Mr. Christopher Martin
cmartin@daltonschool.kr
Embedded Files
AP Biology
Course Description
Course Description
AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes, energy and communication, genetics, information transfer, ecology, and interactions. Students will develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains through conceptual understandings of content. Areas of study fall under the broad categories of Molecules and Cells, Heredity and Evolution, and Organisms and Populations
Units of Study & Assessment Information
Units of Study & Assessment Information
Unit 1: Ecology
Unit 1: Ecology
August 18 ~ September 12
(5 weeks)
Unit 2: Chemistry of Life
Unit 2: Chemistry of Life
September 16th ~ October 9
(3 weeks)
Unit 3: Cell Structure and Function
Unit 3: Cell Structure and Function
October 10 ~ October 30
(3 weeks)
Unit 4: Cellular Energetics
Unit 4: Cellular Energetics
October 31 ~ November 30
(5 weeks)
Unit 5: Cell Communication and Cell Cycle
Unit 5: Cell Communication and Cell Cycle
December 1 ~ January 16
(4 weeks)
Unit 6: Heredity
Unit 6: Heredity
February 2 ~ February 27 (4 weeks)
Unit 7: Gene Expression and Regulation
Unit 7: Gene Expression and Regulation
March 1 ~ March 27 (4 weeks)
Unit 8: Natural Selection
Unit 8: Natural Selection
March 29 ~ April 17 (4 weeks)
Week by Week Breakdown by Section
Week by Week Breakdown by Section
Unit 1: Ecology
Week 1: How does the behavioral and/or physiological response of an organism relate to changes in internal or external environment?
Week 2: How does the behavioral and/or physiological response of an organism relate to changes in internal or external environment?
Week 3: In what ways do communities interact within their environments that result in the movement of matter and energy? How does the diversity of a species within an ecosystem influence the stability of the ecosystem?
Week 4: How do changes in free energy available to organisms result in changes in population size and disruptions to an ecosystem?
Week 5: How do changes in free energy available to organisms result in changes in population size and disruptions to an ecosystem?
Unit 2: Chemistry of Life
Week 6: How do molecules and atoms from the environment build new molecules? In what ways do the subcomponents of biological molecules and their sequences determine the properties of those molecules?
Week 7: What interactions between molecules affect their structure and function?
Week 8: In what ways do DNA and RNA molecules have similarities and differences that define their function?
Unit 3: Cell Structure and Function
Week 9: In what ways do eukaryotic cells’ internal membranes and organelles contribute to cell functions?
Week 10: How do surface-area-to-volume ratios affect the ability of biological systems to obtain necessary resources or eliminate waste products? How is growth and dynamic homeostasis maintained by the constant movement of molecules across membranes?
Week 11: How is growth and dynamic homeostasis maintained by the constant movement of molecules across membranes?
Unit 4: Cellular Energetics
Week 12: In what ways do all living systems require a constant input of free energy?
Week 13: In what ways do all living systems require a constant input of free energy? How do organisms capture and store free energy for use in biological processes?
Week 14: How do organisms capture and store free energy for use in biological processes?
Week 15: How do organisms capture and store free energy for use in biological processes?
Week 16: In what ways do all living systems require a constant input of free energy? How do organisms capture and store free energy for use in biological processes?
Broad Learning Categories
Broad Learning Categories
Course Content (50%)
The big ideas serve as the foundation of the course and allow students to create meaningful connections among course concepts
Big Idea 1: Evolution (EVO) - The process of evolution drives the diversity and unity of life.
Big Idea 2: Energetics (ENE) - Biological systems use energy and molecular building blocks to grow, reproduce, and maintain dynamic homeostasis.
Big Idea 3: Information Storage and Transmission (IST) - Living systems store, retrieve, transmit, and respond to information essential to life processes.
Big Idea 4: Systems Interactions (SI) - Biological systems interact, and these systems and their interactions exhibit complex properties.
Science Practices (50%)
The science practices are central to the study and practice of biology. Students will be developing and applying the described practices on a regular basis over the span of the course.
Science Practice 1: Concept Explanation - Explain biological concepts, processes, and models presented in written format.
Science Practice 2: Visual Representations - Analyze visual representations of biological concepts and processes.
Science Practice 3: Questions and Methods - Determine scientific questions and methods.
Science Practice 4: Representing and Describing Data - Represent and describe data.
Science Practice 5: Statistical Tests and Data Analysis - Perform statistical tests and mathematical calculations to analyze and interpret data.
Science Practice 6: Argumentation - Develop and justify scientific arguments using evidence.
Students will have a series of formative (ungraded) assessments to check for progress and understanding, followed by a summative (graded) assessment. Students are offered the chance to improve and reassess at a later date in accordance with the Reassessment Policy agreed upon by the science department.
Proficiency Scale
Proficiency Scale
Course Expectations
Course Expectations
Come to class prepared with all necessary course materials.
Complete assignments thoroughly and submit them on time.
Perform laboratory experiments that demonstrate inquiry.
Master standards relevant to each unit.
Work effectively in collaborative groups.
Show kindness, open-mindedness, and respect to peers.
Seek appropriate help when needed.
Students can expect the following from the teacher concerning the following:
GOOGLE CLASSROOM - All assignments will be posted in Google Classroom. If you are having trouble locating it, contact the teacher.
RUBRICS AND POLICIES - Once posted here they will not change. However, if a chance is necessary the teacher will inform students well in advance and will clearly mark the changes.
Quick Link High School Policies
Quick Link High School Policies
Page updated
Report abuse