Olympian High School Where Champions are Made

Olympian High School Where Champions are Made 2014-2015 AP Biology Course Syllabus Instructor: Ms. Lynn More lynn.more@sweetwaterschools.org or lynncmore@gmail.com https://jupitergrades.com/login/index.php http://morescience.pbworks.com/w/page/55867238/frontpage

Course Title: Advanced Placement Biology Philosophy: As an educator, I aim to sustain an educational setting that builds students cognitive reasoning and problem solving skills, and provides opportunities for students to not only grasp concepts, but to find connections allowing them to relate and apply those beyond the classroom. At our high school we have three school-wide Habits of Mind that I employ in my teaching: Build Intellectual Perseverance (promoting the value of a strong work ethic and cultivating sustained efforts), Develop Metacognition (thinking about what we think and why - reflecting, practicing intellectual humility, and challenging us to be critical thinkers), and Create Intellectual Curiosity (fostering the desire to know, and valuing inquiry and investigation). The goal is to create a culture of life-long learners, where people are informed citizens who have the tools and the know how to think and act critically in an ever-changing society. Course Description: This AP Biology course is designed with a rigorous, inquiry-based hands-on curriculum, with an emphasis on science practices, where students will be engaged in investigative laboratory work a minimum of 25% of the instructional time. This meets the equivalent of a two-semester college introductory biology course usually taken by biology majors during their first year. Students will be expected to develop essential knowledge of enduring understandings (core concepts) for what is referred to as the 4 Big Ideas: 1. The process of evolution drives the diversity and unity of life. 2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. 3. Living systems store, retrieve, transmit and respond to information essential to life processes. 4. Biological systems interact, and these systems and their interactions possess complex properties. Students will also be expected to use these 7 science practices to make predictions, develop and refine testable explanations for natural phenomena. 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. As a means of developing critical thinking and problem solving skills, students will be asked to perform at various levels of inquiry: 1. Confirmation inquiry students confirm a principle through an activity in which the results are known in advance 2. Structured inquiry students investigate a teacher-presented question through a prescribed procedure 3. Guided inquiry students investigate a teacher-presented question using student-designed/selected procedures 4. Open inquiry students investigate topic-related questions that are formulated through student-designed/selected procedures Adopted Text: Campbell, Neil A., Reece, Jane B. Biology, Benjamin Cummings, (2009) 8 th Edition Supplemental Resources: AP Test Prep by Campbell, AP Biology Lab Manuals, Textbook Reference CD, scientific articles & non-fiction novels

Teacher Resources: Instructor s Guide to Text and Media (and supporting CD s), Test Bank, Barron s AP Biology, Preparing for the Biology AP Exam (Campbell/Reece, 8 th edition), non-fiction, scientific-based novels, and a multitude of internet sites. Prerequisites: Successful completion of Biology or Accelerated Biology 1 and 2 with a grade of an A or B. Students enrolled in this class should be prepared for a rigorous academic curriculum throughout the year. Recommended supplies: College Lab Notebook (NCR style), an up-to-date Study Book, calculator with square root function, pens, pencils, colored pencils, paper, graph paper, ruler, USB drive, occasional craft supplies. Summer Requirement: 1. Check out the textbook. 2. Design and begin an experimental lab using tomato plants. 