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AP BIOLOGY COURSE SYLLABUS 2010-2011

COURSE OVERVIEW:

Welcome to AP Biology. This full-year course is equivalent to a two semester introductory college level biology course in both content and expectations. This college level course follows the syllabus prescribed by the College Entrance Examination Board. It is designed to incorporate the major themes of biology throughout the curriculum as students develop an understanding of biology as a process. Learning science is about being an active participant in the topics and not memorizing facts and statistics. Students will engage in hands-on labs, critical thinking classroom activities, problem solving activities, and scientific data interpretation and analysis.

This course meets 6 – 42 minute periods per week including a double lab period once a week.

The following eight major unifying themes will be used to make connections between topics and units:

Science as a process Evolution Energy transfer Continuity and Change Relationship to Structure and Function Regulation Interdependence in Nature Science, Technology, and Society

COURSE OBJECTIVES:

Students will be able to develop a conceptual framework for modern biology, gain an appreciation of science as a process and recognize real-life applications of biology that relate to their personal responsibility for environmental and social concerns.

1. Understand that science is a process which involves a discovery process using inductive reasoning or a process of hypothesis testing.

2. Explain that biological change of organisms that occur over time is driven by a process of natural selection and that evolution account for the diversity of life on Earth.

3. Identify that all living organisms are active because of their abilities to link energy reactions to the biochemical reactions that take place within their cells.

4. Explain that all species tend to maintain themselves from generation to generation using the same genetic code and that there are genetic mechanisms that lead to change over time.

5. Describe and explain that the structural levels from molecules to organisms ensure successful functioning in all living organisms and living systems.

6. Understand that everything from cells to organisms to ecosystems in is a state of dynamic balance that must be controlled by positive or negative feedback systems.

7. Identify that living organisms rarely exist alone in nature. 8. Understand that scientific research often leads to technological advances that can have positive

and/or negative impacts upon society as a whole.

LABORATORY:

Working in small groups, students will do all labs in the AP Biology Lab Manual for Students. Additional labs will be used to supplement as needed. Lab reports will be due 1 week after completion of the lab. Lab report format will vary depending on the lab, but all lab reports will contain a data analysis conclusion or summary. Data tables will be neat and organized with column headings, an appropriate

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title, and units of measure. Graphs will be drawn in pencil with a ruler, contain an appropriate title, labels and units of measure on each axis, and a key if necessary.

The following is a list and general description of AP Labs:

AP Lab 1: Diffusion and Osmosis – Students will investigate the processes of osmosis in a model of the membrane system and investigate the effect of solute concentration on water potential as it relates to living plant tissues

AP Lab 2: Enzyme Catalysis – Students will observe the conversion of hydrogen peroxide to water and oxygen gas by the enzyme catalase and measure the amount of oxygen generated and calculate the rate of the enzyme-catalyzed reaction.

AP Lab3: Mitosis and Meiosis – Using prepared onion root tip slides, students will study plant mitosis to calculate the relative duration of each phase. Prepared whitefish blastula slides will be used to compare the process in plants and animals. Students will simulate the stages and process in meiosis using chromosome models. Percentage of crossing over in fungus will be calculated.

AP Lab 4: Plant Pigments and Photosynthesis – Students will separate plant pigments using chromatography. They will measure the rate of in photosynthesis in isolated chloroplasts.

AP Lab 5: Cell Respiration – Students will measure oxygen consumption during seed germination under different temperature conditions.

AP Lab 6: Molecular Biology – Students will investigate basic principles of genetic engineering using plasmids to transform E. coli cells.

AP Lab 7: Genetics of Organisms – Students will use living organisms to do genetic crosses.

AP Lab 8: Population Genetics and Evolution – Students will learn about the Hardy-Weinberg law of genetic equilibrium to study the relationship between evolution and changes in allele frequency.

AP Lab 9: Transpiration – Students will measure transpiration under different laboratory conditions.

AP Lab 10: Physiology of the Circulatory System – Students will learn how to measure blood pressure and pulse under different conditions. Data will be analyzed and related to an index of relative fitness. The effect of temperature on the heart rate of a water flea will be determined.

AP Lab 11: Animal Behavior – Students will observe pillbugs and design an experiment to investigate their responses to environmental variables. They will observe and investigate mating behavior in fruit flies.

AP Lab 12: Dissolve Oxygen and Aquatic Primary Productivity – Students will measure and analyze dissolved oxygen concentration in water at different temperatures. They will measure and analyze primary productivity of water samples using screens to simulate the attenuation of light with increasing depth.

