AP BIOLOGY SYLLABUS. The Big Ideas:

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1 AP BIOLOGY SYLLABUS INTRODUCTION: This course syllabus has been designed to meet first and foremost the directed standards set out by the Collegeboard. Secondarily, the course syllabus has been designed to articulate with the PSI (Progressive Science Initiative) course layout available through the NJCTL (New Jersey Center for Teaching and Learning). To that end, corresponding PSI units have been indicated. COURSE TEXT: (CR1) Reece, Jane, et al., Campbell Biology, 8 th Edition, 2007 San Francisco, CA: Pearson Benjamin Cummings SUPPLEMENTARY MATERIALS: 1. PSI AP Biology presentations, assessments, homework, classwork, and labs. 2. AP Biology Investigative Labs: an Inquiry Based Approach COURSE DESCRIPTION: (CR2) This AP Biology course is designed to be the equivalent of the general biology course usually taken during the first year of college. For most students, the course enables them to undertake, as a freshman, second year work in the biology sequence at their institution or to register in courses in other fields where general biology is a prerequisite. This course is structured around the four big ideas articulated in the AP Chemistry curriculum framework provided by the College Board. A special emphasis will be placed on the seven science practices, which capture important aspects of the work that scientists engage in, with learning objectives that combine content with inquiry and reasoning skills. The Big Ideas: Big Idea 1: The process of evolution drives the diversity and unity of life. Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties. LABORATORY COMPONENT: Labs (CR7) The labs completed require following or developing processes and procedures, taking observations, and data manipulation. See specific labs within units for details. Students communicate and collaborate in lab groups; however, each student maintains their own lab notebook and is assessed both formatively and summatively on each laboratory experience. A minimum of 25% of student contact time will be spent doing hands-on laboratory activities. Laboratory Notebooks (CR8) A specific format will be given to the student for each lab. Students must follow that format and label all sections very clearly. AP Biology lab experiences require more time, analysis, measurement, and materials than a typical first year biology laboratory. The seven science practices will be emphasized throughout the experience and the students are required to communicate their procedure and results in a manner consistent with those practices. A record of lab work is an important document, which will show the quality of the lab work that students have performed and the student s ability to communicate to others.

2 Post Lab Assessment Each lab will have an assessment to measure student comprehension and skill and their application of the appropriate science practices. COURSE ASSESSMENTS: Tests: There will be full length unit tests consisting of multiple choice, quantitative, and free response questions meant to simulate the Collegeboard questions in scope, objective, and style. Quizzes: There will be multiple quizzes for each unit consisting of short answer and/or quantitative questions. CW/HW: For each unit, extensive classwork and homework is assigned. The completion of this is required but is not part of the students evaluation. Laboratory Reports and Quizzes: Each laboratory will be assessed by means of a post-lab quiz which will require students to communicate their scientific reasoning and apply the science practices to laboratory situations. A laboratory notebook is required to be kept by all students. COURSE OUTLINE (CR2) Unit 1: Emergence of Organic Molecules Big Ideas 1B1, 1D1, 1D2, 4A1 (CR3a,d) Activities (CR4a,d) Origin of Life Reading Experimental Design Activity Driving Me Nuts! Modeling Structure & Function Unit 2: Membranes & Proteins Big Ideas 2A3, 2B1, 2B2, 2C1, 2D1, 3D, 3E2, 4B1 (CR3b,c,d) Toothpickase Change it up! Pathways with Friends (learn.genetics.utah.edu) Investigation 4: Diffusion and Osmosis Investigation 13: Enzyme Activity Unit 3: Energy Processing Big Ideas 2A1, 2A2, 2A3, 2D1, 2D2, 2D3, 2E2, 2E3, 4A2, 4A4, 4A6, 4B2 (CR3b,d) Activities (CR4b,d) Modeling Cellular Respiration Bioluminescence Modeling Photosynthesis Investigation 5: Photosynthesis Investigation 11: Transpiration Investigation 6: Cellular Respiration

3 Unit 4: Cells: The Basis of Life Big Ideas 2B3, 2D3, 2D4, 2E1, 3A1, 3C2, 3C3, 4A2, 4B2 (CR3b,c,d) The Evolution of the Cell (learn.genetics.utah.edu) Cell Models Complete Blood Count Investigation 9: Biotechnology: Restriction Enzyme Analysis of DNA Unit 5: Gene Expression Big Ideas 2C1, 3A1, 3B1, 4A3, 4C2 (CR3b,c,d) Model of an Operon Signal Transduction Ethylene DNA and Histone Model ( Investigation 8: Biotechnology: Bacterial Transformation Unit 6: Cell Cycle Big Ideas 2C1, 2E1, 3A1, 3A2, 3B1, 4A3, 4C2 (CR3a,b,c) Activities (CR4a,b,c) Modeling the Cell Cycle Modeling Genetic Variation Development of the Fruit Fly Investigation 1: Artificial Selection Investigation 7: Cell Division: Mitosis and Meiosis Unit 7: Heredity Big Ideas 3A3, 3A4, 3C1, 4C1, 4C2 (CR3c,d) Activities (CR4c,d) Making Pedigrees Genetic Counseling (CR5) Investigation 1: Artificial Selection (cont d)

4 Unit 8: Evolution & Classification Big Ideas 1A, 1B, 1C, 2D2, 3E3, 4C3 (CR3a,b,c,d) Activities (CR4a,b,c,d) Mouse Color Variation Peppered Moth Evolution What Did T. Rex Taste Like? Speciation in Real Time Visualizing Life on Earth Why Does Evolution Matter Now? (CR5) Making Cladograms Investigation 1: Artificial Selection (cont d) Investigation 2: Mathematical Modeling: Hardy-Weinberg Investigation 3: Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST Investigation 10: Energy Dynamics Unit 9: Ecology Big Ideas 2A2, 2A3, 2C2, 2D1, 2D3, 3E1, 4A5, 4A6, 4B3, 4B4, 4C4 (CR3b,c,d) Pisaster Disaster Article: Cat Parasite is Killing Sea Otters (CR5) Article: Invasive Plant Suppresses the Growth of Native Tree Seedlings by Disrupting Belowground Mutualisms (CR5) Investigation 10: Energy Dynamics (cont d) Investigation 12: Fruit Fly Behavior

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