ADVANCED PLACEMENT BIOLOGY - Public Schools of Edison Township

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

ADVANCED PLACEMENT BIOLOGY

Length of Course: Term Elective/Required: Elective Schools: High School Student Eligibility: Grade 12 Credit Value: 7 Credits Date Approved: 11/22/10

BIOLOGY (AP)

TABLE OF CONTENTS

STATEMENT OF PURPOSE ------------------------------------------------------------------------------ 3 INTRODUCTION --------------------------------------------------------------------------------------------- 4 GENERAL INSTRUCTIONS AND RECOMMENDATIONS --------------------------------------- 6 COURSE GOALS--------------------------------------------------------------------------------------------- 8

UNIT 1 THE CHEMICAL BASIS OF LIFE ------------------------------------------------------------- 10

UNIT 2 THE CELLULAR BASIS OF LIFE ------------------------------------------------------------- 13

UNIT 3 CELL ENERGY ------------------------------------------------------------------------------------ 17

UNIT 4 HEREDITY, MENDEL, AND CLASSICAL GENETICS ----------------------------------- 22

UNIT 5 MOLECULAR GENETICS ----------------------------------------------------------------------- 26

UNIT 6 MECHANICS OF EVOLUTION ----------------------------------------------------------------- 32

UNIT 7 EARLY EARTH AND THE ORIGIN OF LIFE ------------------------------------------------- 37

UNIT 8 PROKARYOTES ----------------------------------------------------------------------------------- 39

UNIT 9 PROTISTA ------------------------------------------------------------------------------------------ 41

UNIT 10 FUNGI ----------------------------------------------------------------------------------------------- 43

UNIT 11 PLANTS AND THE COLONIZATION OF LAND -------------------------------- 45

UNIT 12 PLANT REPRODUCTION ------------------------------------------------------------ 43

UNIT 13 TRANSPORT IN PLANTS ------------------------------------------------------------ 44

UNIT 14 CONTROL SYSTEM IN PLANTS --------------------------------------------------- 46

UNIT 15 INVERTEBRATES & THE ORIGIN OF ANIMAL DIVERSITY ----------------- 48

UNIT 16 VERTEBRATES ------------------------------------------------------------------------- 50

UNIT 17 DIGESTION ------------------------------------------------------------------------------ 52

UNIT 18 CIRCULATION AND GAS EXCHANGE ------------------------------------------ 54

UNIT 19 THE IMMUNE SYSTEM -------------------------------------------------------------- 56

UNIT 20 CONTROLLING THE INTERNAL ENVIRONMENT -------------------------- 57

UNIT 21 CHEMICAL COORDINATION ----------------------------------------------------- 58

UNIT 22 ANIMAL DEVELOPMENT ---------------------------------------------------------- 69

UNIT 23 NERVOUS SYSTEM ------------------------------------------------------------------ 71

UNIT 24 BEHAVIOR ------------------------------------------------------------------------------ 73

UNIT 25 COMMUNITIES ------------------------------------------------------------------------ 76

UNIT 26 ECOSYSTEMS ------------------------------------------------------------------------- 77

EIBs ---------------------------------------------------------------------------------------------------------------- 79

APPENDICES: APPENDIX A COURSE REQUIREMENTS APPENDIX B CAREER EXPLORATION

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STATEMENT OF PURPOSE Advanced Placement courses are designed to allow qualified students to experience college level studies while still in high school, and in many instances, to obtain college credit via successful performance on an AP Exam. For years Advanced Placement Biology has successfully prepared students for this exam and for careers in the life sciences. Understandably, the course is designed for our finest science students and therefore, admission requires departmental approval. Since the subject is presented as a first year course in biology at the collegiate level, qualified students must have completed, or be simultaneously enrolled in the completion of the traditional three years of college prep biology, chemistry and physics. While those enrolled in the course should be encouraged to prepare for the AP exam, they are not required to take it, and the primary purpose of the offering is to provide our most advanced science students with a challenging course of study in the life sciences that is an extension of their previous experiences with biology and commensurate with their abilities. This curriculum guide was revised in the spring of 1991 following the adaptation of the new state standards in science. As always with an Advanced Placement course, every attempt has been made to follow the recommendations of the College Entrance Examination Board, who prescribes much of the curriculum for courses of this nature, but at the same time our own experienced instructors have contributed many of the ideas and activities herein. The committee members responsible for this revision are: Jay Michael Jones John P. Stevens High School Jennifer Lamkie Przygoda Edison High School Laura Darrah District Supervisor of Science

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Introduction The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, i t is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning. High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals. The Edison Township School District Curriculum Template The Edison Township School District has embraced the backward-design model as the foundation for all curriculum development for the educational program. When reviewing curriculum documents and the Edison Township curriculum template, aspects of the backward-design model will be found in the stated enduring understandings/essential questions, unit assessments, and instructional activities. Familiarization with backward-deign is critical to working effectively with Edison‘s curriculum guides. Guiding Principles: What is Backward Design? What is Understanding by Design? ‗Backward design‘ is an increasingly common approach to planning curriculum and instruction. As its name implies, ‗backward design‘ is based on defining clear goals, providing acceptable evidence of having achieved those goals, and then working ‗backward‘ to identify what actions need to be taken that will ensure that the gap between the current status and the desired status is closed.

Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have developed a structured approach to planning programs, curriculum, and instructional units. Their model asks educators to state goals; identify deep understandings, pose essential questions, and specify clear evidence that goals, understandings, and core learning have been achieved.

Program based on backward design use desired results to drive decisions. With this design, there are questions to consider, such as: What should students understand, know, and be able to do? What does it look like to meet those goals? What kind of program will result in the outcomes stated? How will we know students have achieved that result? What other kinds of evidence will tell us that we have a quality program? These questions apply regardless of whether they are goals in program planning or classroom instruction.

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The backward design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.

Stage I: Identifying Desired Results: Enduring understandings, essential questions, knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Enduring understandings identify the ―big ideas‖ that students will grapple with during the course of the unit. Essential questions provide a unifying focus for the unit and students should be able to more deeply and fully answer these questions as they proceed through the unit. Knowledge and skills are the “stuff” upon which the understandings are built.

Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc…) will be utilized during an instructional unit, the overall unit assessment is performance-based and asks students to demonstrate that they have mastered the desired understandings. These culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student performance and clearly defined criteria (i.e.: rubrics) are provided to all students in advance of starting work on the unit task.

Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly explicated. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices.

At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.

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GENERAL INSTRUCTION AND RECOMMENDATIONS

This curriculum guide was written for the purpose of providing a challenging and comprehensive college-level course for biology oriented, gifted twelfth grade students. It is an endeavor to satisfy dual needs: those of superior talent biology students seeking college placement and credit in a college level course, and those of the colleges who have rigorous standards that must be met in order for credit and placement to be granted. This guide seeks to fulfill the recommendations and policies outlined by the College Board and its operational services: Educational Testing Service in Princeton, New Jersey. The curriculum guide that follows was written to accompany Biology (7th edition) by Neil Campbell, Benjamin/Cummings, 2007 as the basic text and the following laboratory references: (the asterisks that follow each reference are the way they will be referred to in the guide.)

1. (*) Laboratory Topics in Biology by Evert, Sargo and Eichhorn, Worth Publishing Company, N.Y., 1979.

2. (**) Biological Science Interaction of Experiments and Ideas, BSCS Comm.

(Black BSCS) 2nd Ed., Prentice-Hall Publishing Company, Englewood-Cliffs, N.J., 1970.

3. (***) Laboratory Collection for Campbell's Text, by J.E. Goodenough, Ph.D., The

Benjamin/Cummings Company, Redwood City, California, 1990.

4. (****) Advanced Placement Laboratory Manual for Students, The College Board and Testing Service (ETS), Princeton, N.J., 1997

5. (*****) An Atlas of Cat Anatomy, Field/Taylor, Second Edition, The University of Chicago Press, Chicago and London, 1969.

Time Line: It is recommended that three lectures and two double period laboratory investigations be presented per week. A total of 187 periods, including lecture and labs have been incorporated into this guide. It is highly recommended that all twelve AP labs be included in the AP course in order to allow the instructor creativity and flexibility. Each unit will offer several laboratory options. The chapters covering evolution and ecology (#22, 23, 24, 25, 50, 52) should be assigned to students as independent reading during winter and spring recess with a follow-up written test in the classroom.

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Planning Ahead: It is advisable that the teacher refer to the recommended time allotments for lectures as listed for each unit. The teacher would also benefit by referring to the recommended laboratory investigations for preparation of needed laboratory materials before presentation of any unit of the class. Course Goals:

The course goals are originated using as a guide the course outline developed by the College Board committee in the Advanced Placement Course Description - Biology, 2010. Course Requirements:

Appendix A contains the course requirements that must be distributed to the students at the beginning of the school year. It is essential that these requirements be fulfilled. Career Exploration:

Appendix B contains career exploration activities that must be conducted sometime during the school year. These activities (or acceptable substitutions) shall be scheduled at the instructor's discretion

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COURSE GOALS

To complete this course successfully, students will be required to demonstrate a satisfactory (or higher) level of proficiency in: Understanding the principles governing chemical and physical events in living matter (NJCCCS 5.2.12.A.1, 5.2.12.A.6, 5.2.12.B.2, 5.3.12.A.1, 5.3.12.A.2) Understanding the nature of and types of macromolecules found in living matter (NJCCCS 5.3.12.A.1) Understanding the cell theory, and that the structure of a cell is an adaptation to its performance (NJCCCS 5.3.12.A.1, A.3 ) Understanding the role of cell membranes in cell physiology (NJCCCS 5.3.12.A.3) Understanding the catalytic behavior of enzymes and their role in controlling cell activities (NJCCCS 5.3.12.A.1, A.2) Understanding that photosynthesis is the process by which light energy is transformed into usable chemical bond energy for life activities (NJCCCS 5.3.12.A.3, B.1, B.3, B.4, B.5, C.1, C.2) Understanding that energy, in the form of high energy phosphate bonds (ATP), is the basic energy source for cellular activity (NJCCCS 5.2.12.B.1, B.3, D.2, 5.3.12.B.5,B.6) Understanding the concept that photosynthesis is essentially reduction of carbon dioxide with hydrogen obtained by splitting water molecules (NJCCCS 5.2.12.B.1, B.2, B.4) Understanding that respiration (aerobic and anaerobic) is the process by which useful energy is made available to cells through the breakdown of carbon compounds within cells (NJCCCS 5.2.12.B.2, B.2, B.5, B.6) Understanding that mitosis is the process in which identical daughter cells are produced through exact replication and precise distribution of hereditary material (DNA) (NJCCCS5.3.12.A.4, A.5) Understanding that meiosis produces cells which vary in genetic makeup due to a reduction in chromosomes number, and that sexual reproduction derives its characteristics from meiosis and fertilization (NJCCCS 5.3.12.A.5, D.3) Understanding that genetic variation found among sexually produced offspring is advantageous in changing environments (NJCCCS 5.3.12.D.3, E.1)

BIOLOGY (AP) 9

COURSE GOALS (continued) Understanding that genetics is the study of transmission and expression of traits in successive generations of organisms (NJCCCS5.3.12.D.3, E.1, E.2, E.4) Understanding the behavior of genes and chromosomes during meiosis is parallel and when cross-over occurs, the parallel behavior allows the mapping of genes on chromosomes (NJCCCS5.3.12.D.3) Understanding the concept of recombinant DNA research (NJCCCS 5.3.12.D.1, D.2, D.3) Understanding the general structure and life cycles of land plants including major trends in plant evolution(NJCCCS5.3.12.A.3, B.1, B.3, B.4, B.5, E.1, E.2, E.4) Understanding the general structure and life cycles of representative microorganisms (NJCCCS 5.3.12.C.1, C.2, D.1, E.1, E.2, E.4) Understanding the major trends in evolution of animal systems, i.e., digestion, respiration, circulatory, reproductive, excretory, skeletal, muscular, nervous and endocrine (NJCCCS5.3.12.A.6, E.1, E.2, E.3, E.4) Understanding that differentiation during animal development is controlled and directed by multiple interacting factors which include cell position, cytoplasmic materials, and nuclear control (NJCCCS 5.3.12.A.4, A.5, A.6) Understanding that chemical coordinating mechanisms control activities at all levels from the cell to the population (NJCCCS 5.3.12.A.1, A.2, A.3, C.1, C.2) Understanding that neural coordinating mechanisms are found in most multi-cellular animals and are characterized by specialized neuron and receptor cells (NJCCCS 5.3.12.A.1, A.3, E.1) Understanding the concept of evolution which postulates that all life comes from preceding life and all living things alter their types; present species have not always existed, but have originated by descent from others (NJCCCS 5.3.12.A.1, E.1, E.2, E.3, E.4) Understanding that an ecosystem is a unit in nature composed of populations in an area interacting with one another and their non-living environment (NJCCCS 5.3.12.A.1, A.3, B.1, B.2, B.3, B.4, B.5, B.6, C.1, C.2) Understanding that the major structural features of an ecosystem consist of abiotic factors and populations of producers, consumers, and decomposers (NJCCCS 5.3.12.A.1, A.3, B.1, B.2, B.3, B.4, B.5, B.6, C.1, C.2) Understanding that biological problems are approached through the use of scientific methods which include forming hypotheses, designing experiments and evaluating results. (NJCCCS 5.1.12.A.1, A.2, A.3, B.1, B.2, B.3, B.4, C.1, C.2, C.3, D.1, D.2, D.3)

