August 9, 2010 1

Teacher: Mrs. Lamontia

Subject: AP Biology (2010-2011)

School: Avon Grove High School

Prerequisites:

• “B” or higher in AP or Honors Chemistry or “A” in College Prep Chemistry,

and

• Successfully completed Honors Biology or College Prep Biology, or

• Permission of the instructor

Meeting Times:

• Three 45-min. periods and two 90-min. periods every five days with a minimum

of 90 min. every five days spent with students conducting labs.

AP Biology Course Content and Curriculum Requirements:

This AP Biology course meets all of the standards put forth by the College Board

for AP courses and covers all topics in the AP Biology Course Description. These topics

are listed in the attached Syllabus and Timeline. Additionally, eight major themes from

the AP Biology Curriculum Requirements tie the units together to emphasize broad

concepts in biology. For instance:

Examples of Major Themes in the Curriculum

1. Science as a Process

• Labs are a critical component in teaching hypothesis testing and the

discovery process. In this course, all labs are prepared and conducted by

the students. Many labs require the students to develop and test a

hypothesis, statistically analyze and clearly present the data, discuss the

results, and draw conclusions. All lab reports must include pertinent

references.

2. Evolution

• The AP Biology textbook (Campbell and Reece, 2005) used in this

course was selected, in part, because of its emphasis on evolution as the

modern organizing principle of biology. Each topic, such as

photosynthesis, is related to evolution and organizes the discussion

according to the increasing complexity of organisms. Additionally, the

midterm project that requires students to compare systems across phyla

emphasizes the evolutionary basis for the increasing complexity.

3. Energy Transfer

• The movement of electrons is emphasized across several processes

including, but not limited to, the use of a proton gradient across

membranes to produce ATP, the transfer of energy during the light

phase of photosynthesis, and the Na+/K

+ pump during the transmission

of nerve signals.

4. Continuity and Change

• The units on the cell cycle, Mendelian genetics, genetic recombinations

and mutations, embryonic development, and evolution all provide

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opportunities to discuss how biological processes allow for both

continuity and diversity of genotype and phenotype through generations

of time.

5. Relationship of Structure to Function

• Essentially every unit emphasizes the relationship of structure to

function. The midterm project requires examination of all major

systems and a discussion of how the increasingly complex structures

across phyla support the increasingly sophisticated functions of these

organisms. This concept is also emphasized during the first marking

period when we examine the properties of simple molecules that

ultimately contribute to the characteristics of cell membranes.

6. Regulation

• Regulation and feedback systems are present from global to molecular

levels. At the global level, the nutrient cycles are used to illustrate this

theme. At the systems level, the endocrine system provides numerous

examples of regulatory systems, while at the cellular and molecular

level, we examine the regulatory molecules that affect cell

communication and gene expression.

7. Interdependence in Nature

• Two examples of how interdependence in nature is emphasized across

units include the study of relationships among organisms in an

ecosystem, the coupling of biochemical processes in photosynthesis, and

the interdependence of photosynthesis and cellular respiration.

8. Science, Technology, and Society

• Students are required to write abstracts of current societal and

technological developments related to the unit being studied. These

abstracts form the basis of discussions each unit.

AP Biology is a rigorous course the College Board says is “intended to provide an

opportunity for high school students to pursue and receive credit for college-level course

work.” To earn this college credit, significant, sustained effort is required. More

information is available through their website:

http://www.collegeboard.com/student/testing/ap/about.html

I suggest students explore this site for useful information throughout the year.

Course Overview:

• Independent Study

In addition to instructor-led lecture, independent study is required for a project on

the relationship of structure to function, one of the eight major themes of the AP Biology

Course. In this project, the class completes a survey of the organisms in the major phyla,

identifies distinguishing characteristics, and compares the structure, function, and

evolutionary development of key physiological functions across phyla. Each student

blindly selects a phylum within Kingdom Animalia and two physiological functions to

compare across phyla. Alternatively, they blindly select a class within Phylum Chordata

and two physiological functions to compare across classes. The project, which includes a

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10-12 page research paper and a poster or PowerPoint presentation, is completed as an

Independent Study Project. Presentations are given just before and during midterms.

• Current Developments and Social Concerns

One of the goals of this course is to link current developments to the topic at

hand. Students are required to submit one abstract per quarter from reputable, easily

available journals such as Science, Scientific American, National Geographic, or Nature

that link the topic being studied to a current social concern or to an advancement in

technology. These abstracts form the basis of the Current Development discussions.

