The Four Big Ideas in AP Biology: Hawks and other birds Ostriches Crocodiles Lizards and snakes Amphibians Mammals Lungfishes Tetrapod limbs Amnion Feathers Homologous characteristic Branch point (common ancestor) Tetrapods Amniotes Birds Big Idea 1 – Evolution Big Idea 1 – Evolution The process of evolution drives the diversity and unity of life.

The Four Big Ideas in AP Biology: Big Idea 2 – Cellular Processes: Energy and Communication Big Idea 2 – Cellular Processes: Energy and Communication Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

The Four Big Ideas in AP Biology: Big Idea 3 – Genetics and Information Transfer Big Idea 3 – Genetics and Information Transfer Living systems store, retrieve, transmit, and respond to information essential to life processes.

The Four Big Ideas in AP Biology: Big Idea 4 – Interactions Big Idea 4 – Interactions Biological systems interact, and these systems and their interactions possess complex properties.

The Four Big Ideas in AP Biology: Big Idea 1 – Evolution Big Idea 1 – Evolution The process of evolution drives the diversity and unity of life. Big Idea 2 – Cellular Processes: Energy and Communication Big Idea 2 – Cellular Processes: Energy and Communication Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. Big Idea 3 – Genetics and Information Transfer Big Idea 3 – Genetics and Information Transfer Living systems store, retrieve, transmit, and respond to information essential to life processes. Big Idea 4 – Interactions Big Idea 4 – Interactions Biological systems interact, and these systems and their interactions possess complex properties.

Big Idea 1 – Evolution: Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life. Essential Questions: Essential Questions: What role does evolution play in the organization of living things? What evidence supports our current models of the origin of life? How does the process of evolution drive diversity and the unity of life? How does life evolve in changing environments?

Big Idea 1 – Evolution: Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life. Enduring Understanding 1.A: Change in the genetic makeup of a population over time is evolution. Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry. Enduring Understanding 1.A: Change in the genetic makeup of a population over time is evolution. Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution. Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations. Essential knowledge 1.A.3: Evolutionary change is also driven by random processes. Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics. Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry. Essential knowledge 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. Essential knowledge 1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested. Enduring understanding 1.C: Life continues to evolve within a changing environment. Enduring understanding 1.D: The origin of living systems is explained by natural processes. Enduring understanding 1.C: Life continues to evolve within a changing environment. Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth’s history. Essential knowledge 1.C.2: Speciation may occur when two populations become reproductively isolated from each other. Essential knowledge 1.C.3: Populations of organisms continue to evolve. Enduring understanding 1.D: The origin of living systems is explained by natural processes. Essential knowledge 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence. Essential knowledge 1.D.2: Scientific evidence from many different disciplines supports models of the origin of life.

AP Biology Course Schedule Month:Week: Big Idea: Campbell Chapter: Lab Investigation Summer Big Idea 1 C22 September 1C23 Artificial Selection 2C24 3C25 Artificial Selection; Hardy-Weinberg 4C26 October 1 Artificial Selection; BLAST – Part A and B 2 Big Idea 2 C2, 3, 4 Artificial Selection 3 C5, 6, 27 Artificial Selection 4C7 Artificial Selection; Diffusion and Osmosis November 1C8 Diffusion and Osmosis 2C9Photosynthesis 3C10Photosynthesis 4C11 December 1 Loss of Cell Cycle Control in Cancer 2 Big Idea 3 C12 Loss of Cell Cycle Control in Cancer 3C13 4C14 January 1C15 Bacterial Transformation 2C16 3C17 Restriction Enzyme Analysis of DNA 4C18

AP Biology Course Schedule Month:Week: Big Idea: Campbell Chapter: Lab Investigation February 1 Big Idea 3 C20 BLAST – Part C 2C Big Idea 4 C19 Fruit Fly Behavior March 1C39 Fruit Fly Behavior 2C40 3C43 Enzyme Activity 4C45 April 1 C49, 51 2 C52, 53 3 C54, 55 4C56 May 1Review 2Test 3 4

