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TOWNSHIP OF UNION PUBLIC SCHOOLS

SC 310 Advanced Placement BiologySC 310L Advanced Placement Biology Lab

Curriculum Guide2013

Approved 2013

Board Members

Francis “Ray” Perkins, President

Richard Galante, Vice President

Versie McNeil

David Arminio

Linda Gaglione

Guy Francis

Thomas Layden

Vito Nufrio

Susana Cooley

TOWNSHIP OF UNION PUBLIC SCHOOLSAdministration

District Superintendent …………………………………………………………………...……………………....Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Assistant Superintendent ………………………………………………………………………………………….Dr. Noreen Lishak

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Student Information/Technology ………………………………..………………………….………….Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-6 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics K-6/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Nicole Ahern

Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math 7-12…………………………………………………………………………………………………………..Mr. Jason Mauriello

Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum CommitteeScience

William Soranno

Table of Contents

Title Page

Board Members

Administration

Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies

Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union board of Education believes that every child is entitled to an education, designed to meet his or her individual needs, in an environment that is conductive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is formulation of a learning climate conductive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and self

discipline. Acquire and use the skills and habits involved in critical and constructive

thinking. Develop a code of behavior based on moral and ethical principals. To be able to work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological

sciences. Efficient and effective participation in economic life and the development of

skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural

activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural

resources. Develop basic skills in sports and other forms of recreation.

Course Description

AP Biology AP Biology Lab

This is a sequential, full-year, college-level course in Advanced Placement Biology. It is designed to prepare students to take the Advanced Placement examination for college degree credit and/or advanced placement, as well as to offer interested and qualified students the opportunity to pursue the detailed study of a second year of biology. In AP Biology, an emphasis is on students making connections between the Big Ideas within the AP Biology Curriculum Framework.

This course may be also be taken for Seton Hall University’s Project Acceleration Program. The subject matter included will be: the origin of life, basic chemistry and bio-chemistry, cells, enzymes, cell reproduction, molecular genetics, and genetics, evolution, plants, animals, and ecology. The laboratory component involves performing a minimum of eight(8) mandatory A.P. Biology laboratory exercises(two labs within each Big Idea), intended to challenge the student’s ability to understand the nature of problems, the developing and testing of hypotheses by designing experiments, collection, analysis, and presentation of data, and drawing conclusions. This lab component represents the 25% of coursework devoted to lab activities, as mandated by the College Board. The student-directed and inquiry-based laboratory investigations used throughout the course enable students to apply the seven science practices as defined in the Curriculum Framework. The advanced placement biology student will explore the following content topics that are aligned with the New Jersey Core Curriculum Life Science standards:

Organization and Development 5.3.12A Matter and Energy, Transformations 5.3.12B Interdependence 5.3.12C Heredity and Reproduction 5.5.12D Evolution and Diversity 5.5.12E

These topics will incorporate the following content topics where applicable: Science Practices 5.1.12A, B, C, D Physical Science 5.2.12A, B, C, D Earth Systems Science 5.4.12 B, G

Recommended Textbook:Campbell, Neil and Reece, Jane B. 2008. AP Edition Biology, Eighth Edition, San

Francisco, CA: Pearson Benjamin Cummings.

Course Proficiencies By the end of the school year, the learner will be able to:

-develop an independent and responsible attitude towards completing class work and homework assignments

-develop effective study skills and note taking methods

-answer free-response/open-ended questions within a set time limit

-understand and follow all laboratory and safety rules

-demonstrate cooperative learning in a lab environment

-construct a comprehensive lab report including a five paragraph conclusion, based upon a student-designed and performed investigation

-clearly and effectively analyze, interpret, and communicate scientific data (metric system) and conclusions resulting from performing the twelve required AP Laboratory exercises

-understand the eight unifying themes of biology and be able to describe biological concepts in terms of the themes

-understand that biological science is a process of scientific inquiry

-recognize how cells are the structural and functional units of life

-understand that cell processes are based on physical and chemical changes which involve transfer of energy and regulation

-explain the basis of heredity and the role of molecular genetics in reproduction and inheritance

-describe the evidence and mechanisms of biological evolution

-understand the concepts of unity and diversity of organisms

-recognize the dynamic interactions of organisms and their environment

-apply biological knowledge, biotechnology, and critical thinking skills to current environmental and social concerns

THE AP BIOLOGY BIG IDEAS

The key concepts and related content that define the revised AP Biologycourse and exam are organized around a few underlying principles calledthe big ideas, which encompass the core scientific principles, theories

andprocesses governing living organisms and biological systems. For eachof the big ideas, enduring understandings, which incorporate the coreconcepts that students should retain from the learning experience, are

alsoidentified.Each enduring understanding is followed by statements of the

essentialknowledge necessary to support it.

