GLEN RIDGE PUBLIC SCHOOLS
Curriculum
Guide
Course
Title: AP Biology
Subject: Biology
Grade
Level: 11, 12
Department/School: Science/High School
Duration: Full Year
Number
of Credits: 6
Prerequisite: Biology and Chemistry
Elective
or Required: Elective
Author: Mary Jane Roethlin
Date Adopted:
Date Revised: August, 2002
ADVANCED PLACEMENT BIOLOGY
Mary
Jane Roethlin
August, 2002
Revised
COURSE
DESCRIPTION
AP
BIOLOGY
Grades
I 11 and 12
Full
Year
6
Credits
This
course in general biology is offered at the college level for students with a
strong interest in science. For the purposes of study, the biological sciences
may be divided into three broad areas:
1.
The Molecular and Cellular
2.
Genetics and Evolution
3.
Organisms and Populations
The
course follows the description and outline proposed by the College Board.
Advanced Placement serves students who wish to pursue college level studies in
science while still in high school. Students are provided with the factual
knowledge and conceptual framework as well as the conceptual skills to deal
with the rapidly evolving field of biology today. A set of 12 labs is required as an important
component of the course. These labs
include important areas in modem biology. They are intended to challenge
students to understand problems, think analytically, develop hypotheses and
draw conclusions.
Additional
teacher proposed labs enhance the laboratory experience.
Prerequisite:
A grade of "B" or better in Biology and Chemistry. Teacher
recommendations.
PROFICIENCIES: upon successful completion of this course,
each student will be
able to:
1. Demonstrate knowledge of the facts,
principles and processes of biology and their application in modern
technologies.
2. Demonstrate an understanding of the
means by which biological information is collected, interpreted and used as a
basis for hypothesis formation and further investigation.
3. Demonstrate an understanding of science
as a human endeavor with social consequences.
4. Demonstrate an understanding of
evolution as the unifying concept in modern biology and knowledge of the
theories that describe its mechanisms.
5. Describe the chemical composition of
living matter and explain how the properties of proteins, carbohydrates, lipids
and nucleic acids are reflected in the structures that they comprise.
6. Describe the structure and function of
living cells and of the organelles found in them.
7.
Describe the chemical nature of the genetic material and
trace the process by which it controls the hereditary traits of organisms.
8.
Trace the flow of energy in the biosphere and describe the
transformations involved during photosynthesis and cellular respiration.
9. Trace the ways in which matter is
cycled through the biosphere and describe the impact of human society on these
processes.
10. Describe the anatomy and physiology of
organ systems of representative vertebrate animals and subcellular, cellular organisms levels.
Student
evaluation in this course will include the following:
1. Tests and quizzes
2. Laboratory activities and reports
3. Classwork
4. Homework
S. Midterm and final examinations
AP
BIOLOGY PHILOSOPHY
Biology
is the study of living things, their structure, life processes and interactions
with the living and nonliving environment. The study of biology may be divided
into three broad areas: Molecules and Cells; Genetics and Evolution; organisms
and Populations. Each of these areas has experienced exponential growth in
thought and information in recent years. Therefore, the goal of the AP Biology
course is to provide a thorough grounding in the major principles and processes
of biology, and to construct a framework for the synthesis and integration of
information into conceptual themes. Using a variety of educational experiences,
students gain an appreciation for the unity of the processes of life amid the
diversity of its forms. The course attempts to cultivate student Interest in
biology so that they are better able to make informed and responsible decisions
involving themselves, their society and their environment. The course also
prepares the students to perform well on the AP Biology Examination.
GOALS
1.
To develop the students' ability to gather, organize and communicate
information through the use of the methods, Instruments and technologies of
science.
2.
To promote Interest and involvement, both lay and professional, in biology and
bioethical Issues.
3.
To develop a sense of responsibility to the environment through an
understanding of the place of humans in the natural environment, and their
dependence and impact upon it.
4.