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The following is a list and general description of supplemental labs:

McMush Lab: Students will use qualitative tests to analyze fast food. Students will analyze the nutritional content of fast food and apply knowledge of a healthy diet to current teenage obesity issues.

Molecular Models –Students will build fatty acids, fats, amino acids, and simple proteins using molecular models kits.

Case Study Lab: A Can of Bull? Do Energy Drinks Really Provide a Source of Energy?: Students will categorize the biochemical components of “energy” and “electrolyte” drinks. They will explain scientifically how the marketing claims for these drinks are or are not supporter. They will determine the physiological role of these components in the human body and determine under what conitions each of the drinks might be useful to the consumer.

Form & Function of Bacteria – Students will review the structural differences between prokaryotes and eukaryotes. They will compare the different forms of bacteria while viewing prepared slides.

We Are Family – Students will become aware of the diversity of organisms in a single animal phylum. They will become the expert on an assigned phylum by researching significant developments in the evolution of the phylum and then create a phylogenetic tree of the major branches in eukaryotic evolution.

Plant Diversity – Students will analyze the reproductive modifications that enabled plants to colonize terrestrial habitats.

Flower Power – Students will dissect a flower to learn its basic structures. They will study flowers as adaptations to attract pollinators. By comparing the diversity of floral characteristics in different species, students will correlate the characteristics with pollinators’ sensory abilities.

Plant Study – Students will design experiments to study the effect of various environmental conditions on seed germination and plant growth.

Dissections – Students will observe and compare the anatomical structures of various organisms and/or organs. Dissections may be student centered, demonstrations, or virtual/interactive.

STUDENT EVALUATION

Students are evaluated on a total point system. Total points from all tests, quizzes, homework, lab reports, and other assessments are added together to determine a total score which is converted to a percentage. It is the student’s responsibility to keep track of their individual points on each assessment or assignment.

Homework (10%):

Assigned homework will have a point value of either 5 or 10 points. Homework will be reading and outlining the textbook chapters and/or completing the chapter reading guide. As needed, articles will be assigned from scientific journals and news sources. Further instructions will be provided for each article.

Laboratory (30-40%):

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Tests/Quizzes (35-45%)

Most tests will be multi-chapter tests consisting of multiple choice and free response questions similar to the AP exam. There will be a quiz after each chapter.

District Exams

A comprehensive mid-term exam (10% of final grade) will be administered in late January.

AP Exam/Final Exam

It is expected that all AP students take the AP Exam. As per district policy, student’s taking the AP exam will receive full AP credit. Those students opting not to take the AP Exam will receive reduced credit. Throughout the year, practice exams and exam questions will be administered. It is advised that students purchase an AP Exam prep book from a local bookstore.

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COURSE PLANNER:

This course planner is designed to provide a general schedule for topics covered with textbook chapters, labs, and supplemental assignments. Detailed weekly schedules will be posted on my school website throughout the school year. The class will consist of lecture (PowerPoint, Smart Notebook), cooperative and differentiated instruction strategies, and whole-class discussion and debate topics.

Note: Percent in parenthesis ( ) indicates weighted emphasis on the AP Exam.

Time frame

Topics/Objectives Activities/ Assignments/ Assessments

Lab Experiences

1 day Introduction: Students will recognize that biological science involves a process of change with new knowledge.(science as a process)

Video: Classic SNL: “Theodoric of York, Medieval Barber” (change in scientific knowledge over time)

Unit 1: Molecules and Cells (25%) Student will describe and explain the structure and function of cellular organelles and explain the significance of metabolic processes 15 days

CHEMISTRY OF LIFE (7%) Student will … Recognize the role of the elements

essential to life Describe the structure and

behavior of the atom (relationship to structure and function)

Analyze chemical bonds and recognize the properties of bonds

Evaluate the biological significance of the properties of water (science as a process; regulation; interdependence in nature)

Examine the role of carbon in the molecular diversity of living things (evolution)

Compare the structure and function of macromolecules necessary for life (energy transfer; relationship to structure and function)

Chapters 2, 3, 4, 5 Activity 2.1 – A Quick Review of Elements and Compounds Activity 3.1 – A Quick Review of the Properties of Water Activity 4/5.1 – How can you identify macromolecules? Activity 4/5.2 – What predictions can you make about the behavior of organic macromolecules if you know their structure? Investigation 4.2 – What Factors Determine the Effectiveness of Drugs (Campbell Interactive) Chemistry of Life Test