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UNIT 1 THE CHEMICAL BASIS OF LIFE

TIME: 17 periods

ENDURING UNDERSTANDINGS: Living things are composed of a variety of

macromolecules that are derived from a relatively small number of simpler units. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Describe the structure and geometry of a water molecule (5.2.12.A.1) Explain the relationship between the polar nature of water and its ability to form hydrogen bonds (5.2.12.A.1) Explain the uniqueness of water to life in terms of its molecular structure and bonding properties (5.2.12.A.1) Explain the basis of the pH scale (5.2.12.A.6) Explain how the philosophies of vitalism and mechanism-influenced the development of organic chemistry (5.3.12.A.1) Explain how the carbon atom plays a central role in the formation, diversity, and complexity of organic molecules (5.3.12.A.1) Describe the chemical properties conferred by the major functional groups on the organic molecules in which they occur (5.3.12.A.1) Describe dehydration synthesis (condensation) and hydrolysis reactions (5.3.12.A.1) Describe the distinguishing characteristics of the carbohydrates, lipids, proteins, and nucleic acids as organic molecules (5.3.12.A.1) Describe the important biological functions associated with the carbohydrates, lipids, proteins, and nucleic acids (5.3.12.A.1)

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UNIT 1 THE CHEMICAL BASIS OF LIFE (cont.)

CONTENT:

A. Water and the Fitness of the Environment (Chapter 3)

1. Water Molecules and Hydrogen Bonding

2. Some Extraordinary Properties of Water a. Cohesiveness of Liquid Water b. Water's High Specific Heat c. Water's High Heat of Vaporization d. Freezing and Expansion of Water e. Water as a Versatile Solvent

3. Aqueous Solutions a. Solute Concentration b. Acids, Bases, and pH

B. Carbon and Molecular Diversity (Chapter 4)

1. The Foundations of Organic Chemistry 2. The Versatility of Carbon in Molecular Structure 3. Variation in Carbon Skeletons 4. Functional Groups

a. The Hydroxyl Group b. The Carbonyl Group c. The Carboxyl Group d. The Amino Group e. The Sulfhydryl Group f. The Phosphate Group

C. Structure and Function of Macromolecules (Chapter 5)

1. Polymers a. Polymers and Molecular Diversity b. Making and Breaking Polymers

2. Carbohydrates a. Monosaccharides b. Disaccharides c. Polysaccharides

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UNIT 1 THE CHEMICAL BASIS OF LIFE (cont.)

3. Lipids a. Fats b. Phospholipids c. Steroids

4. Proteins a. Amino Acids b. Polypeptide Chains c. Protein Conformation d. Levels of Protein Structure e. What Determines Conformation?

f. The Protein-Folding Problem

5. Nucleic Acids a. Functions of Nucleic Acids b. Nucleotides c. Polynucleotides d. The Double Helix: An Introduction

LAB OPTIONS:

Chapter 3

* (Worth) - Topic 1, "The Microscope", p. 2 * * (BSCS Black) - Investigation 1, "The Relationship Which Exists Between Food Availability and Yeast Growth", p. 16 * * * (B/C) - "Use of the Microscope", p. 7 Chapters 4 and 5

* (Worth) – Topic 4, ―Respiration and Enzymes‖, p. 27 ** (BSCS Black) – Investigation 2, ―A Study of Variables‖, p. 29 *** (B/C) – ―Chemical Components of Cells‖, pg. 31 *** (B/C) – ―Testing for Amino Acids Using Paper Chromatography‖, p. 37 *** (B/C) – ―Salivary Amylase‖, p. 41 *** (B/C) – ―Potato Phenol Oxidase‖, p. 47 *** (B/C) – ―Assaying for Turnip Peroxidase‖, p. 5 (Supplement) **** (A/P) – Laboratory 2, ―Enzyme Catalysis‖, p. 19

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UNIT 2 THE CELLULAR BASIS OF LIFE

TIME: 30 periods

ENDURING UNDERSTANDINGS: The cell is the basic unit of structure and function in all

living things. Their components work together to carry out the basic processes of life.

MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Distinguish between prokaryotic and eukaryotic cells (5.3.12.A.3) Describe the structure and function of the eukaryotic nucleus (5.3.12.A.3) Describe the structure and function of the eukaryotic ribosome (5.3.12.A.3) Describe the structures, functions and relationships of the components of the endomembrane system: Endoplasmic Reticulum, Golgi Apparatus, Lysosomes, Microbodies, Vacuoles (5.3.12.A.3) Describe the structure and function of mitochondria and chloroplasts (5.3.12.A.3) Describe the structure and function of the cytoskeleton and its components: Microtubules, Microfilaments, Intermediate filaments (5.3.12.A.3) Describe the structures and explain the functions of cell surface features: Cell Walls, Glycocalyx, Intercellular Junctions (5.3.12.A.3) Discuss the currently proposed structure of the cell membrane and explain why this structure accounts for membrane function (5.1.12.A.2) Define and discuss phenomena associated with transport of molecules across membranes: Selective Permeability, Diffusion, Passive Transport, Osmosis, Facilitated Diffusion, Active Transport, Ion Transport, Co-transport, Endocytosis, Exocytosis (5.3.12.A.1) Predict the direction of water movement across membranes based upon differences in water potential, solute concentration, osmotic pressure, and osmotic potential (5.2.12.A.5) Explain how potential energy generated by transmembrane solute gradients can be harvested by the cell and used to transport substances across the membrane or to generate ATP (5.2.12.B.2, 5.3.12.B.5) Describe the process of binary fusion in prokaryotes (5.3.12.A.4,) List the stages of the cell cycle and describe what major events occur during the G, S, and G phases of interphase (5.3.12.A.4) List the phases of mitosis, recognize the phases from diagrams or micrographs and describe the events characteristic of each phase (5.3.12.A.4) Compare cytokinesis in animals and plants (5.3.12.A.4)

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UNIT 2 THE CELLULAR BASIS OF LIFE (cont.)

CONTENT: A. A Tour of the Cell (Chapter

1. How Cells are Studied a. Microscopy b. Cell Fractionation

2. The Geography of the Cell: A Panoramic Overview a. Prokaryotic and Eukaryotic Cells b. Cell Size c. The Importance of Compartmental Organization

3. The Nucleus 4. Ribosomes 5. The Endomembrane System

a. Endoplasmic Reticulum b. The Golgi Apparatus c. Lysosomes d. Microbodies e. Vacuoles f. Relationships of Endomembranes: A Summary

6. Energy Transducers: Mitochondria and Chloroplasts

a. Mitochondria b. Chloroplasts

7. The Cytoskeleton

a. Microtubules b. Microfilaments and Movement c. Intermediate Filaments

8. The Cell Surface a. Cell Walls b. he Glycocalyx of Animal Cells c. Intercellular Junctions

B. Membrane Structure and Function (Chapter 7) 1. Models of Membrane Structure

a. Two Generations of Membrane Models b. The Fluid Mosaic Model: A Closer Look

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UNIT 2 THE CELLULAR BASIS OF LIFE (con’t)

2. Traffic of Small Molecules

a. Selective Permeability b. Diffusion and Passive Transport c. Osmosis: A Special Case of Passive Transport d. Facilitated Diffusion e. Active Transport f. The Special Case of Ion Transport g. Co-transport

3. Traffic of Large Molecules: Endocytosis and Exocytosis

4. Membranes and ATP Synthesis

C. Reproduction of Cells (Chapter 12)

1. Bacterial Reproduction 2. Eukaryotic Chromosomes and Their Duplication 3. 3. Reproduction of Cellular Organelles 4. The Cell Cycle

a. Phases of Mitosis b. The Mitotic Spindle c. Cytokinesis

5. Control of Cell Division 6. Abnormal Cell Division: Cancer Cells

LAB OPTIONS:

Chapter 6

(Worth) - Topic 2, "How Cells Are Organized", p. 6 * * (BSCS Black) - Investigation 3, "Further Variables", p. 29 * * * (B/C) - "Types of Cells: Animal Cells", p. 51 * * * (B/C) - "Types of Cells: Plant Cells", p. 55 Chapter 7

(Worth) - Topic 3, "How Things Get into and out of Cells", p. 22

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UNIT 2 THE CELLULAR BASIS OF LIFE (con’t)

(AP) - Laboratory 1, "Diffusion and Osmosis", p. 1 Chapter 12 (Worth) - Topic 6, "Mitosis and Cytokinesis", p. 38 *** (B/C) - "Mitosis: Introduction", p. 71 *** (B/C) - "Mitosis in Plant Cells - The Onion Root Tip", p. 75 *** (B/C) - "Mitosis in Animal Cells - Whitefish Blastula", p. 79 **** (AP) - Laboratory 3, "Mitosis and Meiosis", P. 29

*** *** ***

(B/C) - "Brownian Movement", p. 13 (B/C) "Diffusion", p. 15 (B/C) - "Osmosis: An Oonometer", p. 19 (B/C) - "Osmosis: Using Osmosis to Determine Intracellular Solute Concentrations", p. 23

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UNIT 3 CELL ENERGY

TIME: 30 periods

ENDURING UNDERSTANDINGS: Metabolic pathways allow cells to utilize energy for

survival. MASTERY OBJECTIVES: Upon completion. of this Unit, students will be able to: Explain the role of catabolic and anabolic pathways in the energy exchanges of cellular systems (5.3.12.B.1) Define the first and second laws of thermodynamics (5.2.12.D.2) Distinguish between: kinetic and potential energy; exothermic and endothermic; exergonic and endergonic; open and closed system; enthalpy and entropy (5.2.12.D.2) Write the Gibbs equation for free energy change and explain the relationship among free energy, enthalpy, entropy, and temperature (5.2.12.D.2) Describe the structure of ATP and its function in the cell in performing cell work (5.3.12.B.4) Describe the function of enzymes in biological systems (5.3.12.A.2) Explain the induced fit model of enzyme function and mechanisms by which enzymes lower activation energy (5.3.12.A.2) Explain how factors affect enzyme activity: substrate concentration, environmental conditions, cofactors, enzyme inhibitors, allosteric regulators (5.3.12.A.2) Explain how metabolic pathways are regulated (5.3.12.A.2) Explain how energy flows through the biosphere (5.3.12.B.1) Summarize in general terms how the exergonic oxidation of glucose is coupled to the endergonic synthesis of ATP (5.3.12.B.6) Define oxidation and reduction and how REDOX reactions are involved in energy exchanges (5.2.12.B.2) Describe the structure of coenzymes and explain how they function in REDOX reactions (5.3.12.A.2) Understand that the first major stage of glucose breakdown is glycolysis (5.3.12.B.6) Comprehend that the second major stage of glucose breakdown is respiration consisting of the Krebs cycle and electron transport phases (5.3.12.B.6)

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UNIT 3 CELL ENERGY (con’t)

Describe the process of chemiosmosis and the functional roles membranes play (5.3.12.B.6) Describe the fate of pyruvic acid in the absence of oxygen: fermentation to alcohol or lactic acid (5.3.12.B.6) Realize that fat, polysaccharides, and amino acids are all utilized in respiration by being degraded into compounds that can slide into central pathways at various stages (5.3.12.A.1) Describe the location and structure of the chloroplast and how that structure relates to its function (5.3.12.B.4) Describe the light-capturing reactions and trace the flow of electrons through photosynthesis I and II (5.3.12.B.4) Compare cyclic and noncyclic electron flow and explain the relationship between these components of the light reactions (5.3.12.B.4) Describe important differences in chemiosmosis between oxidation phosphorylation in mitochondria and photophosphorylation in chloroplasts (5.3.12.B.4) Summarize the carbon-fixing reactions of the Calvin-Benson cycle and describe changes that occur in the carbon skeleton of the intermediates (5.3.12.B.6) Describe photorespiration, its consequences, and photosynthetic adaptations that minimize it (5.3.12.B.4) Describe the fate of photosynthetic products (5.3.12.B.5)

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CONTENT: A. Introduction to Metabolism (Chapter 8)

