LearnSmart, Chapters 1-3
AP Biology Detailed Syllabus 2013-2014Course Overview:Biology is an experimental science and one in which knowledge and understanding is gained through observation and experimentation and through a growing awareness of the vast array of interconnections between all levels of the hierarchy of biology’s domains (molecular, cellular, tissue, organ, organ systems, organism, population, community, ecosystem, and biosphere). Biology has come to be a huge body of information that, in this AP Biology course, is organized around four “Big Ideas” in which student focus is directed toward a series of “enduring understandings” illustrated by specific course content, “essential knowledge” components of the course. My additional goal as a biology teacher is to awaken in my students the sense of wonder and appreciation shared by biologists through an understanding of how we know what we know as well how the important big-picture ideas are supported, enhanced and interconnected by a working knowledge of selected details (curricular “essential knowledge” items). My students begin the year asking the question “what changes take place in the starch content of a ripening banana” and learn how quantitative data collection (of amyloplasts per cell in this case) and statistics (mean, standard deviation, standard error, student t tests) can be used as tools to analyze variable systems such as cells to draw valid conclusions regarding trends. These and other lab techniques are learned through direct involvement in inquiry-based laboratory investigations that involve a minimum of 25 percent of class time and involve a minimum of two labs from each of the four “Big Ideas” as outlined by the AP Biology curriculum. These laboratory investigations inform and are informed by the textbook and other content information sources and are usually, but not always, performed in tandem with the current course material to help develop the “enduring understandings.” Every laboratory emphasizes and reinforces experimental design, tied to my “Experimental Design Worksheet” that guides student planning, execution, and reporting of each experiment and its findings. Students report their findings in a variety of ways including formal lab reports, giant single-slide printed PowerPoint posters, mini posters, and oral presentations of projected posters. Student-directed laboratory investigations are used throughout the course to allow students to apply the seven science practices defined in the AP Biology Curriculum Framework. Through the year I rely heavily on articles from Science News and selected articles from Time, Scientific American, Science and others, including online sources to paint the picture of biology as a developing body of knowledge based upon conclusions from experimentation and that biologists do not always agree and that consensus is sought though rigorous and vigorous presentation and interpretation of data and debate. These discussions also provide additional opportunities (aside from the textbook), to examine experimental design and the limitations of technology in answering certain questions. For instance, I find that the numerous approachable articles appearing in Science News dealing with evolution, such as the placement of birds in the dinosaur evolutionary tree, or the location of the first cell’s origin, develop these points particularly well. Following the AP Exam, in a sort of “final investigative exam” my students work independently, or in groups of two, to take one of their favorite AP laboratory investigations (from a pre-selected group for time availability purposes) for which they had learned the methodology, and ask a brand new question (perhaps one they did not have time for the first time around) employing the technique learned in that lab. After designing and executing their experiment they present their findings in a poster session and oral presentation to an audience of their classmates and other students and faculty / administrators from the school invited to the session.Resources:Primary Textbook: Biology, AP Edition; Mader, Sylvia S., Windelspecht, Michael; McGraw Hill, 11th edition, copyright 2013.Additional instructional sources:Biology, AP Edition: textbook online LearnSmart and Connect Plus student activity, homework, and assessment website by McGraw Hill. Student access to eBook and additional course materials included. Each student has their own laptop for in-class access as well as out of class access. AP Biology Investigative Labs: An Inquiry Approach, The College Board, 2012.Biology; Jane B. Reece, Lisa A. Urry, Michael L. Cain and Steven A. Wasserman; Benjamin Cummings, 9th edition, copyright 2010.Biology; Solomon, Eldra, Berg, Linda, Martin, Diana; Brooks Cole, 9th edition, Copyright 2011.Biology, Concepts and Connections; Campbell, Reece, Taylor, Simon and Dickey; Benjamin Cummings and Pearson, 6th Edition, copyright 2008. Textbook sections and DVD resources, animations.Science News Magazine (of the Society for Science and the Public). Selected articles from Scientific American, Science, and Time.Howard Hughes Medical Institute DVD series with gene, genetics, and evolution-based topics.Internet sites including YouTube videos such as Kahn Academy (for Flipping classes), animations, National Center for Biotechnology Information resources, computer modeling simulators, images, science current events, Prentice Hall – The Biology Place, Becoming Human, DNA Learning Center (Cold Spring Harbor).Vernier Logger Pro and associated probes for gas pressure measurement and colorimetry (Spectravis). POGIL Activities for Biology, Linda Trout