The Four Big Ideas in AP Biology:

Hawks andother birds

Ostriches

Crocodiles

Lizardsand snakes

Amphibians

Mammals

Lungfishes

Tetrapod limbs

Amnion

Feathers

Homologouscharacteristic

Branch point(common ancestor)

Tetra pod sAm

ni otesBirds

6

5

4

3

2

1

Big Idea 1 – EvolutionThe process of evolution drivesthe diversity and unity of life.

The Four Big Ideas in AP Biology:

Big Idea 2 – Cellular Processes:Energy and Communication

Biological systems utilizefree energy and

molecular building blocksto grow, to reproduce,

and to maintain dynamic homeostasis.

The Four Big Ideas in AP Biology:

Big Idea 3 – Genetics and Information TransferLiving systems store, retrieve, transmit, and

respond to information essential to life processes.

The Four Big Ideas in AP Biology:

Big Idea 4 – InteractionsBiological systems interact,

and these systemsand their interactions

possess complex properties.

The Four Big Ideas in AP Biology:Big Idea 1 – Evolution

The process of evolution drivesthe diversity and unity of life.

Big Idea 2 – Cellular Processes: Energy and Communication Biological systems utilize free energy and

molecular building blocksto grow, to reproduce,

and to maintain dynamic homeostasis.

Big Idea 3 – Genetics and Information TransferLiving systems store, retrieve, transmit, and

respond to information essential to life processes.

Big Idea 4 – InteractionsBiological systems interact, and these systems and

their interactions possess complex properties.

Big Idea 1 – Evolution:The process of evolution drivesthe diversity and unity of life.

Essential Questions:What role does evolution play in the organization of living things?

What evidence supports our current models of the origin of life?How does the process of evolution drive diversity and the unity of life?

How does life evolve in changing environments?

Big Idea 1 – Evolution:The process of evolution drivesthe diversity and unity of life.

Enduring Understanding 1.A:Change in the genetic makeup of a population over time is evolution.Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution.Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations.Essential knowledge 1.A.3: Evolutionary change is also driven by random processes.Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics.

Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry.Essential knowledge 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.Essential knowledge 1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.

Enduring understanding 1.C:Life continues to evolve within a changing environment.Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth’s history.Essential knowledge 1.C.2: Speciation may occur when two populations become reproductively isolated from each other.Essential knowledge 1.C.3: Populations of organisms continue to evolve.

Enduring understanding 1.D:The origin of living systems is explained by natural processes.Essential knowledge 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence.Essential knowledge 1.D.2: Scientific evidence from many different disciplines supports models of the origin of life.

AP Biology Course ScheduleMonth: Week: Big Idea: Campbell Chapter: Lab Investigation

Summer Big Idea 1 C22

September

1 C23 Artificial Selection

2 C24 Artificial Selection

3 C25 Artificial Selection; Hardy-Weinberg

4 C26 Artificial Selection; Hardy-Weinberg

October

1 Artificial Selection; BLAST – Part A and B

2 Big Idea 2 C2, 3, 4 Artificial Selection

3 C5, 6, 27 Artificial Selection

4 C7 Artificial Selection; Diffusion and Osmosis

November

1 C8 Diffusion and Osmosis

2 C9 Photosynthesis

3 C10 Photosynthesis

4 C11

December

1 Loss of Cell Cycle Control in Cancer

2 Big Idea 3 C12 Loss of Cell Cycle Control in Cancer

3 C13

4 C14

January

1 C15 Bacterial Transformation

2 C16 Bacterial Transformation

3 C17 Restriction Enzyme Analysis of DNA

4 C18 Restriction Enzyme Analysis of DNA

AP Biology Course ScheduleMonth: Week: Big Idea: Campbell Chapter: Lab Investigation

February

1 Big Idea 3 C20 BLAST – Part C

2 C21 BLAST – Part C

3

4 Big Idea 4 C19 Fruit Fly Behavior

March

1 C39 Fruit Fly Behavior

2 C40

3 C43 Enzyme Activity

4 C45 Enzyme Activity

April

1 C49, 51

2 C52, 53

3 C54, 55

4 C56

May

1 Review

2 Test

3

4

Science Practices (SP):Enable students to coordinate their knowledge and skills

by establishing lines of evidence tailoredto enhance their understanding of natural phenomena.