1. The Metabolic Map 2. Energy: Some Basic Principles

a. Forms of Energy b. Energy Transformations c. Two Laws of Thermodynamics

3. Chemical Energy: A Closer Look a. Heat of Reaction b. Spontaneous Reactions c. Free Energy d. Exergonic and Endergonic Reactions e. Free Energy and Equilibrium

4. ATP and Cellular Work a. Structure and Hydrolyses of ATP b. How ATP Performs Work c. Regeneration of ATP d. Metabolic Disequilibrium

5. Enzymes a. Enzymes and Activation Energy b. Specificity of Enzymes c. The Catalytic Cycle of Enzymes d. Factors Affecting Enzyme Activity

6. The Control of Metabolism a. Feedback Inhibition b. Structural Order and Metabolism

B. Respiration: How Cells Harvest Chemical Energy (Chapter 9)

1. How Cells Make ATP: An Introduction a. An Overview of Cellular Respiration b. Substrate-level Phosphorylation c. Chemiosmosis Coupling: The Basic Principle

2. REDOX Reactions In Metabolism a. Respiration As A Redox Process b. NAD+ and the Oxidation of Glucose

3. Glycolysis

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4. The Krebs Cycle a. Formation of the Acetyl CoA: Linking Glycolysis to the Krebs Cycle b. How the Krebs Cycle Works

5. The Electron Transport Chain and Oxidative Phosphorylation a. Electron Transport b. Generation of the Proton Gradient c. The Proton - Motive Force and ATP Synthesis d. The ATP Ledger for Respiration

6. Fermentation: The Anaerobic Alternative 7. Comparison of Aerobic and Anaerobic Catabolism 8. Catabolism of Other Molecules

a. Carbohydrates b. Proteins c. Fats

9. Biosynthesis 10. Control of Respiration

C. Photosynthesis (Chapter 10)

1. Chloroplasts: Sites of Photosynthesis 2. How Plants Make Food: An Overview

a. The Splitting of Water b. Photosynthesis as a Redox Process c. The Two Stages of Photosynthesis

3. How the Light Reactions Capture Solar Energy a. The Nature of Sunlight b. Photosynthetic Pigments c. The Photooxidation of Chlorophyll d. The Two Photosystems e. Cyclic Electron Flow f. Noncyclic Electron Flow g. Comparison of Chemiosmosis in Chloroplasts and Mitochondria

4. How the Calvin Cycle Makes Sugar

5. Photorespiration 6. C3 Plants 7. CAM Plants 8. The Fate of Photosynthetic Products

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Chapter 9

* (Worth) - Topic 4, "Respiration and Enzyme Action", p. 27 ** (BSCS Black) - Investigation 7, "Measuring Rates of

Respiration", p. 49

*** (B/C) - "Yeast Respiration", p. 67 *** (B/C) - "Oxygen Consumption by a Small Animal", p. 69 *** (B/C) - "Respiration: Yeast Fermentation", p. 15

(Supplement)

**** (AP) - Laboratory 5, "Cell Respiration", p. 54 Charter 10 * (Worth) - Topic 5, "Photosynthesis", p. 33 *** (B/C) - "The Light Reactions of Photosynthesis", p. 59 *** (B/C) - "Chromatography of Chloroplast Pigments in Spinach Leaves", p. 63 *** (B/C) - "Photosynthesis: Oxygen Production and Carbon Dioxide Utilization", p. 11 (Supplement) **** (AP) - Laboratory 4, "Photosynthesis", p. 45

Chapter 8

- Topic 4, "Respiration and Enzyme Action", p. 27 * (Worth)

* * (BSCS Black) - Investigation 6, "Making an Enzyme

Preparation", p. 40

** (BSCS Black) - Investigation 19, "Enzyme Activity in Seed

Germination", p. 172

** (BSCS Black) - Investigation 20, "Isolation of an Enzyme", p. 174

*** (B/C) - "Salivary Amylase", p. 41

*** (B/C) - "Potato Phenol Oxidase", p. 47

*** (B/C) - "Assaying for Turnip Perioxidase", p. 5 (Supplement)

**** (AP) - Laboratory 2, "Enzyme Catalysis", p. 19

*

BIOLOGY (AP) 22

UNIT 4 HEREDITY, MENDEL, AND CLASSICAL GENETICS

TIME: 14 periods

ENDURING UNDERSTANDINGS: Reproductive processes deliver genetic information from

parent to offspring. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Diagram the human life cycle and indicate where in the human body that mitosis and meiosis occur; which cells are the results of meiosis and mitosis; which cells are haploid (5.3.12.A.4) List the phases of Meiosis I and Meiosis II and describe the events characteristic of each phase (5.3.12.A.4) Explain how the end result of meiosis differs from that of mitosis (5.3.12.A.4) Describe the process of synapsis and compare the phases of meiosis I with mitosis, distinguishing between the chromosomal arrangement during metaphase of both processes (5.3.12.A.4) Explain how independent assortment, crossing over, and random fertilization contribute to genetic variation in sexually reproducing organisms (5.3.12.D.3) Describe how sexual life cycles differ among protists, fungi, and some algae and plants (5.3.12.A.4) Define and understand Mendel's three laws of heredity: Law of Dominance, Law of Segregation, and Law of Independent Assortment (5.3.12.D.3) Illustrate and comprehend non-Mendelian inheritance in operation: intermediate inheritance, multiple alleles, pleiotropy, penetrance and expressivity, epistasis, polygenic traits (5.3.12.D.3) Describe the inheritance and expression of cystic fibrosis, Tay-Sachs disease, and sickle-cell anemia (5.3.12.D.2) Understand that genes (alleles) have specific loci on chromosomes, that the genes may recombine and therefore chromosomes may be mapped (5.3.12.D.1) Describe sex determination in animals and plants (5.3.12.A.4) Understand that human karyotypes, usually contained in metaphase, are excellent tools for identification of heredity disorders (5.3.12.D.2) Describe chromosomal abnormalities implicated in Down's syndrome, Turner's syndrome, Klinefelter's syndrome, extra Y, metafemale, cri du chat syndrome, and chronic myelogenous leukemia, and understand the impact on the mental and physical development of a human (5.3.12.A.4) Realize color-blindness and hemophilia are sex-linked recessive traits in humans (5.3.12.A.4)

BIOLOGY (AP) 23

UNIT 4 HEREDITY, MENDEL, AND CLASSICAL GENETICS (con’t)

CONTENT:

A. Meiosis and Sexual Life Cycles (Chapter 13)

1. The Scope of Genetics 2. Sexual versus Asexual Reproduction 3. Introduction to Sexual Life Cycle: The Human Example – 4. Meiotic Cell Division

a. Interphase I b. Meiosis I c. Meiosis II

5. Comparison of Mitosis and Meiosis 6. Sexual Sources of Variation

a. Independent Assortment of Chromosomes B. Crossing-over C. Random Fertilization

7. The Variety of Sexual Life Cycles

B. Mendel and the Gene Idea ( Chapter 14)

1. Mendel's Model of Inheritance a. Mendel's Methods b. Mendel's Law of Segregation c. Inheritance as a Game of Chance d. Mendel's Law of Independent Assortment

2. From Genotype to Phenotype: Some Complications a. Intermediate Inheritance b. Multiple Alleles c. Pleiotropy d. Penetrance and Expressivity e. Epistasis f. Polygenic Traits

3. Mendelian Inheritance In Humans a. Human Pedigrees b. Recessively Inherited Disorders c. Dominantly Inherited Disorders d. Genetic Screening and Counseling

BIOLOGY (AP) 24


C. The Chromosomes: Basis of Inheritance ( Chapter 15)

1. The Chromosomal Theory of Inheritance a. Morgan and the Drosophilia School b. Linked Genes: Exceptions to Independent Assortment –

2. The Chromosomal Basis of Recombination a. Recombination of Unlinked Genes: Independent Assortment b. Recombination of Linked Genes: Crossing Over

3. Mapping Chromosomes a. Maps Based on Crossing Over Data b. Cytological Maps c. Induction of Mutations

4. The Chromosomal Basis of Sex a. Systems of Sex Determination b. Sex Determination in Plants c. Organisms Lacking Sex Determination

5. Sex-Linked Inheritance a. Gene Dosage Compensation b. Sex-Limited and Sex-Influenced Traits

6. Chromosomal Alterations - p. 298 a. Alterations of Chromosome Number b. Alterations of Chromosome Structure c. Chromosomal Alterations in Human Disease

7. Mapping Human Chromosomes 9. Extranuclear Inheritance

LAB OPTIONS:

Chapter 13

* (Worth) - Laboratory 6, "Mitosis and Cytokinesis", p. 38 * (Worth) - Laboratory 7, "Meiosis", p. 45 *** (B/C) - "The Process - Using Model Chromosomes", p. 81 *** (B/C) - "Gametogenesis - Ascaris, Mouse Ovary and Testes",

p. 89 *** (B/C) - "Gametogenesis - In Lily Anther", p. 95 *** (B/C) - "Chromosome Squashes of Lily Anther", p. 97 *** (B/C) - "Genetic Segregation and Crossing Over", p. 99

BIOLOGY (AP) 25


*** (B/C) - "Meiosis: Meiosis in Chives", p. 19 (Supplement) **** (AP) Laboratory 3, "Mitosis and Meiosis", p. 29 Chapters 14 and/or 15 * ** *** *** ****

(Worth) - Laboratory 8, "Genetics", p. 47

(BSCS Black) - "Handling Genetic Data Using the Chi-Square Technique", p. 81 (B/C) - "A Monohybrid Cross With Beans", p. 103 (B/C) - "Human Inheritance", p. 105 (B/C) - "Drosophilia Genetics", p. 109 (AP) - Laboratory 7, "The Genetics of Organisms"

BIOLOGY (AP) 26

UNIT 5 MOLECULAR GENETICS

TIME: 16 periods ENDURING UNDERSTANDINGS: DNA is the genetic molecule responsible for inheritance in living things. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Cite and summarize classical experiments by Frederick Griffith, Alfred Hershey and Martha Chase, and Erwin Chargoff which provided evidence that DNA is the genetic material (5.3.12.D.1) Comprehend the physical and chemical properties of DNA (5.3.12.D.1) Understand how DNA can self-duplicate with enzymes and energy from phosphate bonds as mediators (5.3.12.D.1) Explain what is meant by the "central dogma" in molecular genetics (5.3.12.D.1) Describe Beadle and Tatum's classical experiment and their contribution they made to the understanding of how genes control metabolism (5.3.12.D.1) Understand how sixty-four triplet code combinations are utilized in protein synthesis (5.3.12.D.1) Explain the process of transcription including the three major steps of initiation, elongation and termination (5.3.12.D.1) Describe the process of translation including the three major steps of irritation, elongation and termination (5.3.12.D.1) Discuss differences in DNA, RNA, and protein synthesis between prokaryotes and eukaryotes (5.3.12.D.1) Define mutation at the molecular level and describe how mutagenesis can occur (5.3.12.D.2) List and describe structural components of viruses (5.3.12.D.1) Describe the replication of viruses and distinguish between lytic and lysogenic reproductive cycles using phage T4 and and phage?\ (lambda) as examples (5.3.12.D.1) Explain how viruses may cause disease symptoms in plants and animals (5.3.12.A.6) Describe a viroid (5.3.12.A.6) Describe the process of living fission in bacteria (5.3.12.A.4)

BIOLOGY (AP) 27

UNIT 5 MOLECULAR GENETICS (con’t)

Distinguish between and describe the process of natural gene transfer in bacteria: conjugation, transformation and transduction (5.3.12.D.3) Using the trp and lac options as examples, explain the concept of an operon and the function of the operator, repressor and co-repressor (5.3.12.D.1) Distinguish between positive and negative controls in the lac operon and how E. coli uses those negative and positive controls to economize on RNA and protein synthesis (5.3.12.D.1) Describe the current model for the progressive stages of DNA coiling and folding in eukaryotes (5.3.12.D.1) Describe transcriptional and post-transcriptional control of gene expression (5.3.12.D.1) Describe translational and post-translational control of gene expression (5.3.12.D.1) Distinguish between determination and differentiation, genomic equivalence and totipotence. (5.3.12.A.4) Describe how nuclear transplantation, growth of plants from differentiated somatic cells, and regeneration provide evidence for genomic equivalence (5.3.12.D.3) Distinguish among homeotic gene, homeobox, and homeodomain, and provide evidence for the general developmental role of homeoboxes in vertebrates and invertebrates (5.3.12.D.1) Explain the genetic basis for antibody diversity (5.3.12.A.6)

BIOLOGY (AP) 28


CONTENT:

A. The Molecular Basis of Inheritance (Chapter 16) 1. The Search for the Genetic Material

a. Evidence That DNA Can Transform Bacteria b. Evidence That Viral DNA Can Program Cells c. Additional Evidence That DNA Is the Genetic Material of Cells