Science Practices (SP): Enable students to coordinate their knowledge and skills by establishing lines of evidence tailored to enhance their understanding of natural phenomena. 1. Students can use representations and models to communicate scientific phenomena and solve scientific problems. 2. Students can use mathematics appropriately. 3. Students can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4. Students can plan and implement data collection strategies appropriate to a particular scientific question. 5. Students can perform data analysis and evaluation of evidence. 6. Students can work with scientific explanations and theories. 7. Students are able to connect and relate knowledge across various scales, concepts and representations in and across domains.

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

Kale Kohlrabi Brussels sprouts Leaves Stem Wild mustard Flowers and stems Broccoli Cauliflower Flower clusters Cabbage Terminal bud Lateral buds

Fast Plants Quad Growing System

Wisconsin Fast Plants Life Cycle

Student Lab Notebook To obtain College credit -> SAVE upon course completion To obtain College credit -> SAVE upon course completion Journal remains in classroom Journal remains in classroom Loose leaf binder with labeled tabs for different labs Loose leaf binder with labeled tabs for different labs Pages should be numbered Pages should be numbered Everything goes into this journal, but it does NOT need to be neat: - purpose (2) - hypothesis (1) - names of lab partners (1) - experimental design (3) - materials / methods (3) - raw data (3) - labeled graphs and tables (3) - drawings (2) - questions for further analysis (2) Everything goes into this journal, but it does NOT need to be neat: - purpose (2) - hypothesis (1) - names of lab partners (1) - experimental design (3) - materials / methods (3) - raw data (3) - labeled graphs and tables (3) - drawings (2) - questions for further analysis (2)

Grower's Calendar Preparation Preparation Start (1 1/2 hrs) Date:____________ 1.Assemble light bank and rack or light box.light bank and rack or light box 2.Set up reservoirs. 3.Saturate water mat according to growing instructions. 4.Arrange all planting materials.planting

Grower's Calendar Planting Day 1 (1 hr) Date:____________ 1.Plan to start life cycle on a Monday or Tuesday. 2.Plant, water from above, label, set planters (quads, deli containers, or bottle tops) on water source (watermat or water reservoir bottom) with soil surface 5–10 cm (~2 inches) from the lights.Plant

Grower's Calendar Germination Germination Days 2– 3 Date:____________ 1.Water from top with pipet. 2.Cotyledons emerge.Cotyledons

Grower's Calendar Tending Tending Days 4–5 (30 min) Date:____________ 1.Thin to 1 plant per cell. 2.Transplant if necessary to obtain 1 plant in every cell. 3.Check the water level in the reservoir!

Grower's Calendar Growth Growth Days 6–11 (15 min/day) Date:____________ 1.Check plants and reservoir level daily throughout the rest of the life cycle. 2.Observe growth and development.growth and development

Grower's Calendar Flowering Flowering Day 12 (30 min) Date:____________ 1.Flower buds beginning to open. 2.Make bee sticks.bee sticks

Grower's Calendar Pollination Pollination Days 13–18 (15 min/day) Date:____________ 1.Pollinate for 2–3 consecutive days.Pollinate 2.On the last day of pollination, pinch off any remaining unopened buds.

Grower's Calendar Seed Development Days 17–35 (10 min/day) Date:____________ 1.Observe seed pod development. 2.Embryos mature in 20 days.

Grower's Calendar Seed Maturation Seed Maturation Day 36 (30 min) Date:____________ 1.Twenty days after the last pollination, remove plants from water reservoir. 2.Allow plants to dry for 5 days.

Grower's Calendar Harvesting Harvesting Day 40 (30 min) Date:____________ 1.Harvest seeds from dry pods. 2.Clean up all equipment. 3.Plant your own seeds or store them appropriately.

Plant Anatomy

Flower Anatomy