-

Big Idea 1: The process of evolution drives the diversity and unity of life.

Enduring understanding 1.A: Changein the genetic makeup of a populationover time is evolution.Essential knowledge 1.A.1: Natural selection is a majormechanism of evolution.Essential knowledge 1.A.2: Natural selection acts onphenotypic variations in populations.Essential knowledge 1.A.3: Evolutionary change is alsodriven by random processes.Essential knowledge 1.A.4: Biological evolution issupported by scientific evidence from many disciplines,including mathematics.Enduring understanding 1.B:Organisms are linked by lines ofdescent from common ancestry.Essential knowledge 1.B.1: Organisms share manyconserved core processes and features that evolved and arewidely distributed among organisms today.Essential knowledge 1.B.2: Phylogenetic trees andcladograms are graphical representations (models) ofevolutionary history that can be tested.Enduring understanding 1.C: Lifecontinues to evolve within a changingenvironment.Essential knowledge 1.C.1: Speciation and extinction haveoccurred throughout the Earth’s history.Essential knowledge 1.C.2: Speciation may occur whentwo populations become reproductively isolated from eachother.Essential knowledge 1.C.3: Populations of organismscontinue to evolve.Enduring understanding 1.D: Theorigin of living systems is explainedby natural processes.Essential knowledge 1.D.1: There are several hypothesesabout the natural origin of life on Earth, each withsupporting scientific evidence.Essential knowledge 1.D.2: Scientific evidence from many

different disciplines supports models of the origin of life.

Big Idea 2: Biological systems utilize free energy and molecular building blocksto grow, to reproduce, and to maintain dynamic homeostasis.Enduring understanding 2.A: Growth,reproduction and maintenance of theorganization of living systems requirefree energy and matter.Essential knowledge 2.A.1: All living systems requireconstant input of free energy.Essential knowledge 2.A.2: Organisms capture and store

free energy for use in biological processes.Essential knowledge 2.A.3: Organisms must exchangematter with the environment to grow, reproduce andmaintain organization.Enduring understanding 2.B:Growth, reproduction and dynamichomeostasis require that cells createand maintain internal environmentsthat are different from their externalenvironments.Essential knowledge 2.B.1: Cell membranes are selectivelypermeable due to their structure.Essential knowledge 2.B.2: Growth and dynamichomeostasis are maintained by the constant movement ofmolecules across membranes.Essential knowledge 2.B.3: Eukaryotic cells maintain internalmembranes that partition the cell into specialized regions.Enduring understanding 2.C:Organisms use feedback mechanismsto regulate growth and reproduction,and to maintain dynamic homeostasis.Essential knowledge 2.C.1: Organisms use feedbackmechanisms to maintain their internal environments andrespond to external environmental changes.Essential knowledge 2.C.2: Organisms respond to changesin their external environments.Enduring understanding 2.D: Growthand dynamic homeostasis of abiological system are influenced bychanges in the system’s environment.Essential knowledge 2.D.1: All biological systems fromcells and organisms to populations, communities andecosystems are affected by complex biotic and abioticinteractions involving exchange of matter and free energy.Essential knowledge 2.D.2: Homeostatic mechanismsreflect both common ancestry and divergence due toadaptation in different environments.Essential knowledge 2.D.3: Biological systems are affectedby disruptions to their dynamic homeostasis.Essential knowledge 2.D.4: Plants and animals have a varietyof chemical defenses against infections that affect dynamichomeostasis.Enduring understanding 2.E: Manybiological processes involved ingrowth, reproduction and dynamichomeostasis include temporalregulation and coordination.Essential knowledge 2.E.1: Timing and coordination ofspecific events are necessary for the normal developmentof an organism, and these events are regulated by a varietyof mechanisms.

Essential knowledge 2.E.2: Timing and coordination ofphysiological events are regulated by multiple mechanisms.Essential knowledge 2.E.3: Timing and coordination ofbehavior are regulated by various mechanisms and areimportant in natural selection.