Editor, Flinn Science, Inc., Copyright 2012.Analytical and graphing software: Excel, on-line student t test (statistical) calculators, Vernier Logger Pro. Additional instructional sources, continued:Flinn Scientific AP Biology Lab Kits: Artificial Selection, Photosynthesis and Leaf Discs, Diffusion and Osmosis, Peroxidase Enzyme Activity, Mitosis, Understanding Evolutionary Relationships, Rate of Transpiration, Environmental Effects on Mitosis, Cancer and the Loss of Cell Cycle Control, Caution! Mold Crossing Ahead - Sordaria Genetics, Edvotek and BioRad (restriction enzyme) DNA Fingerprinting/Crime Scene Analysis and pGlo bacterial transformation AP Biology lab kits, respectively.Course Schedule Classes meet for four, forty-five minute periods and two, seventy five minute periods a week. At least one of the double periods a week is used for lab work, but more often lab work is also infused into the single periods as well. Students are also expected to complete laboratory work during their free periods, after school, or in selected evenings. Throughout the year eight “Big Idea” labs, identical to or very much like those in AP Biology Investigative Labs: An Inquiry Approach, are conducted, as well as numerous others. Students are required to read chapters assigned in the course syllabus from Biology, eleventh edition (2013), by Mader and Windelspecht. Students are taught to highlight and margin-note their textbooks and are expected to do this throughout the year with random, mid-class checks occurring periodically. Also, students complete the on-line LearnSmart for each chapter in addition to a second set of on-line review questions on the ConnectPlus McGraw Hill website and/or selected textbook review questions and problems. Assessments: Chapter tests and unit tests are given on information and themes from textbook chapters. Multiple choice and short answer questions and AP-style essays, including laboratory themes and data analysis, are the basis for these tests. For test credit, students are encouraged to complete test corrections for the multiple choice questions on selected assessments, giving the correct choice, why it is the correct choice based on the text and class lectures, and why their first choice was incorrect, also supported by text and lecture information. Other assessments include lab assessments (discussed in the Course Overview and Unit Syllabi), scientific article analysis and discussion, website-based analysis and summary, class activity-based questions, and take-home tests. One significant take home test essay (simply called the “Corn Essay” in the Course Schedule, page 18) done over several nights is an essay uniting 98 terms taken largely from but not limited to the first thirteen chapters of the text, starting with biomolecules and inclusive of signal transduction, gene regulation, detailing the changes and activities that proceed from the imbibition of water by a corn seed, the release of gibberellin by the corn embryo to the alleurone cell layer and its action in stimulating the transcription of the gene for alpha amylase in that target tissue, and ending with the emergence of a self-supporting corn seedling. Tying together gene activities with hydrolysis, cellular respiration, mitosis and plant growth and development, and photosynthesis gives the students an opportunity to organize for themselves the pieces of the course to date into the context of a common but complex big picture situation, rich with interconnections between Big Ideas 2, 3 and 4. This is one of my favorite summative assessments, the kind that ties it all together and forces my students to assemble and make the interconnections it on their own because it is not presented quite this way in any textbook. Detailed Course OutlineUnit 1: Overview of Biology, Molecules, Cells and EnergyTopicsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 1Big Ideas:1, 2, 3, 4 Unity of Evolution, diversity of life and taxonomic organizationEvolution by Natural SelectionSummer work, Read, highlight and margin-note (Read, HL, MN) Chapters 1, 2, 3Read, HL, MN text 15.2Read Artificial Selection LabRead plant life cycle pp 502-509Mini poster research using text citing biochemical and physical/cellular similarities and differences between three domains and then eukaryotic kingdoms as basis for classification. CR3a (EU1A, 3A and 4A), CR4a, CR4c, CR8.Peppered Moth Simulation online (prediction, execution, analysis). CR3a: EU 1A2 and 4B3 Start Parents Artificial Selection Lab 1(Also a Fast Plant F1 dihybrid cross)CR6, CR7LearnSmart, Chapters 1-3Review Questions Chapters 1-3Test on Chapters 1-3 Mini poster CR8Activity Summary with predictions, data and analysis. CR8Lab notebook entry.CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR4a: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 1.CR4c: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 3.CR4d: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 4.CR3a: Students connect the enduring understandings within Big Idea 1 to at least one other Big Idea.