To reinforce and refine an understanding of the biochemistry of the cell as the
basis of all life and life processes.
5.
To develop and refine an understanding of evolutionary mechanisms and theories
which explain the interrelatedness of all life torso.
6.
To advance the understanding of Mendelian genetic principles and relate these
to their modern applications in the science of biotechnology.
7.
To develop in the students a sense of respect and responsibility for their own
bodies through an understanding of human biology.
CONTENT
I. Molecules and Cells
1. Review
of atoms, molecules, bonding, pH, water
2. Characteristics
of Carbon and functional groups
3. Carbohydrates,
proteins, lipids, nucleic acids
4. Chemical
reactions, free energy changes, equilibrium
5. Enzymes,
coenzymes, cofactors, rates of activity, regulation
B. Cells
1. Prokaryotic
and eukaryotic cells.
2. Plant
and animal cells
3. Structure
and function of cell membranes
4. Structure and function of organelles, subcellular components of motility, cytoskeleton
5. Cell
cycle: mitosis, cytokinesis
C. Energy Transformations
1. ATP,
energy transfer, coupled reactions, chemiosmosis
2. C3
and C4 photosynthesis
3. Glycolysis,
fermentation, aerobic respiration
II. Genetics and Evolution
A. Molecular Genetics
1. DNA:
structure and replication
2. Eukaryotic chromosomal structure, nucleosomes transposable elements
3. RNA:
transcription, mRNA editing, translation
4. Regulation
of gene expression
5. Mutations
6. Recombinant
DNA, DNA cloning, hybridization, DNA sequencing
7. DNA
and RNA viruses
B. Heredity
1. Meiosis
2. Mendel's
laws, probability
3. Inheritance
patterns, chromosomes, genes, alleles, interactions
C. Evolution
1. Origin of life
2. Evidence
for evolution
3. Natural
selection
4. Hardy
Weinberq principle, factors influencing allelic frequencies
5.
Patterns of evolution, gradualism, punctuated equilibrium
III.
Organisms and Populations
A. Principles of taxonomy and
systematics..
1. Comparison of classification systems;
kingdoms and domains.
2. Comparison of classification by
phylogenetic trees and cladograms.
3. Survey of characteristics of Monera,
Protista and Fungi.
B. Plants
1. Diversity: classification, phylogeny, adaptations to land; alternation of generations in moss, fern, pine and flowering plants
2. Structure
and physiology of vascular plants
3. Seed
formation, germination, and growth in seed plants
4. Hormonal
regulation of plant growth
5. Plant
response to stimuli: tropisms, photoperiodicity
D. Animals
1. Diversity: classification, phylogeny, and survey of acoelomate, pseudocoelomate, protostome and deuterostome phyla.
2. Structure and function of tissues, organs and systems (emphasis on vertebrates) homeostasis, immune response
3. Gametogenesis,
fertilization, embryogeny, development
4. Behavior
E. Ecology
1. Population
dynamics, biotic potential, limiting factors
2. Ecosystem and community dynamics:
energy flow, productivity, species interactions, succession, and biomass.
3. Biogeochemical
cycles
OBJECTIVES:
I. MOLECULES AND CELLS
Upon completion of this unit, the learner will
demonstrate the ability to:
1.
define element and compound.
2.
describe the structure of biologically
important atoms.
3.
explain the 3trUCtUte and Importance of
isotopes.
4. distinguish
between ionic and covalent compounds In terms of bonding and units of composition.
5.
define electronegativity and explain how it Influences
the formation
of chemical bonds.
6.
explain the essential Properties Of water to
life on earth and relate
these to the
structure of the water molecule.
7.
describe the pH scale and assign a pH value to
solutions of known
hydronium or
hydroxide ion concentration.
8.
explain how carbon's electron configuration
determines the kinds and
numbers of
bonds carbon will form.
9.
recognize the major functional groups and
describe the properties of
of organic
molecules in which they occur.