Big Idea 3: Living systems store, retrieve, transmit, and respond to informationessential to life processes.Enduring understanding 3.A: Heritableinformation provides for continuityof life.Essential knowledge 3.A.1: DNA, and in some cases RNA, isthe primary source of heritable information.Essential knowledge 3.A.2: In eukaryotes, heritableinformation is passed to the next generation via processesthat include the cell cycle and mitosis or meiosis plusfertilization.Essential knowledge 3.A.3: The chromosomal basis ofinheritance provides an understanding of the pattern ofpassage (transmission) of genes from parent to offspring.Essential knowledge 3.A.4: The inheritance pattern of manytraits cannot be explained by simple Mendelian genetics.Enduring understanding 3.B:Expression of genetic informationinvolves cellular and molecularmechanisms.Essential knowledge 3.B.1: Gene regulation results indifferential gene expression, leading to cell specialization.Essential knowledge 3.B.2: A variety of intercellular andintracellular signal transmissions mediate gene expression.Enduring understanding 3.C: Theprocessing of genetic information isimperfect and is a source of geneticvariation.Essential knowledge 3.C.1: Changes in genotype can resultin changes in phenotype.Essential knowledge 3.C.2: Biological systems havemultiple processes that increase genetic variation.Essential knowledge 3.C.3: Viral replication results ingenetic variation, and viral infection can introduce geneticvariation into the hosts.Enduring understanding 3.D:Cells communicate by generating,transmitting and receiving chemicalsignals.Essential knowledge 3.D.1: Cell communication processesshare common features that reflect a shared evolutionaryhistory.Essential knowledge 3.D.2: Cells communicate with each

other through direct contact with other cells or from adistance via chemical signaling.Essential knowledge 3.D.3: Signal transduction pathwayslink signal reception with cellular response.Essential knowledge 3.D.4: Changes in signal transductionpathways can alter cellular response.Enduring understanding 3.E:Transmission of information resultsin changes within and betweenbiological systems.Essential knowledge 3.E.1: Individuals can act oninformation and communicate it to others.Essential knowledge 3.E.2: Animals have nervous systemsthat detect external and internal signals, transmit andintegrate information, and produce responses.

Big Idea 4: Biological systems interact, and these systems and theirinteractions possess complex properties.Enduring understanding 4.A:Interactions within biological systemslead to complex properties.Essential knowledge 4.A.1: The subcomponents ofbiological molecules and their sequence determine theproperties of that molecule.Essential knowledge 4.A.2: The structure and function ofsubcellular components, and their interactions, provideessential cellular processes.Essential knowledge 4.A.3: Interactions betweenexternal stimuli and regulated gene expression result inspecialization of cells, tissues and organs.Essential knowledge 4.A.4: Organisms exhibit complexproperties due to interactions between their constituentparts.Essential knowledge 4.A.5: Communities are composed ofpopulations of organisms that interact in complex ways.Essential knowledge 4.A.6: Interactions among livingsystems and with their environment result in the movementof matter and energy.Enduring understanding 4.B:Competition and cooperation areimportant aspects of biologicalsystems.Essential knowledge 4.B.1: Interactions between moleculesaffect their structure and function.Essential knowledge 4.B.2: Cooperative interactions withinorganisms promote efficiency in the use of energy andmatter.Essential knowledge 4.B.3: Interactions between and withinpopulations influence patterns of species distribution and

abundance.Essential knowledge 4.B.4: Distribution of local and globalecosystems changes over time.Enduring understanding 4.C: Naturallyoccurring diversity among andbetween components within biologicalsystems affects interactions with theenvironment.Essential knowledge 4.C.1: Variation in molecular unitsprovides cells with a wider range of functions.Essential knowledge 4.C.2: Environmental factors influencethe expression of the genotype in an organism.Essential knowledge 4.C.3: The level of variation in apopulation affects population dynamics.Essential knowledge 4.C.4: The diversity of species withinan ecosystem may influence the stability of the ecosystem.