2. Discovery of the Double Helix 3. DNA Replication

a. The Template Concept b. The Semi-Conservative Nature of DNA Replication c. Close-Up on Replication

4. DNA Repair 5. Alternative Forms of DNA

B. From Gene To Protein (Chapter 17)

1. How Genes Control Metabolism a. Evidence That Genes Specify Enzymes b. One Gene - One Polypeptide

2. The Languages of Macrmolecules 3. Transcription, The Synthesis of RNA 4. Translation, The Synthesis of Protein

a. Transfer of RNA b. Amino Acid Activating Enzymes c. Ribosomes d. The Process of Protein Synthesis e. Creation of a Functional Protein f. Sites of Protein Synthesis

5. The Genetic Code a. The Wobble Phenomenon b. Universality of the Genetic Code

6. Split Genes and RNA Processing in Eukaryotes

7. RNA: A Review

BIOLOGY (AP) 29


8. Mutations and Their Effect on Proteins a. Types of Mutation b. Conditional Mutations c. Mutagenesis

C. The Genetics of Viruses and Bacteria (Chapter 18)

1. The Discovery.of Viruses 2. Viral Structure

a. Viral Genomes b. Capsids and Envelopes

3. The Replication of Viruses

a. Genome Replication b. Self Assembly of Virus Particles c. Host Specificity

4. Bacterial Viruses a. The Lytic Cycle b. The Lypogenic Cycle

5. Plant Viruses and Viroids 6. Animal Viruses

a. Replication Cycles of Animal Viruses b. Viral Diseases in Animals c. Viruses and Cancer

7. The Origin of Viruses 8. The Bacterium and Its Genome 9. Transfer and Recombination of Bacterial Genes

a. Mapping the Bacterial Chromosomes b. Plasmids c. Transposons

10. The Control of Gene Expression in Prokaryotes a. Constitutive Genes and Their Control b. Operons and Their Control: A Repressible Operon c. An Inductible Operon d. Operon Regulation and the E. coli Economy e. Catabolic Activator Protein: An Example of Positive Control

BIOLOGY (AP) 30


D. Control of Gene Expression and Development in Eukaryotes (Chapter 19)-

1. Packing of DNA in Eukaryotic Chromosomes a. "Beads on a String" b. Higher levels of DNA Packing

2 The Control of Gene Expression

a. The Role of DNA Packing and Methylation b. Transcriptional Control c. Post-Transcriptional Control

3. Eukaryotic Gene Organization and Its Evolution a. Multi-Gene Families b. Highly Repetitive Sequences

4. The Program for Development a. Determination of Eubryonic Cells b. Differentiation c. Genomic Equivalence

5. Genes that Control Development a. Cancer: Cells Out of Control b. Homeotic Genes and Homeoboxes

6. Genome Modification a. Gene Amplification b. Selective Gene Loss c. Rearrangements in the Genome

7. Aging as a Stage in Development 8. Epigenesis versus Preformation

E. Recombinant DNA Technology (Chapter 20)

1. Basic Strategies of Gene Manipulation

a. Restriction Enzymes b. Gene-Cloning Vectors c. Sources of Genes for Cloning d. Finding the Gene e. DNA Synthesis and Sequencing f. Making the Gene Product

BIOLOGY (AP) 31


2. Applications of Recombinant DNA Technology

a. Biological Research b. The Human Genome Project c. Medicine d. Agriculture 3. Safety and Policy Matters 4.

LAB OPTIONS: The following labs may be used as options with Chapters 16, 17, 18, 19, & 20 * * * (B/C) - "Enzymetic Purification of DNA", p. 113 * * * (B/C) - "Genetic Control of Eye Pigments in "Drosophilia",

p. 115 **** (A/P) - Laboratory 6, "Molecular Biology", p. 64 Lab Options from "Molecular Genetics and Gene Expression in ―Drosophilia" are available from the Science Supervisor.

BIOLOGY (AP) 32

UNIT 6 MECHANISMS OF EVOLUTION

TIME: Winter Recess Independent Homework Assignment

ENDURING UNDERSTANDINGS: Organisms have and continue to adapt to survive in an

ever-changing environment. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: Describe and explain the significance of the contribution each of the following people made regarding evolution: Darwin, Plato, Aristotle, Linnaeus, Cuvier, Lyell, Lamarck, Malthus, Hutton, Wallace (5.1.12.C.3) Explain what evidence convinced Darwin that species change over time (5.3.12.E.3) Describe Darwin's idea of natural selection as the mechanism for evolutionary change (5.3.12.E.4) Using the peppered moth as an example, explain how natural selection results in evolutionary change (5.3.12.E.4) Explain what is meant by modern synthesis and why the emergence of population genetics was an important turning point for evolutionary theory (5.1.12.C.3) Describe how molecular biology can be used to study the evolutionary relationship among organisms (5.3.12.E.2) Explain how micro-evolutionary change can affect the gene pool (5.3.12.E.4) State the Hardy-Weinberg theorem and explain the consequences of Hardy-Weinberg equilibrium, discussing the conditions a population must meet in order to maintain it (5.1.12.A.1) Explain how each of the following can cause microevolution: genetic drift, gene flow, mutation, non-random mating, natural selection (5.3.12.E.4) Describe upon what natural selection works and what factors contribute to the overall fitness of a genotype (5.3.12.E.4) Cite the cause of nearly all genetic variation in a population (5.3.12.E.1) Distinguish among stabilizing selection, directional selection and diversifying selection (5.3.12.E.4) Define biological species (5.3.12.E.2)

BIOLOGY (AP) 33

UNIT 6 MECHANISMS OF EVOLUTION (con’t)

Distinguish between pre-zygotic and post-zygotic isolating mechanisms and give examples of each (5.3.12.E.2) Explain allopatric speciation and describe the role of intraspecific variation and geographical isolation (5.3.12.E.4) Define sympatric speciation and explain how polyploidy can cause reproductive isolation (5.3.12.E.4) List some points of agreement and disagreement between the two schools of thought about the tempo of speciation: gradualism vs. punctuated equilibrium (5.1.12.B.1) Explain the importance of the fossil record to the study of evolution (5.3.12.E.3) Distinguish between each of the following pairs: systematics and taxonomy, taxon and category, homologous and analogous structures, monophyletic and polyphylectic groups (5.3.12.E.2) Explain how modification of regulatory genes can result in macroevolutionary change (5.3.12.E.1)

BIOLOGY (AP) 34


CONTENT:

A. Descent with Modification: A Darwinian View of Life (Chapter 22) 1. Pre-Darwinian Views

a. The Scale of Life and Natural Theology b. Cuvier, Fossils, and Catastrophism c. Gradualism in Geology d. Lamarck's Theory of Evolution

2. On the Origin of Darwinism a. The Voyage of the Beagle b. Darwin Frames His View of Life

3 The Concepts of Darwinism a. The Principle of Common Descent b. Natural Selection and Adaptation c. Some Subtleties of Natural Selection d. Natural Selection at Work: A Case History

4. The Modern Synthesis 5. Evidence for Evolution

a. Biogeography b. The Fossil Record c. Taxonomy d. Comparative Anatomy e. Comparative Embryology f. Molecular Biology

B. How Populations Evolve (Chapter 23)

1. The Genetics of Populations a. The Gene Pool and Microevolution b. The Hardy-Weinberg Theorem

2. Causes of Microevolution

a. Genetic Drift b. Gene Flow c. Mutation d. Non-random Mating e. Natural Selection

3. The Genetic Basis of Variation a. The Nature and Extent of Variation Within and Between Populations b. Sources of Variation c. How Variation is Preserved d. Is All Variation Adaptive?

BIOLOGY (AP) 35


4. Adaptive Evolution

a. Fitness b. What Selection Acts On c. Modes of Natural Selection d. Sexual Selection e. Does Evolution Fashion Perfect Organisms? f. The Tempo of Microevolution

C. The Origin of Species (Chapter 24)

1. The Species Problem a. Two Concepts of Species b. Limitations of the Biological Species Concept

2. Reproductive Barriers a. Pre-zygotic Barriers b. Post-zygotic Barriers c. Introgression

3. The Biogeography of Speciation a. Allopatric Speciation b. Parapatric Speciation c. Sympatric Speciation

4. Genetic Mechanisms of Speciation a. Speciation by Divergence b. Speciation by Peak Shift c. How Much Genetic Change Is Required for Speciation?

5. Gradual and Punctuated Interpretations of Speciation

D. Macroevolution (Chapter 25)

1. The Record of the Rocks a. Fossils b. The Geological Time Scale

2. Systematics: Tracing Phylogeny a. Taxonomy b. Sorting Homology from Analogy c. Molecular Systematics d. Schools for Taxonomy

BIOLOGY (AP) 36


3. Mechanisms of Macroevolution

a. Origins of Evolutionary Novelties b. What Produces Evolutionary Trends? c. Continental Drift and Macroevolution d. Punctuations in the History of Biological Diversity

4. Is a New Synthesis Necessary? LAB OPTIONS:

The following labs may be used as options with Chapters 22, 23, 24, and 25.

****

(B/C) - "Populations Genetics and Natural Selection - The Hardy-Weinberg Law", p. 119 (B/C) - "Classification and Taxonomy of Animals", p. 123 (B/C) - "Preparation and Properties of Macrocoacervates", p. 23 (Supplement) (AP) - Laboratory 8, "Population Genetics and Evolution", p. 90

BIOLOGY (AP) 37

UNIT 7

EARLY EARTH AND THE ORIGIN OF LIFE

TIME: 4 Periods ENDURING UNDERSTANDINGS: The origin of living systems is explained by natural processes. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Describe how the earth was probably formed (5.3.12.E.3) Provide evidence for the antiquity of life (5.3.12.E.3) Describe the contributions of Oparin, Haldane, Miller, and Orey to the origin of life (5.3.12.E.3) Provide evidence to support the hypothesis that chemical evolution resulted in the origin of life (5.3.12.E.3) Describe the basis for Whittaker's five-kingdom system (5.3.12.E.3) Give examples of representatives from each kingdom (5.3.12.E.3)

BIOLOGY (AP) 38

UNIT 7

EARLY EARTH AND THE ORIGIN OF LIFE (con’t)

CONTENT: A. Formation of Earth (Chapter 26)

1. Big Bang Theory 2. Chemical Evolution on Earth

B. Antiquity of Life 1. Stromalites 2. Prokaryotes from West Australia, South Africa

C. Origin of Life

1. Abiotic Synthesis of Organic Monomers 2. Abiotic Synthesis of Polymers 3. Formation of Coacervates 4. Origin of Genetic Information

D. The Five Kingdoms of Life LAB OPTIONS:

BIOLOGY (AP) 39

UNIT 8 PROKARYOTES

TIME: 5 Periods

ENDURING UNDERSTANDINGS: While prokaryotes are believed to have been the first

living things on earth, endosymbiosis theorizes that they gave rise to the eukaryotes. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: Distinguish among the three most common shapes of prokaryotes(5.3.A) Explain structural organization of prokaryotes (5.3.A) Explain why some bacteria are pathogenic (5.3.12.C.1) Explain the difference between prokaryote and eukaryote flagella (5.3.A) Describe four modes of bacteria nutrition and give examples (5.3.12.C.1) Explain why al life on earth depends upon the metabolic diversity of prokaryotes (5.3.12.C.1) Distinguish between mutualism, commensalism, and parasitism (5.3.12.C.1) Distinguish between cyanobacteria and eubacteria (5.3.12.C.1)

BIOLOGY (AP) 40

UNIT 8 PROKARYOTES (con’t)

CONTENT: A. Prokaryotic Form and Function (Chapter 27)

1. Morphology 2. Genome 3. Membrane 4. Gram Stain 5. Motility 6. Reproduction 7. Nutritional Diversity

B. The Diversity of Prokaryotes 1. Taxonomy 2. Archaebacteria 3. Eubacteria

a. Cyanobacteria b. Bacteria

C. The Importance of Prokaryotes 1. Prokaryotes and Chemical Cycles 2. Symbiotic Bacteria

a. Mutualism b. Commensalism c. Parasitism

3. Pathogenic Bacteria

D. Origin of Metabolic Diversity LAB OPTIONS: ** (Worth) - Topic 9, "Bacteria and Blue-Green Algae", p. 56 ** (BSCS) - Investigation 11, "A Population Sequence", p. 149 * * * (B/C) - "Bacterial Identification", p. 137 * * * (B/C) - "Antibiotics and Microorganisms", p. 147 * * * (B/C) - ""Kingdom Monera", p. 151 Lab Option for "Antimicrobial Agents" available from Science Supervisor

