Course Overview This AP Biology course provides students with a strong academic content knowledge of biology while also

being rich in modern biologys historical roots. It presents biology as a process of past, current and future efforts to better understand humans and other living organisms on the Earth. Student involvement in labs and activities provide experiences in data collection and analysis, formation of data supported conclusions, opportunity for student-directed inquiry, seeking of connections between specific investigations and broad biology concepts, and communication with others both orally and in written forms as activities are conducted and reported. The four big ideas of AP Biology are evident throughout all aspects of the course, as are the science practices. Interactions between the science of biology and our cultural/social world are frequently examined in this course. Both the influence of social situations on the processes of biology research and investigation as well as the role of biology in providing important knowledge for social capabilities and decision-making to address environmental, medical and other biology-related issues are included at appropriate times in this course. The overall goal of this course is to provide an introductory college-level biology experience for both students having intentions to pursue science careers and for students with other career interests. Instructional Context and Materials Instructional Time: This course meets 85 minutes for each of the five days of the school week. Instructional Resources: Reece, Jane et al., Campbell Biology, 9 AP Biology Investigative Labs: an Inquiry Based Approach, 2012. AP Biology Lab Manual, 2001. This is used as an additional resource for lab activity and analysis questions. Selected items from various resources: commercially available items, lesson resources, teacher written worksheets and activities. Course Prerequisites:

Students are eligible to enroll in this course if they have completed first year college preparatory courses in both biology and chemistry. As well recommendations from 2 science teachers one of which has to be the department chair. Teaching Strategies 1. Each unit includes teacher-written study guides to be completed as students read chapters in the textbook. Class lecture/discussion sessions involving much student-student interaction insure understanding of key terms, concepts and their applications from the text worksheets. Additional labs and activities involve students in the processes and thinking involved in the units topic areas. 2. Throughout this course AP Biologys four big ideas are incorporated into lessons and activities. [CR2] Also present are the seven science processes. [CR6] All of these are viewed as key elements to a comprehensive understanding of biology. 3. Laboratory activities comprise at least 25% of class time. [CR7] Lab activities are a combination of ones from the AP Biology lab manuals and from other resources. At least two labs are present for each of the four big ideas involving student driven inquiry activities. [CR6] Throughout the course students are involved in writing lab reports, working with data, presenting information to others, and utilizing computers in various ways. 4. Efficient use of class time is essential in covering AP Biology topics within the course. A web page on our schools server serves as an important online resource for students taking this course. As this resource is developed it will permit students to obtain worksheets, keys for text worksheets, access to copies of notes of class presentations, and information on assignments. It also will contain connecting links to Internet sites with simulations and information on content topics. Students will be expected to use this resource. 5. During the second semester of the year students will complete the following two individual written projects: Students will write a report on a student-selected topic concerning some environmental, genetic, social, or ethical issue with a strong biological component. Included in this report will be information on relevant biology topics, and views from various sides of the issue. [CR5]

Students choose any biology related topic involving relatively new discoveries on current research. This allows students to hopefully focus on something of high interest to them. Students are encouraged to pick items related to their college major or intended career choice, and research being conducted by a faculty member at the college they will be attending. They will complete a report to turn in and will share information with the class as either a power point or poster presentation. [CR8]

The Big Ideas and Enduring Understandings: Units are aligned to Big Ideas BIG IDEA 1: The process of evolution drives the diversity and unity of life. Enduring Understandings: 1.A Change in the genetic makeup of a population over time is evolution. 1.B Organisms are linked by lines of descent from common ancestry. 1.C Life continues to evolve within a changing environment. 1.D The origin of living systems is explained by natural processes. BIG IDEA 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. Enduring Understandings: 2.A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 2.B Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. 2.C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. 2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the systems environment. 2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. BIG IDEA 3: Living systems store, retrieve, transmit and respond to information essential to life processes. Enduring Understandings: 3.A Heritable information provides for continuity of life.

3.B Expression of genetic information involves cellular and molecular mechanisms. 3.C The processing of genetic information is imperfect and is a source of genetic variation. 3.D Cells communicate by generating, transmitting and receiving chemical signals. 3.E Transmission of information results in changes within and between biological systems.

BIG IDEA 4: Biological systems interact, and these systems and their interactions possess complex properties. Enduring Understandings: 4.A Interactions within biological systems lead to complex properties. 4.B Competition and cooperation are important biological systems. 4.C Naturally occurring diversity among and between components within biological systems affects interactions with the environment. Science Practices (SP) 1. The student can use representations and models to communicate scientific phenomena and solve scientific problems. 2. The student can use mathematics appropriately. 3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4. The student can plan and implement data collection strategies appropriate to a particular scientific question. 5. The student can perform data analysis and evaluation of evidence. 6. The student can work with scientific explanations and theories. 7. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains. Course Assignments and Weeks Unit 1 Evolution (5 Weeks) Essential Questions: What role does evolution play in the organization of living things? What evidence supports our current models of the origin of life? How does the process of evolution drive diversity and the unity of life? How does life evolve in changing environments? No. Assignment Name Week