OVERVIEW OF THE INVESTIGATIVE LABS

BIG IDEA 1 : EVOLUTION

1: Artificial Selection7 weeks, including a 10-day growing period (See investigation for lab period breakdown.) Guided, then openCounting, measuring, graphing, statistical analysis (frequency distribution)

2: Mathematical Modeling3 lab periods Guided, then openMendelian genetics equations, Hardy-Weinberg equation, Excel and spreadsheet operations

3: Comparing DNA Sequences3 lab periods Guided, then openStatistical analysis, mathematical modeling, and computer science (bioinformatics)

BIG IDEA 2: CELLULAR PROCESSES: ENERGY AND COMMUNICATION

4: Diffusion and Osmosis 4–5 lab periods Structured, then guidedMeasuring volumes, calculating surface area-to-volume ratios, calculating rate, calculating water potential, graphing

5: Photosynthesis 4 lab periods Structured, then openCalculating rate, preparing solutions, preparing serial dilutions, measuring light intensity, developing and applying indices to represent the relationship between two quantitative values, using reciprocals to modify graphical representations, utilizing medians, graphing

6: Cellular Respiration4 lab periods Guided, then openCalculating rate, measuring temperature and volume, Graphing

BIG IDEA 3: GENETICS AND INFORMATION TRANSFER

7: Cell Division: Mitosis and Meiosis5–6 lab periods Structured, then guided, then openMeasuring volume, counting, chi-square statistical analysis, calculating crossover frequency

8: Biotechnology: Bacterial Transformation4–5 lab periods Structured, then guidedMeasuring volume and temperature, calculating transformation efficiency

9: Biotechnology: Restriction Enzyme Analysis of

DNA3–4 lab periods Structured, then guided, then openMeasuring volume and distance, graphing/plotting data using log scale, extrapolating from standard curve

BIG IDEA 4: INTERACTIONS

10: Energy Dynamics4–5 lab periods Structured, then guided, then openEstimating productivity and efficiency of energy transfer, accounting and budgeting, measuring biomass, calculating unit conversions in simple equations

11: Transpiration 4 lab periods Structured, then guided, then openMeasuring distance, volume, and mass; estimating surface area; calculating surface area; graphing; calculating rate

12: Fruit Fly Behavior 4 lab periods Structured, then openPreparing solutions, counting, graphing13: Enzyme Activity3–4 lab periods Structured, then guided, then openMeasuring volume and mass, measuring color change, graphing, calculating rates of enzymatic reactions

Science Practices for AP BiologyScience Practice 1: The student can userepresentations and models to communicatescientific phenomena and solve scientificproblems.Science Practice 2: The student can usemathematics appropriately.Science Practice 3: The student can engage inscientific questioning to extend thinking or toguide investigations within the context of the APcourse.Science Practice 4: The student can plan andimplement data collection strategies appropriateto a particular scientific question.Science Practice 5: The student can perform dataanalysis and evaluation of evidence.Science Practice 6: The student can work withscientific explanations and theories.Science Practice 7: The student is able to connectand relate knowledge across various scales,concepts and representations in and acrossdomains.

Curriculum Units

Unit 1: Themes in the Study of Life and Biochemistry Unit 2: Cell Biology

Unit 3: Molecular Genetics and Heredity Unit 4: Evolutionary Biology

Unit 5: Diversity of Organisms Unit 6: Ecology

Pacing Guide- Course

Content Number of Days

Unit 1: Biological themes, biochemistry of life: water, organic 15molecules, free energy changes, enzymes, homeostasis

Unit 2: Prokaryotic and eukaryotic cells, membranes, subcelluar 50organization, cell cycle and its regulation; cellular energetics: respiration and photosynthesis

Unit 3: DNA/RNA structure and function, gene regulation, mutation, viral 35structure and replication, nucleic acid technology and applications, meiosis, eukaryotic chromosomes, inheritance patterns, protein synthesis

Unit 4: Early evolution of life, evidence for evolution, mechanisms of 15evolution, Darwin, speciation

Unit 5: Evolutionary patterns, survey of the diversity of life, phylogenetic 50classification, evolutionary relationships, structure and function of plants and animals/humans

Unit 6: Population dynamics, communities and ecosystems, global issues,ecological interactions, animal behavior, biogeochemical cycles 15

Unit 1: Themes in the Study of Life and Biochemistry

Essential Questions Instructional Objectives/ Skills and Benchmarks (CPIs)

Activities Assessments

1. What are the major themes that pervade the study of biology?

2. What is the scientific method, and how is it applied?

3. What is the importance of the microscope to biological studies?

4. What are the biological roles of water, carbon, and the macromolecules?

5. How do enzymes regulate the rate of chemical reactions in living systems?

5.3.12.A.1Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models.