BIOLOGY (AP) 41

UNIT 9 PROTISTA

TIME: 4 Periods ENDURING UNDERSTANDINGS: Classification of living things is a human act to give order to life. The organisms of the protist kingdom do not fit neatly into the categories of living things created by humans and are thus in constant flux. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: List characteristics that distinguish protists from organisms in the other four kingdoms (5.3.12.A.1) List and describe the six major protozoan phyla and distinguish among them based on locomotion (5.3.12.A.1) Outline the life cycle for plasmodium (5.3.12.A.4) Describe basic structures found in protozoan cells: contractile vacuoles, macronuclei, food vacuoles, structures of locomotion ( 5.3.12.A.1) Distinguish the seven algae divisions based on pigments, cell wall components, storage molecules, habitat (5.3.12.B.4) Distinguish between isogamous and heterogamous sexual reproduction (5.3.12.A.4) Provide evidence for the endosymbiotic hypothesis of eukaryote origin (5.3.12.E.4) Explain the most widely accepted hypothesis for the evolution of multicellularity (5.3.12.E.4)

BIOLOGY (AP) 42

UNIT 9 PROTISTA (con’t)

CONTENT:

A. Characteristics of Protists (Chapter 28) B. Protozoa

1. Rhizopoda 2. Actinopoda 3. Foraminifera 4. Ciliophora

C. Algae 1. Chrysophyta 2. Euglenophyta 3. Chlorophyta Phaeophyta 4. Rhotophyta

D. Slime Mold E. Origin of Eukaryotes F. Origin of Multicellularity LAB OPTIONS:

(Worth) - Topic 10, "Protista", p. 59 (Worth) - Topic 11, "Protista", p. 68 (B/C) – "Protozoa", p. 153 (B/C) - "Algae", p. 157

BIOLOGY (AP) 43

UNIT 10

FUNGI TIME: 4 Periods

ENDURING UNDERSTANDINGS: Fungi are an important component of environmental

systems as they contribute to the cycling of chemicals in the ecosystem. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: List characteristics that distinguish fungi from organisms in the other four kingdoms (5.3.12.A.1) Explain how fungi obtain nutrients (5.3.12.C.1) Explain how non-motile fungi seek new food sources and how they disperse (5.3.12.C.1) Describe the basic body plan of a fungus (5.3.12.A.1) Distinguish between the major fungal divisions: sygomycota, ascomycota, basidiomycota, deuteromycota (5.3.12.A.1) Describe asexual and sexual reproductions for the four major divisions (5.3.12.A.4)

BIOLOGY (AP) 44

UNIT 10 FUNGI (con’t)

CONTENT:

A. Characteristics of Fungi (Chapter 31) 1. Nutrition 2. Structure 3. Reproduction

B. Fungi Diversity 1. Division Zygomycota 2. Division Ascomycota 3. Division Basidiomycota 4. Division Deuteromycota 5. Lichens

C. Ecological and Commercial Importance of Fungi 1. Decomposers 2. Commercial Use of Fungi 3. Pathogenic Fungi

D. Evolution of Fungi LAB OPTIONS:

* (Worth) - Topic 12, "Fungi", p. 74 *** (B/C) - "Fungi", p. 163

BIOLOGY (AP) 45

UNIT 11 PLANTS AND THE COLONIZATION OF LAND

TIME: 6 Periods

ENDURING UNDERSTANDINGS: The challenges to living on land presented to early plants

drove the evolution of novel adaptations in land plants. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: List characteristics that distinguish plants from organisms in the other four kingdoms (5.3.12.A.1) Diagram a generalized plant life cycle (alternation of generations (5.3.12.A.4) Describe four major periods of plant evolution that opened new adaptive zones on land (5.3.12.E.3) Provide evidence that plants evolved from green algae (5.3.12.E.1) Explain two adaptations that made the bryophytes' move onto land possible (5.3.12.E.4) Describe life cycle of bryophytes (5.3.12.A.4) Describe adaptations of vascular plants that have contributed to their success as land plants (5.3.12.E.4) Diagram the life cycle of the fern (5.3.12.A.4) Explain how gymnosperms adapted to land existence (5.3.12.E.4) Describe the life cycle for gymnosperms (5.3.12.A.4) Distinguish between fertilization and pollination (5.3.12.A.4) Describe the importance of seed evolution (5.3.12.E.4) Explain how evolution of flowers enhanced the reproductive efficiency of angiosperms (5.3.12.E.4) Describe the function of four major parts of flowers (5.3.12.E.4)

BIOLOGY (AP) 46

UNIT 11 PLANTS AND THE COLONIZATION OF LAND (con’t)

CONTENT: A. Introduction to the Plant Kingdom (Chapter 29 & 30)

1. General Characteristics 2. Generalized View of Plant Life Cycle 3. Highlights of Plant Evolution 4. Classification of Plants

B. The Move onto Land 1. Green Algae as Ancestors of Plants 2. Division Bryophyta 3. Terrestrial Adaptations of Vascular Plants 4. The Earliest Vascular Plants

C. Seedless Vascular Plants 1. Division Psilophyta 2. Division Lycophyta 3. Division Sphenophyta 4. Division Pterophyta

D. Terrestrial Adaptations of Seed Plants 1. Gymnosperms

2. Angiosperms a. Flowers b. Fruits c. Life Cycle of Angiosperms d. Relationship between Angiosperms and Animals

LAB OPTIONS: * (Worth) - Topic 13, "Bryophytes", p. 78 (Worth) - Topic 14, "Ferns", p. 81 * (Worth) - Topic 15, "Gymnosperms", p. 85 *** (B/C) - "Bryophyta", p. 169 *** (B/C) - "Pterophyta", p. 175 *** (B/C) - "Lycophyta", p. 179 *** (B/C) - "Gymnosperms", p. 181

BIOLOGY (AP) 47

UNIT 12

PLANT REPRODUCTION TIME: 2 Periods

ENDURING UNDERSTANDINGS: As plants evolved, their reproductive methods became

more complex and have allowed for greater diversity in species. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: Outline the angiosperm life cycle (5.3.12.A.4) List the four basic flower parts (5.3.12.E.4) Describe the formation of pollen grains in angiosperms (5.3.12.E.4) Describe the formation of ovules in angiosperms (5.3.12.E.4) Describe the two different forms of pollination in angiosperms (5.3.12.E.4) Explain how a monocot and dicot seed differ (5.3.12.A.4) Describe several functions of fruit and explain how they form (5.3.12.A.4)

BIOLOGY (AP) 48

UNIT 12 PLANT REPRODUCTION (con’t)

CONTENT:

A. Sexual Reproduction of Flowering Plants ( Chapter 35) 1. The Flower 2. Alternation of Generations 3. Development of Pollen 4. Development of Ovules 5. Pollination and Fertilization

B. The Seed 1. Endosperm Development 2. The Embryo Sac

C. Development of the Fruit D. Seed Germination LAB OPTIONS: * (Worth) - Topic 16, "Angiosperms", p. 92 Is** (B/C) - "Angiosperms", p. 185

BIOLOGY (AP) 49

UNIT 13 TRANSPORT IN PLANTS

TIME: 6 Periods

ENDURING UNDERSTANDINGS: The cells of a plant must work in cooperation with each

other to ensure that water and nutrients are moved efficiently to the areas of the plant where they are needed. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: List three levels in which transport in plants occur (5.3.12.E.4) Trace the path of water and minerals from outside the root to the stem (5.3.12.E.4) Explain how root pressure is created by some plants and how it causes guttation (5.3.12.A.3) Using the transpiration-cohesion-adhesion theory, describe how water is pulled upward in the xylem (5.3.12.A.3) Describe both the advantages and disadvantages of transpiration (5.3.12.A.3) Explain the role of guard cells in controlling transpiration (5.3.12.B.4) Describe the source-to-sink theory of transport through phloem tissue in plants (5.3.12.B4)

BIOLOGY (AP) 50

UNIT 13 TRANSPORT IN PLANTS (con’t)

CONTENT:

A. Absorption of Water and Minerals by Roots (Chapter 36) B. Ascent of Xylem Sap

1. Water Potential

2. Root Pressure C. Control of Transpiration

1. How Stomata Open and Close 2. Leaf Adaptation that Reduces Transpiration 3. C3t, Plants and Transpiration

D. Transport in Phloem 1. Source-to-Sink Transport 2. Pressure Flow Mechanism

LAB OPTIONS: * *** *** ****

(Worth) - Topic 27, "Water, Mineral and Food Transport", p. 157 (B/C) - "Plants: Form and Function", p. 229 (B/C) - "Plants: Transpiration", p. 235 (AP) - Laboratory 9, "Transpiration", p. 99

BIOLOGY (AP) 51

UNIT 14 CONTROL SYSTEM IN PLANTS

TIME: 4 Periods

ENDURING UNDERSTANDINGS: Tissues in all multicellular organisms communicate in an

endocrine and/or paracrine fashion using various biomolecules. Intracellular Signal transduction pathways (STPs) result post-ligand of the hormonal signal. Plant hormones are not nutrients, but chemicals that in small amounts promote and influence the growth, development, and differentiation of cells and tissues. The biosynthesis of plant hormones within plant tissues is often diffuse and not always localized. Plants lack glands to produce and store hormones, because, unlike animals, which have two circulatory systems (lymphatic and cardiovascular) powered by a heart that moves fluids around the body, plants use more passive means to move chemicals around the plant. Plants utilize simple chemicals as hormones, which move more easily through the plant's tissues. They are often produced and used on a local basis within the plant body, plant cells even produce hormones that affect different regions of the cell producing the hormone. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: List five classes of plant hormones, describe their major functions and recall where they are produced in the plant (5.3.12.A.3, 5.3.12.A.5, 5.3.12.A.6) Explain how a plant hormone works (5.3.12.A.3, 5.3.12.A.5, 5.3.12.A.6) Define apical dominance (5.3.12.A.3, 5.3.12.A.5, 5.3.12.A.6) Explain the mechanism by means of which (GA) triggers seed germination (5.3.12.A.3, 5.3.12.A.5, 5.3.12.A.6) Describe how (ABA) helps prepare a plant for winter (5.3.12.A.3, 5.3.12.A.5, 5.3.12.A.6, 5.1.12.B.1) Describe the role of ethylene in plant senescence, fruit ripening and leaf abscission (5.3.12.A.3, 5.3.12.A.5, 5.3.12.A.6) Define photoperiodism (5.3.12.A.3, 5.3.12.A.5, 5.3.12.A.6, 5.1.12.B.1) Distinguish among short-day plants, long-day plants and day-neutral plants (5.3.12.A.3, 5.3.12.A.5, 5.3.12.A.6)

BIOLOGY (AP) 52

UNIT 14 CONTROL SYSTEM IN PLANTS (con’t)

CONTENT: A. The Search for Plant Hormones B Functions of Plant Hormones

1. Hormones: Auxin, Gibberellins, Cytokinins, Abscisic Acid, Ethylene

C. Plant Movements (Tropisms) 1. Phototropisms 2. Gravitropisms 3. Thigmotropisms

D. Photoperiodism 1. Control of Flowering

2. Phytochrome

LAB OPTIONS:

* (worth) - Topic 28, "Growth Regulators", p. 163 * (Worth) - Topic 29, "External Factors and Plant Growth", p. 165 ** (BSCS-Black) - Investigation 22, "Effects of Light on Seed

Germination", p. 181

** (BSCS-Black) - Investigation 30, "IAA", p. 244 ** (BSCS-Black) - Investigation 31, "Gibberellic Acid", p. 249 ** (BSCS-Black) - Investigation 32, "Effects of Growth-

Regulating Substances in Plants", p. 244

*** (B/C) - "Hormones and Plant Development", p. 31 (Supplement

BIOLOGY (AP) 53

UNIT 15

INVERTEBRATES AND ORIGIN OF ANIMAL DIVERSITY

TIME: 8 Periods

ENDURING UNDERSTANDINGS: Animal are multicellular, heterotrophic eukaryotes with

tissues that develop from embryonic layers. Several characteristics of animals sufficiently define the group. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: List characteristics that distinguish animals from organisms in the other four kingdoms (5.3.12.E.3) Distinguish between radial and bilateral symmetry (5.3.12.E.3) Outline the major phylogenic branches of the animal kingdom (5.3.12.E.3) Distinguish among acoelomate, pseudocoelomate, and coelomate animals (5.3.12.E.3) Distinguish between photostomes and deuterostomes (5.3.12.E.3) Distinguish between the nine major animal phyla: porifera, cnidaria, platyhelminthes, nematoda, annelida, arthropoda, mollusca, echinodermata, chordata (5.3.12.E.3) List animal examples from each of the major nine animal phyla (5.3.12.E.3)

BIOLOGY (AP)

UNIT 15 INVERTEBRATES AND ORIGIN OF ANIMAL DIVERSITY (con’t)

CONTENT:

A. Characteristics of Animals B. Clues to Animal Phylogeny

1. Major Branches of Animal Kingdom

2. Development and Body Plan a. Bilateria b. Body Cavities (Acoelomate, Pseudocoelomate, Coelomate) c. Protosomes d. Deuterostome Dichotomy

C. Parazoa 1. Phylum Porifera_

D. Radiata 1. Phylum Cnidaria

E. Acoelomates 1. Phylum Platyhelminthes

F. Pseudocoelomates 1. Phylum Nematoda

G. Protosomes 1. Phylum Mollusca 2. Phylum Annelida 3. Phylum Arthropoda

a. Class Arachnida b. Class Crustacea c. Class Insecta

H. Deuterostomes 1. Phylum Echinodermata 2. Phylum Chordata

I. Origin of Animal Diversity - p. 635 LAB OPTIONS:

* (Worth) - Topic 17, "Sponges and Coelenterates", p.104 * (Worth) - Topic 18, "Flatworms .and Roundworms", p.110

54

BIOLOGY (AP)

UNIT 15 INVERTEBRATES AND ORIGIN OF ANIMAL DIVERSITY (con’t)

* (Worth) - Topic 19, "Segmented Worms, p. 115 * (Worth) - Topic 20, "Echinoderms and Mollusks", p.124 * (Worth) - Topic 21, "Arthropoda", p. 126 * (Worth) -Topic 22, "Arthropoda", p. 130 *** (B/C) - "Porifera", p. 191 *** (B/C) - "Cnidaria", p. 193 *** (B/C) - "Platyhelminthes", p. 199 *** (B/C) - "Nematoda", p. 203 *** (B/C) - "Mollusca", p. 207 *** (B/C) - "Echinodermata", p. 211 *** (B/C) - "Annelida", p. 215 *** (B/C) - "Arthropoda", p. 219

55

BIOLOGY (AP) 56

UNIT 16 VERTEBRATES

TIME: 8 Periods ENDURING UNDERSTANDINGS: There are five characteristics of Chordates: 1.Single, hollow nerve cord beneath dorsal surface; in vertebrates, it differentiates into brain and spinal cord 2. Notochord: flexible rod on the dorsal side of gut, present at one stage in all chordates; displaced in vertebrates by vertebral column that forms around the nerve cord 3. Pharyngeal slits (pouches) connect pharynx (between mouth and esophagus) with outside ? gills in sharks, fish; present in terrestrial animal embryos but disappear later except Eustachian tube (connecting throat and middle ear) 4. Postanal tail extends beyond anus; present at least in embryo; regresses into tail bone in humans 5. Segmentation: reflected in arrangement of muscles (somites) and in vertebral column (both mesoderm) MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: Describe the four unique characteristics of Chordates (5.3.12.E.3) Distinguish between the three subphyla of the phylum Chordata and give examples (5.3.12.E.3) Compare and contrast members of the classes: Agnatha, Chondricthyes, and Osteichthyes (5.3.12.E.3) Summarize the evidence supporting the fact that amphibians evolved from fish (5.3.12.E.3) List the distinguishing characteristics of members of the class Reptilia and explain any special adaptations to the terrestrial environment (5.3.12.E.3) List the distinguishing characteristics of members of the class Aves and explain any special adaptations for flight (5.3.12.E.3) Summarize the evidence supporting the fact that birds evolved from reptilian ancestors (5.3.12.E.3) Trace the main lines of placental mammalian evolution (5.3.12.E.3, 5.1.12.B.1, 5.1.12.B.3)

BIOLOGY (AP)

57

UNIT 16

VERTEBRATES (con’t) CONTENT:

A. Phylum Chordata 1. Chordate Characteristics

a. Notochord b. Dorsal, Hollow Nerve Cord c. Pharyngeal Slits d. Postanal Tail

2. Chordates Without Backbones a. Subphylum Cephalochordata b. Subphylum Urochordata

B. Origin of Vertebrates C. Vertebrate Characteristics D. Class Agnatha E. Class Chondrichthyes F. Class Osteichthyes G. Class Amphibia H. Class Reptilia 1. Class Aves J. Class Mammalia

1. Mammalian Characteristics 2. Evolution 3. Monotremes 4. Marsupials 5. Placental Mammals

LAB OPTIONS:

* * * (B/C) - "Fetal Pig Dissection", p. 237-266 ***** (F/T) - Cat Dissection

BIOLOGY (AP) 58

UNIT 17

DIGESTION

TIME: 4 Periods ENDURING UNDERSTANDINGS: Digestive systems take many forms. There is a fundamental distinction between internal and external digestion. External digestion was the first to evolve, and most fungi still rely on it. In this process, enzymes are secreted into the environment surrounding the organism, where they break down an organic material, and some of the products diffuse back to the organism. Later, animals evolved rolling into a tube and acquiring internal digestion, which is more efficient because more of the breakdown products can be captured, and the chemical environment can be more efficiently controlled. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: Distinguish between herbivores, carnivores, and omnivores (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3) Describe the following feeding mechanism: filter-feeding, substrate-feeding, deposit-feeding, fluid-feeding (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3) Define digestion and describe why it is a necessary process (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3) Distinguish between intracellular and extracellular digestion (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3) Describe the various digestive systems which have evolved: incomplete, complete, sac-like (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3) Define peristalsis and describe its role in digestion (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3) List and describe the function of the different parts of the human digestive system: mouth, pharynx, esophagus, stomach, small intestine, large intestine, rectum, anus (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3, 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3) List the functions and locations of organs which assist the digestive process: salivary glands, pancreas, liver (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3)

BIOLOGY (AP) 59

UNIT 17 DIGESTION (con’t)

CONTENT:

A. Feeding Mechanisms B. Digestion: A Comparative Introduction

1. Enzymatic Hydrolysis 2. Intracellular Digestion 3. Gastrovascular Digestion 4. Alimentary Canal Digestion

C. Mammalian Digestion 1. Oral Cavity 2. Pharynx 3. Esophagus 4. Tomach 5. Small Intestine 6. Large Intestine

D. Adaptations of Vertebrate Digestion Systems

LAB OPTIONS:

(Worth) - Topic 31, "The Digestive Tract", p. 174 (B/C) - "Fetal Pig: Digestive System", p. 249 (F/T) - Cat Dissection, Digestion

BIOLOGY (AP) 60

UNIT 18

CIRCULATION AND GAS EXCHANGE

TIME: 4 Periods ENDURING UNDERSTANDINGS: Gas exchange takes place at a respiratory surface—a boundary between the external environment and the interior of the organism. For unicellular organisms the respiratory surface is must have a large surface area, a thin permeable surface and a moist exchange surface. Many also have a mechanism to maximize the diffusion gradient by replenishing the source and/or sink. Control of respiration is due to rhythmical breathing generated by the phrenic nerve in order to stimulate contraction and relaxation of the disphragm during inspiration and expiration. Ventilation is controlled by partial pressures of oxygen and carbon dioxide and the concentration of hydrogen ions. The control of respiration can vary in certain circumstances such as during exercise. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: List major animal phyla with gastrovascular cavities and explain why they do not need a circulatory system (5.3.12.E.3) Distinguish between open and closed circulatory systems (5.3.12.E.3) List the components of a vertebrate cardiovascular system (5.3.12.E.3) Trace a drop of blood through the human heart (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3) Describe the mechanism responsible for the heart beat (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3, 5.1.12.B.2) Define blood pressure and describe how it is measured (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3, 5.1.12.B.2) Describe the components of blood and define a function of each (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3, 5.1.12.B.2) Describe the general requirements for a respiratory surface and list the variety of respiratory organs adapted for this purpose (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3, 5.1.12.B.2) For the human respiratory system, describe the movement of air through the respiratory system (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3, 5.1.12.B.2) Explain how breathing is controlled (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3, 5.1.12.B.2) Describe the role of hemoglobin in respiration (5.3.12.A.6, 5.3.12.B.6, 5.3.12.E.3)

BIOLOGY (AP) 61

UNIT 18 CIRCULATION AND GAS EXCHANGE (con’t)

CONTENT:

A. Internal Transport in Invertebrates I. Gastrovascular Cavities 2. Open and Closed Circulatory Systems

B. Circulation in Vertebrates 1. Heart 2. Blood Flow 3. Capillary Exchange

4. The Lymphatic System

C. Blood 829

1. Plasma 829 2. Blood Cells 3. Blood Clotting

D. Cardiovascular Disease E. Gas Exchange

1. General Problems of Exchange 2. Respiratory Organs 3. Gills 4. Tracheal Tubes 5. Lungs and Terrestrial Adaptations

a. Alveoli and Gas Exchange b. Hemoglobin and Gas Exchange c. The Diaphragm and Gas Exchange d. Control of Breathing

LAB OPTIONS:

BIOLOGY (AP) 62

UNIT 18 CIRCULATION AND GAS EXCHANGE (con’t)

* *** *** *** *** *** *** *** *** *** *** *** **** *****

(Worth (B/C) - (B/C) - (B/C) - (B/C) - (B/C) - (B/C) - (B/C) - (B/C) - (B/C) - (B/C) - (B/C) - (AP) - (F/T) -

- Topic 35, "Circulation and Respiration p. 197 "Fetal Pig: Circulatory System", p. 257 "Fetal Pig: Respiratory System", p. 245 "Circulation", p. 299 "Circulation", p. 301 "Circulation", p. 303 "Circulation", p. 305 "Blood", p. 307 "Blood", p. 309 "Blood", p. 311 "Respiratory Volumes", p. 313 "Breathing Rates ", p. 315 Laboratory 10, "Physiology of the Circulatory System", p. 109 Cat Dissection, "Respiration"

BIOLOGY (AP) 63

UNIT 19

THE IMMUNE SYSTEM

TIME: 3 Periods ENDURING UNDERSTANDINGS: An immune system is a system of biological structures and processes within an organism that protects against disease by identifying and killing pathogens and tumor cells. It detects a wide variety of agents, from viruses to parasitic worms, and needs to distinguish them from the organism's own healthy cells and tissues in order to function properly. Detection is complicated as pathogens can evolve rapidly, producing adaptations that avoid the immune system and allow the pathogens to successfully infect their hosts. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Explain what is meant by nonspecific defense and list the nonspecific lines of defense in vertebrates (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Explain how the physical barrier of skin is reinforced by chemical defenses (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Define phagocytosis (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Describe the inflammatory response including how it is triggered (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Explain how interferons work (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Explain how the immune response differs from nonspecific responses (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Diagram and label the structures of an antibody and explain how the structures allow antibodies to perform (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3)

BIOLOGY (AP) 64

UNIT 19 THE IMMUNE SYSTEM (con’t)

CONTENT:

A. Nonspecific Defense Mechanisms 1. The Skin and Mucous Membranes 2. Phagocytosis 3. The Inflammatory Response 4. Antimicrobial Proteins

a. Interferon

B. Specific Defense Mechanisms: The Immune Response 1. Duality of the Immune System 2. Cells of the Immune System

a. Lymphocytes

3. Antigens C. Self Versus Nonself

1. Blood Groups

LAB OPTIONS: *** (B/C) - "Phagocytosis by Leukocytes", p. 37 (Supplement)

BIOLOGY (AP) 65

UNIT 20 CONTROLLING THE INTERNAL ENVIRONMENT

TIME: 2 Periods ENDURING UNDERSTANDINGS: Metabolic wastes or excretes are substances left over from excretory processes and then which cannot be used by the organism (they are surplus or have lethal effect), and must therefore be excreted. This includes nitrogen compounds, water, CO2, phosphates, sulfates, insoles, medicals, food additives etc. Animals treat these compounds as excretes. Animal kidneys participate in whole-body homeostasis, regulating acid-base balance, electrolyte concentrations, extracellular fluid volume, and regulation of blood pressure. The kidney accomplishes these homeostatic functions both independently and in concert with other organs, particularly those of the endocrine system. Various endocrine hormones coordinate these endocrine functions; these include renin, angiotensin II, aldosterone, antidiuretic hormone, and atrial natriuretic peptide, among others. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Define and give examples of homeostasis (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Describe the systems which have evolved in the animal kingdom to handle nitrogen or waste: flame cells, nephridia, greed glands, malpighian tubules, kidney in vertebrates (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Using a diagram, identify and give the function of each part of the nephron (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Describe and show the relationship among the processes of filtration, secretion, and reabsorption (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Describe the mechanism of hormonal regulation of the kidney (5.3.12.A.3, 5.3.12.A.6) Describe the blood path through the mammalian kidney (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6)

BIOLOGY (AP) 65

UNIT 20 CONTROLLING THE INTERNAL ENVIRONMENT (con’t)

CONTENT:

A. Homeostasis 1. Osmoregulation

B. Excretory Systems of Invertebrates 1. Flame Cells in Flatworms 2. Nephridia in Earthworms 3. Malpighian Tubules in Insects