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic communication skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6TopicsReadingsActivity/LabAssessmentCourse Requirement(s)Chapters 2, 3: Atoms, Molecules and biomoleculesBig Ideas 1, 2,3,4Atoms, bonding, molecules and molecular polarity.Polarity of water, adhesion and cohesion. and importance in living systems; Acids, bases and buffersCarbon’s role in biomolecular diversity, importance of functional groups to polarityMonomers and polymers, synthesis and hydrolysis.Chapter 2 and 3 from textbook: HL and MNRead Banana Lab Background Information and Part I with Baseline Activity and hypothesesProperties of water and molecular polarity guided demo activity SP1, 6Banana Lab Part I: Amyloplast count per cell in ripening bananas; use this indicator to determine ripening pattern in banana fruit.CR 3b, 3c: 2C1, 2E2, 3B2, 3D2, 3D3, and 4A2. CR6Students act out dehydration synthesis and hydrolysis, holding -OH groups in each hand. EU2A, CR4bLearnSmart, Chapters 1-3Review Questions Chapters 1-3Test on Chapters 1-3 Students explain verbally their findings to the class. CR8Lab report including spreadsheet creation, graphs. CR8Students take turns verbally explaining what is happening. CR8CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR3b: Students connect the enduring understandings within Big Idea 2 to at least one other Big Idea.CR3c: Students connect the enduring understandings within Big Idea 3 to at least one other Big Idea.CR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic communication skills.CR4b: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 2.CR7 Students are engaged in student directed lab investigations 25% of the timeTopicsReadingsActivity/LabAssessmentCourse Requirement(s)Chapters 3: biomoleculesBig Ideas 1, 2,3,4Examine structure, properties and functions of carbohydrates, lipids, proteins and nucleic acids.Cellulose vs starch and resulting symbioses in ruminants, termites, rabbits.Levels of protein structure, polarity of amino acids and locations in the cell.HL, MN Chapter 3Students build macromolecules with Molymod kits CR4aStudents examine protein structures using Google image and video searches CR4a, 4bActivity: Students compare USDA and Willet and Stampfer (Sci. American) “Harvard” food pyramids for health benefits and biomolecule uses in the body.CR3b: EU 2D3, 4A1 and 4C1. CR 4b and 4d LearnSmart, Chapters 1-3Review Questions Chapters 1-3Test on Chapters 1-3 w/ Free ResponseStudent-led class discussions on their image and video discoveries: focus on structure and function. CR8Students write a series of essays responding to questions comparing the two food pyramids and biomolecule use in the body.CR8CR4a: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 1.CR3b: Students connect the enduring understandings within Big Idea 2 to at least one other Big Idea.CR4b: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 2.CR4c: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 3.CR4d: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 4.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkTopicsReadingsActivity/LabAssessmentCourse Requirement(s)Cells and Cellular Energetics(Structure and Function) Big Ideas 1, 2, 3, 4Chapter 4:Cell size, surface area: volume ratioProkaryotic cellsEukaryotic Cells, plant and animal. Nucleus, ribosomes and endomembrane system with cytoskeleton involvement.Chloroplasts, mitochondria, cytoskeleton and cilia, flagella.HL and MN Chapter 4 (Cell Structure and Function), and 20.2-20.4 (Bacteria and Archae)Science News article on Nouveaux Antennas importance of cilia in cell sensing and communication and importance in health issues.Activity:Research evidence beyond the textbook for the endosymbiotic theory. Summarize the findings and explain why they are significant in terms of a unified evolutionary view based on the relatedness of all life on Earth. CR 3abcd EU 1B, 2A, 3A, 4A Flipped classroom Activity: watch assigned online animations from text website and other sources for homework. Come to class and model on large sheet paper with cut-outs the process of creating a peptide such as insulin to be secreted from a pancreatic cell or an enzyme in a lysosome. CR3d: EU3A, 4ALab #4 Diffusion and Osmosis CR6Whole class lab activity: measuring cheek and onion cells and plasmolysis of Onion cellsLearnSmart, Chapters 4-8, 20Review Questions Chapters 4-8, 20Essay summary of endosymbiotic theory evidence. CR8Small groups present their models to each other, answer questions, accept critiques and modifications as needed. CR8Chapter 4 TestPresentation of individual group data on surface area to volume ratio results from model “cells” (projected) and projected graphs of water potential determinations for various fruit and vegetable sources used. Lab report inclusive of all lab components, with graphs, tables, and calculations. CR8CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR3abcd: Students connect the enduring understandings within Big Idea 1,2,3,4 to at least one other Big Idea.CR3d: Students connect the enduring understandings within Big Idea 4 to at least one other Big Idea.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 5: Cell membrane structure and function.Membrane protein functions.Cell communication (receptors, signal molecules/hormones, signal transduction, responses.)Passive, active, and bulk transport across membranesChapter 6: Metabolism: Energy and EnzymesForms of energy, laws of thermodynamics, cells and entropy.HL and MN Chapter 5 (Membrane Structure and Function)Read text pp 755-756 Peptide vs steroid action.Pp 765-766: Insulin (peptide) and homeostasis.HL and MN Chapter 6 Metabolism: Energy and EnzymesHL and MN pp 871-874 on energy flow and ecological pyramidsPOGIL: Membrane structure EU2B, CR4bPOGIL: Signal Transduction Pathways EU3D; CR4cArtificial Selection Lab #1: Identify trait to quantify and track to next generation. Take measurements and create histogram of frequencies. Pollination of experimental and control groups. CR6POGIL: Free Energy EU2A, CR4bExamine FL ecosystem energy flow diagram accounting for energy input, transfer and loss (in kcal). CR 3b, CR4b: EU2A,4ALearnSmart, Chapters 4-8, 20Review Questions Chapters 4-8, 20Chapter 5 TestLab notebook entries.All POGIL worksheets.Explain in discussion ecosystem function and energy flow in terms of the first two laws of thermodynamicsCR 3b: EU2A,4A, CR 4b, CR8 CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR3b: Students connect the enduring understandings within Big Idea 2 to at least one other Big Idea.CR4b: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 2.CR4c: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 3.