10.
describe how covalent linkages are formed and
broken in organic
polymers
11.
describe the distinguishing characteristics of
carbohydrates and
explain how
they ace classified.
12.
describe the unique properties, building block
molecules and
biological
importance of the three important groups of lipids; fats,
phospholipids
and steroids.
13.
recognize and draw the characteristics common
to all amino acids
and their
participation in peptide bonding.
14.
describe the primary, secondary, tertiary and
quaternary structures of
a protein
molecule with respect to bonding and physical conformation.
15.
describe the characteristics that distinguish
proteins from other class
classes of
macromolecules, and explain the biologically important and
varied
functions of this group.
16.
summarize the functions of nucleic acids.
17.
describe the chemical composition of a nucleic
acid molecule.
18.
explain the role of catabolic and anabolic
pathways in the energy
exchanges of
cellular metabolism.
19. distinguish between
the terms in the following pairs: kinetic
and potential energy, open and closed systems, endothermic and
exothermic reactions.
20.
describe the function of ATP In the cell and
explain how it performs
cellular work.
21. describe the
structure of enzymes and their tunction in biological systems.
22.
list properties of enzymes and relate them to
the structure of the
molecule.
23. explain the induced
fit model of enzyme function and describe the
catalytic cycle of an enzyme.
24. explain how
environmental conditions, cofactors, enzyme inhibitors and allosteric regulators affect enzyme
activity.
25. describe how metabolic
pathways are regulated.
B.
Cells
Upon completion of this unit,
the learner will demonstrate the ability to:
1.
describe techniques used to study the structure
and function of cells.
2. describe the
principles, advantages, and limitations of the light microscope, transmission
electron microscope, and scanning electron
microscope.
3. distinguish
between archaea, eubacteria and eukaryotic cells; plant and animal cells.
4.
describe the structure and function of the
nucleus.
5. describe the
structure and function of the following organelles: ribosomes,
mitochondrion, plastids, cilia, flagella, endoplasmic reticulum, Golgi apparatus,
lysosomes, cell wall, vacuoles.
6.
describe the function and composition of the
cytoskeleton.
7. describe the
structure of intercellular Junctions found in plant and animal cells, and relate their structure to
function.
8.
explain why there are both upper and lower
limits to call size.
9. describe the
"fluid Mosaic" model of the plasma membrane and cite evidence for its acceptance.
10.
describe factors that affect the selective
permeability of membranes.
11. define and
distinguish among diffusion, facilitated diffusion, osmosis, active transport, endocytosis and
exocytosis.
12. define water
potential and identify its component potentials.
13. predict the direction
of osmosis based upon differences in water potential.
14. list the stages of
the cell cycle and describe the sequence of events that occurs from G1
through M.
15. list the phases of
Mitosis proper, describe the events characteristic of each phase, and recognize
the phases from diagrams and micrographs.
16. compare
cytokinesis in plant and animal cells.
Upon completions of this unit, the learner
will demonstrate the ability to:
1. explain how energy flows through the biosphere.
2.
describe the internal structure of the
chloroplast and relate it to the light
dark reactions of photosynthesis.
3. distinguish between
autotrophs and heterotrophs; photosynthetic and chemosynthetic autotrophs.
4. write a summary
equation for the reactions of photosynthesis and trace the fate of the atoms Involved.
5. outline the history
of experimental evidence leading to the modern understanding of the
photosynthetic reactions.
6. list the reactants
and products of the light reactions and describe where they occur.
7. summarize the
carbon-fixing reactions of the Calvin cycle and compare these to the
Hatch-Slack pathway.
8.
relate the reactions of photosynthesis to the
anatomy of C3 and C4
plant leaves.
9. summarize the
reactions of aerobic respiration and relate them to the structure of the mitochondrion.
10. describe
the process of glycolysis and where it happens in the cell.
11. describe the process, location and function of the Krebs
cycle reactions.
12. explain how the exergonic slide of electrons down the
electron transport chain is coupled with
the endergonic production of ATP by chemiosmosis.