C. The Vertebrate Kidney 1. Anatomy of the Kidney 2. Anatomy of the Nephron 3. Physiology of the Nephron 4. Regulation of Kidney Function

a. ADH - Antidiuretic. Hormone b. Aldosterone

LAB OPTIONS: * (Worth) - Topic 36, "Homeostasis", p. 203 * * * (B/C) - "Fetal Pig, Urogenital System", p. 253 ***** (F/T) - Cat Dissection, "Excretory System"

BIOLOGY (AP) 67

UNIT 21 CHEMICAL COORDINATION

TIME: 2 Periods

ENDURING UNDERSTANDINGS: The endocrine system is a system of glands, each of which

secretes a type of hormone into the bloodstream to regulate the body. The endocrine system is an information signal system like the nervous system. Hormones regulate many functions of an organism, including mood, growth and development, tissue function, and metabolism. Typical endocrine glands are the pituitary, thyroid, and adrenal glands. Features of endocrine glands are, in general, their ductless nature, their vascularity, and usually the presence of intracellular vacuoles or granules storing their hormones. In contrast, exocrine glands, such as salivary glands, sweat glands, and glands within the gastrointestinal tract, tend to be much less vascular and have ducts or a hollow lumen. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Compare the response times of the two major systems of internal communication: the nervous system and the endocrine system (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) On the basis of structure and function, distinguish among the different types of chemical messengers (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Distinguish between endocrine and exocrine glands(5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6) Describe the mechanism of steroid hormone action and explain the location and role of steroid hormone receptors (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Explain specificity in cell response to hormone signals (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) List the important endocrine glands and at least one hormone produced by each (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Diagram a negative feedback loop which regulates the secretions of one endocrine gland (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Explain how the endocrine and nervous systems are structurally, chemically, and functionally related (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3, 5.1.12.C.2)

BIOLOGY (AP) 68

UNIT 21 CHEMICAL COORDINATION (con’t)

CONTENT: A. Chemical Messengers of the Body

1. Hormones a. Steroids b. Amino Acids c. Peptide Chains

2. Pheromones

B. Mechanisms of Hormone Action 1. Steroid Hormones and Gene Regulation

2. Peptide Hormones and Cyclic AMP

C. Invertebrate Hormones D. The Vertebrate Endocrine System

1. The Hypothalamus and the Pituitary Gland 2. Thyroid Gland 3. Parathyroid Gland 4. Pancreas 5. Adrenal Glands 6. Gonads

E. Endocrine Glands and the Nervous System LAB OPTIONS:

** (BSCS-Black) - Investigation 27, "Hormone Control of the Development of Frog", p. 229

BIOLOGY (AP) 69

UNIT 22 ANIMAL DEVELOPMENT

TIME: 4 Periods

ENDURING UNDERSTANDINGS: Embryogenesis is the process by which the embryo is

formed and develops, until it develops into a fetus. It starts with the fertilization of the ovum (or egg) by sperm. The fertilized ovum is referred to as a zygote. The zygote undergoes rapid mitotic divisions with no significant growth (a process known as cleavage) and cellular differentiation, leading to development of an embryo. Embryogenesis occurs in both animal and plant development however, this unit addresses the common features among different animals, with some emphasis on the embryonic development of vertebrates and mammals. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: 1. List the functions of fertilization (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Describe the changes that occur in an activated egg (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Explain the importance of embryo polarity during cleavage (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.4, 5.3.12.A.5, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3, 5.1.12.C.2) Describe the process of gastrulation and explain its importance (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.4, 5.3.12.A.5, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Compare and contrast development in birds and mammals (5.3.12.E.1, 5.3.12.E.2, 5.3.12.E.3) Explain how the interactions among the three primary tissue layers influence development (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.4, 5.3.12.A.5, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3)

BIOLOGY (AP) 70

UNIT 22 ANIMAL DEVELOPMENT (con’t)

CONTENT: A. Fertilization B. Early Stages of Embryonic Development

1. Cleavage 2. Gastrulation 3. Development

C. Comparative Embryology of Vertebrates 1. Amphibian Development 2. Avian Development 3. Mammalian Development

D. Mechanisms of Development 1. Polarity of Embryo 2. Cytoplasmic Determinants 3. Fate Maps 4. Morphogentic Movements 5. Induction

LAB OPTIONS: * (Worth) - Topic 33, "Vertebrate Development", p. 184 *** (B/C) - "Development: Echinoderms/Sea Urchins", p. 321 *** (B/C) - "Development: Starfish Development", p. 323 (B/C) - "Amphibian:

Frog Development", p. 327

*** (B/C) - "Chicken: Living Embryos", p. 331 *** (B/C) - "Chicken Development", p. 333

BIOLOGY (AP) 71

UNIT 23 NERVOUS SYSTEMS

TIME: 4 Periods ENDURING UNDERSTANDINGS: In multicellular/complex animalsThe nervous system is an organ system containing a network of specialized cells called neurons that coordinate the actions of an animal and transmit signals between different parts of its body. In most animals the nervous system consists of two parts, central and peripheral. Neurons send signals to other cells as electrochemical waves travelling along thin fibers called axons, which cause chemicals called neurotransmitters to be released at junctions called synapses. A cell that receives a synaptic signal may be excited, inhibited, or otherwise modulated. There are three types of neurons: sensory neurons are activated by physical stimuli impinging on them, motor neurons, situated either in the central nervous system or in peripheral ganglia, connect the nervous system to muscles or other effector organs and central neurons, which in vertebrates greatly outnumber the other types, make all of their input and output connections with other neurons. The interactions of all these types of neurons form neural circuits that generate an organism's perception of the world and determine its behavior. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: Compare the two coordinating systems in animals: endocrine and nervous systems (5.3.12.A.1, 5.3.12.A.2, 5.3.12.A.6, 5.3.12.D.1, 5.3.12.D.2, 5.3.12.D.3) Describe three major functions of the nervous system (5.3.12.A.2, 5.3.12.A.4, 5.3.12.A.5, 5.3.12.A.6) Diagram the major parts of a neuron (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Explain how neurons can be classified by function (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Explain how neurons transmit nerve impulses (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Describe the function of neurotransmitters (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Compare and contrast the nervous systems found in : hydra, flatworms, annelids, arthropods, and mollusks (5.3.12.A.2, 5.3.12.A.4, 5.3.12.A.5, 5.3.12.A.6) Describe the relationship between the peripheral and central nervous system (5.3.12.A.2, 5.3.12.A.3, 5.3.12.A.6) Describe the functions of the three major parts of the vertebrate brain (5.3.12.A.2, 5.3.12.A.4, 5.3.12.A.5, 5.3.12.A.6)

BIOLOGY (AP) 72

UNIT 23 NERVOUS SYSTEMS (con’t)

CONTENT:

A. Cells of the Nervous system 1. Neurons 2. Supporting Cells

B. Transmission Along Neurons, 1. Resting Potential

2. Stimulation Potential

3. Action Potential (Nerve Impulse)

C. The Synapse 1. Neurotransmitters and Receptors

D. Invertebrate Nervous System E. The Vertebrate Nervous System

1. Peripheral Nervous System 2. Central Nervous System 3. The Human Brain

LAB OPTIONS:

(Worth) - Topic 36, "The Senses and the Brain", p. 206 (B/C) - "Fetal Pig: Nervous System", p. 261 (B/C) - "Human Senses", p. 317 (F/T) - Cat Dissection, "Nervous System"

BIOLOGY (AP) 73

UNIT 24 BEHAVIOR

TIME: 6 Periods

ENDURING UNDERSTANDINGS: Animal behavior is the scientific study of everything that any

and all animals do. It involves the investigation of the relationship of animals to their physical environment as well as to other organisms, and includes topics such as how animals find and defend resources, avoid predators, choose mates and reproduce, and care for their young. People who study animal behavior are typically trying to answer one or more of the following questions about behavior: What is the cause of the behavior? What function or functions does the behavior serve? How did the behavior evolve over time? MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Distinguish between ultimate cause and proximate cause of behavior (5.3.12.E.3, 5.3.12.E.4) Explain the relationship between heredity and environment with regard to behavior (5.3.12.E.3, 5.3.12.E.4) Describe the different levels of animal behavior: kinesis, reflex arcs, instinct, imprinting, learning (5.3.12.E.3, 5.3.12.E.4) Describe the value of territoriality behavior (5.3.12.E.3, 5.3.12.E.4) Describe three methods of animal communication (5.3.12.E.3, 5.3.12.E.4)

BIOLOGY (AP) 74

UNIT 24 BEHAVIOR (con’t)

CONTENT:

A. Studying Behavior 1. Anthropomorphism 2. Proximate and Ultimate Cause 3. Nature Versus Nurture

B. Innate Behavior 1. Fixed Patterns

2. Stimuli

C. Learning and Behavior

1. Imprinting

2. Conditioning

3. Insight D. Communication

1. Pheromones

2. Vision

3. Hearing LAB OPTIONS:

(B/C) - "Aggressive Display of Male Siamese Fighting Fish", p. 53 (Supplement) (B/C) - "Size Selective Feeding on Zooplankton", p. 55 (Supplement) (AP) - Laboratory 11, "Animal Bahavior", p. 125

BIOLOGY (AP) 76

UNIT 25 COMMUNITIES

TIME: Spring Recess Independent Homework Assignment

ENDURING UNDERSTANDINGS: Biotic communities may be of varying sizes, and larger ones

may contain smaller ones. The interactions between species are especially evident in food or feeding relationships. Therefore, a practical method of delineating biotic communities is to map the food network to identify which species feed upon which others and then determine the system boundary as the one that can be drawn through the fewest consumption links relative to the number of species within the boundary. Species richness is the fundamental unit in which to assess the homogeneity of an environment. Species richness is used in conservation studies to determine the sensitivity of ecosystems and their resident species. Ecological succession, a fundamental concept in ecology, refers to more or less predictable and orderly changes in the composition or structure of an ecological community. MASTERY OBJECTIVES:

Upon completion of this Unit, students will be able to: Explain the relationship between species richness, equitability, and diversity (5.3.12.C.1, 5.3.12.C.2, 5.3.12.E.3, 5.3.12.E.4) List four properties of a community and explain the importance of each. Explain how interspecific competition may affect community structure (5.3.12.C.1, 5.3.12.C.2, 5.3.12.E.3, 5.3.12.E.4) Distinguish between parasitism, mutualism, and commensalism (5.3.12.C.1, 5.3.12.C.2, 5.3.12.E.3, 5.3.12.E.4) Distinguish between primary succession and secondary succession (5.3.12.C.1, 5.3.12.C.2, 5.3.12.E.3, 5.3.12.E.4) Explain the mechanism which contributes to global clines (5.3.12.C.1, 5.3.12.C.2, 5.3.12.E.3, 5.3.12.E.4) Explain the factors which determine what species eventually inhabit islands (5.3.12.C.1, 5.3.12.C.2, 5.3.12.E.3, 5.3.12.E.4)

BIOLOGY (AP) 76

UNIT 25 COMMUNITIES (con’t)

CONTENT: A. Two General Views of Communities B. Properties of Communities

1. Species Richness

2. Trophic Structure

3. Stability C. Community Interactions

1. Adaptations to Biotic Factors

2. Competition Between Species 3. Predation 4. Other Interactions

D. Succession 1. Causes 2. Human Disturbances 3. Equilibrium and Species Diversity

E. Biogeographical Aspects of Diversity 1. Limits of Species Range 2. Global Clines 3. Island Biogeography

LAB OPTIONS: **** (A/P) - Laboratory 12, "Dissolved Oxygen and Aquatic Primary Productivity", p. 136

BIOLOGY (AP) 77

UNIT 26

ECOSYSTEMS

TIME: Spring Recess Independent Homework Assignment ENDURING UNDERSTANDINGS: Chemical elements occurring in organisms are part of biogeochemical cycles. In addition to being a part of living organisms, these chemical elements also cycle through abiotic factors of ecosystems such as water, land, and the air. The living factors of the planet can be referred to collectively as the biosphere. All the nutrients—such as carbon, nitrogen, oxygen, phosphorus, and sulfur—used in ecosystems by living organisms operate on a closed system; therefore, these chemicals are recycled instead of being lost and replenished constantly such as in an open system. MASTERY OBJECTIVES: Upon completion of this Unit, students will be able to: Explain the importance of autotrophic organisms with respect to energy flow and nutrient cycling in the community (5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6,5.3.12.C.1, 5.3.12.C.2) List and describe the importance of the four consumer levels found in an ecosystem (5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6,5.3.12.C.1, 5.3.12.C.2) List the factors that can limit productivity of an ecosystem (5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6,5.3.12.C.1, 5.3.12.C.2) Explain why productivity declines at each trophic level (5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6,5.3.12.C.1, 5.3.12.C.2) Distinguish between energy pyramids and biomass pyramids (5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6,5.3.12.C.1, 5.3.12.C.2) Describe the carbon cycle and explain why it is said to result from the reciprocal process of photosynthesis and cellular respiration (5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6,5.3.12.C.1, 5.3.12.C.2) Describe the nitrogen cycle and explain the importance of nitrogen fixation (5.3.12.B.1, 5.3.12.B.2, 5.3.12.B.3, 5.3.12.B.4, 5.3.12.B.5, 5.3.12.B.6,5.3.12.C.1, 5.3.12.C.2)

BIOLOGY (AP) 78

UNIT 26

ECOSYSTEMS (con’t)

CONTENT: A. Trophic Levels and Food Webs

1. Primary Producers 2. Primary Consumers (Herbivores) 3. Tertiary Consumers (Carnivores) 4. Food Chains

B. Energy Flow 1. Primary Productivity 2. Pyramids of Energy and Biomass

C. Chemical Cycling 1. The Carbon Cycle 2. The Nitrogen Cycle 3. The Phosphorus Cycle

LAB OPTIONS:

*** (B/C) - "The Aquatic Community: Community Diversity", p. 49 (Supplement)

BIOLOGY (AP) 79

Curriculum and Instruction

Draft 14

Essential Instructional Behaviors

Edison’s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate.