3. Read Chapter 51 on Behavioral Biology make study cards for terms and concepts and Design a behavioral experiment using an animal of your choice. Expectations: Plan on spending 30 60 minutes a night on AP Biology, with occasional extended time requirements. If there is not a specific assignment, you should be: brushing up on Prior Knowledge, reading related chapters in the text book; reviewing vocabulary and devising memory techniques; working on the You Must Know concepts from the Test Prep book, completing Concept Checks throughout the chapters; answering the Testing Your Knowledge section at the end of each chapter, and/or reviewing the textbook CD. Unit 1.0: Organisms and Populations Animal Behavior (Big Ides 1-4) 2.C.2.a Organisms respond to changes in their environment through behavioral and physiological mechanisms. Aug 4 Lab Write-Up: Animal Behavior 3.E.1: Individuals can act on information and communicate it to others. 2.E.3: Timing & coordination of behavior are by various mechanisms and are important in natural selection. regulated 51.1 51.5 9 days Animal Behavior Terms AP Lab 11 Animal Behavior Inquiry Devise & Execute an Animal Behavior Lab (start summer break, finalized and run 1 st week of school) Graphing devising & interpreting Animal Behavior Activity Cards On-Line Activity: Drosophilia fly mating behaviors Unit 1.1: Evolutionary Biology Evolution (Big Idea 1 - The process of evolution drives the diversity and unity of life.) 5/9 instruct. hrs = investigative labs (56%) Change in genetic makeup of a population over time is 22.1 22.3 18 days Evolution Chalk Talk (Evidence) evolution. 23.1 23.4 Natural Selection Activities Organisms share many conserved core processes and Aug 19 Lab Write-Up: 24.1 24.4 Inquiry Activity The Mating Game features that evolved and are widely distributed among 25.1 25.5 Hardy-Weinberg Scenario Calculations Population Genetics & Evolution organisms today. Aug 26/27 Evolution Exam m/c, grid-in Natural selection is a major mechanism of evolution and it 26.4 26.6 Investigation 2: Mathematical Modeling Hardy-Weinberg FRQ s short & long acts on phenotypic variations in populations. However, (AP Lab 8 Population Genetics and Evolution) evolutionary change is also driven by random processes Inquiry - Cladogram Simulation Creations (Genetic Drift). Speciation may occur when two populations become reproductively isolated from each other. Speciation and extinction have occurred throughout the Earth s history. Biological evolution is supported by scientific evidence from many disciplines. Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested. Molecular Evidence Activity On-Line Activity and/or video summaries: http://www.pbs.org/wgbh/evolution 4.5/17 instruct. hrs = investigative labs (26%)

Unit 1.2: Organisms and Populations - Ecology (Big Ideas 1, 2, and 4) 52.3 52.4 Sept 16 Ecology Exam m/c, grid-in 53.1 53.6 FRQ s short & long Oct 13 Lab Write-Up: Energy Dynamics 2.A1 All living systems require constant input of free energy 2.A.2: Organisms capture and store free energy for use in biological processes. 2.A.3: Organisms must exchange matter with the environment to grow, reproduce and maintain organization. 2.D.1: All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy. 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis. 4.A.5: Communities are composed of populations of organisms that interact in complex ways. 4.A.6: Interactions among living systems and with their environment result in the movement of matter & E. 4.B.3: Interactions between and within populations influence patterns of species distribution and abundance. 4.B.4: Distribution of local and global ecosystems changes over time. 4.C.3: The level of variation in a population affects population dynamics. 4.C.4: The diversity of species within an ecosystem may influence the stability of the ecosystem. 54.1 54.5 55.1 55.5 12 days Inquiry - Devise & Execute a Population Survey Global Issues Appointment Clock and Research Inquiry - Devise & Maintain a Microcasm Chamber Investigation 10: Energy Dynamics Graph analysis and Calculations birth/death rate, population growth, carrying capacity On-Line: Gross & Net Productivity (AP Lab 12) www.phschool.com/science/biology_place/labbench FOXRAB Game (pg T35 Lab Manual) Ecology Formula Calculations Dissolved Oxygen, Energy Transfer, growth rate Units 1.3: Organisms and Populations - Diversity of organisms & their development (Big Ideas 1 and 4) 5/12 instruct. hrs = investigative labs (42%) 2.A.1: All living systems require constant input of free 26.1 26.3 4 days Microbe Inquiry Labs Guided Inquiry + Structured Inquiry energy. 