biology ap curric - manchester township school...

MANCHESTER TOWNSHIP SCHOOL DISTRICT

CURRICULUM DESIGN AND DELIVERY LESSON

SUBJECT: AP Biology GRADE: 11 and 12

Numerical notations refer to the NJ Core Curriculum Standards 07/06

UNIT OF STUDY: Molecules and Cells

Major Objectives Suggested Resources Suggested

Activities/Assessment Techniques

Teacher Comments

Students will be able to: Relate chemical elements in their pure form to combinations called compounds Understand an element’s properties depend on the structure of its atoms. Relate the formation of molecules to the chemical bonds that form between atoms Illustrate that chemical reactions make and break chemical bonds Explain how the polarity of water results in hydrogen bonding Identify four properties of water that contribute to Earth’s fitness for life. Explain how the dissociation of water molecules leads to acidic and basic conditions. 5.6.A.4

Campbell 2.1 Campbell 2.2 Campbell 2.3 Campbell 2.4 Campbell 3.1 Campbell 3.2 Campbell 3.3

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Teacher Comments

Students will be able to: Describe the structure, function and importance of the four major molecules of life. Carbohydrates Lipids Proteins Nucleic acids Measure the effects of changes of temperature, pH, enzyme concentration, and substrate concentration of reaction rates of an enzyme-catalyzed reaction in a controlled experiment. Explain how environmental factors affect the rate of enzyme-catalyzed reactions. Differentiate between prokaryotic and eukaryotic cells. Explain the structure and function of the cell organelles 5.5.A.1,5.6.B.1,5.1.A.3,5.1.C.1

Campbell 5.1-5.5 Campbell 8.1-8.5 Lab Manual Campbell 6.1-6.7

Campbell workbook Campbell workbook AP lab: Enzyme Catalysis Campbell workbook Microscope lab








Teacher Comments

Students will be able to: Explain the structure and function of the cell membrane Differentiate between active and passive transport Measure the water potential of a solution in a controlled experiment Describe the effects of water loss in animal and plant cells Relate osmotic potential to solute concentration and water potential Describe how cells communicate using processes known as: reception, transduction and response. 5.3.B.1, 5.3.C.1

Campbell 7.1-7.5 AP biology lab manual Campbell 11.1-11.2

Campbell workbook AP lab: Diffusion and osmosis Campbell workbook








Teacher Comments

Students will be able to: Recognize the stages of mitosis in plant and animal cells. Calculate the relative duration of the cell cycle stages. Explain how the cell cycle is controlled by a molecular control system. Summarize how catabolic pathways (cellular respiration) yield energy by oxidizing organic fuels. Calculate the rate of cell respiration from experimental data. Relate gas production to respiration rate Test the rate of temperature on the rate of cellular respiration. 5.3.B.1, 5.3.C.1

Campbell 12.1-12.3 AP lab manual Campbell 9.1-9.6 AP lab manual

Campbell workbook AP lab: Mitosis Campbell workbook AP Lab: Cell respiration








Teacher Comments

Students will be able to: Summarize how photosynthesis converts light energy to the chemical energy of food. Separate pigments and calculate their Rf value Compare photosynthetic rates at different temperatures, light intensities, or wavelengths of light. Explain why the rate of photosynthesis varies under different environmental conditions. 5.5.A.2, 5.5.A.3

Campbell 10.1-10.4 AP lab manual

Campbell workbook AP Lab: Plant pigments and photosynthesis.





UNIT OF STUDY: Heredity and Evolution

Major Objectives Suggested Resources Suggested Activities/Assessment Techniques Teacher Comments

The student will be able to: Use chromosome models to demonstrate the activity of chromosomes during meiosis Demonstrate the role of meiosis in the formation of gametes with half the number chromosomes. Explain how genetic variation contributes to evolution Compare and contrast the results of mitosis and meiosis in plant and animal cells 5.3.C.1, 5.5.C.1

Campbell 13.1-13.4 AP lab manual

Workbook AP lab 3-B Meiosis Computer simulations







Students will be able to: Compare Mendel’s two laws of heredity. Predict the result of various crosses using laws of probability. Analyze data from crosses using chi-square analysis techniques Demonstrate how linked genes tend to be inherited together Explain why sex-linked genes exhibit unique patterns of inheritance. Calculate the frequencies of alleles and genotypes in the gene pool of a population using the Hardy-Weinberg formula. Demonstrate how many human traits follow Mendelian patterns of inheritance. 5.2.B.3, 5.5.C.1

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Workbook AP lab 3-B Meiosis Computer simulations Workbook AP lab 7 Genetics of organisms Computer simulations Workbook AP lab 8 Population genetics and evolution