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 6: Metabolism: Energy and EnzymesATP structure and function, coupled reactions.Metabollic pathways and enzyme characteristics and functionChapter 8: Cellular RespirationCellular respiration and mitochondrial structure and function.Reduction and oxidation; Glycolysis, citric acid cycle, electron transport chain and chemiosmosisAlcoholic and lactic acid fermentationOnline animations and images for ATP function, enzyme catalysis.Phosphofructokinase, ATP and negative feedback of aerobic respiration.HL and MN Chapter 8: Cellular RespirationFlipped classroom: Watch Khan Academy and assigned animations on cellular respiration stages.Lab #13Enzyme Activity CR6, CR7POGIL: Enzymes and Cellular Regulation (may be placed with digestion, Unit 3) EU 4B, CR4dActivity: Bread Baking: Making Dough EU2A, CR4bActivity: In small groups with large paper and cut outs, model and explain electron transport and chemiosmosis.EU2A, CR4bSmall group giant Powerpoint slide posters (23” x 35”) for baseline lab on pH and second chosen variable. CR8Chapter 4-6, 20 Test w/ Free ResponseLearnSmart, Chapters 4-8, 20Review Questions Chapters 4-8, 20All POGIL worksheets.Teacher generated questions about making bread.Small groups present their models to each other, answer questions, accept critiques and modifications as needed. CR8CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum Framework.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR4d: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 4.CR4b: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 7: PhotosynthesisLeaf structure and function as an organ.Photosynthesis, structure and function of the chloroplast.Light dependent and light Independent reactions of photosynthesisChemosynthesisFuel molecules for respiration and uses of respiration intermediates and products of photosynthesis: anabolism and catabolismHL and MN Chapter 7: PhotosynthesisScience News: Bacterial photosystems used at MIT to generate electric currentPage 332, 375: Prokaryotic Chemoautotrophs vs photoautotrophs and evolution, endosymbionts.POGIL: PhotosynthesisEU2A,4A:CR3b, CR4bLab#5Photosynthesis CR6, CR7Artificial Selection Lab #1: Harvest seed (pods) from Fast Plant parents (F1 from dihybrid cross cross). Plant experimental and control seed groups (F2 from dihybrid cross)CR6, CR7LearnSmart, Chapters 4-8, 20Review Questions Chapters 4-8, 20All POGIL worksheets.Small group giant Powerpoint slide posters (23” x 35”) for baseline lab on chosen variable affecting photosynthesis. CR8Essay: compare and contrast photosynthesis and aerobic respiration. EU2, CR8Chapter 7 and 8 Test w/ Free ResponseLab notebook entries.CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum Framework.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR4b: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 2.CR3b: Students connect the enduring understandings within Big Idea 2 to at least one other Big Idea.Unit 2: Heredity, Genetics and EvolutionTopicsReadingsActivity/LabAssessmentCourse Requirement(s)Mitosis and Meiosis: Chapters 9 and 10Chapter 9 Mitosis:Cell cycle mechanism and controls.Chromosomes, homologous chromosomesMitosis process and resultsCancer and disruption of cell cycle controlsAsexual vs sexual reproduction and evolutionary advantagesHL and MN Chapters 9 and 10Campbell: cyclins and cdk’sDNA replication online animation.Read text pp220-221Read 27.4 (513-514) on plant asexual reproduction strategies.Read 594-595, Regenerative Medicine.POGIL: Cell Cycle Regulation EU3A.2, CR4cLab #7 Mitosis and Meiosis EU 3A, 4A:CR 3c, CR6, CR7Karyotype determinations.CR4cStudents individually research and report orally to the class on one cell or tissue based–therapy or treatment, including cell type used and its source, target organ and purpose, methodology, success rate if known, and any ethical considerations or roadblocks. CR5, CR8LearnSmart, Chapters 9 &10Review Questions Chapters 9 & 10All POGIL worksheets.Lab report on environmental effects on scallion root mitosis. EU3A,CR8Paper chromosome demonstration of mitosis vs meiosis; meiosis with and without crossing over. EU3A,CR8Lab questions on Sordaria crossing over, cell cycle control and cancer. EU3A,CR8Students individually report orally to the class on one cell or tissue based–therapy or treatment. CR5, CR8CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR3c: Students connect the enduring understandings within Big Idea 3 to at least one other Big Idea.CR4c: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 3.CR5: The course provides students with opportunities to connect their biological and scientific knowledge to major social issues to help them become scientifically literate icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 10Meiosis and Sexual Reproduction Stages of meiosisGenetic variation in offspring from sources of genetic recombination, aneuploidies and chromosome mutations and impact on evolution.Chapter 11Mendelian Inheritance PatternsReview: sources of genetic variation in meiosis. Patterns of inheritanceGene linkage and mappingTesting for genetic disorders and genetic counselingHL and MN Chapters 9 and 10HL and MN Chapter 11Activity: Family Inheritance and Pedigree Analysis EU3A, CR4cArtificial Selection Lab #1: Tally quantitative data for selected trait in offspring of selected and control groups. Fast Plant Genetics Lab: Tally traits of F2 from dihybrid cross of Fast Plants used in Lab #1. CR6, CR7, EU 3A. SP 1.4, 2.2, 4.2, 4.3, 5.1, 6.1, 6.2, 6.4Chapter 9 and 10 test w/ Free ResponseFamily Activity with completed pedigrees and familial phenotypes and genotypes.Artificial Selection Formal Lab report. CR8LearnSmart, Chapters 11Genetics ProblemsLab report question responses and Chi Square Analysis of Fast Plants dihybrid cross. CR8CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum Framework.