Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE. Department: Science Grade(s): 11-12

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1 Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Advanced Placement Biology Course Number: 2222 Department: Science Grade(s): Level(s): Advanced Placement Credit: 1½ Course Description AP Biology is equivalent to a college introductory biology course and is designed to be taken after successful completion of a first course in high school biology. It is also recommended that students take a course in chemistry. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapid changing science of biology. The major units of study will be: molecules and cells, heredity and evolution, and organisms and populations. (Required Prerequisite: Biology and Recommended Prerequisite: Chemistry) Required Instructional Materials: Biology, Benjamin Cummings/Addison Wesley Longman, (Campbell) (Sheehan) Biology: The Unity and Diversity of Life, Brooks/Cole Thomson Learning, (Starr and Taggert) (Lyman Hall) Current and sufficient laboratory materials and equipment for each of the learning strands Appropriate safety equipment goggles, aprons, eyewash, safety shower, etc. Information technologies internet and library resource WARDS AP Laboratory CD Roms Related Instructional Materials, Teacher Guides and Student Review Books Completion/Revision Date Revisions Approved by Board of Education on November 20, Revised April 14, 2008 Mission Statement of the Curriculum Management Team The mission statement of the Science Curriculum Management Team is to promote scientific literacy emphasizing the process, content, and interdisciplinary nature of science. Enduring Understandings for the Course Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems. Science is the method of observation and investigation used to understand our world. Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. All living organisms are active (living) because of their abilities to link energy reactions to the biological reactions that take place within their cells. AP Biology Page 1 of 14

2 Energy is the capacity to do work. The structural levels of organisms ensure successful functioning in all living organisms and living systems (structure is related to function). Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. Scientific research often leads to technological advances that can have positive and/or negative impacts upon society as a whole. All species tend to maintain themselves from generation to generation using the same genetic code. There are genetic mechanisms that lead to change over time. Evolution is the biological change of organisms that occurs over time. It is driven by the process of natural selection and accounts for the diversity of life on Earth. Living organisms rarely exist alone in nature. Animals respond to stimuli in innate and learned ways. AP Biology Page 2 of 14

3 1.0 Scientific Reasoning and Communication Skills NOTE: This learning strand should be taught through the integration of the other learning strands. This learning strand is not meant to be taught in isolation as a separate unit. Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems. Science is the method of observation and investigation used to understand our world. LEARNING OBJECTIVES The student will: 1.1 Generate scientific questions to be investigated. 1.2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information. 1.3 Formulate a testable hypothesis in the If then because form that demonstrates logical connections between the scientific concepts guiding the hypothesis and the design of the experiment. 1.4 Design and conduct appropriate types of scientific investigations to answer different questions. 1.5 Identify independent and dependent variables, including those that are kept constant and those used as controls. 1.6 Apply appropriate instruments needed to make observations and collect data precisely. 1.7 Analyze experimental design and data to question validity/reliability, identify variables, and improve experimental design. 1.8 Develop conclusions based on critical data analysis identifying further investigations and/or questions based on the results. 1.9 Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms (tables, graphs, etc.) 1.10 Utilize graphs in order to determine How is inquiry used to solve problems or gather data to better understand a situation? How do you evaluate data and conclusions to determine its validity? How do prior knowledge, bias, and opinion affect inquiry? How does new knowledge gained create new questions? Sufficient laboratory instrumentation Performance tasks Modeling Lab activities AP exam style review Computer created spreadsheets and graphs See other learning strands for integration Lab reports Open-ended questions Teacher observations Essays and/or compositions AP style free-response and multiple choice Research based projects Computer created spreadsheets and graphs See other learning strands for integration AP Biology Page 3 of 14

4 patterns and make predictions Apply computer-based tools to present and research information Gather information using a variety of print and non-print sources Support scientific arguments using a variety of print and non-print sources Communicate about science in different formats using relevant science vocabulary, supporting evidence and clear logic. AP Biology Page 4 of 14