27.1 27.4 Microbes in the News & Bloom s Levels of Questioning 3.C.3: Viral replication results in genetic variation, and Oct 7 Lab Write-Up: 28.1 28.7 viral infection can introduce genetic variation into the hosts. Mouthwash & Microbes 29.1 29.3 3.D.2: Cells communicate with each other through direct contact with other cells or from a distance via chemical 30.1 30.4 2/4 instruct. hrs = investigative labs (50%) signaling. 31.1 31.5 32.1 32.4 Unit 1.4: Molecules and Cells - The Cell (Big Ideas 1 4) 2.B.1: Cell membranes are selectively permeable due to their structure. 6.1 6.7 14 days Race for the Perfect Cell Inquiry Lab Activity 2.B.2: Growth and dynamic homeostasis are maintained by 7.1-7.5 Microscopic Discovery laboratory Activities Oct 28 Cytology Exam m/c, grid-in the constant movement of molecules across membranes. 11.1-11.4 On-Line Cell Activity: http://learn.genetics.utah.edu/ FRQ s short & long 2.B.3: Eukaryotic cells maintain internal membranes that 27.1-27.6 Water Potential & Surface Area to Volume Calculations Oct 29/30 Lab Write-Up: partition the cell into specialized regions. On-Line: AP Lab 1 Osmosis/Diffusion Diffusion/Osmosis 3.D.1: Cell communication processes share common www.phschool.com/science/biology_place/labbench features that reflect a shared evolutionary history. 3.D.2: Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling. 4.A.2: The structure and function of subcellular components, and their interactions, provide essential cellular processes. 4.A.3: Interactions between external stimuli & regulated gene expression result in specialization of cells, tissues and organs. Critical Thinking - Cytology Case Studies (AP Lab 1) Investigation 4: Diffusion and Osmosis 8/14 instruct. hrs = investigative labs (57%)

Unit 1.5: Organisms and Populations Structure and function of Plants (Botany) (Big Ideas 1 4) 2.A.1: All living systems require constant input of free 29.2 29.3 13 days Inquiry - Devise & Execute A Tomato Productivity Lab energy. 30.1 30.3 (starts summer break, ongoing for 5 months) 2.A.2: Organisms capture and store free energy for use in 35.1 35.5 Botany Classification Inquiry Activity Phyologenetic Tree Nov 18 Lab Write-Up: Transpiration biological processes. 36.1 36.6 Plant Game simulation @ Nov 21 Lab Write-Up: 2.A.3: Organisms must exchange matter with the Inquiry Tomato Productivity environment to grow, reproduce and maintain organization. 37.1 37.3 http://cibt.bio.cornell.edu/labs/dl/plag.pdf 2.C.1: Organisms use feedback mechanisms to maintain 38.1 38.2 Parade of Plants their internal environments and respond to external 39.1 39.5 Investigation 11: Transpiration This unit will be assessed with Zoology. environmental changes. Appointment Clock Classification, The Flower, The Leaf 2.C.2: Organisms respond to changes in their external Critical Thinking Activity Playing the Botanical God environments. 7/13 instruct. hrs = investigative labs (54%) Botany Practiuum lab stations rotation 2.D.1: All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy. 2.D.4: Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis. 2.E.1: Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms. 2.E.2: Timing and coordination of physiological events are regulated by multiple mechanisms. 4.A.4: Organisms exhibit complex properties due to interactions between their constituent parts. Unit 1.6: Organisms and Populations Structure and function of Animals (Zoology) (Big Ideas 1 4) Essential Knowledge Chapters Time Potential Assignments 2.D.1: All biological systems from cells and 40.1 40.4 Form/Funct 12 days Pregnancy & Birth Questions organisms to populations, communities and 41.1 41.5 Nutr/Dig Embryological Development Clay Modeling Activity ecosystems are affected by complex biotic 42.1 42.7 Circ/Gas exch Stem Cell Activity using Planarians (platyhelmintheses) and abiotic interactions involving exchange of matter and free energy. 43.1 43.3 Immune Syst Zoological Classification Inquiry Activities: 2.D.4: Plants and animals have a variety of 44.1 44.6 Osmo/Excret Construct Phylogenetic Tree & Classifiy Specimen Jars chemical defenses against infections that 45.1 45.4 Horm/Endocr Charting Animal Evolution affect dynamic homeostasis. 46.1 46.6; 47.1 47.3 Compare/Contrast structure, function, and evidence of a 2.E.1: Timing and coordination of specific Repro/growth/develop common thread in body systems events are necessary for the normal 48.1 48.4; 49.1 49.3 Critical Thinking Activity dichotomous key, embryogenesis, development of an organism, and these events Signaling/Nervous Syst determining germ layers, phylogenetic tree are regulated by a variety of mechanisms. 