Lab Component:

Labs are a critical component in teaching hypothesis testing and the discovery

process. In this course, labs are prepared and conducted by the students. Many labs

require the students to develop and test a hypothesis, statistically analyze and clearly

present the data, discuss the results, and draw conclusions. All lab reports include

pertinent references. The twelve labs in the AP Biology Lab Manual are completed as

well as supplemental labs and activities. Most labs have pre-lab quizzes and follow-up

assignments or formal lab reports.

Student Evaluation:

Grades are calculated on an unweighted total of points that typically break down as:

Homework : ~ 10%

Lab Reports: ~ 45%

Tests: ~45%

There is no extra credit, so put forth the effort the first time through. Details are included

in the Classroom Policies paper.

Resources:

• Students are issued copies of:

(2001). AP Biology Lab Manual. U.S.A.: College Entrance Examination Board.

Campbell, N., & Reece, J. (2005). AP Edition Biology 7th Edition. San Francisco:

Pearson Education, Inc..

• Additional resources include:

Morgan, J., & Carter, E. (2005). Investigating Biology Laboratory Manual. San

Francisco: Pearson Education, Inc..

Wartski, Burt (2005). Biology Advanced Placement Teacher Manual. North Carolina:

Duke University Talent Identification Program.

Waterman, M., & Stanley, E. (2005). Biological Inquiry. San Francisco: Pearson

Education, Inc..

Various articles from current scientific publications.

AP® College Board Released Exams and other resources.

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AP Biology Syllabus (2010 – 2011)

I. Introduction of Major Themes (Summer Assignment + 3 days)

1. Readings a. Chapter 1: Introduction and Major Themes (Campbell and Reece, 2005) b. Biological Inquiry Unit 7 Case: Galloper’s Gut (Waterman and Stanley, 2005) 2. Lab

a. Topic 1: Lab Scientific Investigation and Presentation of Data (Morgan and Carter, 2005) II. Molecules and Cells (25%) A. Chemistry of Life (Summer Assignment + 9 days) 1. Readings

a. Chapter 2: The Chemical Context of Life b. Chapter 3: Water and the Fitness of the Environment c. Chapter 4: Carbon and the Molecular Diversity of Life d. Chapter 5: The Structure & Function of Macromolecules

2. Labs a. Safe Laboratory Practices and Lab Techniques Purpose – Reinforce safety procedures and practice lab techniques b. Water Properties Purpose – Design several demonstrations that illustrate various water properties. c. AP Lab 1: Diffusion and Osmosis Purpose – Investigate diffusion, osmosis, and water potential with a membrane model and plant tissue. 3. Supplemental/Extension Activities a. Free Response Practice

b. Current Event Abstract

B. The Cell (Summer assignment + 9 days) 1. Readings a. Chapter 6: A Tour of the Cell

b. Chapter 7: Membrane Structure and Function c. Chapter 8: An Introduction to Metabolism

2. Labs a. Microscopy Purpose – Video Capture of Live Cells

b. Lab Topic 3: Microscopes and Cells (Morgan and Carter, 2005) Purpose – Become proficient in the use of light microscopy and observe living cells and describe their structures.

c. Duke TIP: Gelatin and Enzyme Activity (Activity 2) (Wartski, 2005) Purpose – Design an experiment with gelatin and laundry detergent to observe enzyme reactions and to determine the most effective laundry detergent per price.

d. AP Lab 2: Enzyme Catalysis

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Purpose: - Study enzyme-catalyzed reactions by varying temperature, pH, and enzyme concentration of the process

C. Cellular Energetics, Cell Communication, and Cell Division (16 days) 1. Readings

a. Chapter 9: Cellular Respiration b. Chapter 11: Cell Communication c. Chapter 12: Cell Cycle

2. Labs a. AP Lab 5: Cell Respiration Purpose – Use germinating and nongerminating peas and

respirometers to measure the rate of cell respiration at various temperatures to identify and measure factors that influence cell respiration.