13. describe the process of chemiosmosis and explain
important differences in chemiosmosis
between oxidative
phosphorylation in mitochondria and photophosphorylation in
chloroplasts.
14. trace the metabolic pathways by which carbohydrates, fats,
proteins and nucleic acids are utilized
in aerobic respiration.
15. define fermentation and distinguish between alcoholic and
lactic acid fermentation.
A.
Molecular Genetics.
Upon completion of this unit, the
learner will demonstrate the ability to:
1.
summarize experimental
evidence leading to acceptance of DNA as the genetic material.
2. list the
components of a nucleotide and distinguish between ribonucleotides and deoxyribonucleotides.
3. describe the
structure of the DNA molecule and explain how specific base pairing allows semi-conservative
replication of the molecule.
4. describe the process of DNA replication and explain the
enzymatic roles of helicase, topoisomerase, primase, DNA replicase and ligase.
5. explain and distinguish between the processes of
transcription and translation.
6. describe the structure of eukaryotic chromosomes and
distinguish between heterochromatin and euchromatin, introns and exons.
7. distinguish
structurally and functionally among mRNA, tRNA and rRNA.
8. list the steps involved in eukaryotic mRNA processing.
9. describe the use of restriction endonucleases in isolation
of DNA fragments and in recombinant DNA technology.
10. outline the use hybridization and of DNA probes in the study
of the eukaryotic genome.
12. explain
the Sanger method of DNA sequencing.
13. list and
describe the structural components of viruses.
14. cite examples of DNA viruses, RNA viruses, and retroviruses
and explain the reproductive strategy of each.
15. describe the structure and replication of bacterial
chromosomes and plasmids.
16. using the Lac and Tryp Operons as examples,
distinguish between inducible and repressible operons, and explain the function of the operator, repressor and
co repressor in control of gene expression.
Upon completion of this unit, the
learner will demonstrate the ability to:
1.
distinguish between asexual and sexual
reproduction
2. define and
distinguish between haploid and diploid chromosome numbers and cells.
3. list the phases of the first and second meiotic divisions,
describe the events characteristic of each and recognize each from diagrams and
micrographs.
4. distinguish between mitosis and Mgi03iS.
5. explain how Independent assortment, crossing over and random
fertilization contribute to genetic variation in sexually reproducing
organisms.
6. list four
components of Mendel's hypothesis of inheritance.
7. distinguish between genotype and phenotype; heterozygous and
homozygous; dominant and recessive.
8. using Punnett squares or multiplication rules, predict the
probability of specific offspring resulting from monohybrid, dihybrid and
polyhybrid crosses.
9. interpret a
pedigree.
10. describe the inheritance of cystic fibrosis, Tay Sachs,
sickle cell anemia, phenylketonurea.
11. describe
the inheritance of a sex-linked gene such as color-blindness.
12. distinguish among nondisjunction, aneuploidy and polyploidy;
explain how these major chromosomal changes occur and explain the consequences.
13. distinguish among deletions, duplications, translocations
and inversions.
Upon completion of this unit,
the learner will demonstrate the ability to:
1. provide
at least two lines of evidence for the antiquity of life.
2. describe the contributions of Oparin, Haldane, Miller and
Urey to development of a model for abiotic synthesis of organic molecules.
3. provide evidence to support the hypothesis that life
resulted from chemical evolution.
4. state
the major principles of Lamarck's theory of evolution.
5. explain the influence of Linnaeus, Malthus, Lyell, and the
voyage of the Beagle in the development of Charles Darwin’s theory of
evolution.
6. explain
how natural selection results in evolutionary change.
7. describe the Usefulness of the Hardy-Weinberg theorem, and
use it to calculate allele and genotype frequencies.
8. explain how genetic drift, gene flow, founder effect,
mutation, and nonrandom, mating contribute to evolution.
9. define species and explain sympatric, parapatric and
allopatric models of speciation.