2.E.2: Timing and coordination of 50.5 50.6 Musc/Skel physiological events are regulated by multiple mechanisms. 3.E.2: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses. 4.A.4: Organisms exhibit complex properties due to interactions between their constituent parts. 4.B.2: Cooperative interactions within organisms promote efficiency in the use of energy and matter. Dec 15 Botany/Zoology Exam m/c, grid-in 3/12 instruct. hrs = investigative labs (25%)

Unit 2.1: Molecules and Cells - Chemistry of Life (Big Ideas 1 and 2) 4.A.1: The subcomponents of biological molecules 2.1 2.4 Basics 9 days Charting Macromolecules and their sequence determine the properties of that 3.1 3.3 Molecular Modeling molecule. Jan 23 Molecular Me project 4.1 4.3 Inquiry - Protein Modeling (using Tangle Manipulatives) 4.B.1: Interactions between molecules affect their 5.1 5.5 Toothpickase modified for Inquiry = Edward Scissorase Jan 27 Lab Write-Up: Enzymes structure and function. their sequence determine the properties of that 8.1 8.3 Investigation 13: Enzyme Activity (AP Lab 2) molecule. G = H-T S 5/9 instruct. hrs = investigative labs (56%) 4.C.1: Variation in molecular units provides cells 8.4 8.5 with a wider range of functions. Enzymes Unit 2.2: Molecules and Cells - Cellular Energetics (Big Ideas 1 and 2) 2.A.1: All living systems require constant input of 8.3 19 days Pigment Chromatography Lab free energy. 9.1 9.6 Ch 10 Photosynthesis Handout 2.A.2: Organisms capture and store free energy Feb 11/12 Lab Write-Up: Photosynthesis 10.1 10.4 Box and Whisker Plots for use in biological processes. Photosynthesis Manipulative Puzzle Feb 23 Lab Write-Up: Cell Respiration 2.A.3: Organisms must exchange matter with the Feb 24 Biochem Exam m/c, grid-in environment to grow, reproduce and maintain Investigation 5: Photosynthesis (AP Lab 5) organization. Critical Thinking Photosynthesis (environmental cause & effects) FRQ s short & long 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that Critical Thinking Mysttery of the Seven Deaths Ch 9 Respiration Handout molecule. Investigation 6: Cellular Respiration (AP Lab 6) 4.A.2: The structure and function of subcellular Race for Knowledge Respiration 7/18 instruct. hrs = investigative labs (39%) components, and their interactions, provide essential Build A Chloroplast & Mitochondria modeling cellular processes. 4.B.1: Interactions between molecules affect their Group Analysis Activity (Open Inquiry & Structured Inquiry) structure and function. Critical Thinking - Respiration Case Studies 4.C.1: Variation in molecular units provides cells with a wider range of functions. Unit 2.3: Heredity and Evolution - Molecular Biology (Big Ideas 1, 2, and 3) 1.B.1: Organisms share many conserved 16.1 16.2 DNA 13 days Modeling: DNA, replication, RNA - transcription, translation core processes & features that evolved & are 17.1 17.4 RNA Insulin Factory Simulation widely distributed among organisms today. Mar 9 Gene-Protein Computer Model 18.1 18.5 Gene Reg. Investigation 8: Bacterial Transformation (AP Lab 6A) 1.B.2: Phylogenetic trees and cladograms 15.4; 17.5; 18.5; Gene-To-Protein Computer Model Mar 10 Lab Write-Up: Transformation are graphical representations (models) of Mar 17 Molecular Biology Exam evolutionary history that can be tested. 21.5 Mutations Appointment Clock Gene To Protein 2.E.1: Timing and coordination of specific 19.1 19.3 Viral Evidence Inquiry Blast Activity m/c, FRQ s 1 short events are necessary for the normal 20.1 20.4; 21.1 Investigation 3: Comparing DNA Sequences to Understand Mar 20 Lab Write-Up: Restriction Enz. development of an organism, and these 21.2 technology Evolutionary Relationships with BLAST events are regulated by a variety of 10/13 instruct. hrs = investigative labs (77%) http://www.ncbi.nlm.nih.gov/gene mechanisms. BLAST homepage - http://blast.ncbi.nlm.nih.gov/blast.cgi 3.A.1: DNA, and in some cases RNA, is Investigation 9: Biotechnology Restriction Enzyme of DNA the primary source of heritable information. 3.B.1: Gene regulation results in Mutation Impact Activity differential gene expression, leading to cell specialization.