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR4c: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 11Mendelian Inheritance PatternsChapter 12: Molecular Biology of the GeneHistory of discovery of DNA as the molecule of inheritance and its structure. Viruses and cycleDNA structure and replication.Mutations – role in evolution by natural selection.RNA structure.Protein synthesis transcription and translationHL and MNChapter 12Watson and Crick 1953 Nature paper.HL and MN 20.1, VirusesOnline animations of DNA replicationFlipped Classroom: transcription and translation animations and Khan Academy video clips.DNA extraction from strawberries.EU 3A, CR4cHHMI video: Ice fish and antifreeze gene creation. EU4CNCBI Internet data base comparison of hemoglobin gene variations across species (including single nucleotide polymorphisms).CR3c, EU 1A and 3A, 3CPaper model of transcription and translation created and used to describe the process. EU3A, CR4c.Chapter 11 TestLearnSmart, Chapter 12Review Questions Chapter 12Bioinformatics search results report. CR8Chapter 12 testSmall student groups take turns presenting to each other, answering questions, accepting critiques and modifications as needed. CR8 CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR4c: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 3.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR3c: Students connect the enduring understandings within Big Idea 3 to at least one other Big Idea.Page left blank icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 13: Regulation of Gene ExpressionProkaryotic gene regulation: operons.Role of CAP and cAMP in lac operon control.Eukaryotic gene regulationMutations and causes, protein changes; tumor suppressor and oncogene stimulation in cancer mutations.HL and MN Chapter 13Read BioRad Bacterial Transformation Background and Appendix information.New Scientist article: Epigentics and Gene Methylation involvement in cancers.POGIL: Control of Gene Expression in Prokaryotes EU 3B, CR4cConstruct a paper model to illustrate the creation of the pGlo “operon” on the pGlo plasmid from the jellyfish source and the lacOperon; show its operation in the absence and presence of lactose sugar. EU 3B, 3C CR4cLab #8Bacterial TransformationCR6, CR7; CR 3c: EU 3C, 1ALearnSmart, Chapter 13Review Questions Chapter 13All POGIL worksheets.Small student groups take turns presenting to each other, answering questions, accepting critiques and modifications as needed. CR4c, CR8Lab #8 report: Abstract, Results section and responses to laboratory questions. CR8Chapter 13 TestCorn Essay (see page 6).CR3bcd: EU 2A, 2E, 3A, 3B, 3D, 4A, 4B. CR4bcd.CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum Framework.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR4b,c,d: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 2,3,4.CR3a: Students connect the enduring understandings within Big Idea 1 to at least one other Big Idea.CR3b: Students connect the enduring understandings within Big Idea 2 to at least one other Big Idea.CR3c: Students connect the enduring understandings within Big Idea 3 to at least one other Big Idea.CR3d: Students connect the enduring understandings within Big Idea 4 to at least one other Big icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 14Biotechnology and GenomicsDNA Biotechnology, restriction enzymes, plasmids, PCR and gel electrophoresis.Applications of biotechnology in forensics, genetically modified organisms, and gene therapy.Genomics, human genome and use of bioinformatics to compare genes and genomes within and between species.Use of genomic sequence comparisons in evolutionary studies.HL and MN Chapter 14PCR animations online.Science News articles on applications of biotechnology.Lab #9Restriction Enzyme Analysis of Crime Scene DNA CR6, CR7; CR3c: EU 1C3, 3A1, 3A3. SP 3.1 and 6.4.LearnSmart, Chapter 14Review Questions Chapter 14Article discussions.Lab#9Background Information (brief), Results Table and Graph, Conclusion and Discussion. CR8Research the types of transgenic crops and transgenic salmon already in use, having been approved by the Food and Drug Administration (FDA), and present to the class, using Powerpoint, your responses to…See CR5 (2) below course schedule tables. CR4cChapter 12- 14 test w/ Free Response.CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum Framework.