ADVANCED PLACEMENT BIOLOGY SYLLABUS 2010-2011

The curriculum in the Advanced Placement Biology Course follows the suggested AP College Board
Biology curriculum with emphasis on the eight major themes of biology as outlined in the AP
curriculum guide. These themes are as follows:
I. Science as a Process
II. Evolution
III. Energy Transfer
IV. Continuity and Change
V. Relationship of Structure to Function
VI. Regulation
VII. Interdependence in Nature
VIII. Science, Technology, and Society
The College Board states the following concerning this course:
The Advanced Placement biology course is designed to be the equivalent of a college introductory biology course taken by
biology majors during their first year. After showing themselves to be qualified on the Advanced Placement Examination,
some students, as college freshmen, are permitted to undertake upper-level courses in biology or register for other courses
for which biology is a prerequisite. Other students may have fulfilled the laboratory-science requirement or a
preprofessional requirement and will be able to undertake other courses.
Advanced Placement biology should include those topics regularly covered in a college biology course for majors or in the
syllabus from a high-quality college program in introductory biology. The college course in biology differs significantly
from the usual first high school course in biology with respect to the kind of textbook used, the range and depth of topics
covered, the kind of laboratory work done by students, and the time and effort required by students.
The Advanced Placement biology course is designed for students that have successfully completed a first course in high
school biology and high school chemistry. It aims to provide students with the conceptual framework, factual knowledge,
and analytical skills necessary to deal critically with the rapidly changing science of biology.

The objective of this class is to follow, as closely as possible, the outline of the course recommended by the
College Board. This includes 25% of class time allotted to laboratory activities, including the 12 labs
recommended by the College Board. More specifically individual students, upon the completion of this course
will:
1. be able to interpret and integrate scientific data as it relates to biological processes,
2. develop an in-depth understanding of the unifying themes of biology,
3. be able to list and explain the characteristics of living organisms,
4. be able to categorize and distinguish between living organisms according to the 3 domain/6 kingdom
system of classification,
5. understand the chemical nature of living organisms (i.e. cellular structure),
6. understand biochemical processes that underlie life processes (i.e. cellular energetics/transformations),
7. recognize the factors that contribute to genetic variation (individuals, species, and
populations),
8. understand the role of natural selection in evolution and how evolution relates to biodiversity,
9. know the relationship between structural form and physiological function as it relates to the overall
success of the organism in the environment,
10. recognize the importance and dependence of organisms on their environment (populations, communities,
and ecosystems), and
11. gain a historical perspective relevant to the development of the major themes of biology.

This course involves more time and effort than most high school courses. Successful AP Biology
students are task oriented time managers and proficient readers and writers. The difficulty of the
course and textbook require a high level of maturity on the students part. District guidelines require

successful completion of Bio I. Successful completion of Chem I is also recommended, however,

Chem I may be taken concurrently with AP Biology. Although enrollment is open, the best preparatory
classes for AP Biology include honors or pre-AP Biology and Chemistry courses.
Textbook:
Raven P. H., Johnson, G. B. Biology; 6th edition. New York, NY: McGraw/Hill
Publishing Co., 2002.
Supplemental Text/Materials:
Advanced Placement Biology Laboratory Manual. The College Board, 2001.
Moalem, S., Prince. J., Survival of the Sickest: A Medical Maverick Discovers Why We Need
Disease,1st edition, , NY., NY. HarperCollins Publishers, 2007.
Taylor, M. R. Student Study Guide for Campbells Biology, 4th edition. Menlo Park, CA:
Benjamin/Cummings Publishing Co., 1996.
Teaching Methods:
Information is presented through a series of lectures, class discussions, demonstrations, laboratory
procedures, cooperative learning opportunities, and individual assignments. All class assignments are
oriented towards comprehension and application of concepts, rather than mere memorization of facts.
It is, of course, the responsibility of the student to read the text, take notes, and ask questions, as these
tasks are vital to success in this course. As recommended by the College Board at least 25% of the
curriculum will incorporate hands-on laboratory exercises. Some of the required labs may take
more than the standard 50-minute class period. In the event that a lab is not finished during the class
period (due to unavoidable time constraints only) students must come in before or after school to
complete labs.
Grading:
Grading policies are as follows:
Minor grades (Daily, Activities, Quizzes, etc.)----40% (10%daily; 30%quizzes, etc.)
Major grades (Tests, Labs) --------------------------60% (30 % multiple choice/essay : 30% Labs)

No late work (remember this is a college level course)

No retakes on tests (remember this is a college level course)

Absence policy is as per district policy)-1 day for makeup for each day absent (absences are
not advised-especially on a test or lab day). Please note: you are responsible for
assignments and any test announced prior to your absence! It is your responsibility to
inquire about makeup work prior to or after class.
Each nine weeks students will have the opportunity to complete an independent study assignment. The
independent study assignment enriches the classroom curriculum and is intended to serve as a study
resource for student success on the AP Exam.

