West Windsor-Plainsboro Regional School District AP Biology Grades 11-12
Unit 1: Chemistry of Life Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale The structural levels from molecules to organisms ensure successful functioning in all living organisms and living systems. Standard 5.1 CPI # 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Recommended Pacing 3 weeks State Standards Cumulative Progress Indicator (CPI) Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Instructional Focus Unit Enduring Understandings Structure is related to function at the molecular level Most biochemical reactions would not take place at rates fast enough to sustain life if there were no enzymes All living things are made of the same chemicals and building blocks Unit Essential Questions Objectives
Students will know: What makes water critical for life on Earth Water s chemical and physical characteristics The main classes of organic compounds important in biology and their functional groups The nature of biochemical reactions, including the action of enzymes Students will be able to: Relate structure to function on the molecular level Identify organic compounds based on their functional groups Differentiate between types of biochemical reactions Explain how an enzyme works Core Text: Biology, Campbell, ISBN 805367772 Suggested Resources: Resources
Unit 2: Cells Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale The structural levels from molecules to organisms ensure successful functioning in all living organisms and living systems. Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. Standard 5.1 CPI # 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Recommended Pacing 2 weeks State Standards Cumulative Progress Indicator (CPI) Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Instructional Focus Unit Enduring Understandings Unit Essential Questions Objectives Students will know:
The structure and function of cell organelles and other subcellular components The fluid mosaic model of cell membrane How cells behave in a variety of osmotic environments How cells transport materials through the membrane How cells reproduce Students will be able to: Differentiate between eukaryotes and prokaryotes Explain the fluid mosaic model of the membrane Predict the behavior of cells in a variety of osmotic environments Differentiate between all of the mechanisms for transmembranal cell transport Relate structure to function at the cellular and subcellular levels Explain how cell reproduction is regulated Core Text: Biology, Campbell, ISBN 805367772 Suggested Resources: Resources
Unit 3: Cellular Energetics Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. Energy is the capacity to do work. All living organisms are active (living) because of their abilities to link energy reactions to the biochemical reactions that take place within their cells. Standard 5.1 CPI # 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Recommended Pacing 4 weeks State Standards Cumulative Progress Indicator (CPI) Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Instructional Focus Unit Enduring Understandings Unit Essential Questions Objectives
Students will know: How biochemical reactions that are energetically unfavorable may be driven by coupled reactions The ubiquitous role of ATP The steps in the anaerobic and aerobic respiratory pathways The steps in photosynthesis Students will be able to: Explain the mechanisms by which cells drive thermodynamically unfavorable reactions Calculate the ATP yield for various steps in aerobic respiration based on a molecule of glucose Identify the steps in cell respiration Identify the steps in photosynthesis Explain how cells regulate biochemical pathways such as respiration and photosynthesis Resources Core Text: Biology, Campbell, ISBN 805367772 Suggested Resources:
Unit 4: Heredity Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale All species tend to maintain themselves from generation to generation using the same genetic code. However, there are genetic mechanisms that lead to change over time, or evolution. Standard 5.1 CPI # 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Recommended Pacing 2 weeks State Standards Cumulative Progress Indicator (CPI) Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Instructional Focus Unit Enduring Understandings Unit Essential Questions Objectives Students will know: The phases of meiosis
Principles of Mendelian genetics, including Independent Assortment of Alleles and Segregation of Alleles Non Mendelian patterns of inheritance The structure of the eukaryotic chromosome Students will be able to: Explain how meiosis produces sex cells Differentiate between oogenesis and spermatogenesis Explain how meiosis produces genetic variation among gametes Solve genetics problems Explain the structure and function of chromosomes Resources Core Text: Biology, Campbell, ISBN 805367772 Suggested Resources:
Unit 5: Molecular Genetics Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale All species tend to maintain themselves from generation to generation using the same genetic code. However, there are genetic mechanisms that lead to change over time, or evolution. The structural levels from molecules to organisms ensure successful functioning in all living organisms and living systems. 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. Standard 5.1 CPI # 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Recommended Pacing 4 weeks State Standards Cumulative Progress Indicator (CPI) Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Instructional Focus Unit Enduring Understandings Unit Essential Questions
Objectives Students will know: The structure and function of DNA The types of RNA and what each does How DNA expression is regulated The impacts of mutations on gene expression Viral genetics The impact of biotechnology on molecular genetics Students will be able to: Use the genetic code to transcribe and translate DNA Explain the roles of the various kinds of RNA in molecular genetics Explain how gene expression is regulated Explain the impact of various mutations on phenotypic expression Transform E. coli with a plasmid Explain the processes of PCR, DNA sequencing, cloning, etc. Resources Core Text: Biology, Campbell, ISBN 805367772 Suggested Resources:
Unit 6: Evolutionary Biology Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale Evolution is the biological change of organisms that occurs over time and is driven by the process of natural selection. Evolution accounts for the diversity of life on Earth. All species tend to maintain themselves from generation to generation using the same genetic code. However, there are genetic mechanisms that lead to change over time, or evolution. Standard 5.1 CPI # 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Recommended Pacing 3 weeks State Standards Cumulative Progress Indicator (CPI) Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Instructional Focus Unit Enduring Understandings Unit Essential Questions Objectives
Students will know: That evolution is the cornerstone of biology and the tie that binds all of biology together The contributions of Lamarck, Darwin, Wallace, and others on the modern understanding of evolution Students will be able to: Explain the Theory of Natural Selection Provide and interpret evidence for evolution Explain genetic drift, punctuated equilibrium and the founder effect on the evolution of certain species Discuss the evidence for the origin of life on Earth Resources Core Text: Biology, Campbell, ISBN 805367772 Suggested Resources:
Unit 7: Diversity of Organisms Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale All species tend to maintain themselves from generation to generation using the same genetic code. However, there are genetic mechanisms that lead to change over time, or evolution. Evolution is the biological change of organisms that occurs over time and is driven by the process of natural selection. Evolution accounts for the diversity of life on Earth. Standard 5.1 CPI # 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Recommended Pacing 3 weeks State Standards Cumulative Progress Indicator (CPI) Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Instructional Focus Unit Enduring Understandings Unit Essential Questions Objectives
Students will know: The criteria by which species are classified The relationship between taxonomy and phylogeny Students will be able to: Explain the nature of modern taxonomy Construct and interpret phylogenetic trees Discuss the impacts of periodic mass extinctions on the evolution of life on Earth Resources Core Text: Biology, Campbell, ISBN 805367772 Suggested Resources:
Unit 8: Structure & Function of Plants & Animals Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale Evolution is the biological change of organisms that occurs over time and is driven by the process of natural selection. Evolution accounts for the diversity of life on Earth. All species tend to maintain themselves from generation to generation using the same genetic code. However, there are genetic mechanisms that lead to change over time, or evolution. The structural levels from molecules to organisms ensure successful functioning in all living organisms and living systems. Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. Standard 5.1 CPI # 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Recommended Pacing 6 weeks State Standards Cumulative Progress Indicator (CPI) Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Instructional Focus Unit Enduring Understandings Unit Essential Questions
Objectives Students will know: How the major taxonomic groups of plants and animals have solved the problems of gas exchange, nutrient procurement and processing, removal of waste, reproduction, embryonic growth and development, response to environmental stimuli and maintenance of steady state Students will be able to: Relate structure to function in organs and systems of a variety of plants and animals Discuss how plants and animals respond to environmental stimuli Resources Core Text: Biology, Campbell, ISBN 805367772 Suggested Resources:
Unit 9: Ecology Content Area: Science Course & Grade Level: AP Biology, 11 12 Summary and Rationale Living organisms rarely exist alone in nature. Scientific research often leads to technological advances that can have positive and/or negative impacts upon society as a whole. Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms. Standard 5.1 CPI # 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Recommended Pacing 2 weeks State Standards Cumulative Progress Indicator (CPI) Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. Develop and use mathematical, physical, and computational tools to build evidence based models and to pose theories. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Build, refine, and represent evidence based models using mathematical, physical, and computational tools. Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on and revise understandings as new evidence emerges. Use data representations and new models to revise predictions and explanations. Consider alternative theories to interpret and evaluate evidence based arguments. Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare. Instructional Focus Unit Enduring Understandings Unit Essential Questions Objectives Students will know:
How biological communities are organized How populations change over time in response to environmental factors How humans have impacted the natural world How an ecosystem s species interact with one another How ecosystems develop and evolve over time Students will be able to: Describe and explain patterns by which an ecosystem s species interact Explain the birth, development, maturation and demise of an ecosystem Relate biodiversity to ecosystem health Explain patterns of population dynamics Discuss global environmental issues Core Text: Biology, Campbell, ISBN 805367772 Suggested Resources: Resources