b. AP Lab 3: Cell Cycle – Part A Purpose – Estimate the length of the cell cycle stages using fixed

slide specimens. 3. Supplemental/Extension Activities a. Statistical Analysis of Experimental Data b. Practice AP Exam

c. Current Event Abstract III. Heredity and Evolution (25%) A. Heredity (12 days) 1. Readings

a. Chapter 13: Meiosis and Sexual Life Cycle b. Chapter 14: Mendelian Genetics

c. Chapter 15: The Chromosomal Basis of Inheritance 2. Labs a. AP Lab 3: Cell Cycle – Part B Purpose – Use Sordaria fimicola to study the crossing over and

recombination that occurs during meiosis. b. AP Lab 7: Genetics of Organisms Purpose – Conduct genetic crosses with Drosophilia melanogaster

and collect data from multiple generations to further understand the principles of independent assortment and sex-linked genes.

c. Duke TIP: Genetic Dice Lab (Activity 7) Purpose – Compare the predicted and actual probability of blood

groups in a population using labeled dice. 3. Supplemental/Extension Activities a. Fly Fundamentals b. Free Response Practice c. Chi-Square Analysis Activity

d. Current Event Abstract B. Molecular Genetics (15 days) 1. Readings

a. Chapter 16: The Molecular Basis of Inheritance (DNA) b. Chapter 17: From Gene to Protein c. Chapter 18: The Genetics of Viruses and Bacteria

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d. Chapter 19: Eukaryotic Genomes: Organization, Regulation, and Evolution

e. Chapter 20: DNA Technology and Genomics f. Chapter 21: The Genetic Basis of Development (skim) 2. Labs

a. AP Lab 6: Molecular Biology Purpose – Investigate basic principles of genetic engineering by

transforming E. coli to be more resistant to certain antibiotics. Gel electrophoresis will be used to separate DNA fragments that have undergone a restriction enzyme digest.

b. Duke TIP: Amylase Regulation in Prokaryotes (Activity 5) Purpose – Observe the regulation of amylase in prokaryotic cells

and explain the regulation using the operon model. 3. Supplemental/Extension Activities a. Paper Plasmid Activity Purpose – Use paper to model a restriction enzyme digest and develop a map of the transformed plasmid. b. Current Event Abstract C. Evolutionary Biology (11 days) 1. Readings

a. Chapter 22: Decent With Modification b. Chapter 23: The Evolution of Populations c. Chapter 24: The Origin of Species d. Chapter 25: Phylogeny and Systematics e. Chapter 26: The Tree of Life (selected sections)

2. Labs a. AP Lab 8: Population Genetics Purpose - Study the Hardy-Weinberg Theorem, evolution, and allele frequency using the class members and rules to model various changes in populations. b. Duke TIP: Evolution With Food (Activity 8) Purpose – Use a simple food model to demonstrate the concept of evolution through natural selection. c. Lab Topic 11: Population Genetics I: The Hardy-Weinberg Theorem Purpose – Use a bead model to demonstrate the conditions necessary for evolution and be able to describe the conditions necessary to maintain Hardy-Weinberg equilibrium. 3. Supplemental/Extension Activities a. Current Event Abstract IV. Organisms and Populations (50%) A. Diversity of Organisms (8 days) 1. Readings

a. Chapter 27: Prokaryotes b. Chapter 28: Protists c. Chapter 31: Fungi

d. Chapter 32: An Introduction to Animal Diversity e. Chapter 33: Invertebrates 2. Labs a. Lab Topic 13: Bacteriology (Gram Staining)

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Purpose - Learn Gram Staining techniques and how it relates to cell wall chemistry. Practice asceptic techniques to produce bacterial streaks, smears, and lawns. Apply knowledge of the control of bacterial growth to life situations, b. Lab Topic 14: Protists and Fungi (Selected Portions) Purpose – Study several samples of protists and fungi and identify several characteristics of each organism. Design and perform an independent investigation of one of the organisms. 3. Supplemental/Extension Activities a. Current Event Abstract B. Structure and Function of Animals (24 days) 1. Readings a. Chapter 34: Vertebrates – Overview b. Chapter 40: Basic Principles of Animal Form & Function c. Chapter 41: Animal Nutrition (part) d. Chapter 42: Circulation & Gas Exchange

e. Chapter 43: The Immune System f. Chapter 44: Osmoregulation & Excretion g. Chapter 45: Hormones & the Endocrine System

h. Chapter 46: Animal Reproduction (part) i. Chapter 47: Animal Development

j. Chapter 48: Nervous System k. Chapter 49: Sensory and Motor Mechanisms

2. Labs a. AP Lab 10: Physiology of the Circulatory System Purpose – Study the circulatory system by measuring the heart rate of students under various physical conditions and observe Daphnia magna under various temperature conditions.

