Pacing Guide AP Bio
AP® Biology
Syllabus
Personal Philosophy
AP® Biology at our high school represents a ‘cap stone’ course that enables students to integrate and apply the knowledge and skills from biology, chemistry, and physics with a comprehensive college level biology curriculum as outlined by the College Board. Although the class closely adheres to the prescribed biology content and labs, I believe that the course should also allow students to see how dynamic biology is today and how important it is in fostering an understanding of the social and environmental concerns that will face this generation. To that end, I try to make the course as current as possible through the use of topical journal articles from BioScience, Science, Nature, Science News, etc. as well as, the analysis of bioethical issues. (CR5)
As part of the AP® Biology redesign the course will now be structured around the enduring understandings within the four big ideas as described in the AP® Biology Curriculum Framework. Each unit of study can be related to one or more of the four big ideas, and this will serve as the ‘common thread’ that unifies our study. Laboratory investigation have always been a central aspect of the course and now under the redesign time will be afforded to allow most of the investigations to be conducted via an inquiry and a student centered approach. (CR6) The high school science department has a strong commitment to lab report writing and students enter the class with strong lab writing skills. Developing research questions, developing experimental design, collecting scientific data, interpreting data and communicating the results will continue to be a focus of the class. Students will write a minimum of one formal lab report a quarter, and they will keep a composition book that records the labs for each lab investigation conducted. (This lab composition book will be part of their assessment, but will also go with them to college as a piece of evidence of their previous work.) Periodically lab groups will be asked to present their scientific findings to the class or department.(CR8)
Course Overview
Classes meet four times a week. Two classes are 53 minutes long and two classes are 81 minutes long. These longer periods are almost always devoted, partially or in full, toward the laboratory component of the course. We will be conducting the labs in the AP® Biology Lab Manual for Students using the CarolinaTM Science AP Biology products and / or BioRad. (See chart below.) These inquiry-based investigations have been designed to meet the goals of the revised AP® Biology curriculum and the content within each of the four Big Ideas. Added to these labs, each unit also includes several lab activities from various sources that support the unit objectives. (CR2;CR7)
Supplemental to these ‘wet labs’, students also have access to the on-line labs that support their textbook. (Biology 9th edition by Neil A. Campbell and Jane B. Reese) (CR1)
During the shorter classes students often have a lecture / discussion on these readings. I try to make these classes as student centered as possible. The discussions are very Socratic in nature. Students are required to come to class prepared to be asked questions about the reading and to ask me questions. It is through these discussions and probing questions that students make connections to their existing science knowledge. It is also one of the methods I use to integrate the four Big Ideas as outlined by the course description offered by the College Board. (CR2)
The class takes one field trip during the year. In years past the class has gone to a Sam Rhine seminar where students learn about the latest biotechnology research or to BioConnect NH at NHCTC / Statham – Pease Campus. At a BioConnect field trip students learn several biotechnology techniques and then apply these techniques in one or more experiments. (CR4)
During the last four weeks of the course, (following the AP® Biology Exam) students are required to conduct a final project for the course. Student’s projects might include an individual research project, independent science experiment involving an area of interest, developing and implementing a teaching unit for younger students, etc. (CR4)
Materials
Campbell, Neil and Reece, Jane B. 2009, AP Edition Biology, 9th edition, San Francisco,CA: Pearson Benjamin Cummings. (CR1)
Holtzclaw, Fred and Theresa, 2008, Pearson Education AP Biology Test Prep Series, 8th edition, San Francisco,CA: Pearson Benjamin Cummings.
Carolina Biological, AP Biology Lab Manuals
Magloire, Kim, AP Biology Prep Book, 2012, The Princeton Review, 2012 edition, Random House, Inc. New York
AP Biology Investigative Labs: An Inquiry-Based Approach, The College Board, 2012
Released multiple choice tests and Free Response biology questions
Laboratory / classroom with appropriate facilities to conduct inquiry based labs
Websites
- AP Central
- Lab Bench
- Online Campbell Biology
- The Biology Project – U. of Arazona
- Prentice Hall – The Biology Place
- LEARN.GENETICS.UTAH.EDU
- Cells Alive
Key to Course Schedule & Scope and Sequence
CR – Curricula Requirements (1,2,3a-d,4a-d, 5,6,7,and 8)
BI – Big Idea (1-4)
EU – Essential Understanding (AP Biology Curriculum Framework)
IE – Illutrative Example
SP – Science Practices (1-7)
Course Schedule & Scope and Sequence
Matrix of Science Practices in the Laboratory (CR6)
Key: SP1 – use of representations and models
SP2 – use of mathematics
SP3 – engage in scientific questioning
SP4 – plan & implement data collection strategies
SP5- perform data analysis & evaluation of evidence
SP6 – work with scientific explanations / theories
SP7 – connect and relate knowledge
BI1 – Evolution
BI2 – Energy Process
BI3 – Information
BI4 – Interactions
EU - Essential Understanding (see AP Biology Curriculum Framework)
Matrix of Enduring Understandings between two “Big Ideas” (CR3)
(Below is a list of a few of the connections for each of the units, but by no means represents all the connections or illustrative examples addressed in the course.)