5.3.12.A.2Demonstrate the properties of enzymes by designing and carrying out an experiment.Related standard and content topics:5.1-Science practices:12.A, B, C, D5.2 Physical Science:12.A, D

Explain each of the major biological themes.

Describe and apply the scientific method by designing and performing AP Biology Lab #12—Fruit Fly Behavior.

Conduct a laboratory investigation of the structure and operation of the microscope.

Identify biological molecules based on their molecular structures.

Design an experiment to determine the properties of enzymes by performing AP Biology Lab#13—Enzyme Activity.

Complete independent assignment on bio-chemistry.

1. Free-response quizzes

2. Chapter tests3. Homework4. Lab tests5. Lab reports6. Final exam

Unit 1: Themes in the Study of Life and Biochemistry (continued)



Label diagrams of microscope parts.

Perform Internet searches of all relevant content topics, examining animations, diagrams, and performing virtual lab experiences.

Construct a paper strip protein.

Unit 2: Cell Biology



1. What are the similarities and differences between prokaryotic cells and eukaryotic plant and animal cells?

2. What is the molecular structure of cell membranes?

3. How does the structure of cell membranes provide for transport and recognition?

4. What are the mechanisms by which substances cross membranes?

5. How do the structures of subcellular organelles relate to their functions?

6. What are the stages of the cell cycle and how is it regulated?

7. How can aberrations in the cell cycle lead to cancer formation?

5.3.12.A.3:Predict a cell’s response in a given set of environmental conditions.5.3.12.A.4Distinguish between the processes of cellular growth (cell division) and development (differentiation).5.3.12.A.5Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks (e.g. stem cells, sex determination).5.3.12.A.6:Describe how a disease is the result of a malfunctioning system, organ, and cell and relate to possible treatment interventions (e.g. diabetes, CF, lactose intolerance, cancer).5.3.12.B.1Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.

Conduct a laboratory investigation of cell types using the microscope.

Identify and label cell organelles on diagrams of plant and animal cells.

Identify and label cell membrane components on a diagram and explain their functions.

Design an Investigation of cell membrane properties by performing AP Biology Lab #4—Diffusion and Osmosis.

Identify and label diagrams of the stages of the cell cycle.

Identify the phases of mitosis and investigate biotic and abiotic influences on cell division by designing and performing AP Lab #7—Mitosis

Perform Internet

searches of the cell, cell cycle, stem cell technology, cancer, photosynthesis, and

Unit 2: Cell Biology (continued



8. How can one cell divide and differentiate into the diversity of cells found in a multicellular organism?

9. What are the reactants and products of photosynthesis and cellular respiration, how do these processes function and interact, and how are they affected by environmental variables?

10.What is the structure and function of ATP and how is it used in cellular processes?

5.3.12.B.4:Explain how environmental factors such as temperature, light intensity, and the amount of water available can affect photosynthesis as an energy storing process.5.3.12.B.5Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.5.3.12.B.6:Explain how the process of cellular respiration is similar to the burning of fossil fuels.Related Standard and Content Topics:5.2—Physical Science: 12.A, B

respiration, examining animations, diagrams, and performing virtual labs.

Investigate the light stage of photosynthesis by designing and performing AP Biology Lab #5—Photosynthesis.

Determine the effect of environment on respiration by designing and performing Lab #6—Cellular Respiration.

Complete independent study assignments on:-nerve cells and nerve transmission-muscle cells and contraction

Discuss the role of the plasma membrane as a highly selective



barrier in diffusion, osmosis, and active transport

Unit 3: Molecular Genetics and Heredity



1. How does the structure of DNA and RNA determine their functions?

2. What is the relationship between DNA, genes, and chromosomes?

3. What are the differences between prokaryotic and eukaryotic genomes?

4. What are the roles of DNA and RNA in protein synthesis?

5. What are the types and effects of mutations that may occur in DNA?

6. By what mechanisms is gene expression regulated?

7. What is the structure of viruses and bacteria and how do they reproduce?

8. What are some

5.3.12.D1Explain the value and potential applications of genome projects.

5.3.12.D2Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations.

5.3.12.D3Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization).

Label diagrams of DNA, DNA replication, RNA, and their roles in protein synthesis.

Perform Internet research of the history of DNA discoveries.

Complete independent study assignment: research viruses and bacteria.