5 2.0 The Chemistry of Life Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. All living organisms are active (living) because of their abilities to link energy reactions to the biological reactions that take place within their cells. The structural levels of organisms ensure successful functioning in all living organisms and living systems (structure is related to function). 2.1 Describe the importance of the structure of molecules in terms of their function. 2.2 Cite examples of important chemical reactions in living organisms and the environment. 2.3 Draw examples of various bonding types and their purpose in different macromolecules. 2.4 Explain, using specific examples, how water is important to the survival of living organisms. 2.5 Analyze why carbon is such an important molecule in relation to living organisms. 2.6 Design a chart comparing and contrasting the major groups of macromolecules. 2.7 Discuss the role of each macromolecule in the survival of living organisms. 2.8 Draw a diagram comparing the two major models of enzyme function. 2.9 Demonstrate the effect of various environmental changes on enzymes. What is the importance of the molecular structure of molecules and their relationship to biology? What is the importance of chemical reactions in living organisms and the environment? How do various bonding types effect reactions inside living organisms or in the environment? What is the importance of water for the survival of living organisms? What is the significance of carbon as it relates to the complexity of organic compounds? What are the similarities and differences between carbohydrates, proteins, lipids and nucleic acids, including structure, function and examples? What is the purpose of each biological molecule (carbohydrate, protein, lipid, nucleic acids) for the survival of living organisms? What is the significance of enzymes to living organisms - using specific examples? Lab materials for Lab Two: Enzyme Catalyst Lab Molecular Models AP Lab Two: Enzyme Catalysts AP Biology Page 5 of 14

6 3.0 The Cell and Energetics Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. Energy is the capacity to do work. All living organisms are active (living) because of their abilities to link energy reactions to the biological reactions that take place within their cells. The structural levels of organisms ensure successful functioning in all living organisms and living systems (structure is related to function). Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. 3.1 Elaborate how structure is related to the function of organelles. 3.2 Cite examples of interactions between different cell organelles. 3.3 Draw a diagram of the structure of a cell membrane. 3.4 Illustrate the various types of cell transport. 3.5 Chart the differences and similarities between active and passive transport methods. 3.6 Explain the importance of multiple transport methods for a cell. 3.7 Diagram the processes of photosynthesis : How is the structure related to the function in cell organelles? How do organelles function together in cell processes? What are the similarities and differences between various types of cells? How does the structure of the cell membrane aid in its functions of protection, recognition and transport? Why do cells need both active and passive transport methods to move materials across the cell membrane? What is the importance of respiration and photosynthesis for individual organisms and ecosystems? Why do some organisms survive on only fermentation, yet others need the more complex respiration to supply their energy? What types of photosynthetic adaptations have evolved in response to environmental conditions? How is the structure of the cell membrane important for photosynthesis and respiration? What is the significance of mitosis as it relates to growth and repair of cells? What interactions exist between photosynthesis and cell respiration? How does mitosis ensure genetic continuity? Lab materials for Lab One: Diffusion and Osmosis Lab materials for Lab Five: Cell Respiration Lab materials for Lab Four: Plant Pigments and Photosynthesis AP Lab One: Diffusion and Osmosis AP Lab Five: Cell Respiration AP Lab Four: Plant Pigments and AP Biology Page 6 of 14

7 and respiration on a flow chart. 3.8 Outline the similarities and differences between photosynthesis and respiration. 3.9 Discuss how the structure of the cell membrane relates to the processes of photosynthesis and respiration Elaborate how photosynthesis and respiration are dependent on each other 3.11 Make a visual aid to demonstrate the process of mitosis 3.12 Summarize the key purposes of mitosis in living organisms Photosynthesis Design a play representing photosynthesis AP Biology Page 7 of 14

8 4.0 Genetics and Heredity Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. The structural levels of organisms ensure successful functioning in all living organisms and living systems (structure is related to function). Scientific research often leads to technological advances that can have positive and/or negative impacts upon society as a whole. All species tend to maintain themselves from generation to generation using the same genetic code. There are genetic mechanisms that lead to change over time, or evolution. 4.1 Diagram the stages of meiosis. 4.2 Discuss the function of meiosis and its importance to heredity. 4.3 Compare and contrast the processes of mitosis and meiosis. 4.4 Relate the process of meiosis to inheritance of traits. 4.5 Solve various types of Punnett Squares. 4.6 Discuss Mendel s Laws using specific examples in organisms. 4.7 Evaluate the errors and exceptions to Mendel s Laws. 4.8 Explain the difference between codominance and incomplete dominance. 4.9 Explain pliotropy, polygenic inheritance, How does meiosis contribute to the heredity of organisms and populations? What are the similarities and differences between mitosis and meiosis? What are the errors and exceptions to Mendel s Laws? What are the common patterns of inheritance? How will genetic technologies contribute to our understanding and treatment of common human genetic diseases? What is the relationship between the processes of replication, transcription and translation? How has our perception of DNA evolved through the discovery of its importance? How does the structure of nucleic acids, genes and chromosomes relate to their function? What are the ultimate causes of genetic errors? What is the importance of DNA in future biotechnological advances? How are the processes of transcription, translation and replication regulated? What legal and ethical problems have arisen from new DNA technologies? Lab materials for Lab Three: Mitosis and Meiosis Lab materials for Lab Seven: Genetics of Organisms Lab materials for Lab Six: Molecular Biology AP Lab Three: Mitosis and Meiosis AP Lab Seven: Genetics of Organisms AP Lab Six: Molecular Biology AP Biology Page 8 of 14

