Course AP Biology is a college level biology course with a strong laboratory emphasis equivalent to an Introduction to Genetics college-level course. College exams and laboratories are used. Topics of study include the cell cycle, fundamentals of genetics, molecular genetics, regulation of gene expression, and population genetics. The intent of this course is to expose students to higher-level biological principles, concepts, and skills and allow them the opportunity to apply their knowledge to real-life applications. Rather than learning from a micro level outward, students learn from a macro level inward. Students are also expected to learn not by memorization of facts, but through content and concept application via the AP Biology science practices. Students are expected to take the AP exam in the spring. Scope And Sequence Timeframe Unit Instructional Topics 4 Week(s) 5 Week(s) 5 Week(s) 4 Week(s) Ongoing Biochemistry Cellular Biology Genetics Genome Expression English Language Arts within and Technology Content Course Rationale Material presented in this course is covered on the AP Biology Exam. AP Biology is intended to provide students with an opportunity to participate in a college-level experience while in high school. BIG IDEA 1: The process of evolution drives the diversity and unity of life. BIG IDEA 2: Biological systems utilize energy and molecular building blocks to grow, to reproduce, and to maintain homeostasis. BIG IDEA 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. 1. Chemical Context of Life 2. Scientific Investigation 3. Basic Chemistry 4. Cellular Energetics and Communication 1. Cell Structure and Function 2. Fluid Mosaic Model of the Plasma Membrane 3. Microbial Models 4. Bioethical Concerns 1. Cell Cycle and Regulation 2. Patterns of Inheritance 3. Molecular Inheritance 1. Gene Expression - Transcription & Translation 2. Chromosomal Organization & Regulation 3. Biotechnology 1. English Language Arts within and Technology Content BIG IDEA 4: Biological systems interact, and these interactions possess complex properties. Board Approval Date Board Approved 6/26/2014 Unit: Biochemistry Course Details Duration: 4 Week(s) Page 1
The structure and function of biological organisms is dependent on chemistry. EU2A: Growth, reproduction and maintenance of the organization of living systems require free energy and matter. EU2C: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. EU2D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system's environment. EU2E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. EU3D: Cells communicate by generating, transmitting and receiving chemical signals. How do organisms exchange matter and free energy with the environment to grow, reproduce and maintain organization? How do organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis? How is the growth and dynamic homeostasis of a biological system influenced by changes in the systems environment? How does temporal regulation and coordination affect the biological processes involved in growth, reproduction and dynamic homeostasis? How do cells use chemical signals to communicate? Example Assessment Items *Lab: Scientific Investigations - experimental design *Lab: Circulatory Physiology - inquiry based *Lab: Elements, Compounds, & Mixtures, oh my! *Lab: Why Liquids Evaporate *Lab: Organic Testing of Functional Groups *Lab: "McMush" - food testing for macromolecules *Lab: Calorimetry *Lab: Fingertipase Investigation #13: Enzyme Activity *Lab: Neuromuscular Physiology Topic: Chemical Context of Life Duration: 5 Day(s) The student will describe the chemistry of life. There are four organic compounds found in biological systems: carbohydrates, lipids, proteins, and nucleic acids. The student will identify the unique chemical and physical properties of water that make life on earth possible. The student will explain how cells synthesize and breakdown macromolecules. The student will demonstrate how molecular structures can account for biological functions. The student will explain the role of carbon in the molecular diversity of life. The student will explain how the laws of Thermodynamics relate to the biochemical processes that provide energy for living systems. The student will demonstrate how enzymes regulate the rate of chemical reactions. The student will explain how the specificity of an enzyme depends on its structure. The student will demonstrate how the activity of an enzyme is regulated. The student will justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products. 24251488024984 The student will construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. Scientific Investigation This topic should teach students the scientific process through guided inquiry, allowing them to ask their own questions, design their own experiments with controls, analyze their results, and present their conclusions. The student will work through the scientific method utilizing the inquiry model of investigation. The student will design controlled experiments that accurately test hypotheses. The student will design testable experimental and null hypotheses. Topic: Duration: 2 Day(s) Basic Chemistry Page 2
In this unit, students will review atomic structure, bonding, and ph. Students will also learn how the molecular structure of water gives it unique characteristics that regulate biological processes. The student will construct explanations based on evidence of how variations in molecular units provides cells with a wider range of functions. The student will refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. The student will use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. The student will analyze data to identify how molecular interactions affect structure and function. The student will explain the connection between the sequence and the subcomponents of a biological polymer and its properties. Cellular Energetics and Communication Enzymes are biological catalysts, reducing the amount of activation energy needed for chemical reactions to occur. This ensures that chemical reactions can occur at the rate needed to support life. However, the structure of enzymes is affected by environmental conditions and can have an affect on enzyme activity. The student will explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce. The student will justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems. The student will use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. The student will construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy. The student will justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered. The student will connect how organisms use negative feedback to maintain their internal environments. The student will make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models. The student will justify that positive feedback mechanisms amplify responses in organisms. The student will generate scientific questions involving cell communication as it relates to the process of evolution. The student will use representation(s) and appropriate models to describe features of a cell signaling pathway. The student will construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling. The student will create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling. The student will describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response. The student will justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response. The student will describe a model that expresses key elements to show how change in signal transduction can alter cellular response. The student will construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways. The student will use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter. The student will analyze data to support the claim that responses to information and communication of information affect natural selection. Unit: Cellular Biology Duration: 5 Week(s) Page 3