10. distinguish between gradualism and punctuated equilibrium.;
divergent and convergent evolution.
III. ORGANISMS AND POPULATIONS
A.
Principles of taxonomy and systematics,
Domains and Kingdoms.
Upon
completion of this unit, the learner will demonstrate the ability to:
1. explain the basis for the Linnaean system of binomial
nomenclature and for the Whittaker five kingdom system.
2. list, distinguish among, and cite examples of representatives
from each of the five kingdoms.
3. use a dichotomous key to classify unknown organisms into
their proper categories.
B.
Survey of Monera,
Protista and Fungi.
Upon
completion of this unit, the learner will demonstrate the ability to:
1. using a
diagram or micrograph, distinguish among the three most common shapes of
prokaryotes.
2. distinguish
prokaryotic cell walls and flagella from those of eukaryotes.
3. relate metabolic functions to Prokaryotic Cell structure and
offer hypotheses to explain the evolution of these functions.
4. distinguish between Archaebacteria and eubacteria; obligate
and facultative anaerobes.
5. list characteristics that distinguish Protista from
organisms in the other four kingdoms.
6. distinguish among the six major protozoan phyla based on
locomotion, reproduction and habitat.
7. compare the two major models of eukaryotic origins, the
autogenous hypothesis and the Endosymbiont hypothesis
8. explain the most widely accepted hypothesis for the
evolution of multicellularity.
9.
describe the basic body plan of a fungus and explain
how fungi acquire their nutrients.
10. distinguish among the fungal divisions Ascomycota,
Basidiomycota, Deuteromycota and Zygomycota and give some common examples of
each.
11. explain the importance of Monera, Protista and Fungi in the
biogeochemical cycles.
Upon completion of this unit,
the learner will demonstrate the ability to:
1. describe
the evolution of land plants from aquatic green algae and list adaptations
required.
2. diagram the
life cycles of moss, fern, gymnosperm and angiosperms, indicating which
generation is sporophyte/gametophyte, which individuals are haploid/diploid,
where mitosis/meiosis occurs.
3. list, describe and distinguish among
common plant cell types and tissues; relate structure to function.
4. describe
the basic structure of roots, stems and
leaves and relate to function.
5. describe
and diagram a typical flower and explain how it enhances the reproductive
efficiency of angiosperms.
6. explain the
process of double fertilization and the fate of the polyploid nucleus.
7. define
fruit and explain how fruits are adapted for seed dispersal.
8. distinguish
among annual, biennial and perennial plants,
9. explain the
importance of apical meristems in the primary growth of shoots
10. discuss the
cohesion-tension theory factors that influence transpiration.
11. explain the pressure
flow hypothesis of translocation.
12. state the role of
various hormones: auxins, cytokinins, gibberellins and cite experiments which show
their effects.
13. describe
plant responses to Iight, touch gravity and turgor movements.
Upon completion of this unit,
the learner will demonstrate the ability to:
1. outline the major phylogenetic branches of the animal
kingdom with respect to: embryological development, symmetry, number of germ
layers, and presence or absence of coelum.
2. identify, trace evolutionary trends among, and give examples
of representatives of the following invertebrate phyla: Porifera, Cnidaria,
Platyhelminthes, Nematoda, Mollusca,
Annelida, Arthropoda, and
Echinodermata.
3. describe
unique characteristics of chordates and of vertebrates.
4. explain the best-accepted hypothesis for the evolution of
the vertebrate classes.
5. identify epithelial, connective, muscle and nervous animal
tissues from diagrams or micrographs and relate the structure of each to its
functions.
6. list in correct sequence the structures of the human
digestive system and explain the function of each.
7. describe the enzymatic digestion and absorption of
carbohydrates, lipids, proteins and nucleic acids including the site of
reaction, reactants and end products, and mode of absorption.
9. describe
the circulatory systems of representative invertebrates.
10. outline
and discuss the evolution of vertebrate circulatory Systems.