Unit 2.4: Molecules and Cells - The Cell Cycle (Big Ideas 1 4) 3.A.2: In eukaryotes, heritable information 12.1 12.3 6 days Cell Cycle Id. Due Assignment is passed to the next generation via Online Mitosis activity @ www.biology.arizonia processes that include the cell cycle April 10 Lab Write-Up: Cell Cycle Investigation 7: Cell Division - Mitosis and Meiosis 3.A.3: The chromosomal basis of inheritance provides an understanding of the Calculating time in phases This unit will be assessed with the Heredity pattern of passage (transmission) of genes Crossing Over Manipulative unit from parent to offspring. Cell Cycle FRQ 3.B.2: A variety of intercellular and intracellular signal transmissions mediate Meiosis Modeling gene expression. and mitosis or meiosis plus fertilization. 3.C.2: Biological systems have multiple processes that increase genetic variation. Unit 2.5: Heredity and Evolution - Heredity (Big Ideas 1 4) 3.A.4: The inheritance pattern of many traits 13.1 13.4 10 days Disorders Id - Genetics Simulation & Genetics Tracking Due Assignment cannot be explained by simple Mendelian 14.1 14.4; 15.2 15.5 Chi-Square Lab Activity (modify for Inquiry) genetics. April 20-22 Cell Cycle/Heredity Exam 15.1 15.3; 16.3 Probability in Genetics 3.C.1: Changes in genotype can result in m/c, grid-ins, changes in phenotype. Hardy-Weinberg Problems FRQ s 1 short 4.C.2: Environmental factors influence the Heredity Predictions Pedigrees, Punnett squares expression of the genotype in an organism. Do portions of the old AP Lab 7: Genetics of Organisms and Mendelian Corn Lab 3/10 instruct. hrs = investigative labs (30%) On-line Simulation: Fly Lab - enter as a guest. http://sciencecourseware.org/vcise/drosophila/ Gene Race Unit 2.6: Body Systems - Homeostasis (Big Ideas 1 4) 2.B.2: Growth and dynamic homeostasis 11.1-11.4 5 days Body Systems Functioning Units are maintained by the constant 40.1 40.4 Form/Funct FRQ # 2, 2014 (mammalian milk) movement of molecules across 41.1 41.5 Nutr/Dig AP Dorsal/Ventral Flash Cards for Body Systems membranes. 2.C.1: Organisms use feedback 42.1 42.7 Circ/Gas exch mechanisms to maintain their internal 43.1 43.3 Immune Syst Levels of Thinking Lymphatic System environments and respond to external 44.1 44.6 Osmo/Excret Body Systems Functional Units environmental changes. 45.1 45.4 Horm/Endocr Tracing Neuromuscular Responses Your lab notebook (with original and scored 2.D.2: Homeostatic mechanisms reflect 46.1 46.6; 47.1 47.3 Cardiovascular Manipulative pathway labs are to be turned in the week before both common ancestry and divergence Repro/growth/develop finals). due to adaptation in different 48.1 48.4; 49.1 49.3 environments. Cover: Name, Period, Graduating year 3.D.3: Signal transduction pathways link Signaling/Nervous Syst Inside: Personal info signal reception with cellular response. 50.5 50.6 Musc/Skel Table of Contents (labs, dates, pgs) 3.D.4: Changes in signal transduction pathways can alter cellular response. 3.E.2: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.