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR3c: Students connect the enduring understandings within Big Idea 3 to at least one other Big Idea.CR4c: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 3.CR5: The course provides students with opportunities to connect their biological and scientific knowledge to major social issues to help them become scientifically literate icsReadingsActivity/LabAssessmentCourse Requirement(s)Evolutionary Biology and TaxonomyChapters 15-19Chapter 15: Darwin and EvolutionDarwin and his theory of evolution.Evidence of evolution and dating fossils.Chapter 19:Taxonomy, Systematics and PhylogenySystematics, Domains and PhylogenyHL and MN Chapter 15 Darwin and EvolutionVideo: What Darwin Never Saw (Grant Research)HL and MN Chapter 19Taxonomy, Systematics and PhylogenyStudent examination of in-lab fossil collectionResearch evidence for the evolutionary connection between birds and dinosaurs, molecular and physical. EU 1A, CR4aActivity: Amherst College BLAST for Penguin Phylogeny EU 1A, 1B: CR4aLab #3 Comparing DNA sequences with BLAST CR6, CR7LearnSmart, Chapter 15Review Questions Chapter 15Chapter 15 test w/ Free ResponseDiscussion of bird-dinosaur research findings, using research results.LearnSmart, Chapter 19Review Questions Chapter 19Chapter 19 TestRecord of BLAST comparisons and results w/ responses to Activity questions. CR8Lab report with Background, Baseline and Investigative Results, Question Answers/Discussion.CR8CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum Framework.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR4a: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 16:How Populations EvolveMicroevolution and Hardy WeinbergNatural selection types and maintenance of diversity.Chapter 17:Speciation and MacroevolutionMechanisms and modes of speciationPrinciples of MacroevolutionHL and MN Chapter 16How Populations EvolveScience News Articles illustrating population evolutionHL and MN Chapter 17Speciation and MacroevolutionHardy Weinberg (HW) problems and online computer model CR4aPBS Evolution Videos Macroevolution and homeotic gene discovery in fruit flies.Scientific American S.J.Gould Article on undirected nature of evolution. EU 1A, 1B,1C: CR4aLearnSmart, Chapter 16Review Questions Chapter 16Teacher generated HW activity worksheet.LearnSmart, Chapter 17Review Questions Chapter 17S.J.Gould article summary and discussion. CR4a, CR8Chapter 16 and 17 Test w/ Free ResponseCR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR4a: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 1.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapter 18Origin and History of LifeOrigin of life hypotheses, stagesFossil story and time line major events/stages from first anaerobic, heterotrophic prokaryotes forwardContinental Drift and Mass ExtinctionsHL and MN Chapter 18Origin and History of LifeScience News ArticlesCosmos: Sagan reenactment of Miller Urey ExperimentOnline video of KT event evidence. PBS Evolution video about Mass ExtinctionsLearnSmart, Chapter 18Review Questions Chapter 18Article discussions.Chapter 15-19 test w/ Free ResponseCR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkUnit 3: Organisms, Populations and CommunitiesTopicsReadingsActivity/LabAssessmentCourse Requirement(s)Plants and Their DiversityChapters 23-27Chapter 23Plant Evolution and DiversityLand plant evolution from aquatic ancestors: vascular tissue, non-aquatic fertilization and seed evolutionChapters 24 and 25:Flowering Plant Structure and Organization and Flowering Plant Nutrition and TransportRoots, stems, leaves and tissue structure, organization and coordination.HL and MN Chapter 23Plant Evolution and DiversityHL and MN Chapters 24 and 25Flowering Plant Structure and Organization and Flowering Plant Nutrition and TransportPlant anatomy microscope slides on dicot leaf, stem and root tissues to understand interconnections EU 3A, 4A: CR 3d, CR 4d LearnSmart, Chapter 23Review Questions Chapter 23Chapter 23 test.LearnSmart, Chapters 24, 25Review Questions Chapters 24, 25Lab Practical test on plant tissue structure, function, interactions and coordination.Essay: How has the dicot leaf evolved to maximize photosynthesis and its contributions to the energy needs of the entire plant. EU4A, CR4dCR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR3d: Students connect the enduring understandings within Big Idea 4 to at least one other Big Idea.CR4d: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapters 24 and 25:Flowering Plant Structure and Organization and Flowering Plant Nutrition and TransportPlant nutritionXylem and phloem transportStomatal control of water loss and CO2 acquisitionChapters 26:Flowering Plant Control of Growth ResponsesPlant hormone signal transduction pathwayReview ethylene, gibberellinAuxin and phototropismPhysical and chemical defenses and responses to herbivores and parasites/pathogens.HL and MN Chapters 24 and 25HL and MN Chapter 26Lab Activity: The Great Corn Seedling Growth Race.Plant growth experiment to maximize variables for fastest plant growth in 3 weeks. EU 2A, 4A: CR3b SP 4.1, 4.2, 4.3, 5.3, 6.1; CR6, CR7 Identify the role of macro and micronutrients in plant tissues in relation to major biomolecules, and enzyme and cell function.EU 2A, 4A CR3dLab #11 TranspirationCR6, CR7Plant adaptation scavenger hunt at Logee’s tropical and semi-tropical plant mail- order greenhouse, Danielson, CT.EU 1A, 4A: CR3aLearnSmart, Chapters 24, 25Review Questions Chapters 24, 25Lab activity abstract and results section on Great Corn Seedling Growth Race results. CR8Chapter 24-25 Test w/ Free ResponseClass discussion of nutrient roles.LearnSmart, Chapter 26Review Questions Chapter 26Team submission of photos of assigned plants and notes about their associated environmental adaptations.CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR3b: Students connect the enduring understandings within Big Idea 2 to at least one other Big Idea.CR3d: Students connect the enduring understandings within Big Idea 4 to at least one other Big Idea.