9 epistasis, and multiple gene inheritance Discuss the causes and symptoms of common human genetic diseases Illustrate the processes of replication, transcription and translation Evaluate the relationship of the processes of replication, transcription and translation Discuss the history of the discovery of DNA including relevant experiments Draw a schematic diagram of the structure of DNA Elaborate about the importance of chromosomes Compare and contrast the three main types of RNA including structure and function Discuss the ultimate cause of genetic errors as it relates to translation Debate the importance of DNA in future biotechnological advances Describe the following processes: DNA electrophoresis, cloning, genetic engineering and the Human Genome Project Discuss how the processes of transcription, translation and replication are regulated List causes of mutations Identify methods cells have to prevent mutation. AP Biology Page 9 of 14

10 5.0 Mechanisms of Evolution and Evolutionary History Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. There are genetic mechanisms that lead to change over time, or evolution. Evolution is the biological change of organisms that occurs over time. It is driven by the process of natural selection and accounts for the diversity of life on Earth. 5.1 Summarize the steps in Darwin s Theory of Evolution. 5.2 Critique the evidence for Darwin s Theory of Natural Selection. 5.3 Describe real life examples of natural selection. 5.4 Discuss the various processes in which new species may arise. 5.6 Use the Hardy-Weinburg equation to determine allele frequencies in a population. 5.7 Draw a time-line of the history of life on earth. 5.8 Identify the major extinctions and bursts of new life forms. 5.9 Design a chart containing a comparison of the six kingdoms and three domains Summarize the history of the study of evolution (Lamarck, Linnaeus, Malthus, etc.). How have scientific views on the evolution of species changed over time? What is the role of natural selection in the process of evolution? What is the evidence for Darwin s Theory of Natural Selection? What are the various mechanisms which account for speciation and evolution? How does the Hardy-Weinburg Theory explain why some species change and others remain the same? What are some major developments in the history of life? What are the various methods by which organisms may be classified? Lab materials for Lab Eight: Population Genetics and Evolution AP Lab Eight: Population Genetics and Evolution AP Biology Page 10 of 14

11 6.0 Early Biological Diversity Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. Evolution is the biological change of organisms that occurs over time. It is driven by the process of natural selection and accounts for the diversity of life on Earth. Living organisms rarely exist alone in nature. The structural levels of organisms ensure successful functioning in all living organisms and living systems (structure is related to function). Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. 6.1 Compare the differences and similarities between viruses, bacteria, fungi and protists. 6.2 Discuss the importance of viruses, bacteria, protists and/or fungi in their environment and to people. 6.3 Identify various characteristics (nutrition, respiration, structure, function, etc.) of each of these groups. 6.4 Describe the evolution of organisms from bacteria to fungi. 6.5 Draw and label diagrams of the structure of viruses, bacteria, protists and fungi. What are the differences and similarities between viruses, bacteria, protists and fungi? What is the importance of viruses, bacteria, protists and/or fungi in their environment and to people? What are the distinguishing characteristics (nutrition, reproduction, respiration, structure, function, etc.) of each of these groups What are the evolutionary relationships of viruses, bacteria, protists and fungi? AP Biology Page 11 of 14