Students will be able to: Evaluate the results of early experiments that identified DNA as the genetic material. Summarize the process of DNA replication and identify the role of complementary base pairing. Compare and contrast the processes of transcription and translation. Compare gene expression in prokaryotes and eukaryotes Describe how point mutations can affect protein structure and function. 5.2.B.1, 5.5.C.2

Campbell 17.1-17.7 Campbell 18.1-18.4

Workbook Computer simulations Workbook Computer simulations







Students will be able to: Summarize the discovery of the tobacco mosaic virus. Describe the general structure of a virus and how they replicate. Distinguish between the three mechanisms of transferring DNA from one bacterial cell to another. Explain how DNA cloning permits production of multiple copes of a specific gene. Relate the role of electrophoresis in identifying a specific gene Demonstrate how restriction enzymes are used in genetic engineering. Use electrophoresis to separate DNA fragments 5.1.B.1, 5.5.C.3

Campbell 20.1-20.5 AP biology lab manual Campbell 21.1-21.2

Workbook AP lab 6 Molecular Biology Computer simulations Workbook







Students will be able to: Summarize Darwin’s research and explain how it challenged traditional views of a young Earth inhabited by unchanging species. Describe how the fossil record supports evolution Summarize how biological molecules such as proteins and D NA are considered evidence of evolution. Infer how comparing the anatomy and development of living species provides evidence of evolution. -------------------- 5.5.B.2

Campbell 22.1-22.2

Campbell workbook







Students will be able to: Demonstrate how mutations and sexual recombinations produce variation making evolution possible Predict changes within a population caused by natural selection, genetic drift and gene flow. Describe how natural selection is the primary mechanism of adaptive evolution. Summarize how reproductive barriers lead to the formation of species. Describe the speciation events that allow macro evolutionary changes to accumulate. 5.5.B.1, 5.5.C.2


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Students will be able to: Explain how phylogenies are based on common ancestries inferred from fossil, morphological and molecular evidence. Demonstrate how molecular clocks help track evolutionary time. Explain how conditions on early earth made the origin of life possible. Summarize how radioisotopes are used to determine earth’s age. Describe how cellular organization might have begun. Compare previous taxonomic systems with current versions 5.5.B.1


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UNIT OF STUDY: Organisms and Populations/Diversity of Organisms



Teacher Comments

Students will be able to: Explain how phylogenies are based on common ancestries inferred from fossil, morphological and molecular evidence. Demonstrate how molecular clocks help track evolutionary time. Explain how conditions on early earth made the origin of life possible. Summarize how radioisotopes are used to determine earth’s age. Describe how cellular organization might have begun. Compare previous taxonomic systems with current versions. 5.5.B.1


Campbell workbook Campbell workbook Half life lab








Teacher Comments

Students will be able to: Summarize the structural, functional and genetic adaptations that have contributed to prokaryotic success Compare the various nutritional and metabolic adaptations that have evolved in prokaryotes Identify the unifying features of Protists. Differentiate the major groups of protests. Summarize how plants are adapted to living on land Distinguish nonvascular from vascular plants 5.5.B.2

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Campbell workbook Campbell workbook Microscope slides Hay infusion Campbell workbook








Teacher Comments

Students will be able to: Test the effects of environmental variables on the rate of transpiration in plants Make thin sections of stem, identify xylem and phloem and relate the function of these vascular tissues to the structure of their cells. Relate the success of plants on land to the evolution of seeds and flowers. Explain why human welfare depends greatly on seed plants Describe the characteristics used to classify fungi. Distinguish the ways fungi reproduce. Explain the role fungi play in ecosystems and the impact they have on human welfare. 5.5.B.1

AP bio lab manual Campbell 30.1-30.4 Campbell 31.1-31.5

AP bio lab 9 Transpiration Campbell workbook Campbell workbook








Teacher Comments

Students will be able to: Identify features animals have in common. Create a timeline depicting the history of animals. Distinguish the body plans that characterize animals Summarize the general features of invertebrates Distinguish between sponges, cnidarians, molluscs, annelids, nematodes, arthropods and echinoderms. Summarize the features that vertebrates have in common. Distinguish between early vertebrates and modern vertebrates. Describe the characteristics common to humans. 5.5.B.2

Campbell 32.1-32.4 Campbell 33.1-33.8 Campbell 34.1-34.8

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Teacher Comments

Students will be able to: Summarize how plants grow. Identify plant tissues responsible for plant growth. Distinguish between primary growth and secondary growth. Describe the physical processes that drive the transport of materials in plants. Explain the role of stomata in the transport of materials in plants. Evaluate the nutritional requirements of plants Describe the benefits of pollination. Summarize the life cycle of angiosperms. 5.5.A.1