Perform gene splicing activity with paper strip models.

Perform AP Biology Lab #8-Biotechnology: Bacterial Transformation and Lab #9-Restriction Enzyme Analysis of DNA)

Investigate meiosis and its importance in



current recombinant DNA technologies?

genetic variation by performing AP Biology Lab#7-Meiosis

Unit 3: Molecular Genetics and Heredity (continued)



7. What are the practical applications of nucleic acid technology, and what are its ethical concerns and considerations?

8. What is meiosis and its importance in heredity?

9. How did Mendel’s work lay the foundation for modern genetics?

10.How are characteristics encoded by genes, inherited, and expressed?

11.What are the principal patterns of inheritance?

12.What are some examples of human genetic defects and mutations?

Analyze and solve problems involving genetic crosses and pedigrees.

Perform Internet searches of all relevant topics, examining animations, diagrams, and performing virtual labs.

Analyze inheritance patterns by performing AP Biology Lab #2—Mathematical Modeling.

(chi square)

13.What is the Human Genome Project?

14.How does genetics impact our lives?

Unit 4: Evolutionary Biology



1. What are the biological models for the origins of biological macromolecules?

2. What are the models for the origins of prokaryotic and eukaryotic cells?

3. What are the evidences that support evolution?

4. What is the role of natural selection in the process of evolution?

5. What is the genetic basis for evolution, speciation, and patterns of evolution?

6. What is the theory of endosymbiosis?

7. How does evolution lead to biodiversity?

5.3.12.E.1Account for the appearanceof a novel trait that arose in a given population.5.3.12.E2Estimate how closely related species are based on scientific evidence (e.g. anatomical similarities, similarities of DNA base and/or amino acid sequence).5.312.E3Provide a scientific explanation for the history of life on earth using scientific evidence (e.g. fossil record, DNA, protein structures, etc.)5.3.12.E.4Account for the evolution of a species by citing specific evidence of biological mechanisms.

List the conditions and events leading to the origin of life on earth.

Complete independent study assignment: research evolutionary patterns.

AP Biology Lab #2—Mathematical Modeling(Hardy-Weinberg) Perform Internet searches of all relevant topics.

Summarize the evidences for evolution.

Label a diagram of the Stanley Miller apparatus.

List the cellular structures which evolved as a result of



endosymbiosis. Describe Darwin’s

research and his conclusions that led to the theory of natural selection.

Unit 5: Diversity of Organisms



1. What are the history, purpose, and methods of taxonomy?

2. What are the similarities and differences between members of the Domains Bacteria, Archaea, and Eukarya?

3. What are the distinguishing characteristics of the major animal phyla and plant divisions?

4. How are evolutionary relationships among organisms used in taxonomy?

5. What are the major body plans of plants

5.3.12.C1Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.

Construct a list of the characteristics of members of the three domains of life.

Perform an Internet search to examine the diversity of organisms.

Complete worksheet assignments on plant and animal diversity, classification, phylogeny, and adaptations.

Analyze and interpret a cladogram.

Investigate plant and animal regulation by performing AP Biology Lab #11—Transpiration

Perform Internet



and animals?6. How does the

organization of cells, tissues, and organs determine structure, function, and regulation in plant, animal, and human systems?

searches of relevant topics.

Unit 5: Diversity of Organisms (continued)



Label diagrams of structures and systems of organisms.

Perform fetal pig dissection.

Unit 6: Ecology



1. What models are useful in describing the growth of a population?

2. How is population size regulated by abiotic and biotic factors?

3. How is energy flow through an ecosystem related to trophic levels?

4. How do elements (carbon, nitrogen, oxygen, etc.) and water cycle through ecosystems?

5. What are the relationships between organisms and the ecosystems they inhabit?

6. How does human intervention impact ecosystems?

7. How are aquatic and terrestrial biomes categorized?

8. What are some examples of animal behavior?

5.3.12.C.2Model how natural and human-made changes in the environment will affect individual organisms, and the dynamics of populations.

5.3.12.B.2Use mathematical formulas to justify the concept of an efficient diet.

5.3.12.B3Predict what would happen to an ecosystem if an energy source was removed.

Related Standard and Content Topics:5.4 Earth Science: 12.G

Perform AP Biology Lab #10—Energy Dynamics

Predict and analyze how a change in an ecosystem from natural causes, climate changes, or human activity can affect both the number of organisms in a population and the biodiversity of species in an ecosystem.