All biological systems are composed of parts that interact with one another and the environment, and these interactions result in characteristics not found in the individual parts alone. The structure and function of cell organelles interact in key biological processes. EU4A: Interactions within biological systems lead to complex properties. EU2B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. EU3C: The processing of genetic information is imperfect and is a source of genetic variation. SP3: Scientific questioning extends thinking and guides investigations within context. EK4a2: How does the structure and function of subcellular components, and their interactions, provide essential cellular processes? EK2b1: How does the structure and funciton of cell membranes lead to selective permeability? EK3c3: How does viral replication and infection introduce genetic variation? SP3: How do scientists pose, refine and evaluate scientific questions about natural phenomena and investigate answers? Example Assessment Items Lab: Molecules and Cells Investigation #4: Diffusion and Osmosis Investigation #8 - Biotechnology: Bacterial Transformation Lab: Where Do Microbes Come From (Pastuer)? Lab: How Are Microbes Identified (Gram Staining)? Lab: How Are Microbes Transmitted (Koch's Postulates)? Lab: How Are Microbes Destroyed (Zone of Inhibition)? Abstract Bioethics Research: The Hot Zone, or The Ghost Map Topic: Cell Structure and Function Duration: 5 Day(s) Cells are the basic unit of life. As organisms become more complex, the number of cells increases and cells have the ability to differentiate, making organisms more efficient. The student will construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy. The student will use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. The student will explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. The student will explain how internal membranes and organelles contribute to cell functions. The student will use representations and models to describe differences in prokaryotic and eukaryotic cells. The student will refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems. The student will use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. The student will make a prediction about the interactions of subcellular organelles. The student will construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions. The student will use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions. The student will evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts. The student will predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). The student will refine representations and models to illustrate biocomplexity due to interactions of the constituent parts. Fluid Mosaic Model of the Plasma Membrane Organisms must also be able to transport materials in and out of the cell efficiently; methods of cell transport include simple diffusion, osmosis, facilitated diffusion, and active transport. The student will use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. Page 4
The student will explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. The student will justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products. The student will represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. The student will use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure. The student will construct models that connect the movement of molecules across membranes with membrane structure and function. The student will use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes. The student will evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms. The student will make predictions about how organisms use negative feedback mechanisms to maintain their internal environments. The student will justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment. The student will use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. Microbial Models Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts. The student will use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. The student will construct an explanation of how viruses introduce genetic variation in host organisms. The student will use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population. The student will describe basic chemical processes for cell communication shared across evolutionary lines of descent. Topic: Duration: 3 Day(s) Bioethical Concerns Applications to mitosis and meiosis include cancer, stem cells, and cloning. The student will predict how changes in free energy availability affect organisms, populations and ecosystems. The student will use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. Unit: Genetics Duration: 5 Week(s) Page 5
Genetic information provides for continuity of life, and this information is passed from parent to offspring. Understanding how cells code, decode, and regulate expression of genetic information is essential to knowing how biological systems from cells to communities of organisms operate, communicate, respond to the environment, and evolve. EU2E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. EU3A: Heritable information provides for continuity of life. EU3B: Expression of genetic information involves cellular and molecular mechanisms. EU3C: The processing of genetic information is imperfect and is a source of genetic variation. EU3E: Transmission of information results in changes within and between biological systems. EK2e1: How does the timing and coordination of specific events result in the normal development of an organism, and how are these events regulated by a variety of mechanisms? EK3a1: How is DNA, and sometimes RNA, the primary source of heritable information? EK3b1: How does gene regulation result in differential gene expression and cell specialization? EK3c1: How do changes in genotype result in changes in phenotype? EK3e1: How does the transmission of genetic information result in changes in biological systems? Example Assessment Items Lab: Cell Size Investigation #7: Cell Division: Mitosis and Meiosis Lab: Experimenting with Mendels Peas Lab: Indian Corn Chi Square Lab: Genetics of Organisms - Virtual Fly Lab or MendAlien Inheritance Lab: Pedigrees and Karyotypes Lab: DNA Extraction Project: DNA Model Topic: Cell Cycle and Regulation Duration: 5 Day(s) Heritable information provides for the continuity of life. In eukaryotes, organisms make an identical copy of their DNA and divide into two new cells that will each possess a copy of the DNA-this process is called mitosis. Another process, called meiosis, is responsible for the formation of gametes-cells that have only one set of genetic information. These gametes will further be used during fertilization in the formation of a new organism The student will use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. The student will represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. The student will describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis. The student will design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation. The student will justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation. The student will connect concepts that describe mechanisms that regulate the timing and coordination of physiological events. The student will describe representations and models that illustrate how genetic information is copied for transmission between generations. The student will make predictions about natural phenomena occurring during the cell cycle. The student will describe the events that occur in the cell cycle. The student will construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization. The student will represent the connection between meiosis and increased genetic diversity necessary for evolution. The student will evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through mitosis, or meiosis followed by fertilization. The student will construct a representation that connects the process of meiosis to the passage of traits from parent to offspring. Patterns of Inheritance Page 6