1. Students can use representations and models to communicate scientific phenomena and solve scientific problems.

2. Students can use mathematics appropriately.

3. Students can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

4. Students can plan and implement data collection strategies appropriate to a particular scientific question.

5. Students can perform data analysis and evaluation of evidence.

6. Students can work with scientific explanations and theories.

7. Students are able to connect and relate knowledge across various scales, concepts and representations in and across domains.

Summary of Science Practices Vocabulary:– create representations and models– describe representations and models– refine representations and models– use representations and models– reexpress key elements– justify the selection of a mathematical routine– apply mathematical routines– estimate numerically quantities– pose scientific questions– refine scientific questions– evaluate scientific questions– justify the selection of the kind of data– design a plan for collecting data– collect data– evaluate sources of data– analyze data– refine observations and measurements– evaluate the evidence provided by data sets– justify claims with evidence– construct explanations of phenomena based on evidence– articulate the reasons that scientific explanations and theories are refined or replaced– make claims and predictions about natural phenomena– evaluate alternative scientific explanations– connect phenomena and models– connect concepts

Kale

Kohlrabi

Brussels sprouts

Leaves

Stem

Wild mustard

Flowersand stems

Broccoli

Cauliflower

Flowerclusters

Cabbage

Terminalbud

Lateralbuds

Fast Plants Quad Growing System

http://www.fastplants.org/resources/digital_library/index.php?P=FullImage&ResourceId=133&FieldName=Screenshot

Wisconsin Fast Plants Life Cycle

Student Lab Notebook• To obtain College credit

-> SAVE upon course completion • Journal remains in classroom• Loose leaf binder with labeled tabs for

different labs• Pages should be numbered• Everything goes into this journal,

but it does NOT need to be neat:- purpose (2)- hypothesis (1)- names of lab partners (1)- experimental design (3)- materials / methods (3)- raw data (3)- labeled graphs and tables (3)- drawings (2)- questions for further analysis (2)

Grower's Calendar

PreparationStart (1 1/2 hrs)Date:____________

1. Assemble light bank and rack or light box. 2. Set up reservoirs.3. Saturate water mat according to growing instructions.4. Arrange all planting materials.

Grower's Calendar

PlantingDay 1 (1 hr)Date:____________

1. Plan to start life cycle on a Monday or Tuesday. 2. Plant, water from above, label, set planters

(quads, deli containers, or bottle tops) on water source (watermat or water reservoir bottom) with soil surface 5–10 cm (~2 inches) from the lights.

Grower's Calendar

GerminationDays 2– 3Date:____________

1. Water from top with pipet. 2. Cotyledons emerge.

Grower's Calendar

TendingDays 4–5 (30 min)Date:____________

1. Thin to 1 plant per cell. 2. Transplant if necessary to obtain 1 plant in every cell.3. Check the water level in the reservoir!

Grower's Calendar

GrowthDays 6–11 (15 min/day)Date:____________

1. Check plants and reservoir level dailythroughout the rest of the life cycle.

2. Observe growth and development.

Grower's Calendar

FloweringDay 12 (30 min)Date:____________

1. Flower buds beginning to open. 2. Make bee sticks.

Grower's Calendar

PollinationDays 13–18 (15 min/day)Date:____________

1. Pollinate for 2–3 consecutive days. 2. On the last day of pollination,

pinch off any remaining unopened buds.

Grower's Calendar

Seed DevelopmentDays 17–35 (10 min/day)Date:____________

1. Observe seed pod development. 2. Embryos mature in 20 days.

Grower's Calendar

Seed MaturationDay 36 (30 min) Date:____________

1. Twenty days after the last pollination,remove plants from water reservoir.

2. Allow plants to dry for 5 days.

Grower's Calendar

HarvestingDay 40 (30 min)Date:____________

1. Harvest seeds from dry pods. 2. Clean up all equipment.3. Plant your own seeds or store them appropriately.

Plant Anatomy

Flower Anatomy

Flower Anatomy

http://www.fastplants.org/pdf/activities/quantitative_var.pdf