Quarter Projects to Investigate “Big Ideas” outside the laboratory
AP Biology – Syllabus /Pacing Guide / Student Reading
Biology 6th Edition
by Campbell, Reece, Mitchell
©2002 by Benjamin Cummings, an imprint of Addison Wesley
Test / Quiz date:
Summer Reading
Unit 8: Ecology (C3)
Week 1:
Basics of Ecology and Behavior
Chapter 50: An Introduction to Ecology and the Biosphere Summer Reading
Chapter 51: Behavioral Biology &
Chapter 52: Population Ecology Notes
Chapter 53: Community Ecology
Chapter 54: Ecosystems
Chapter 55: Conservation Biology Sept. 8
Semester I
Unit 1: Chemistry of Life (C1)
Week 2:
Introduction to Biology and the Chemistry of Biology
Chapter 1: Introduction: Themes in the Study of Life
Chapter 2: The Chemistry Context of Life
The Significance of Water Molecules and Carbon Atoms for Life
Chapter 3: Water and the Fitness of the Environment
Chapter 4: Carbon and Molecular Diversity of Life Sept. 15
Macromolecules and Metabolism with a Focus on Enzymes
Chapter 5: The Structure and Function of Macromolecules
Chapter 6: An Introduction to Metabolism Sept. 22
Unit 2: The Cell (C1)
Cell Structure and Function with a Focus on Membranes
Chapter 7: A Tour of the Cell
Chapter 8: Membrane Structure and Function Sept. 29
Cellular Respiration
Chapter 9: Cellular Respiration: Harvesting Chemical Energy Oct. 6
Photosynthesis
Chapter 10: Photosynthesis Oct. 13
Cell Communication and Cell Cycle: Focus on Mitosis
Chapter 11: Cell Communication
Chapter 12: The Cell Cycle Oct. 20
Unit 3: Genetics (C2)
Meiosis and Mendelian Genetics
Chapter 13: Meiosis and Sexual Life Cycles
Chapter 14: Mendel and the Gene Idea Oct. 27
Chromosomal and Molecular Basis of Inheritance
Chapter 15: Chromosomal Basis of Inheritance
Chapter 16: Molecular Basis of Inheritance Nov. 3 (End of 1st quarter)
Transcription, Translation, and the Genetics of Microbes
Chapter 17: From Gene to Protein
Chapter 18: Microbial Models: The Genetics of Viruses and Bacteria Nov. 17
Eukaryotic Genomes and DNA Technology
Chapter 19: The Organization and Control of Eukaryotic Genomes
Chapter 20: DNA Technology
Chapter 21: The Genetic Basis of Development Dec. 1
Unit 7: Animal From and Function (C3)
Introduction to Morphology and Physiology
Chapter 40: An Introduction to Animal Structure and Function
Chapter 41: Animal Nutrition Dec. 8
Circulatory, Respiratory, and Immune Systems
Chapter 42: Circulatory and Gas Exchange
Chapter 43: The Body's Defenses Dec 15
Christmas / New Years Break
Week 5&6
Homeostasis: Focus on the Excretory and Endocrine Systems
Chapter 44: Controlling the Internal Environment
Chapter 45: Chemical Signals in Animals Jan. 5
Concepts: Animal Reproduction and Development
Chapter 46: Animal Reproduction
Chapter 47: Animal Development Jan. 12
Nervous System and Sensory and Motor Mechanisms
Chapter 48: Nervous System
Chapter 49: Sensory and Motor Mechanisms Jan. 19 (End of 2nd qtr.)
Week 9: Midterm Exams
Semester II
Unit 4: Mechanism of Evolution (C2)
Evolution of Populations and Modes of Speciation
Chapter 22: Descent with Modification: A Darwinian View of Life
Chapter 23: The Evolution of Populations
Chapter 24: The Origin of Species Jan. 26
Phylogeny and the Origin of Life
Chapter 25: Tracing Phylogeny
Chapter 26: Early Earth and the Origin of Life Feb. 2
Analysis of the Kingdoms Monera and Protista and a Quantitative Analysis of Respiration
Chapter 27: Prokaryotes and the Origin of Metabolic Diversity
Chapter 28: The Origins of Eukaryotic Diversity Feb. 9
Unit 5: Evolutionary History of Biological Diversity (C3)
Plant Diversity and Evolution
Chapter 29: Plant Diversity I: The Colonization of Land
Chapter 30: Plant Diversity II: The Evolution of Seed Plants Feb. 16
Fungi and Animal Evolution
Chapter 31: Fungi
Chapter 32: Introduction to Animal Evolution Feb 23
Winter Break
Week 6:
Invertebrates and Vertebrate Evolution
Chapter 33: Invertebrates
Chapter 34: Vertebrate Evolution and Diversity March 9
Unit 6: Plants Form and Function (C3)
Plant Morphology and Growth, Transport and a Quantitative Analysis of Transpiration
Chapter 35: Plant Structure and Growth
Chapter 36: Transport in Plants March 16
Plant Nutrition and Reproduction
Chapter 37: Plant Nutrition
Chapter 38: Plant Reproduction and Development March 23
Control Systems of Plants
Chapter 39: Control Systems in Plants March 30 (End 3d qtr.)
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Unit: AP Exam Review
Week 1: Princeton Review Ch 1-4
Week 2: Princeton Review Ch 5-8
Spring Break
Week 3: Princeton Review Ch 9-12
Week 4: Princeton Review Ch 13-15
AP Biology Exam – Monday, May 14, 2008
Week 5-9: Final Projects