McMush Lab: [wet; 1- double lab period] Molecular Models [wet; 1-double lab period]

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25 days

CELLS (10%) CELLULAR METABOLIC PROCESSES (8%) Students will… Compare and contrast Eukaryotic

and prokaryotic cells and explain the evolutionary relationships (evolution; relationship to structure and function; interdependence in nature)

Compare and contrast the structure and function of cytoplasmic organelles(relationship to structure and function)

Discuss the evolutionary significance of endosymbiosis and the importance of mitochondria and chloroplasts in energy transfer processes (science as a process; evolution; energy transfer; relationship to structure and function)

Describe the structure and function of cellular membranes (relationship to structure and function)

Evaluate the role and significance of cellular transport mechanisms(science as a process; energy transfer)

Identify energy conversions based on the laws of thermodynamics and the biochemical processes that provide energy to living things (energy transfer; regulation)

Describe the structure and function of enzymes in metabolic pathways (relationship to structure and function)

Evaluate the effect of environmental conditions on the structure and function of enzymes in metabolic pathways (relationship to structure and function; science as a process; interdependence in nature)

Evaluate the significance of the network of cellular communication processes (science as a process;

Chapters 6, 7, 8, 9, 10, 11, 12, 13 Activity 6.1 – What makes a cell a living organisms? Activity 7.1 – What controls the movement of materials into and out of the cell? Activity 7.2 – How is the structure of a cell membrane related to its function? Activity 8.1 – What factors affect chemical reactions in cells? Activity 8.2 – How can changes in experimental conditions affect enzyme-mediated reactions? Activity 9.1 – A Quick Review of Energy Transformations Activity 9.2 – Modeling Cellular Respiration: How can cells convert the energy in glucose to ATP? Activity 10.1 – Modeling Photosynthesis: How can cells use the sun’s energy to convert carbon dioxide and water into glucose? Activity 10.2 – How do C3, C4, and CAM photosynthesis compare? Activity 11.1 – How are chemical signals translated into cellular responses? Activity 12.1 – What is mitosis? Activity 13.1 – What is meiosis? Activity 13.2 – How do mitosis and meiosis differ? United Streaming Video: Mitosis

AP Lab 1: [wet; 1-double lab period + 1 additional class period] Osmosis and Diffusion AP Lab 2: [wet; 1-double lab period + 1 additional class period] Enzyme Catalysts AP Lab 3: [wet; 1-double lab period] Mitosis and Meiosis AP Lab 4: [wet; 1-double lab period + 1 additional class period] Plant Pigments and Photosynthesis AP Lab 5: [wet; 1-double lab period] Cell Respiration A Can of Bull: [dry; 1-double-lab period] (science as a process; energy transfer; regulation; science, technology and society)

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regulation) Explain the stages and control

mechanisms in mitosis and evaluate the role of mitosis in genetic continuity (regulation; evolution; continuity and change)

Explain how meiosis contributes to genetic diversity (evolution; continuity and change)

Explain how the significance of the variety of life cycles supports evolution (evolution; continuity and change)

Evaluate the practices of plant and animal breeders and the biological impact on the environment and society (science as a process; continuity and change; science, technology, and society)

Compare cellular respiration and fermentation and identify the evolutionary significance of glycolysis (evolution; energy transfer)

Describe the biochemical pathways in photosynthesis and explain the significance of the flow of energy (science as process; energy transfer)

Discuss the evolutionary significance of the environmental adaptations in photosynthetic organisms (science as a process; evolution; continuity and change)

United Streaming Video: Meiosis Cells Test (ch 6, 7, 8) Metabolic Processes test (ch 9, 10, 11,12, 13)

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Unit 2: Heredity and Evolution (25%) Recognize the relationship between the genetic code and the diversity of life 30 days

MENDELIAN GENETICS (8%) MOLECULAR GENETICS (9%) Students will be able to… Analyze the development of

scientific research involved in the formation of a DNA model (science as a process; science, technology, and society)

Develop a working knowledge of Mendelian patterns of inheritance

Recognize the type of inheritance exhibited from genetic disorders (evolution; continuity and change)

Describe how inheritance patterns can alter a population and lead to evolutionary changes (evolution; continuity and change)

Describe how gene linkage affects inheritance (evolution; continuity and change)