b. Microscope – Tissue Identification Purpose – Examine fixed slide specimens to identify the

characteristic of major tissue types. c. Lab: Senses and Nervous System d. Cat dissection

Purpose – Use a fixed specimen to study muscle anatomy in detail

3. Supplemental/Extension Activities a. Midterm Paper – Comparative analysis of two systems across invertebrate and vertebrate phyla/classes (including evolutionary adaptations) and a thorough discussion of all systems within one phylum/class C. Structure and Function of Plants (16 days)

1. Readings a. Chapter 10: Photosynthesis b. Chapter 29: Plant Diversity I: How Plants Colonized Land

c. Chapter 30: Plant Diversity 2: The Evolution of Seed Plants d. Chapter 35: Plant Structure, Growth, and Development

e. Chapter 36: Transport in Vascular Plants f. Chapter 37: Plant Nutrition

g. Chapter 38: Angiosperm Reproduction & Biotechnology h. Chapter 39: Plant Responses to Internal & External Signals

2. Labs

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a. Duke TIP: Plant Identification (Activity 9) Purpose – Use knowledge of classification techniques to identify several plants. b. Microscope – Monocot/Dicot Identification c. AP Lab 4: Plant Pigments and Photosynthesis Purpose – Use DPIP to measure the rate of photosynthesis at various rates. d. Lab Topic 19: Plant Anatomy

Purpose – Identify the structure and function of each cell type and tissue and relate its function to its structure. Relate primary and secondary growth to the growth habitat and adaptation of land plants as illustrated by its structure and function.

3. Supplemental/Extension Activities a. Current Event Abstract D. Ecology (12 days) 1. Readings a. Chapter 50: Ecology Introduction b. Chapter 51: Behavioral Ecology c. Chapter 52: Population Ecology

d. Chapter 53: Community Ecology e. Chapter 54: Ecosystems f. Chapter 55: Conservation Biology & Restoration Ecology

2. Labs a. AP Lab 12: Dissolved Oxygen and Aquatic Primary Productivity Purpose – Analyze the amount of dissolved oxygen in pond water under various conditions to measure primary productivity. The students also explore the relationship between temperature and dissolved oxygen. b. Duke TIP: Population Estimation and Growth Stimulation (Activity 11) Purpose – Use the mark and recapture method on a model population to estimate the size of a population, observe the effects of the population’s carrying capacity. 3. Supplemental/Extension Activities a. Denali Research Project Purpose – Become aware of current research in an expansive environment. Write a proposal for additional research describing the ultimate and proximate questions, methods, and funding. V. Exam Review (8 days) 1. Review Class Study Guides 2. AP Exam Prep Book 3. Practice exam

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Works Cited

(2001). AP Biology Lab Manual. U.S.A.: College Entrance Examination Board. Campbell, N., & Reece, J. (2005). AP Edition Biology 7th Edition. San Francisco: Pearson Education, Inc.. Morgan, J., & Carter, E. (2005). Investigating Biology Laboratory Manual. San Francisco: Pearson Education, Inc.. Wartski, Burt (2005). Biology Advanced Placement Teacher Manual. North Carolina: Duke University Talent Identification Program. Waterman, M., & Stanley, E. (2005). Biological Inquiry. San Francisco: Pearson Education, Inc..

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AP Biology Timeline

(2009 – 2010)

Dates Days Lab (2 Double periods/5 Days) Readings Exams

Section 1:The Chemistry of Life

Week 1 (4 days)

8/31-9/3 1 Chapter 1: Introduction and Major Themes

A 2 Chapter 2: The Chemical Context of Life

B 3 Galloper’s Gut, Lab Safety, Water Properties

C 4

Topic 1: Lab Scientific Investigation and Presentation of Data (Morgan and Carter, 2005)

Stat. Analysis of Exp. Data

Week 2 (4 days)

9/8-9/11 D

5 Chapter 2: The Chemical Context of Life

E 6 Chapter 3: Water and the Fitness of the Environment

A 7 Galloper’s Gut Defense

Section 2: Macromolecules and

Cells

B 8 AP Lab 1: Diffusion and Osmosis Prelab Quiz

Week 3 (5 days)