11. describe
the structure and function of arteries, veins, capillaries and the heart.
12. trace the
flow of blood through the mammalian pulmonary,
coronary
and systemic circulatory systems.
13. distinguish by structure, function and relative number the
types of blood cells.
14. distinguish
among serum, Plasma, lymph and interstitial fluid.
15. describe
the structure and function of the lymphatic system and the formation of lymph.
16. discuss the
control of cardiac contraction.
17.
describe the gas exchange process in
representative invertebrates.
18.
outline the evolution of vertebrate respiratory
systems.
19.
describe the movement of air through the human
respiratory system and the process of gas exchange at the alveoli and the
tissues.
20. compare and contrast
the transport of oxygen and carbon dioxide;
interpret a Hb-oxygen dissociation curve.
21. explain how
ventilation is controlled in humans.
22. describe
the excretory system and name the nitrogenous waste of representative Invertebrates.
23. describe
the excretory systems and name the nitrogenous waste of the vertebrate classes.
24. identify and give
the function of the parts of the human excretory systems of the mammalian kidney and of the
nephron.
25. explain how
the loop of Henle concentrates the glomerular filtrate.
26. explain hormonal of the volume and
concentration of urine in humans.
27. distinguish
between specific and non-specific, humoral and cell- mediated, primary and
secondary immune responses.
28. describe
the role of the various call populations in cell-mediated immune response.
29. name the
three types of vertebrate muscle tissue and give the location, innervation and
cellular organization of each.
30. draw a
sarcomere of cellular myofibril and explain the sequence of changes it undergoes during muscular
contraction.
31. explain how
the strength and duration of skeletal muscle contraction is controlled.
32. describe
the structure of compact bone.
33. list three
functions of the skeleton as a whole and two non-skeletal functions of bone.
34. describe the
structure and function of a generalized neuron and the function of glial cells.
35. describe and
distinguish among generator potential, action potential, EPSP and IPSP.
36. draw a model synapse and explain the series of events
necessary for synaptic transmission.
37.
distinguish and discuss the divisions of the
vertebrate nervous system: central, peripheral, sensory-somatic, motor,
voluntary, autonomic, sympathetic and parasympathetic.
38. draw a labeled
diagram of a reflex arc and describe the events that take place when it is
activated.
39. define hormone, distinguish between protein and steroid
hormones, and explain the function of each.
40. describe the
process of feedback control of hormone production and diagram one example.
41. explain the
role of the pituitary gland in the human endocrine system.
42. using a diagram,
identify and give the function of each component of the human male and female reproductive systems.
43. explain the
hormonal control of the human menstrual cycle.
44.
compare and contrast spermatogenesis and oogenesis.
45. list the two
functions of fertilization.
46. list and
explain the function of extra embryonic membranes in bird and reptilian eggs.
47. describe
the processes of cleavage, gastrulation and organogenesis in vertebrate
embryos.
48. contrast
innate and learned behavior.
49. describe the
four types of innate behavior.
50. explain the
adaptiveness of particular behavior patterns: territoriality, dominance
hierarchies, etc.
Upon
completion of this unit, the learner will demonstrate the ability to:
1. describe the relationships between abiotic and biotic
factors in the environment.
2. describe
the characteristics of the major biomes.
3. interpret population curves and explain how the carrying
capacity of the environment affects the rate of increase of a population.
4. distinguish between density-independent and
density-dependent factors controlling populations size.
5. describe the process of ecological succession and
distinguish between primary and secondary succession.
6. trace biogeochemical Cycles for Water, carbon, and nitrogen
and describe the organisms and processes involved.
7. identify the trophic levels in an ecosystem and explain the
pyramids of numbers, biomass and energy.
8. explain primary productivity of an ecosystem and identify
factors that limit it.
SUGGESTED PROCEDURES
and MODEL ACTIVITIES
I. MOLECULES AND CELLS
A. Biological Chemistry
1. Draw models of biologically important
atoms and their isotopes.