12 7.0 Plant Diversity, Form and Function Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. Evolution is the biological change of organisms that occurs over time. It is driven by the process of natural selection and accounts for the diversity of life on Earth. Living organisms rarely exist alone in nature. The structural levels of organisms ensure successful functioning in all living organisms and living systems (structure is related to function). Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. What are the differences and similarities between the major plant groups (bryophytes and tracheophytes, etc.)? What is the importance of the major plant groups in their environment and to people? What are the distinguishing characteristics (nutrition, reproduction, respiration, structure, function, etc.) of each of these groups? What are the evolutionary relationships of the major plant groups? How does the organization of cells, tissues and organs determine structure and function in plant systems? What are the adaptive features of plants that have helped them survive on land? What are the responses of plants to environmental cues and how do hormones control them? What are the patterns of growth and reproduction in plants? How do the organ systems of plants interact? 7.1 Discuss the evolution of plants from bryophytes to angiosperms. 7.2 Illustrate the four major reproductive cycles of plants (mosses, ferns, conifers, flowering plants). 7.3 Label diagrams of plant structures. 7.4 Discuss the purpose of plant systems (roots, shoots and leaves). 7.5 Describe how water and minerals are transported through a plant. 7.6 Draw the different cell types within a plant. 7.7 Explain the process of transpiration and its importance to plants. 7.8 List the major sources of nutrients that a plant needs. 7.9 Explain the major hormones that effect plant growth and development. Lab materials for Lab Nine: Transpiration Plant samples to classify and observe AP Lab Nine: Transpiration AP Biology Page 12 of 14

13 8.0 Animal Diversity, Form and Function Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. Evolution is the biological change of organisms that occurs over time. It is driven by the process of natural selection and accounts for the diversity of life on Earth. Living organisms rarely exist alone in nature. The structural levels of organisms ensure successful functioning in all living organisms and living systems (structure is related to function). Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. 8.1 Summarize the evolution of animals. 8.2 Compare the systems in the nine major animal phyla (sponges, coelenterates, round worms, flat worms, segmented worms, mollusks, echinoderms, arthropods, chordates). 8.3 Discuss the importance of each major organ system (digestive, circulatory, respiratory, reproductive, immune, excretory, nervous, lymphatic, endocrine, exocrine, skeletal/muscular). 8.4 Describe the evolution of each system from simple animals to vertebrate animals. 8.5 Name the major vertebrate structures in each system. 8.6 Describe the function of each structure in the vertebrate animals. 8.7 Label diagrams of each system in representative simple animals and vertebrate animals. 8.8 Discuss how all the systems are interrelated. What are the differences and similarities between the major animal phyla? What are the distinguishing characteristics (nutrition, reproduction, respiration, structure, function, etc.) of each of these groups? What are the evolutionary relationships of the major animal groups? How does the organization of cells, tissues and organs determine structure and function in animal systems? What are the adaptive features of animals that have helped them survive in various environments? What are the responses of animals to environmental cues and how do hormones control them? What are the patterns of growth and reproduction in animals? How do the organ systems of animals interact? Lab materials for Lab Ten: Physiology of the Circulatory System Animals to dissect (various invertebrates, pigs, cats, rabbits) AP Lab Ten: Physiology of the Circulatory System AP Biology Page 13 of 14

14 9.0 Ecology Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing. Living organisms rarely exist alone in nature. The structural levels of organisms ensure successful functioning in all living organisms and living systems (structure is related to function). Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. All living organisms are active (living) because of their abilities to link energy reactions to the biological reactions that take place within their cells. Animals respond to stimuli in innate and learned ways. 9.1 List examples of various biotic and abiotic factors. 9.2 Describe how abiotic and biotic factors affect organisms. 9.3 Describe the effects of the major biogeochemical cycles including (water, carbon, nitrogen and phosphorus) on organisms and the environment. 9.4 Discuss examples of how human activities have effected the environment. 9.5 Develop methods to reduce human impacts on the environment. 9.6 Describe examples of adaptation animals possess that help them adapt to their environment. 9.7 Discuss various reproductive, territorial and predatory relationships among organisms. 9.8 Explain the flow of energy through ecosystems including energy transfers. How is population size regulated by biotic and abiotic factors? How does energy flow through an ecosystem? How do elements (carbon, nitrogen, phosphorous, oxygen and sulfur) cycle through an ecosystem? How are organisms effected by and how do they effect the cycling of elements (carbon, nitrogen, phosphorous, oxygen and sulfur)? How have humans effected the environment? What are common reproductive, territorial and predatory relationships between organisms? What adaptations effect how animals respond to their environment? Lab materials for Lab Eleven: Animal Behavior Lab materials for Lab Twelve: Dissolved Oxygen and Primary Productivity AP Lab Eleven: Animal Behavior AP Lab Twelve: Dissolved Oxygen and Primary Productivity AP Biology Page 14 of 14