Testing:
The testing format in the class follows the AP testing format and consists of multiple choice questions
which model AP Biology exam questions. Exams questions include questions relating to the College
Board recommended laboratory exercises (1-12) performed in class as well as content covered in the

text, lectures, demonstrations, etc. Each 9 weeks students are given a series of essay questions relevant
to the unit of study. The grades on these questions are averaged with the test grades. Essay questions
model the essay questions on the AP Biology exam.
AP TEST:
*Students are strongly encouraged to take the Advanced Placement Exam at the conclusion of
this course.
The AP Test will be administered on Monday May 10, 2010. It will consist of 100 multiple-choice
questions, which will count 60% and 4 essay questions counting 40%. Students are not required to
take the test, but strongly encouraged to do so, as per district guidelines. If a student chooses to take
the test, that student bears the burden of the cost. Passing the test may result in college biology credit
(depending on the college of your choice); therefore, the efforts you invest in this course will be well
worth it!
AP TEST FORMAT:
Section I

% of grade
60

Section II

40

# of questions
100
4 essay
(One of these will be lab based)

minutes allotted
80
10 min. reading period
80 min. writing period

Tutoring:
Tutoring is available each morning from 7:45-8:45 and after school upon request. Tutorials are not
mandatory.
AP BIOLOGY TIMELINE/TOPIC OUTLINE
FIRST NINE WEEKS:
Topic
Intro to AP Biology
-unifying themes of life
-scientific process

Chapters
1

Labs/Activities/Tests
Reaction Time Lab
AP Lab 11-Animal Behavior
Lab write-up/Experimental design
EXAM I: Chapter 1-Overview of Biology
EXAM II: Root Word Test

I. Molecules and Cells (25%)

A. Chemistry of Life (7%)(3 wks)
1. Chemical Context of Life
-atomic structure
-elements/molecules/
compounds
2. Water
-polarity of water
-hydrogen bonding
-properties of water
3. Organic molecules in organisms
3
Organic Chemistry Lab
-carbon chemistry
Macromolecule Flow Chart
-functional groups
Video: Visualizing Cellular

Model Building Lab

Capillary Action Lab

Video: How Stuff Works-Water

Organic Chemistry Lab

Macromolecule Flow Chart
Video: Elements of Chemistry: Carbon: The
Element of Life

-carbohydrates
Processes/Macromolecules
-lipids
-proteins
-nucleic acids

ESSAY 1 Water
ESSAY 2 Carbon Chemistry
EXAMIII: Chemistry-Chapters 2-3

B. Cells (10%) (4 weeks)

1. Prokaryotic and eukaryotic cells
-compare/contrast
-evolutionary
relationships/endosymbiosis
-how cells are studied
2. Membranes
-structure
-transport across membranes
3. Subcellular Organization
-organelle structure and function
-cell communication/junctions

Microscope Lab

AP Lab 1-Diffusion/Osmosis
Lab write-up/Summary questions

Video: The Living Cell

Cell

Cell
-compare/contrast plant/animal cell
Topic
4. Cell cycle and regulation
-interphase
-mitotic phases
questions
-cancer
Video: Visualizing Cellular
C. Cellular Energetics (8%)
1. Free energy changes & coupled
reactions (1 week)
-laws of thermodynamics
-Gibbs free energy equation
-ATP structure/function

Chapters
11

Labs/Activities/Tests
AP Lab 3-Mitosis
Lab write-up/Summary
Video: Cell Division: Mitosis & Cytokinesis
ESSAY 3 Cell Transport
ESSAY 4 Mitosis
EXAM IV: Cells/Cell Reproduction5,6,11

Energy Transformations
QUIZ-Free energy/ATP

Independent Study Assignment #1-Detailed overview of Kingdoms Archaebacteria, Eubacteria, and

Plantae
SECOND NINE WEEKS:
C. Cellular Energetics (continued) (8%)
2. Enzymes (1 wk)
-activation energy
-structure
-specificity
-co-factors/co-enzymes
-allostery
-feedback inhibition
3. Fermentation and cellular
respiration (1.5 wk)
-catabolic pathways &

Toothpickase Activity/Lab
AP Lab 2-Enzyme Catalysis
Lab write-up/Summary questions
ESSAY 5 Enzymes
EXAM I: Chapter 8-9