Describe the role of sex-linked genes and patterns of inheritance (evolution; continuity and change)

Analyze the significance of chromosomal mutations in evolution of species (evolution; continuity and change)

Describe and compare the structure and function of nucleic acids (relationship to structure and function; continuity and change)

Analyze DNA replication to determine its role in mutations (science as a process; evolution; continuity and change)

Describe the affect of gene mutations on populations (science as a process, evolution; continuity and change)

Explain microbial genetics and describe the significance of response to environmental change (evolution; continuity and change; regulation)

Define and discuss the methods involved in the transfer and

Chapters 14, 15, 16, 17, 18, 19, 20, 21 Activity: Protein synthesis simulation – students will simulation protein synthesis using manipulatives In class discussion/ bioethics debate – genetically modified organisms/the future of genetics Activity 14.1 – A Genetics Vocabulary Review Activity 14.2 – Modeling Meiosis: How can diploid organisms produce haploid gametes? Activity 14.3 – A Quick Guide to Solving Genetics Problems Activity 14.4 – How can you determine all the possible types of gametes? Activity 15.1 – Solving Genetics Problems Activity 15.2 – How can the mode of inheritance be determined experimentally? Activity 16.1 – Is the hereditary material DNA or protein? Activity 16.2 – How does DNA replicate? Activity 17.1 – Modeling Transcription and Translation: What processes produce RNA from DNA and protein from mRNA? Activity 18.1 – How is gene expression controlled?

AP Lab 7: [wet; 1-double lab period + 1 additional class period] Genetics of Organisms AP Lab 6: [wet; 1-double lab period + 1 additional class period] Molecular Biology Form & Function of Bacteria [wet; 1-double lab period] (science as a process; relationship of structure to function; evolution)

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recombination of bacterial genes (evolution, continuity and change; science, technology, and society)

Describe the organization, regulation, and evolution of eukaryotic genomes (relationship to structure and function , evolution; regulation; continuity and change)

Explain the process of gene expression and embryonic development as it pertains to cell differentiation mechanisms (science as a process; evolution; continuity and change; regulation)

Examine mapping, cloning, sequencing, and analysis of DNA and its significance to society (science as a process; science, technology, and society)

Examine practical applications of DNA technology and its role in society (science as a process; science, technology, and society)

Discuss and defend the future of genomics (science as a process; science, technology, and society)

Activity 18.2 – Modeling the lac and trp Operon Systems: How can gene expression be controlled in prokaryotes? Activity 19.1 – How is gene activity controlled in eukaryotes? Activity 20.1 – How and why are genes cloned into recombinant DNA vectors? Activity 21.1 – How can the development of an organism be controlled at the cellular and molecular levels? United Streaming Video: Chromosomal

Alterations Development of

Molecular Genetics Molecular Genetics and

the Human Genome Project

Sex-Linked Inheritance The Hardy-Weinberg

Principle Transcription of DNA

to Messenger RNA Embryonic

Development and Differentiation

Mendelian Genetics test (ch 14, 15, 16, 17) Molecular Genetics Test (ch 18, 19, 20, 21)

10 days

EVOLUTIONARY BIOLOGY (8%) Students will… Examine the historical background

of the development of theories of evolution (science as a process,

Chapters 22, 23, 24 Interactive timeline and video – developments in human evolution

AP Lab 8: [wet; 1-double lab period + 1 additional class period]Population Genetics and Evolution

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evolution) Explain the significance of the

contributions of Darwin (science as a process, evolution)

Examine present day evidence of evolution (science as a process, evolution; science, technology, and society)

Describe the genetic component in evolution of populations and natural selection (evolution; continuity and change; interdependence in nature)

Examine population genetics and the Hardy-Weinberg Law of genetic equilibrium (interdependence in nature)

Compare and describe the mechanisms that account for speciation and macroevolution (science as a process; evolution; continuity and change)

www.becominghuman.org Discovery School Video - Great Books: Origin of Species Video: The Odyssey of Life: The Ultimate Journey Video: Planet Earth: Deep Ocean United Streaming Video: Gene Frequencies,

Natural Selection, and Speciation

Icons of Science - Evolution

Activity 22.1 – How did Darwin view evolution via natural selection? Activity 22.2 – How do Darwin’s and Lamarck’s ideas about evolution differ? Activity 22.3 – How would you evaluate these explanations of Darwin’s ideas? Activity 23.1 A quick Review of Hardy-Weinberg Population Genetics Activity 23.2 – What effects can selection have on populations? Activity 24.1 – What factors affect speciation? Evolutionary Biology Test