Our understanding of heredity originates with the experiments of Gregor Mendel. He was the first to envisage that there were definite units of heredity that we now call genes. Through numerous experiments, careful data collection and analysis, Mendel determined that some phenotypes will be displayed and others will be hidden, which are referred to as dominant and recessive. Scientists would later discover that this type of inheritance is only one way genes are expressed; other types of inheritance include codominance, incomplete dominance, multiple alleles, polygenic inheritance, epistasis, and pleiotrophy. The student will construct a representation that connects the process of meiosis to the passage of traits from parent to offspring. The student will apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets. The student will explain deviations from Mendel's model of the inheritance of traits. The student will explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics. The student will describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendel's model of the inheritance of traits. The student will predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection. The student will explain the connection between genetic variations in organisms and phenotypic variations in populations. Molecular Inheritance The expression of genetic material controls cell products, and these products determine the metabolism and nature of the cells. Gene regulation results in differential gene expression, leading to cell specialization. This chapter is an extension of basic Mendelian genetics, discussing gene linkage and how mutations of genes and chromosomes affect human phenotypes. The student will construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information. The student will justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information. The student will pose questions about ethical, social or medical issues surrounding human genetic disorders. Unit: Genome Expression Duration: 4 Week(s) The development of technology has allowed us to apply our knowledge of genetics, reproduction, development, and evolution to meet human needs and wants. EU3B: Expression of genetic information involves cellular and molecular mechanisms. EU3E: Transmission of information results in changes within and between biological systems. EK4a3: Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues, and organs. What cellular and molecular mechanisms are involved in the expression of genetic information? How does the transmission of information result in changes in biological systems? What external stimuli affect the regulation of gene expression? Example Assessment Items Lab: Modeling DNA Replication, Transcription, Translation, and Mutation Lab: Paper Plasmids Lab: Catnapper - DNA Forensics Lab: Rockina - DNA Forensics Lab: Investigation Bacterial Genomes Investigation #9: Biotechnology - Restriction Enzyme Analysis of DNA Project: Jurassic Park - Fact or Fiction Project: Henrietta Lacks Abstract Topic: Gene Expression - Transcription & Translation Duration: 5 Day(s) The double-stranded structure of DNA allows for the transmission of hereditary information by using each strand as a template, preserving and duplicating the information to be passed on to future generations. In order for information in DNA to direct cellular processes, information must be transcribed and translated via protein synthesis. The structure of DNA and process of protein synthesis provides for continuity of life. Page 7
The student will connect concepts that describe mechanisms that regulate the timing and coordination of physiological events. The student will design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation. The student will justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation. The student will justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms. The student will describe representations and models illustrating how genetic information is translated into polypeptides. The student will predict how a change in a specific DNA or RNA sequence can result in changes in gene expression. The student will describe the connection between the regulation of gene expression and observed differences between different kinds of organisms. The student will describe the connection between the regulation of gene expression and observed differences between individuals in a population. The student will explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function. The student will create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced. Chromosomal Organization & Regulation Genetic information is housed in the DNA and organized into chromosomes. Prokaryotic and eukaryotic cells organize their chromosomes and regulate gene expression differently. The student will explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function. The student will justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms. The student will use representations to describe how gene regulation influences cell products and function. The student will explain how signal pathways mediate gene expression, including how this process can affect protein production. The student will use representations to describe mechanisms of the regulation of gene expression. Biotechnology The student will justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies. The student will explain how signal pathways mediate gene expression, including how this process can affect protein production. Unit: English Language Arts within and Technology Content Duration: Ongoing The following unit is aligned with Common Core and focused on the importance of reading and writing in the content areas. This unit is specifically focused on science and technology. Reading scientific pieces include various elements that are different than in other contents. Writing scientific pieces has various elements that are different than in other contents. How do reading scientific texts vary from other content areas? How to you express your idea and knowledge differently in scientific writings? Topic: English Language Arts within and Technology Content Duration: Ongoing The student will cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. The student will write arguments focused on discipline-specific content. Page 8
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. - Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. - Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - Provide a concluding statement or section that follows from or supports the argument presented. The student will write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. - Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. - Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. - Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. - Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). The student will write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. The student will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. The student will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The student will use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. The student will conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. The student will gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Page 9