AP BiologyTerm 3Term introductionIn Term 3 we will study the theory of evolution. This theory states that current organisms descended from a common ancestor. It is understood that these organisms descended with some modification. Several sources of evidence are used to explain and support the theory of evolution including, similarities in DNA sequences of different organisms, homologous structures and fossil record. Charles Darwin’s trip to the Galapagos Islands provides some of the most important evidence of in support of evolution. We will conclude the term by exploring the currently help theories of the origin of life.

Term 3 Topic Evolution

Skills list 4. Genes are a set of instructions encoded in the DNA sequence of each organism:

a. ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA.b. the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA. c. mutations in the DNA sequence of a gene may or may not affect the expression of the gene. d. specialization of cells in multicellular organisms is usually due to different patterns of gene expression.

e. proteins can differ from one another in the number and sequence of amino acids. f. proteins with different amino acid sequences typically have different shapes and chemical properties.

Evolution (EV) 7. The frequency of an allele in a gene pool of a population depends on many factors: a. natural selection acts on the phenotype rather than the genotype of an organism.

b. alleles that are lethal in a homozygous individual may be carried in a heterozygote.c. new mutations are constantly being generated in a gene pool. d. variation increases the likelihood of survival under changed environmental conditions. e. conditions for Hardy-Weinberg equilibrium are not likely to appear in nature. f. Hardy-Weinberg equation predicts the frequency of genotypes in a population.

8. Evolution is the result of genetic changes that occur in constantly changing environments:a. natural selection determines the differential survival of groups of organisms. b. diversity of species increases the chance that some organisms survive changes in the environment.

c. genetic drift affects diversity of organisms in a population. d. reproductive or geographic isolation affects speciation.

e. fossil evidence are analyzed for biological diversity, episodic speciation, and mass extinction.

f. cladogram shows probable evolutionary relationships.g. molecular clocks help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Investigation and Experimentation (IE) 10. Scientific progress is made by asking meaningful questions and conducting careful

investigations: a. Select and use appropriate tools and to perform tests, collect data, analyze relationships, and display data. b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources of error. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. f. Distinguish between hypothesis and theory as scientific terms. g. Recognize the usefulness and limitations of models and theories h. Read and interpret topographic and geologic maps.i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena

j. Recognize the issues of statistical variability and the need for controlled tests. k. Recognize the cumulative nature of scientific evidence.

l. Analyze situations and solve problems by applying concepts from more than one area of science. m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. n. when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken

Essential questionsHow does information flow from DNA to RNA to direct the synthesis of proteins?How does RNA differ from DNA?How does the cell make RNA?What was Charles Darwin’s contribution to science?What three patterns of biodiversity did Darwin note?What did Hutton and Lyell conclude about Earth’s history?How did Lamarck propose that species evolve?What was Malthus’s view of population growth?Under what conditions does natural selection occur?How do fossils help to document the descent of modern species from ancient ancestors?What do homologous structures and similarities in embryonic development suggest about the process of evolutionary change?How is evolution defined in genetic terms?What are the sources of genetic variation?How are DNA sequences used in classification?What characteristics do all primates share?What is the goal of evolutionary classification?What is a cladogram?

Reference MaterialsLevine, J. and Miller, K. Biology. (2010: Pearson, Prentice Hall, New Jersey)(Textbook and Study Workbook)

Day-by-Day

Day 1: RNA Goal: Macromolecules (nucleic acids, proteins and carbohydrates) Activity: Lab Activity, Nucleic Acids stick ball activity

Standards: Ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA (4. a-f). Scientific progress is made by asking meaningful questions and conducting careful investigations (10.a-n)

Essential Question: How does RNA differ from DNA?

Day 2: RNA Synthesis Goal: Learn the steps involved on RNA Synthesis Activity: Simulation of the stages of Mitosis

Standards: Mutation and sexual reproduction lead to genetic variation in a population (4.a-e)

Essential Question: How does the cell make RNA?

Day 3: Information Flow Goal: Learn the steps involved in the central Dogma Activity: Information flow chart activity.

Standards: Genes are a set of instructions encoded in the DNA sequence of each organism (4.a-d)Essential Question: How does information flow from DNA to RNA to direct the synthesis of proteins?

Day 4: Charles Darwin Goal: Learn about Charles Darwin’s contribution to science. Activity: Charles Darwin’s trip to the Galapagos Islands

Standards: Evolution is the result of genetic changes that occur in constantly changing environments (8.a-d)Essential Question: What was Charles Darwin’s contribution to science?

Day 5: Biodiversity Goal: Understand the patterns of biodiversity Activity: In class worksheet activity

Standards: The frequency of an allele in a gene pool of a population depends on many factors: (7.d, e)Essential Question: What three patterns of biodiversity did Darwin note?

Day 6: History of life on Earth Goal: understand Hutton and Lyell’s conclusions about the conditions of early Earth Activity: Video and worksheet

Standards: Scientific progress is made by asking meaningful questions and conducting careful investigations (10.a-n)Essential Question: What did Hutton and Lyell conclude about Earth’s history?

Day 7: Quiz#, Speciation Goal: Understanding the fundamentals of evolution Activity: speciation worksheet activity

Standards: Standards: The frequency of an allele in a gene pool of a population depends on many factors (7a-f)Essential Question: How did Lamarck propose that species evolve?