9/14-9/18

C 9 AP Lab 1: Diffusion and Osmosis

D 10 Ch. 1-3

E 11 Chapter 4: Carbon and the Molecular Diversity of Life

A 12 Chapter 5: The Structure & Function of Macromolecules

B 13 Water Lab Demo Free Response Writing

Week 4 (5 days)

9/21-9/25

C 14 Review Free Response Chapter 6: A Tour of the Cell

D 15

Chapter 6: A Tour of the Cell

August 9, 2010 11

Section 3: Cell Membranes and

Cellular Respiration

E 16 Finish Chapter 6 Review Ch 1-3 Exam

A 17 Ch 4-6

NO 18 Duke TIP: Gelatin and Enzyme Activity (Activity 2) (Wartski, 2005)

Home-coming

Week 5 (4 days)

9/29-10/2

B 19

Lab Topic 3: Microscopes and Cells (Morgan and Carter, 2005) Video Microscopy of Live Cells

C 20 Ch. 7: Membrane Structure and Function

D 21 Ch. 7: Membrane Structure and Function Ch. 8: An Introduction to Metabolism

E 22 Chapter 8: An Introduction to Metabolism Chapter 9: Cellular Respir.

Week 6 (5 days)

10/5-10/9

A 23

Chapter 9: Cellular Respiration

B 24 AP Lab 2: Enzyme Catalysis

C 25 AP Lab 2: Enzyme Catalysis

D 26 Ch. 7-9

Section 4: Cell Communication

and Cell Cycle

E 27 Chapter 11: Cell Communication

Week 7 (5 days)

10/12-10/16

A 28

Chapter 11: Cell Communication

B 29 AP Lab 5: Cell Respiration – set up AP Lab 3: Part B - start

C 30 AP Lab 5: Cell Respiration

D 31 Chapter 12: Cell Cycle

E 32 Chapter 12: Cell Cycle

Week 8 (5 days)

10/19-

10-23 A

33 Chapter 13: Meiosis and Sexual Life Cycle

B 34 AP Lab 3: Cell Cycle – Part B Chapter 13: Meiosis and Sexual Life Cycle

C 35 Fly Fundamentals

D 36 Practice AP Exam - partial

E 37 Ch. 11-

13

August 9, 2010 12

Section 5: Mendelian and Chromosomal Genetics

Week 9 (5 days)

10/26-10/30

A

38 Chapter 14: Mendelian Genetics

B 39 AP Lab 3: Cell Cycle – Part A

C 40 Duke TIP: Genetic Dice Lab (Activity 7) (Wartski, 2005)

Review Practice Exam Review Graded Labs

D 41 Chapter 14: Mendelian Genetics

E 42 Fly work as needed Chapter 15: The Chromosomal Basis of Inheritance

Week 10 (4 days)

11/2,

11/4 – 11/6

A

43 Chapter 15: The Chromosomal Basis of Inheritance

B 44 AP Lab 7: Genetics of Organisms Lab 11: Fly Behavior

C 45 Lab 11B Establish P generation,

D 46 Chi Square Analysis

Week 11 (5 days)

11/9– 11/13

E

47 Free Response Practice

A 48 Ch. 14-

15

Section 6: DNA, Protein Synthesis, and Genetic

Expression

B 49 Remove P1 - Lab 7 Chapter 16: The Molecular Basis of Inheritance (DNA)

C 50

Chapter 16: The Molecular Basis of Inheritance

(DNA)

D 51 Chapter 17: From Gene to Protein

Week 12 (5 days)

11/16-11/20

E

52 Duke TIP: Amylase Regulation in Prokaryotes (Activity 5) (Wartski, 2005)

A 53 Chapter 17: From Gene to

Protein

B 54 Observe F1 Chapter 17: From Gene to Protein

C 55 Observe F1 Receive Midterm Project

Requirements

NO 56 Observe F1

August 9, 2010 13

Week 13 (3 days)

11/23-11/25 NO

57 Paper Plasmid Lab

NO 58 Observe Flies

NO 59 Observe Flies Ch. 16-

17

Week 14 (5 days)

11/30-12/4

D 60

Ch 16-17

Exam

E 61 Chapter 18: The Genetics of Viruses and Bacteria

A 62

Chapter 18: The Genetics of Viruses and Bacteria Chapter 19: Eukaryotic Genomes: Organization, Regulation, and Evolution - selected parts