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR3a: Students connect the enduring understandings within Big Idea 1 to at least one other Big icsReadingsActivity/LabAssessmentCourse Requirement(s)Chapters 27:Flowering Plants ReproductionAngiosperm reproduction and seedling growth and developmentAnimals and Their DiversityChapters 28-30 and 31-43.Chapters 28-30:Invertebrate and vertebrate body plans, systems, evolution and phylogenyEmbryonic development and HOX genesChapter 31:Animal tissue organization, organ systems structures and function, and HomeostasisHL and MN Chapter 27HL and MN chapters 28.1-28.4; 29.1, 29.4, 29.5, 29.6; 30.1.HL and MN 42.1, 42.2.HL and MN chapter 31Flower DissectionLearnSmart, Chapter 27Review Questions Chapter 27Flower Dissection worksheet Chapter 24-27 test w/ Free ResponseLearnSmart, Chapters 28-30.1Review Questions Chapters 28-30.1LearnSmart, Chapter 31Review Questions Chapter 31CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkTopicsReadingsActivity/LabAssessmentCourse Requirement(s)Animals and Their DiversityChapters 32- 42:Circulatory, immune, digestive, respiratory, excretory systems; neurons and nervous system; endocrine, muscular, and skeletal systems.STUDENTS Chapter 43: Animal Behavioral EcologyInheritance and environmental influences on behavior; communication; adaptive value.HL and MN Chapters 32-42INDEPENDENTHL and MN Chapter 43ADAM software activities on circulatory, respiratory, muscular, and neuron function CR4dPOGIL: Feedback Mechanisms, Control of Blood Sugar Levels, Neuron Function, Immunity. EU 2C, 2D, 3E. CR4b, CR4cFresh cow heart-lung and trachea combination dissection. CR4dDissected fetal pig: organs& systems CR4dLab Activity: Human Physiology: Heart rate and blood pressure CR 6, CR7,SP 2, 3, 4, 5, 6.McGraw Hill Virtual Lab Activity: Mealworm BehaviorEU 2C, 3E, CR 3cLearnSmart, Chapters 32-42Review Questions Chapters 32-42ADAM pleted POGIL sheets.Individual Chapter tests.ID of key pig organs and organ systems and description of functional interactions for assigned groups.Record of heart rate and BP before and after exertion; explanation of system changes and coordination. CR8LearnSmart, Chapter 43Review Questions Chapter 43Record of experimental parameters, results, conclusions.Chapter 32-43 Test w/ Free ResponseCR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR4b: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 2.CR4c: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 3.CR4d: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 4.CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR3c: Students connect the enduring understandings within Big Idea 3 to at least one other Big icsReadingsActivity/LabAssessmentCourse Requirement(s)EcologyChapters 44, 45 and 47: Population Ecology, Community and Ecosystem Ecology and Conservation of BiodiversityPopulation dynamics – growth, regulation and adaptive life history strategiesCommunities and ecosystems: Community structure, interactions and relationships, succession, energy and biomass flow and pyramids, and chemical cycling.Carbon and climate change.Biodiversity, value of biodiversity, human impacts and causes of extinction, conservation methods.HL and MN Chapters 44, 45 and 47POGIL: Eutrophication CR4b: EU 2DLab: Dissolved oxygen and Aquatic Primary Productivity EU 2A, 2D, 4B: CR3d; CR5, CR6, CR7Personal Footprint Calculator galleries/mycoefiles/MyCOE_Climate_Change_Activity.pdfCR5LearnSmart, Chapters 44-45, 47Review Questions Chapters 44-45, 47Submit POGIL ActivityLab Report: Abstract, Background, and Results CR8Complete the simple estimate using the calculator and report the results and significance. CR5Chapter 44, 45, and 47 test with Free Response.CR2: The course is structured around the enduring understandings within the Big Ideas as described in the AP Biology Curriculum FrameworkCR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.CR3d: Students connect the enduring understandings within Big Idea 4 to at least one other Big Idea.CR4b: The course provides students with opportunities outside of laboratory investigations to meet learning objectives within Big Idea 2.CR5: The course provides students with opportunities to connect their biological and scientific knowledge to major social issues to help them become scientifically literate icsReadingsActivity/LabAssessmentCourse Requirement(s)Final ProjectAS TIME ALLOWSALTERNATEInvestigationEach student or group of two students designs and independently executes an experiment of interest, investigating an original question of their own (not studied by any group in class this year) using methods learned in labs #3, 4, 5, 7, 11 or 13. CR 6, CR7; SP 1, 2, 3,4, 5, 6, 7 depending on chosen investigation.BIOASSESSMENTLocal river/streamDone as a class.Each person/group creates a 23” x 35” printed poster to present their findings in a poster session and gives an 8 minute oral presentation to an audience of their classmates and other students and faculty / administrators from the school invited to the session. CR8CR8: The course provides opportunities for students to record evidence of their verbal, written and graphic comm. skills.CR7 Students are engaged in student directed lab investigations 25% of the timeCR6: Student directed laboratories allow students to apply the seven science practices defined in the AP Biology Framework.Curricular Requirement 5: The course provides students with opportunities to connect their biological and scientific knowledge to major social issues (concerns, technological advances, innovations) to help them become scientifically literate citizens. 