All Materials and Signed Syllabus

Week 1-2 8/19

1 3 4 5 6 7

Evolution Pre-Test Week 3 9/2 Welcome to Evolution 101 Evolution Concept Map Peanut Variation lab INB and activities The immortal Life of Henrietta Lacks Pre-reading through Chapter 3 discussion questions 8 AP Lab 2: Hardy-Weinberg Equations Week 4 http://www.youtube.com/watch?v=eDKcq_ND9 9/16 4g 9 Lesson 6: Why does Evolution Matter 10 Hardy Weinberg Investigation 11 Evolution of the Eye 12 INB and activities 13 The immortal Life of Henrietta Lacks Chpt 4-10 14 Visualizing Life on Earth: Data Interpretation in Week 5 Evolution 9/23/2013 15 Darwin Evolution Articles 16 Introduction to Cladogram 17 INB and activities 18 AP Lab 3: Comparing DNA Sequences to Week 6 Understand Evolutionary relationships with BLAST 19 Constructing Cladogram 20 Speciation in Real Time 21 Species and Speciation 22 INB and activities 23 Henrietta Lacks Chapters 11-25 24 Group Assessment: Evolution Week 7 25 Individual Assessment: Evolution Unit 2: Cellular Processes-Energy and Communication (5 Weeks) Essential Questions: How is the cell the basic unit of life? How do materials enter and leave the cell? What role does the cell membrane play in cellular homeostasis? What are the relationships between structure and

function of cell organelles? How do cells manifest the characteristics of life? How is free energy used in biological systems to facilitate growth, reproduction, and homeostasis sustainability? How is energy stored in biological systems? How are external signals converted into cellular responses? # Title Week 26 Cells Alive Week 8 27 Cell micrograph web quest 28 3-D model of cell structures 29 Henrietta Lacks Chapters 26-31 30 Surface area to volume ratio cell lab activity Week 9 31 Movement across the membrane 32 AP investigation 4 33 Quest Surface Area:Volume 34 Carbon/Nitrogen Cycle within an ecosystem 35 Quest: Nitrogen/Carbon BCR 36 Immortal Life of Henrietta Lacks 32-38 37 Properties of Water Comic Strip Week 10 38 BCR: Biochemistry 39 Molecular Models of SPONCH elements 40 Quest: Macromolecules in Food 41 Lab Bench Activity Enzyme Catalysts 42 Enzymes Help us Digest Food 43 Microscopy of Eukaryotes and Prokaryotes Week 11 44 Immortal Life Wrap Up 45 Lynn Margulis hypothesis 46 Quest: Concept map on the Domains of Life 47 Individual Assessment 1: Cellular Process 48 Fermentation Research 49 Fermentation Lab 50 AP Investigation 5 Week 12 51 Impact of Herbicides on metabolic activities 52 Interdependence of Photosynthesis and Respiration 53 Amazing Cells Communicate 54 G-protein movable 55 Individual Assessment 2: Cellular Process Week 13

Unit 3 Genetics and Information Transfer (6 Weeks) Essential Questions:

How are traits passed from one generation to the next? How do eukaryotic cells store, retrieve, and transmit genetic information? How does genotype affect phenotype? How are genotype and human disorder related? How does gene expression control the cell and determine its metabolism? What are the current trends in genetic engineering techniques that guide manipulation of genetic information? What social and ethical issues do advances in genetic engineering raise? # Assignment title Week 56 Onion Root Tip Lab Week 14 57 Microscopic Close up 58 Mitosis/Meiosis Comparison 60 Sockosome 61 AP Investigation 9 62 Unit 3 Assessment 1 mitosis/meiosis Week 15 63 Wisconsin Fast Plant investigation- whose the father 64 Corn genetics (???) 65 Genetic Disease Informationpronto! 66 Quest-monohybrid and dihybrid crosses 67 Unit 3 Assessment #2chi squares patterns of inheritance 68 Cheek cell DNA extraction Week 16 69 DNAi scavenger hunt 70 DNAi activity and research paper 71 DNA Workshop 72 DNA model 73 Quest: DNA/RNA structure and function, transcription and translation 74 Unit 3 Assessment #3 Week Transcription/Translation 17-18 75 Operons movables 76 Multi-media presentation distinguishing between embryonic and adult stem cells 77 Rediscovering Biology Genetics of Development Animation and Images 78 Quest: BCR embryonic development 79 Quest: Determination and Differentiation Week 19 80 Unit 3 Assessment #4 81 AP Investigation 8 Bacterial Transformation 82 GATTACA 83 Quest: Creative Science Fiction Writing Week 20

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Unit 3 Assessment #5 Free Response

Unit 4 Interactions (4 Weeks) Essential Questions: How do interactions between and within populations inuence patterns of species distribution and abundance? How do living things use energy and matter to survive in an ecosystem? How do humans impact the biodiversity of ecosystems? What role does the environment play in sustaining homeostasis in biological systems? # Assignment Title Week#/date 85 Exploring Lifes Origin: A timeline of life evolution Week 21 86 Genetic Variations Increases HIV Risk in Africans 87 Comparing Viruses and human cellsare viruses alive? 88 What you Should know about Flu Antiviral drugs Week 22 89 Homeostasis with an organism diagram and explanation 90 Research paper on disease and homeostatic impact 91 Quest: Body System and homeostasis 92 How the Pill Works Week 23 93 Multimedia product on environmental disasters 94 Hormone replacement therapy analysis and research 95 Multimedia project on physiological events in plants and humans 96 Unit 4 assessment #1 97 Biome Product Week 24 98 The Habitable Planet: Interactive Labs: Disease Lab 99 AP Investigation 11 100 Quest: Graph and analyze data 101 Unit 4 Assessment #2