1. Planning which Sets the Stage for Learning and Assessment

Does the planning show evidence of:

a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core Content Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)?

b. measurable objectives that are based on diagnosis of learner needs and readiness levels and reflective of the written curriculum, the NJCCCS, and the CPI?

c. lesson design sequenced to make meaningful connections to overarching concepts and essential questions?

d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that

are authentic in nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner

interests, readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports

student interaction, lesson objectives, and learning activities?

2. Observed Learner Behavior that Leads to Student Achievement

Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided

reading, and independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)?

c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area?

d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media?

e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion?

f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their

growing perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their

learning?

j. learners receiving appropriate modifications and accommodations to support their learning

BIOLOGY (AP) 80

3. Reflective Teaching which Informs Instruction and Lesson Design

Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized Education Plans? b. modification of content, strategies, materials and assessment based on the interest and immediate

needs of students during the lesson? c. formative assessment of the learning before, during, and after the lesson, to provide timely feedback

to learners and adjust instruction accordingly? d. the use of formative assessment by both teacher and student to make decisions about what actions

to take to promote further learning? e. use of strategies for concept building including inductive learning, discovery-learning and inquiry

activities? f. use of prior knowledge to build background information through such strategies as anticipatory set,

K-W-L, and prediction brainstorms? g. deliberate teacher modeling of effective thinking and learning strategies during the lesson? h. understanding of current research on how the brain takes in and processes information and how that

information can be used to enhance instruction? i. awareness of the preferred informational processing strategies of learners who are technologically

sophisticated and the use of appropriate strategies to engage them and assist their learning? j. activities that address the visual, auditory, and kinesthetic learning modalities of learners? k. use of questioning strategies that promote discussion, problem solving, and higher levels of

thinking? l. use of graphic organizers and hands-on manipulatives? m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts in

which children feel free to take risks and learn by trial and error? n. development of a climate of mutual respect in the classroom, one that is considerate of and

addresses differences in culture, race, gender, and readiness levels? o. transmission of proactive rules and routines which students have internalized and effective use of

relationship-preserving desists when students break rules or fail to follow procedures?

4. Responsibilities and Characteristics which Help Define the Profession

Does the teacher show evidence of: a. continuing the pursuit of knowledge of subject matter and current research on effective practices in

teaching and learning, particularly as they tie into changes in culture and technology? b. maintaining accurate records and completing forms/reports in a timely manner? c. communicating with parents about their child‘s progress and the instructional process? d. treating learners with care, fairness, and respect?

e. working collaboratively and cooperatively with colleagues and other school personnel? f. presenting a professional demeanor?

MQ/jlm 7/2009

BIOLOGY (AP)

APPENDIX A

PUBLIC SCHOOLS OF EDISON TOWNSHIP OFFICE OF THE SUPERINTENDENT

DIVISION OF CURRICULUM AND INSTRUCTION

COURSE REQUIREMENTS

BIOLOGY (Advanced Placement)

GRADE: 12 LENGTH OF COURSE: TERM

I. COURSE CONTENT - This course will consist of the following units of study: A. Chemical Basis of Living Systems: basic chemistry; structure and function of carbohydrates, lipids, proteins, organic acids, and nucleic acids B. Cells: historical development of the cell concept; cell structure and function; comparison of prokaryotic and eukaryotic cells; viruses and their relationship with cells C. Enzymes: enzyme-substrate complex; role of coenzymes, inorganic cofactors, prosthetic groups and vitamins; factors affecting enzyme activity. D. Energy Transformations in Cells: aerobic and anaerobic respiration, glycolysis, fermentation, Krebs cycle, cytochrome transport system; photosynthesis, role of pigments and plastids, absorption spectra, interaction of light and dark reactions, comparison between respiration and photosynthesis; role of ATP E. Cell Division: structure of chromosomes; mitosis and meiosis in plants and animals F. Genetics: chemical nature of the gene, Watson-Crick model, replication of DNA, mutations, control of protein synthesis, transcription and translation, recombinant techniques; gene regulation and control; principles of transformation and transduction; Mendelianinheritance; probability laws, linkage groups; sex-linked traits; polygenetic inheritance; multiple alleles G. Structure and Function in Plants: root, stem, leaf, flower, seed and fruit: transport of water and minerals; transport of food; tropisms; plant reproduction and development; alternation of generations in moss, fern, pine, and flowering plants H. Structure and Function in Animals: major systems, digestive, respiratory, circulatory, reproductive, excretory, skeletal, muscular, nervous, and endocrine; embryology and early development in vertebrates I. Behavior: levels of behavior, taxes, reflex, instinct, intelligence (imprinting, habituation, conditioning, reasoning, and insight); social behavior, communication, peck order, territoriality J. The Origin of Life: modern theories, experimental evidence

BIOLOGY (AP)

COURSE REOUIREMENTS APPENDIX A K. Evolution: Lamarckian and Darwinian theories; Hardy Weinberg equilibrium; speciation and role of geographic barriers; isolation through reproductive mechanisms; evolutionary diversity, major features of plant and animal evolution; classification of living organisms L. Ecology: energy flow in ecosystems; ecological communities; biotic and abiotic factors of communities (Additionally, career-related topics and information will be presented/reviewed.)

II. COURSE REQUIREMENTS - To complete this course successfully, students will be required to

demonstrate a satisfactory (or higher) level of proficiency in: A. Understanding the principles governing chemical and physical events in living matter B. Understanding the nature of and types of macromolecules found in living matter C. Understanding the cell theory, and that the structure of a cell is an adaptation to its performance D. Understanding the role of cell membranes in cell physiology E. Understanding the catalytic behavior of enzymes and their role in controlling cell activities F. Understanding that photosynthesis is the process by which light energy is transformed into usable chemical bond energy for life activities G. Understanding that energy, in the form of high energy phosphate bonds (ATP), is the basic energy source for cellular activity H. Understanding the concept that photosynthesis is essentially reduction of carbon dioxide with hydrogen obtained by splitting water molecules I. Understanding that respiration (aerobic and anaerobic) is the process by which useful energy is made available to cells through the breakdown of carbon compounds within cells J. Understanding that mitosis is the process in which identical daughter cells are produced through exact replication and precise distribution of hereditary material (DNA) K. Understanding that meiosis produces cells which vary in genetic makeup due to a reduction in chromosome number, and that sexual reproduction derives its characteristics from meiosis and fertilization L. Understanding that genetic variation found among sexually produced offspring is advantageous in changing environments M. Understanding that genetics is the study of transmission and expression of traits in successive generations of organisms N. Understanding the behavior of genes and chromosomes during meiosis is parallel and when cross-over occurs, the parallel behavior allows the mapping of genes on chromosom

BIOLOGY (AP)

COURSE REQUIREMENTS APPENDIX A 0. Understanding the concept of recombinant DNA research P. Understanding the general structure and life cycles of land plants including major trends in plant evolution Q. Understanding the general structure and life cycles of representative invertebrates and vertebrates R. Understanding the major trends in the evolution of animal systems, i.e., digestion, respiration, circulatory, reproductive, excretory, skeletal, muscular, nervous and endocrine S. Understanding that differentiation during animal development is controlled and directed by multiple interacting factors which include cell position, cytoplasmic materials and nuclear control T. Understanding that chemical coordinating mechanisms control activities at all levels from the cell to the population U. Understanding that neural coordinating mechanisms are found in most multicellular animals and are characterized by specialized neuron and receptor cells V. Understanding the concept of evolution which postulates that all life comes from preceding life and all living things alter their types; present species have not always existed, but have originated by descent from others W. Understanding that the basic mechanism of evolution is thought to be changes in gene frequencies of populations through time, guided by natural selection X. Understanding that an ecosystem is a unit in nature composed of populations in an area interacting with one another and their nonliving environment Y. Understanding that the major structural features of an ecosystem consist of abiotic factors and populations of producers, consumers, and decomposers Z. Understanding that biological problems are approached through the use of scientific methods which include forming hypothesis, designing experiences and evaluating results. Students are also required to demonstrate an understanding of statistics including the role of probability and experimental error in biological research.

III. EVALUATION PROCESS

A. Throughout the length of this course, students will be evaluated on the basis of: 1. Tests/quizzes 2. Lab reports- 3. Homework assignments 4. Class participation

BIOLOGY (AP)

APPENDIX B CAREER EXPLORATION

BIOLOGY (Advanced Placement) Term Course - Four (4) Lessons

LESSON 1: Health Careers

MASTERY OBJECTIVES: At the completion of this lesson, students will be able to:

1. List various health careers including dentist, anesthetist, pharmacologist, radiation technologist, lab technician, and medical doctor 2. Describe some of the duties of the above careers Activity: For the past fifteen years, the women‘s auxiliary of JFK Hospital has invited the area high school students to participate in a health career program. the program is approximately a three hour session of lecture/ discussion and questions/answers. It concludes with a tour of the facilities. During the program, professional hospital personnel describe to an audience of perhaps 250 students the role they play in the hospital. This description includes duties, responsibilities, as well as expense and length of training. LESSON 2: Professions Related to Biology


1. List several occupations associated with advanced biology 2. Describe some of the duties associated with the various careers discussed Activity: Assign one of the careers listed on the chart attached, to each student in the

class. Ask the students to research the duties associated with the job, the qualifications that must be obtained, etc. Use the results of these reports as a basis for a discussion. LESSON 3 : Bacteriology as a Career

MASTERY OBJECTIVES: At the completion of this lesson, students will be able to:.

1. Describe some basic laboratory techniques use by bacteriologists 2. Demonstrate an understanding of what a bacteriologist does Activities: 1. Laboratory Investigation - Antibiotic Sensitivity Test (Ref: Carolina Biological

Supply Company Antibiotic Sensitivity Discs - biokit) for studying the effects of eight antibiotics on Bacillus cereus and Escherichia coli bacterial growth. 2. Introduction to the Study of Plant Cancer (Ref: Carolina Biological Science Company Plant Cancer Kit). 3. Preparation of bacterial slides using Bacillus cereus and Escherichia coli for learnin7 of proper bacteriology slide preparation - including staining and screening.

BIOLOGY (AP)

CAREER EXPLORATION PPENDIX B 4. Viewing of pigmented bacteria: four non-pathogenic strains to be analyzed by type and method of reproduction: a. Chromobacterium violaceum (violet) b. Sarcina aurantinca (orange-yellow) c. Micrococcus luteus (yellow) d. Serrata marcesceus (violet-red) Procedure: At the completion of each of the activities listedabove, the post-lab discussion will focus on the career aspects of bacteriology. LESSON 4: Veterinary Medicine


1. Demonstrate dissection skills 2. Describe the skills necessary to become veterinarian Introduction: Veterinary medicine requires of its doctors a keen, analytical mind capable of

differentiating miniscule contrasting details. In AP Biology, a methodical dissection of either the preserved cat, fetal pig, rat or shark would offer to students an opportunity for developing expertise in probing and in careful dissection of specimen. It would allow practice for perfecting coordination and dexterity. decision-making would be emphasized, and histological explorations of tissues extracted from preserved specimen utilizing a variety of microscopes would be incorporated in the laboratory investigations. Probing of the dissection specimen's organs for abnormalities (e.g., tumorous growth, parasitic infection, deviation in position or shape of organs) would also be encouraged. Activity: The major dissection (cat, fetal pig, rat, or shark) completed during the course will be used as a means of discussing veterinary medicine.

BIOLOGY (AP)

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ADVANCED PLACEMENT BIOLOGY - Public Schools of Edison Township

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