List the hierarchical groupings within the subject of ecology.

Draw a food chain, food web, and pyramid of energy.

List and describe the characteristics of the major biomes.

Complete independent study assignment:

Ecology

New Jersey Core Curriculum Content StandardsAcademic Area

Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work.

5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas observations, and experiences.

Science involves using language, both oral and written, as a tool for making thinking public.

5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.

Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically.

5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

Cells are made of complex molecules that consist mostly of a few elements. Each class of molecules has its own building blocks and specific functions.

5.3.12.A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models.

Cellular processes are carried out by many different types of molecules, mostly by the group of proteins known as enzymes.

5.3.12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.

Cellular function is maintained through the regulation of cellular processes in response to internal and external environmental conditions.

5.3.12.A.3 Predict a cell’s response in a given set of environmental conditions.

Cells divide through the process of mitosis, resulting in daughter cells that have the same genetic composition as the original cell.

5.3.12.A.4 Distinguish between the processes of cellular growth (cell division) and development (differentiation).

Cell differentiation is regulated through the expression of different genes during the development of complex multicelluar organisms.

5.3.12.A.5 Describe modern applications of the regulation cell differentiation and analyze the benefits and risks(e.g. stem cells, sex determination).

There is a relationship between the organization of cells into tissues and the organization of tissues into organs. The structures and functions of organs determine their relationships within body systems of an organism.

5.3.12.A.6 Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible treatment interventions (e.g. diabetes, cystic fibrosis, lactose intolerance.)


As a matter cycles and energy flows through different levels of organization within living systems (cells, organs, organisms, communities), and between living systems and the physical environment, chemical elements are recombined into different products.

5.3.12.B.1 Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting.

Each recombination of matter and energy results in storage and dissipation of energy into the environment as heat.

5.3.12.B.2 Use mathematical formulas to justify the concept of an efficient diet.

Continual input of energy from sunlight keeps matter and energy flowing through ecosystems.

5.3.12.B.3 Predict what would happen to an ecosystem if an energy source was removed.

Plants have the capability to take energy from light to form sugar molecules containing carbon, hydrogen, and oxygen.

5.3.12.B.4 Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process.

In both plant and animal cells, sugar is a source of energy and can be used to make other carbon-containing (organic) molecules.

5.3.12.B.5 Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration.

All organisms must break the high-energy chemical bond in food molecules during cellular respiration to obtain the energy needed for life processes.

5.3.12.B.6 Explain how the process of cellular respiration is similar to the burning of fossil fuels.

Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms.

5.3.12.C.1 Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.

Stability in an ecosystem can be disrupted by natural or human interactions.

5.3.12.C.2 Model how natural and human-made changes in the environment will affect individual organisms and the dynamics of populations.


Genes are segments of DNA molecules located in the chromosome of each cell. DNA molecules contain information that determines a sequence of amino acids, which result in specific proteins.

5.3.12.D.1 Explain the value and potential applications of genome projects.

Inserting, deleting, or substituting DNA segments can alter the genetic code. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring’s success in its environment.

5.3.12.D.2 Predict the potential impact on an organism (no impact, significant impact) given a change in a specific DNA code, and provide specific real world examples of conditions caused by mutations.

Sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations in the offspring of any two parents.

5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation of offspring (meiosis, fertilization).


New traits may result from new combinations f existing genes or from mutations of genes in reproductive cells within a population.

5.3.12.E.1 Account for the appearance of a novel trait that arose in a given population.

Molecular evidence (e.g. DNA, protein structures, etc.) substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched.

5.3.12.E.2 Estimate how closely related species are, based on a scientific evidence (e.g., anatomical similarities of DNA base and/or amino acid sequence.

The principles of evolution (including natural selection and common descent) provide a scientific explanation for the history of life on Earth as evidenced in the fossil record and in the similarities that exist within the diversity of existing organisms.

5.3.12.E.3 Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g. fossil record, DNA, protein structures, etc.).

Evolution occurs as a result of a combination of the following factors:

Ability of a species to reproduce Genetic variability of offspring due to

mutation and recombination of genes Finite supply of the resources required for

life Natural selection, due to environmental

pressure, of those organisms better able to survive and leave offspring.

5.3.12.E.4 Account for the evolution of a species by citing specific evidence of biological mechanisms.

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