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Unit 3: Organisms and Populations (50%) Students will recognize the relationship between organisms form and function and recognize the factors which influence and determine the nature of the environment. 20 days

DIVERSITY OF POPULATIONS (8%) Students will.. Describe the evolutionary

relationships in classification of living things (evolution; continuity and change)

Analyze the evidence in the theories for early origin and evolution of life on Earth (science as a process; evolution)

Identify changing taxonomic models through time (science as a process)

Describe the structure, function, and role of prokaryotic organisms in the biosphere (science as a process; relationship to structure and function; interdependence in nature)

Identify harmful and helpful prokaryotic organisms for humans and the environment (science as a process; interdependence in nature)

Discuss the importance of the diversity of Protists (science as a process; evolution; interdependence in nature)

Explain how plant adaptations are related to the evolution of seed plants (evolution; continuity and change)

Explain the structure, function and role of fungus in the biosphere (science as a process; relationship to structure and function; interdependence in nature)

Chapters 25, 26, 27, 28, 29, 30, 31 Activity: How is Phylogeny Determined Using Protein Comparisons? (Campbell Interactive Activity) Activity 25.1 – How are phylogenies constructed? Activity 25.2 – Put yourself in the professor’s shoes: What questions would you ask? Activity 26/27.1 – Whad do we know about the origin of life on Earth? Activity 26/27.2 – How has small sized affected prokaryotic diversity? Activity 28.1 – How has endosymbiosis contributed to the diversity of organisms on Earth? Activity 29/30.1 – What major events occurred in the evolution of the plant kingdom? Activity 29/30.2 – What can a study of extinct species tell us about the evolution of form and function in the plant kingdom? Activity 29/30.3 – How are the events in plant evolution related? Activity 31.1 – How diverse are the fungi in form and function? Activity 32/33.1 – What can we learn about the evolution of the animal kingdom by examining modern invertebrates?

We Are Family: [dry; 2-double lab periods] (continuity and change; interdependence in nature; evolution)

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United Streaming Video: Interactions and

Relationships Among Organisms

Patterns of Population Growth and Management

Asexual Reproduction and Alternation of Generations

Understanding Viruses

Understanding Bacteria

Diversity of Populations test

40 days

STRUCTURE AND FUNCTION OF PLANTS AND ANIMALS (32%) Plants Explain the general characteristics

of the plant kingdom Describe the structure, growth, and

development of plants and discuss how plant differences have led to the evolutionary success plants (science as a process; evolution; continuity and change; relationship to structure and function)

Analyze the major tissues of seed plants and develop a working knowledge of their relationship to each other and their evolutionary success (science as a process; evolution; continuity and change; interdependence in nature)

Discuss the role of biotechnology in agriculture (science as a process; science, technology, and society)

Identify and evaluate the affects of environmental factors on plant responses (science as a process; regulation; interdependence in nature)

Animals

Chapters 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49 Computer Activity: How Do Molecular Data Fit Traditional Phylogenies? (Cambell Interactive Activity) Activity 32/33.1 – What can we learn about the evolution of the animal kingdom by examining modern invertebrates? Activity 34.1 – What can we learn about the evolution of the chordates by examining modern chordates? Activity 35.1 – how does plant structure differ among monocots, herbaceous dicots, and woody dicots? Activity 36.1 – How are water and food transported in plants? Activity 37.1 – What do you need to consider in

Plant Diversity: [wet; 1-double lab period + 1 additional class period] (evolution) Flower Power: [wet; 1- double lab period + 1 additional class period] (science as a process; evolution; continuity and change; interdependence in nature) AP Lab 9: [wet; 1-double lab period] Transpiration Plant Study [wet; 2-double lab period plus additional time for observations] (science as a process; interdependence in nature; regulation) AP Lab 10: [wet; 1-double lab period + 1 additional class period] Physiology of the Circulatory System Dissections: [wet; 6 class periods] (evolution;

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Analyze the phylogeny of the animal kingdom and their evolutionary relationships (science as a process; evolution)

Analyze the form and function of animal tissue (relationship of structure to function)

Analyze the basic structure, function of systems and the regulation of systems (relationship of structure to function; regulation)

Explain the interaction of organ systems (regulation; interdependence in nature)