Day 8: Population Growth Goal: Learn about factors that limit population growth Activity: Graph and chart activity.

Standards: The frequency of an allele in a gene pool of a population depends on many factors (7a-f)Essential Question: What was Malthus’s view of population growth?

Day 9: Natural Selection Goal: Natural selection is the underlying cause of evolution Activity: Lab Activity, Natural Selection

Standards: Scientific progress is made by asking meaningful questions and conducting careful investigations (10.a-n)Essential Question: Under what conditions does natural selection occur?

Day 10: Fossils Goal: Understand how fossils help document history of life on earth Activity: Radiometric Dating

Standards: Evolution is the result of genetic changes that occur in constantly changing environments (8.a-d)

Essential Question: How do fossils help to document the descent of modern species from ancient ancestors?

Day 11: Quiz #2

Day 12: Homologues Structures Goal: Learn how homologous structures in different species support evolution Activity: Lecture, video and solving multiple choice questions.

Standards: The frequency of an allele in a gene pool of a population depends on many factors (7a-f) Essential Question: What do homologous structures and similarities in embryonic development suggest about the process of evolutionary change?

Day 13: Microevolution Goal: Learn how Genetics can help explain evolution

Activity: Lab Activity; Genetic and evolution labStandards: Standards: Evolution is the result of genetic changes that occur in constantly changing environments (8.a-d). Scientific progress is made by asking meaningful questions and conducting careful investigations (10.a-n)

Essential Question: How is evolution defined in genetic terms?

Day 14: Selective Breading Goal: Learn how specific trains can be artificially selected Activity: Selecting for desirable traits in selective breading

Standards: Evolution is the result of genetic changes that occur in constantly changing environments (8.a-d) Essential Question: What are the sources of genetic variation?

Day 15: Human Body Goal: Organization of the Human Body Activity: An interactive tour of the human body

Standards: Organisms maintain homeostasis despite changes in the outside environment. (9. a) Scientific progress is made by asking meaningful questions and conducting careful investigations (10.a-n) Essential Question: How is the human body organized?

Day 16: Homeostasis Goal: Learn how the body maintains homeostasis Activity: Balancing Activity

Standards: Organisms maintain homeostasis despite changes in the outside environment. (9.a-e).

Essential Question: What is homeostasis?

Day 17: The Digestive System Goal: Understand the digestive system Activity: Enzymes involved in food digestion lab activity

Standards: Organisms maintain homeostasis despite changes in the outside environment (9. a-f)Essential Question: What are the functions of the digestive system?

Day 18: Digestion Goal: understand the process of food digestions Activity: Hydrochloric Acid Activity

Standards: Organisms maintain homeostasis despite changes in the outside environment (9.a-f). Scientific progress is made by asking meaningful questions and conducting careful investigations (10.a-n)Essential Question: What occurs during digestion?

Lab Report Outline and Rubric

Name Partner’s Name Class/Section

DateTitle of Lab Report

Introduction:Background information from note book, class notes, text, etc. – Try to tie it togetherKey concepts, termsPurpose of lab activity (20 points)Materials:List of key materials that you used during the activity (5 points)Methods:A brief, numbered list of steps as to what you completed in the labNo results should be placed here (5 points)Results:Should be presented in a neat, concise and orderly fashionData tables in lab manual should be recreated and placed here. Each table should be numbered and have an appropriate label and title Include appropriate unitsNo interpretations should be placed herePercent Error and mathematical calculations should appear here when necessary (10 points)Discussion:

What did the lab results show? What were some of your thoughts/hypotheses when this activity started? Were they validated? Explain using examples. Did this have a tie in with what was being discussed in class? Was the purpose accomplished? Reasons for error? (20 points)Works CitedCite all the sources you used in your report. (10 points)Questions must be Typed and Answered Correctly (30 points)

HomeworkAll homework must have a name, date and class (A, B or C). It is a point deduction for each missing item. Homework is due on Tuesday during Lab.Late homework will only be accepted up to a week after due date.Late homework will be accepted but with a 10% deduction.

AP BiologyTextbook

HomeworkTextbook

Homework Page

Due date Quizzes

Genomes and Viruses

Scientific Skills Page 340 January 15Scientific Skills Page 356 January 19

EvolutionScientific Skills Page 378 January 22Scientific Skills Page 394 January 28Scientific Skills Page 406 January 29

January 28 Quiz 1Scientific Skills Page 427 February 02Scientific Skills Page 443 February 04Scientific Skills Page 477 February 09Scientific Skills Page 485 February 12Scientific Skills Page 510 February 16Scientific Skills Page 549 February 23

February 25 Quiz 2Plant Structure

and GrowthScientific Skills Page 560 February 26Scientific Skills Page 576 March 02Scientific Skills Page 610 March 05Scientific Skills Page 634 March 09

Term 4 Term 4 Term 4 Term 4Animal Form and

FunctionScientific Skills Page 655 March 12

Scientific Skills Page 681 March 16Scientific Skills Page 699 March 19Scientific Skills Page 739 March 23

March 25 Quiz 1Scientific Skills Page 765 March 26Scientific Skills Page 774 April 06Scientific Skills Page 803 April 09

EcologyScientific Skills Page 838 April 13Scientific Skills Page871 April 16Scientific Skills Page 898 April 20

April 22 Quiz 2