering technology currently in use Discuss both useful and potentially harmful aspects of genetic engineering technology

Animal Structure & Function (4 Days)Animal ReproductionDescribe the structures and functions of the reproductive system in a mammal Identify and give the function(s) of all structures composing the male and female reproductive system Explain the hormonal control and feedback systems of the male reproductive system Explain the interactions of the pituitary gland, ovaries, and uterus in initiating and regulating the menstrual cycle Describe the hormone-initiated sequence of events that occur in a woman’s body after fertilization occurs

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Explain the relationship between maternal and fetal blood streams during pregnancy and how metabolic exchange between mother and fetus occur Explain the hormonal controls in the mother that initiate and complete the birth process

The Endocrine SystemDescribe the structures and functions of the endocrine system in a mammal Differentiate between the structure and functions of endocrine and exocrine glands Explain what a hormone is and what it does Describe the two different classes of hormones and how each causes a target cell to react Identify and discuss how the glands of the brain regulate and control all other glands Identify the location and hormones produced by all the major glands of the body For all major hormones of the body, identify their target organ(s) and effect Show how blood glucose levels are maintained at homeostatic levels by hormone action Discuss how prostaglandins are unique hormones that target both organs of self and organs in other people

Animal Development (2 Days)Stages of DevelopmentDescribe the stages occurring during animal development Describe the mechanism that a sperm uses to enter an egg Describe the changes in the zygote as it undergoes embryological development through early cleavage, blastula, gastrula, and neurula

AP Biology Review (7 Days)

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