Compare and contrast the structure and functions of animals with respect to evolution and adaptation to the environment (science as a process; evolution; continuity and change; relationship of structure to function)

Evaluate and discuss the significance of stem cell research (science as a process; science, technology, and society)

Describe the growth and development process in animals

order to grow plants in space? Activity 38.1 – How can plant reproduction be modified using biotechnology? Activity 39.1 – How do gravity and light affect plant growth responses? Activity 40.1 – How does an organism’s structure help it maintain homeostasis? Activity 41.1 – How are form and function related in the digestive system? Activity 42.1 – How is mammalian heart structure related to function? Activity 42.2 – How do we breathe, and why do we breathe? Activity 43.1 – How does the immune system keep the body free of pathogens? Activity 44.1 – What is nitrogenous waste, and how is it removed from the body? Activity 45.1 – How do hormones regulate cell functions? Activity 46.1 – How does the production of male and female gametes differ in humans? Activity 47.1 – What common events occur in the early development of animals? Activity 48.1 – How do neurons function to transmit information? Activity 48.2 – What would happen if you modified a particular aspect of neuron

continuity and change)

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function? Activity 49.1 – How does sarcomere structure affect muscle function? Activity 49.2 – What would happen if you modified particular aspects of muscle function? United Streaming Video: The World of Plants,

The Structure of Plants

Human Body Pushing the Limits- Brainpower

Human Body Systems – The Endocrine System

Human Body Systems – The Excretory System

Human Body Systems – The Nervous System

Human Body System – The Reproductive System

Human Body Systems – The Skeletal and Muscular Systems

Electrochemical Control Systems

Plants Test Animals Test

10 days

ECOLOGY (10%) Identify the interactions of

populations in a community (science as a process; interdependence in nature)

Analyze the effect of changes in biotic and abiotic factors on populations (science as a process; evolution, interdependence in nature)

Describe the role of natural selection in animal behavior and

Chapters 50, 51, 52, 53, 54, 55 Activity: How Do Abiotic Factors Affect Distribution of Organisms (Campbell Interactive Activity) Activity 50.1 – What factors determine climate? Activity 51.1 – What

AP Lab 11: [wet; 1-double lab period] Animal Behavior AP Lab 12: [wet; 1-double lab period + 1 additional class period] Dissolved Oxygen and Aquatic Primary Productivity

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the success of populations (evolution; interdependence in nature)

Compare the characteristics of land and aquatic biomes

Analyze the models used to describe population growth (science as a process; regulation; interdependence in nature)

Determine the factors that regulate population growth (science as a process; regulation; interdependence in nature)

Analyze the energy and nutrient flow through an ecosystem (energy transfer; interdependence in nature)

Analyze human population growth data and identify the factors which influence human population growth (science as a process; regulation; interdependence in nature)

Evaluate the role of human activities in health of ecosystems (science as process; regulation; interdependence in nature)

Evaluate the role of human activities in preservation of biodiversity (science as process; regulation; interdependence in nature; evolution)

determines behavior? Activity 52.1 – What methods can you use to determine population density and distribution? Activity 52.2 – What models can you use to calculate how quickly a population can grow? Activity 53.1 – What do you need to consider when analyzing communities of organisms? Activity 54.1 – What limits do available solar radiation and nutrients place on carrying capacity? Activity 55.1 - What factors can affect the survival of a species or community? Ecology Test

Resources:

Textbook: Biology 7th edition, Neil A. Campbell, Jane B. Reece, Pearson-Benjamin Cummings, 2005

Preparing for the Biology AP Exam, Campbell/Reece

AP Biology Lab Manual for students

Laboratory Investigations for Biology, 2nd edition, Jean Dickey

AP Biology Released Exams

Selected Journal Articles from Scientific American, National Association of Biology Teachers, The Science Teacher (NSTA); Discover Magazine; U.S. New & World Report; The New York Times

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Websites:

Campbell Biology Gateway: http://www.aw-bc.com/campbell Bio-alive: http://bio-alive.com The Biology Project: www.biology.arizona.edu BioCoach: www.phschool.com/science/biology_place/biocoach

The Biology Corner: www.biologycorner.com Access Excellence: www.accessexcellence.org The Biology Place: www.biology.com Gene Almanac: www.dnalc.org/home.html United Streaming: www.unitedstreaming.com

Teacher’s Domain: http://www.teachersdomain.org BioCoach: www.phschool.com/science/biology_place/biocoach