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Teacher Comments

Students will be able to: Describe how plant hormones control plant growth. Relate environmental factors such as light and gravity to plant growth. Explain how plants defend themselves against herbivores and pathogens. Distinguish between anatomy and physiology. Explain how physical laws constrain animal form. Describe the basic sources of chemical energy and their fate in animal cells. Distinguish between regulators and conformers for a particular environmental variable. 5.5.A.1


Campbell workbook Campbell workbook








Teacher Comments

Students will be able to: Name the three nutrition needs that must be met by a nutritionally adequate diet. Compare the four main stages of food processing. Describe the common processes and structural components of the mammalian digestive system. Describe the need for circulatory and respiratory systems due to increasing animal body size. List the structural components of a vertebrate circulatory system and respiratory system and relate their structure to their function. Define blood pressure and describe how it is measured. Explain how breathing is controlled in humans 5.5.B.1


Campbell workbook Campbell workbook AP lab 10 Physiology of the circulatory system.








Teacher Comments

Students will be able to: Explain what is meant by nonspecific defense and list the nonspecific line of the defense in the vertebrate body Distinguish between antigens and antibodies. Distinguish between primary and secondary immune response. Distinguish between active and passive immunity and describe examples of each. Describe the production and elimination of ammonia. Compare the strategies to eliminate waste such as ammonia, urea and uric acid. Describe the structural and physiological adaptations in the kidneys.


Campbell workbook Activity: immune responses Campbell workbook Activity: Control of water reabsorption








Teacher Comments

Compare the response times of the two major systems of internal communication: the nervous system and the endocrine system. Distinguish between positive and negative feedback loops and give an example of each. List the hormones of the major hormones secreting glands of the body and explain how their secretions are controlled. Distinguish between sexual and asexual reproduction. Describe the mechanisms that increase the probability that mature sperm will encounter fertile eggs. Identify and give the function of the structures of the human male and female reproductive systems.


Campbell workbook Activity: Human endocrine glands and hormones. Campbell workbook AP lab 11 Animal Behavior.








Teacher Comments

Describe the changes that occur in the mother and the developing embryo during each trimester of human pregnancy. Describe embryonic development after fertilization including cleavage, gastrulation and organogenesis. Explain how morphogenesis in animals involves specific changes in cell shape, position and adhesion. Compare and contrast the nervous system of various animals Name the stages in the processing of information by nervous systems. Describe the process of a nerve impulse Compare the structures and function of the central nervous system and the peripheral nervous system.

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Campbell workbook Campbell workbook Activity: Neuron structure Activity: Nerve signals








Teacher Comments

Describe the structure and functions of the major brain areas. List the five types of sensory receptors and explain the energy transduced by each. Refer to a diagram of the human ear and give the function of each structure. Describe how the ear functions to maintain body balance. Explain how the chemo receptors involved with taste function. Refer to a diagram of the vertebrate eye to identify and give the function of each structure. Describe the skeletons role in support, protection and movement. Explain the sliding-filament model of a skeletal muscle cell.

Campbell 49.1-49.7

Campbell workbook Activity: Structure and function of the eye Activity: Human skeleton Activity: Muscle contraction








Teacher Comments

Describe the relationship between ecology and evolutionary biology. Describe how biotic and abiotic factors may affect the distributions of organisms. Describe the characteristics of the major aquatic biomes. Describe the characteristics of the major terrestrial biomes. Define behavior. Explain how genes and environment contribute to behavior. Explain how natural selection favors behaviors that increase survival and reproductive success.


Campbell workbook Activity: Aquatic biomes Activity: Terrestrial biomes Campbell workbook AP lab 11 Animal behavior Part A

Distinguish between density and dispersion of a population.

Campbell 52.1-52.6

Campbell workbook Activity: Human population growth Activity: Population pyramids








Teacher Comments

Compare the exponential model of growth with the logistic model. Explain how density-dependent factors affect population growth. Describe the history of the human population growth Define an ecological niche. Explain how dominant and keystone species exert strong control on community structure. Provide examples of how disturbance may increase or decrease species diversity. 5.10.B.1

Campbell 53.1-53.5

Campbell workbook Activity: Food webs Activity: Primary succession

Describe the fundamental relationship between autotrophs and heterotrophs in an ecosystem. Define and compare gross primary production and net primary production.

Campbell 54.1-54.5

Campbell workbook AP lab 12: Dissolved oxygen and aquatic primary production.








Teacher Comments

Distinguish among pyramids of net production, biomass and numbers. Explain the green-world hypothesis. Describe the four nutrient reservoirs. Distinguish between conservation biology and restoration biology Describe the basic steps that are used to analyze declining populations. Explain why natural reserves must be functional parts of landscapes 5.10.A.1

Campbell 55.1-55.5

Campbell workbook

biology ap curric - manchester township school...

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