1) Students individually research and report orally to the class on one cell or tissue based–therapy or treatment, including cell type used and its source, target organ and purpose, methodology, success rate if known, and any ethical considerations or roadblocks. NIH Reference: and 2) Transgenic crops and now salmon can potentially be used to keep up with the ever increasing demand for food world-wide. Some plants have the added benefit of requiring less fertilizer and/or pesticides which are harmful to human health and the environment. There are a range of data and opinions regarding the use of these products, their health benefits or dangers and their environmental impacts. Research the types of transgenic crops and transgenic salmon already in use, having been approved by the Food and Drug Administration (FDA), and present to the class, using Powerpoint, your responses to the following: 1) What are three or more example transgenic crops, what new genes do they possess and for what purpose were they added?2) What are the criteria by which the FDA approves such crops and salmon.3) Form and justify an opinion regarding: Should safety standards be further strengthened, potentially restricting the quantity of food produced OR, would it be better to retain current standards but require clear labeling of all biotech foods so the buyer can choose whether or not to eat the food, potentially causing unwarranted concern?Adapted from Biology (Mader and Windelspecht, 2013)3) Per Personal Footprint Calculator Activity: galleries/mycoefiles/MyCOE_Climate_Change_Activity.pdfComplete the Activity on line and report the results and significance.Curricular Requirement 6: Student-directed laboratory investigations are used throughout the course to allow students to apply the seven science practices defined in the AP Biology Curriculum Framework and include at least two lab experiences in each of the four big ideas.Laboratory InvestigationScientific Practice(s) Big Idea 1: Artificial SelectionPractices: 1.5,2.2,5.3, and 7.1. Quantitative skills: Counting, graphing, statistical analysis: mean, frequency distributions, chi square, and spreadsheet calculations. Big Idea 1: Comparing DNA Sequences or Analyzing Genes with BLASTPractices: 1.1, 1.2, 5.3, and 5.6. Quantitative skills: Statistical analysis, mathematical modeling, computer science (bioinformatics)Big Idea 2: Diffusion and OsmosisPractices: 2.1, 2.2, 4.2, 4.3, 4.4, 5.1, 5.2, and 5.3. Quantitative skills: measuring volumes, calculating surface area to volume ratios, calculating rate and water potential, graphing and interpolation.Big Idea 2: Photosynthesis Using Leaf DiscsPractices: 1.4, 2.2, 3.1 6.1, 6.2, and 7.2. Quantitative skills: Calculating rate, serial dilutions, measuring light intensity, developing and applying indices (ET50) to represent the relationship between two quantitative values (ie light intensity and photosynthetic rate), using reciprocals to modify graphical representations, graphing, utilizing medians, means of replications, standard deviations and student t testing to determine treatment effects, and spreadsheet equations and calculations.Big Idea 3: Ethylene Stimulated Carbohydrate (Starch) Changes in Ripening Banana Cells Determined by Cellular Amyloplast AnalysisPractices: 1.2, 1.4, 2.2, 3.1, 3.2, 3.3, 4.2, 4.3, 5.1, 5.3, 6.1, and 6.2. Quantitative skills: random sampling, counting, graphing, statistical analysis: mean, standard deviation, standard error, student t testing, and spreadsheet equations and calculations.Big Idea 3: Cell Division: Mitosis and Meiosis.Practices: 1.1, 1.2, 6.2, 6.4, 5.3, 7.1, 7.2. Quantitative skills: counting, chi square analysis, calculating cross-over frequency and spreadsheet equations and calculations.Big Idea 3: Biotechnology: Bacterial TransformationPractices: 1.4, 3.1, 5.3, 6.2, 6.4, 7.1, 7.2. Quantitative skills: Measuring volume and temperature, calculating transformation effiency.Big Idea 4: Transpiration (Factors and Rate)Practices: 1.1, 1.4, 2.2, 4.1, 6.4, 7.1. Quantitative skills: Measuring distance, volume, and mass; measuring surface area digitally, calculating surface area, graphing, calculating rate, and spreadsheet calculations.Big Idea 4: Enzyme ActivityPractices: 4.2, 5.1, 6.1, 6.4, 7.2. Quantitative skills: Measuring volume and mass, measuring color change, graphing, calculating rates of enzymatic reactions.Curricular Requirement 6, continued:Laboratory InvestigationEnduring Understandings Big Idea 1: Artificial Selection1A1, 1A2Big Idea 1: Comparing DNA Sequences or Analyzing Genes with BLAST1A1, 1A4, 1B2, 3A1Big Idea 2: Diffusion and Osmosis2B, 2B1, 2B2Big Idea 2: Photosynthesis Using Leaf Discs1B1, 2A1, 2A2, 2B3, 4A2, 4A6Big Idea 3: Ethylene Stimulated Carbohydrate (Starch) Changes in Ripening Banana Cells Determined by Cellular Amyloplast Analysis2E2, 3D2, 3D3, 4A2Big Idea 3: Cell Division: Mitosis and Meiosis.3A1, 3A2, 3A3, 3C2Big Idea 3: Biotechnology: Bacterial Transformation1A2, 1C3, 3A1, 3B1, 3C1, 3C2Big Idea 4: Transpiration (Factors and Rate)1A2, 2A3, 2B1, 2B2, 2D1, 4A4, 4A6Big Idea 4: Enzyme Activity2D1, 4A1, 4B1Curricular Requirement 7: Students are provided with the opportunity to engage in investigative laboratory work integrated throughout the course for a minimum of 25% of instructional time.The syllabus includes an assortment of laboratories where the students are engaged in student-directed investigation during the 25 percent (or more) of instructional time devoted to laboratory work.Curricular Requirement 8: The course provides students with opportunities to develop and record evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, or graphic presentations. ................
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