AP Lab 5-Cellular
Lab write-up/Summary questions
Video: Cellular Energetics

energy conversions
-REDOX reactions
-glycolysis/fermentation
-citric acid cycle
-oxidative phosphorylation
4. Photosynthesis (1.5 wk)
-light dependent reactionscyclic &
non- cyclic photophosphorylation
-Calvin cycle
ESSAY 7 Photosynthesis
EXAM III: Photosynthesis-Chapter 10
Topic
II. Heredity and Evolution (25%)
A. Molecular Genetics (9%) (4 wk)
1. RNA and DNA structure and
function
-DNA replication
-Protein synthesis
2. Gene regulation
3. Mutations
4. Viral structure and replication
-viral genomes
-lytic/lysogenic cycles
5. Nucleic acid technology and app.
-toolkit
-recombinant DNA

Yeast fermentation demo

10

Chapters
14 & 15

16
18
16
19

ESSAY 6 Respiration
EXAM II: Cellular Respiration-Chapter 9
AP Lab 4-Photosynthesis
Lab write-up/Summary
Elodea & Energy Conversions
Flow ChartEnergy Conversions
Video: Visualizing Cellular Processes:
Respiration/Photosynthesis
Labs/Activities/Tests
DNA Extraction Lab

How diseases spread simulation

DNA Technology Paper Lab
Video: Recombinant DNA
AP Lab 6-Molecular Biology
Lab write-up/Summary questions
ESSAY 8 Genetic Engineering
EXAM IV: DNA-Chapters 14-15, 16, 18,
19

Independent Study Assignment #2-Detailed overview of Kingdoms Fungi, Plantae, and Animalia
SEMESTER EXAM-DATE TO BE ANNOUNCED
THIRD NINE WEEKS:
B. Heredity (8%) (3 wk)
1. Meiosis and gametogenesis
2. Eukaryotic chromosomes
3. Inheritance patterns
-Mendelian genetics
-non-Mendelian genetics

C. Evolutionary Biology (8%) (2 wk)

1. Early evolution of life
-Historic context/Darwin
2. Evidence for evolution
-5 evidences

12
18
13

Analyzing karyotypes
Analyzing pedigrees
AP Lab 7-Genetics of Organisms
Chi-Square Activity/Lab
Video: Genetics
Genetic Update Conference!
ESSAY 9 Meiosis/Chi-Square/Drosophila
data
EXAM I: Genetics-Chapter 12, 13, 18

4
20

Selection simulation

Topic
3. Mechanisms for evolution
-microevolution
-population genetics
-macroevolution
-speciation

Chapters

Labs/Activities/Tests
Teddy Graham H-W lab
AP Lab 8-Population Genetics
H-W problems

III. Organisms and Populations (50%)

A. Diversity of Organisms (8%) 2wk
2. Phylogenetic classification
3. Evolutionary relationships
4. Survey of the diversity of life
(1 wk)
-taxonomy
-Domain characteristics
-Kingdom characteristics

23
23
32-36

ESSAY 10 Domains/Cladistics
EXAM II: Evolution-Chapters 4, 20, 23
Pond Water Lab
Characteristics chart
EXAM III: Diversity-Chapters 32-36

Independent Study Assignment #3-Detailed overview of Genetics including select disorders and relevance
of DNA Technology
FOURTH NINE WEEKS:
B. Structure and Function of Plants and Animals (32%)
1. Structure and Function of Plants
37-43
Leaf/Stomata Lab
(3 wk)
Flower/Seed Dissection
-evolution/adaptation to land
AP Lab 9-Transpiration
-bryophytes/tracheophytes
Plant Packets
-plant structure
-plant reproduction
-alternation of generations
-transport
-control systems/hormones
ESSAY 11 Transpiration/Plant structure
EXAM I: Plants-Chapters 37-43

2. Structure and Function of Animals

(3 wk)
-animal evolution
-multicellularity/histology
-invertebrates/vertebrates
-nutrition
-circulation and gas exchange
-immunity
-control systems/homeostasis
-nervous response
-musculo-skeletal systems

44-60

AP Lab 10-Physiology of Circulation Rat

Dissection Lab
Video: Incredible Human Machine
Video: The Miracle of Life
Systems Packets

ESSAY 12 Comparing Structures

and Functions

-reproduction/development

Topic
C. Ecology (10%) (2 wk)
1. Population dynamics
-behavioral biology
2. Communities and ecosystems
-population ecology
-community ecology
3. Global issues/Conservation
-environmental and societal
concerns