AP Biology Inquiry-Based Lab Report Written in NCR (no carbon required) Lab Notebook Tear out only the copy to submit Keep the copy to your scored lab once it has been returned to you. 1. Title: the number and name that reveals the topic of the experiment 2. Purpose: list the objectives for the lab (include any pertinent background information) 3. Hypothesis: If then statement, (created prior to performing the lab, has to be specific and measurable) 4. Equipment/Material: (List equipment needed for each lab activity) 5. Procedure: (Summarize your procedure in 5 steps) 6. Data: Data is only information collected during the lab. quantitative observations (can be counted or measured) and qualitative observations (cannot be easily measured or counted, like color, texture, behavior) Data can be organized into charts, lists, detailed descriptions, visuals. 7. Analysis of Results: a graph of aspect(s) of your data, generate/or write out questions and your answers a. answer: 8. Conclusion: write these as three separate paragraphs labeling each with the following headings a. Critical Thinking: Site expected trends based on your research or discussions in class and compare them to your results. Then respond to: Do my results make sense? Based on my data Be sure to site specific evidence (data # s). If your results are unexpected, be sure to give a possible sources of error. b. Making connections: How can the findings in this lab relate or apply themselves to your life? (Use I, Me, My statements.) Why should you care about the Big Idea of this topic? Should the concept covered make you think or act differently? What would that look like? c. Thinking big globally: (Respond to at least one of the following.) How does this concept potentially impact society or social issues? Who would gain/ be disadvantaged? Is this a debatable or controversial issue for us as a society? Why/Why not? Topics for Lab Quizzes Questions: 1. Experimental Design: Identify the variables in the experiment: control variable (used as the norm to compare), manipulated/independent variable (aspect of the lab that is changed) and the responding/dependent variable (the response to the manipulated variable that you measure or observe) 2. Name of equipment and organisms used 3. Purpose of any chemicals used 4. Lab terms and concepts 5. Formulas and how to use them 6. Lab protocol

Grading Policy: Overall Grades: 80% Summatives 40% Exams (M/C, Grid-In, Short FRQ s, Long FRQ s) 40% Labs, Projects (30% or higher based on the Big Idea) 20% Formatives 10% Quizzes 10% Classwork & Homework Performance Bands: Since summatives are predominantly AP College Board rigor, performance bands have been modified to align more with the AP College Board s determination of 5 4 3 2 1 scores for the AP Biology exam A + 95 100 B + 82-84 C + 70-72 D + 60-61 A 89 94 B 78-81 C 65-69 D 55-59 A - 85 88 B - 73-77 C - 62-64 F Below 59 Late Work: One day late reduced a letter grade Later, half credit No work accepted once work has been passed back to students Mastery Model You have an opportunity to improve on one summative assignment per semester. Communicate grades via: Rubrics, return of scored student work, recorded on line at JupiterGrades.com, progress reports and semester grades AP Exam: Monday, May 11, 2015 3 Hour AP Biology Exam Section # Question Type Time I 63 M/C Questions (knowledge & Science practices) 90 min 50% 6 Grid-In Questions (Science and Math skills) II 2 Long Free Response (each?: 20-25 min,12.5%) 25% 6 Short Free Response (3? s=3, 3? s=4, 3-10 min ea) 25% 10 min to read 80 min to write AP Score Qualification 5 Extremely well qualified 4 Well qualified 3 Qualified 2 Possibly qualified 1 No recommendation

AP Biology: A Year @ a Glance Semester 1 @ a Glance Calendar Dates Topic Time Frame Related Chapters July 23 Aug 4: Aug 05 - Aug 28: Aug 29 - Sept 15: Sept 16 Oct 19: Sept 22 Oct 06: Oct 08 Oct 30: Oct 31 Nov 20: Nov 24 - Nov 28: Nov 21 - Dec 15: Dec 16 - Dec 19: Dec 22 Jan 12 Intro/Animal Behavior Evolution Ecology Microbiology Fall Break Cytology (School-wide Testing Wed, Oct 15) Botany Thanksgiving Break Zoology Finals Week Winter Break (12/22 1/12) 9 days 18 days 12 days 4 days 2 weeks 17 days 14 days 1 week 12 days 1 week 3 weeks ch 51 ch 21-26, 29-34 ch 50, 52, 53, 54, 55 ch 19, 26, 27 - - - - - - - - - - - - - - - - ch 6, 7, 11 ch 29, 30, 31, 35-39 - - - - - - - - - - - - - - - - ch 32, 33, 34; 40-47 All of the above Semester 2 @ a Glance Calendar Dates Topic Time Frame Related Chapters Jan 13 - Jan 26: Jan 27 - Feb 24: Feb 25 - March 18: March 21 April 5: April 6 April 30: May 1 May 7: May 4 - May 15: May 11: May 18 - May 29: June 2 - June 4: Chemistry of Life Cell Energetics Molecular Biology Spring Break Cell Cycle & Heredity Body Systems Review - Homeostasis AP Testing Schedule & Review AP Biology Exam Lab Notebook & Project Weeks Finals Week 9 days 19 days 13 days 2 weeks 16 days 5 days 2 weeks 1 day 2 weeks 1 week ch 3, 4, 5, 8 ch 8, 9, 10 ch 16, 17, 18, 19, 20 - - - - - - - - - - - - - - - - ch 12, 13, 14, 15 ch 40, 43, 48-50 ch 41, 42, 44, 45, 46 All of the above