B 63 AP Lab 6: Molecular Biology - DNA Restriction and Electrophoresis - A

C 64

Chapter 19: Eukaryotic Genomes: Organization, Regulation, and Evolution - selected parts

Week 15 (5 Days)

12/7-12/11

D

65 Observe F2 Ch. 18-

19

E 66 Observe F2

Chapter 20: DNA Technology and Genomics Chapter 21: The Genetic Basis of Development (skim)

A 67

Chapter 20: DNA Technology and Genomics Chapter 21: The Genetic Basis of Development (skim)

B 68 AP Lab 6: Molecular Biology - DNA Restriction and Electrophoresis

C 69 Ch. 20-

21

Section 7: Mechanisms of

Evolution

Week 16 (5 Days)

12/14 – 12/18

D 70

Chapter 22: Descent With Modification

E 71 Chapter 23: The Evolution of Populations

A 72 Chapter 24: The Origin of Species

B 73 Lab Topic 11: Population Genetics I: The Hardy-Weinberg Theorem (Morgan and Carter, 2005)

C 74 Complete unfinished work

August 9, 2010 14

Week 17

(2.5 Days)

12/21-12/23

D

75 Ch. 22-

24

E 76 Duke TIP: Evolution With Food (Activity 8) (Wartski, 2005)

NO 77 Holiday Holla

Week 18 (0 Days)

Holiday 12/24 – 1/3

Week 19 (5 Days)

1/4 - 1/8 A

78 Chapter 25: Phylogeny and Systematics

Section 8: Prokaryotes to

Invertebrates

B 79

Chapter 25: Phylogeny and Systematics Chapter 26: The Tree of Life (selected sections)

C 80 AP Lab 8: Population Genetics Ch. 25-

26

D 81 Chapter 27: Prokaryotes

Week 20 (5 Days)

1/11 – 1/15

E 82 Chapter 27: Prokaryotes

A 83 Chapter 28: Protists

B 84 Lab Topic 14: Protists and Fungi (Selected Portions) (Morgan and Carter, 2005)

C 85 Lab Topic 13: Bacteriology (Gram Staining) (Morgan and Carter, 2005)

D 86 Ch. 27-

28

Week 21 (4 Days)

1/19 - 1/22

87 – 90

Midterm Presentations - ?

Section 9: Vertebrates, Animal

Form and Function

Week 22 (4 Days)

1/26- 1/29

E 91

Chapter 31: Fungi

A 92 Chapter 32: An Introduction to Animal Diversity

B 93 Microscope – Tissue Identification Ch. 31-

32

C 94 Practice Free Response Chapter 34: Vertebrates – Overview

August 9, 2010 15

Week 23 (5 Days)

2/1-2/5 D

95 Ch. 40: Basic Principles of Animal Form & Function

E 96 Ch. 41: Animal Nutrition (prt.) Ch. 42: Circulation & Gas Exchange

A 97 Ch.

34,40, 41

B 98 AP Lab 10: Physiology of the Circulatory System - Daphnia

C 99 AP Lab 10: Physiology of the Circulatory System - Fitness

Week 24 (5 Days)

2/8-2/12 D

100 Ch. 42: Circulation & Gas Exchange

E 101 Ch. 43: The Immune System

A 102 Infectious Disease Simulation Activity

B 103 Practice AP Exam

C 104 Ch. 42-

43

Week 25 (4 Days)

2/16-2/19

D 105

Ch. 44: Osmoregulation & Excretion

E 106 Ch. 45: Hormones & the Endocrine System

A 107 Cat dissection (After AP Exam) Ch. 45: Hormones & the Endocrine System

B 108 Lab Topic 24: Animal Development (Morgan and Carter, 2005) - Medaka

Week 26 (5 Days)

2/22-2/26

C 109

Ch. 44-45

D 110 Ch. 46: Animal Repro. (prt) Ch. 47: Animal Dvlmpt

E 111 Ch. 48: Nervous System

A 112 Ch. 48: Nervous System Ch. 49: Sensory and Motor Mechanisms

B 113 Lab: Senses and Nervous System Ch. 49: Sensory and Motor Mechanisms

Week 27 (4 Days)

3/2-3/5 C

114 Ch. 48-

49

Section 10: Plants and

Photosynthesis

D 115 Duke TIP: Plant Identification (Activity 9) (Wartski, 2005)

Ch. 29: Plant Diversity I: How Plants Colonized Land

Home Assignment

E 116 Time to work in class Ch. 30: Plant Diversity 2: The Evolution of Seed Plants

Home Assignment

A 117 Chapter 10: Photosynthesis

August 9, 2010 16

Week 28 (5 Days)

3/8-3/12 B

118 AP Lab 4: Plant Pigments and Photosynthesis

C 119 AP Lab 4: Plant Pigments and Photosynthesis

D 120 Ch. 10: Photosynthesis

E 121 Ch. 10

A 122 Ch. 35: Plant Structure, Growth, and Development

Week 29 (5 Days)

3/15-3/19

B 123

Lab Topic 19: Plant Anatomy (Morgan and Carter, 2005)

C 124 Lab Topic 19: Plant Anatomy (Morgan and Carter, 2005)

D 125 Ch. 35: Plant Structure, Growth, and Development

E 126 Ch. 36: Transport in Vascular Plants

A 127 Ch. 37: Plant Nutrition

Week 30 (5 Days)

3/22-3/26

B 128 AP Lab 9: Transpiration

C 129 AP Lab 9: Transpiration

D 130 Ch. 35-

37

E 131 Ch. 38: Angiosperm Reproduction & Biotechnology

A 132 Chapter 39: Plant Responses to Internal & External Signals

Week 31 (0 Days)

3/29-4/2 NO

Week 32 (5 Days)

4/5-4/9 B

133 Chapter 39: Plant Responses to Internal & External Signals

C 134 Ch. 38-

39

August 9, 2010 17

Section 11: Ecology

D 135 AP Lab 11: Pillbug Behavior

E 136 Chapter 50: Ecology Introduction

A 137 Chapter 51: Behavioral Ecology

Week 33 (5 Days)

PSSA Window Begins

4/12-4/16

B 138

AP Lab 12: Dissolved Oxygen and Aquatic Primary Productivity

C 139 AP Lab 12: Dissolved Oxygen and Aquatic Primary Productivity

D 140 Chapter 52: Population Ecology

E 141 Ch. 50-

52

A 142 Chapter 53: Community Ecology

Week 34 (5 Days)

4/19-4/23

B 143 Chapter 54: Ecosystems

C 144 Duke TIP: Population Estimation and Growth Stimulation (Activity 11) (Wartski, 2005)

D 145 Chapter 55: Conservation Biology & Restoration Ecology

E 146 Abstract – National Geographic Jamestown May 2007

Ch. 53-

55

A 147 Lab Topic 26: Ecology II: Computer Simulations of a Pond Ecosystem (Morgan and Carter, 2005)

Section 12: Review

Week 35 (5 Days)

4/26-4/30

148 Practice AP Free Response

149- 152

Review until AP Exam

Week 36 (5 Days)

5/3-5/7 153

– 157

Review until AP Exam

PSSA Window

Ends 5/7

Week 37 (5 Days)

5/10-5/14

158 AP Bio Exam 5/10

159 Continuous Improvement Session

August 9, 2010 18

Section 13: Cat Dissection –

Not yet updated for 2009 - 2010

160 Human Skeleton

161 Human Skeleton

162 Cat dissection Superficial Muscles - I

Week 38 (5 Days)

5/17-5/21

163 Superficial Muscles - I

164 Superficial Muscles - I

165 Superficial Muscles - II

166 Superficial Muscles - II

167 Superficial Muscles - III, IV

Week 39 (5 Days)

5/24-5/28

168 Superficial Muscles - III, IV

169 Superficial Muscles - V

170

Bone Lab

Pract.

171 Deep Muscles - VI, VII

172 Deep Muscles - VI, VII

Week 40 (5 Days)

6/1–6/4 173 Deep Muscles - VIII

174 Organs

175 Organs

176 Muscle

Lab Pract.

Week 41 (5 Days)

6/7-6/11 177

-180

This is still a rough draft because the following information has not been verified/included: 1. Lost lab dates due to assemblies, etc. 2. Half-days, lost lab dates for Parent conferences (usually 8 per year) 3. Lab dates lost to PSSA tests (expect 9 this year) (A “lost lab date” is a NO LAB day where we have class with no extra lab period or a shortened class period with no extra lab period.)