EXAM II: The Systems

Chapters
24, 26
28-29
30-31

Labs/Activities/Tests
Pill Bug Ecosystem (year long evaluation
& wrap up using isopods from AP Lab11
AP Lab 12-Dissolved Oxygen
Lab write-up/Summary questions
Ecology Packets
ESSAY 12 Comparing Structures
and Functions
EXAM III: Ecology

Independent Study Assignment # 4-Detailed overview of the Systems-cardiovascular, muscular, endocrine,

nervous, immune, respiratory, digestive, urinary, and reproductive

AP EXAM-May 10, 2010 8am

COURSE FINAL-TBA
OTHER ACTIVITIES:
Each year, if funding is available, we will attend the Genetic Update Conference, a yearly seminar
presented by Sam Rhine. The Genetic Update Conference usually takes place in January and is an
overview of current research in genetics and DNA technology. Other possible field trips (again, time
and money permitting) may include a day at the Aransas Wildlife Nature Reserve and a tour of the
Marine Science Institute.
Evidences:
I. Integration of the general topics of Biology through the eight major themes:
Theme 1-Science as a process-Students perform the Animal Behavior Lab (AP Lab 11) as an
experimental design project. They research the basic physiological factors that influence pillbug
behavior and from their research design an experiment that demonstrates how different environmental
conditions may affect pillbug behavior. In the process they collect data, represent data in graphic form
and analyze the data as it relates to their hypothesis
Theme 2-Evolution-Throughout each unit evolution is explored including the importance of
biological molecules in the evolution of life; the evolution of eukaryotic cells from prokaryotic cells
via endosymbiosis; glycolysis as a simple catabolic process which evolved into a more complex
process; etc. As an outside assignment, students read The Song of the Dodo by David Quammen and
write a short synopsis on the relevance of the book to evolution, the effect of the environment on a
species, and species interactions. This way they get a chance to explore not only evolution and
biogeography but several relevant AP Biology topics as well by reading an enjoyable book.
Theme 3-Energy transfer-Energy transfer is presented both as a biochemical process (photosynthesis,
cellular respiration) and as it relates to ecosystems. During the ecology unit, students make a flow

chart that shows the transfer of energy from its ultimate source (the sun) through the ecosystem. They
are required to relate this process to what is occurring at the cellular and biochemical levels in a
specific organism.
Theme 4-Continuity and change-Students determine how a specific genetic phenotype might be
affected by disease when covering the unit on systems (specifically the immune system) or by
environmental conditions when discussing the unit on evolution (specifically genetic drift or gene
flow) or ecology (specifically competition). As an outside reading assignment students read Genome
by Matt Ridley. The book lets them see genetics from several perspectives including the effect the
environment, sex, disease, etc. can have on continuity.
Theme 5-Relationship of structure to function-My students are first introduced to the concept of
complementarity during the unit on cell structures. They examine the cell organelles and relate their
structure to the function of the organelle. When cellular respiration is discussed, students are again
introduced to complementarity when asked to relate the amount of cristae in the mitochondria to the
function of the mitochondria and the catabolism of glucose. When systems are discussed, specifically
digestion, students are asked to relate the structure of the jejunum to the function of that organ.
Students are ultimately required to follow the process of digestion from the point where a
macromolecule enters the digestive system, to where it is absorbed by the blood and diffused across
cell membranes to be utilized by the mitochondria to produce ATP. This may be done as an oral
activity, in essay format, or as a fun eating lab during the systems unit. Along the way they must
describe the processes, function of each organ/organelle involved and structure of each organ/organelle
as it relates to the ultimate goal of producing energy for the organism to survive.
Theme 6-Regulation-Student consider the concept of regulation as it relates to homeostasis;
enzymatic function; gene regulation and protein synthesis; nervous and endocrine system function;
reproductive regulation as it relates to environmental conditions and survival; and evolution and the
struggle to survive. One key topic is the regulation of the cell cycle.
Theme 7-Interdependence in nature-This topic is emphasized during the units on cellular energetics
and ecology. Students are introduced to the importance of interdependence of organisms through the
topics of photosynthesis and cellular respiration-we depend on plants; plants depend on bacteria, etc.
When discussing bacteria, students relate the importance of bacteria to human survival. During the
evolution unit, students play a survival game. They are given a list of members in a specific
population. Student groups are given the task of eliminating a specific number of members of the
population and to discuss what criteria were used in the elimination process then to discuss the impact
it would have on the new population over time. When discussing ecology students are asked to
remove one organism from the community and to discuss the ecological importance of such a loss.
Theme 8-Science, Technology, and Society-Students attend the Genetics Update Conference. At this
conference, current research in DNA technology and the impact of this research on society is presented
by a college professor. Students prepare a timeline of relevant scientific discoveries. I give them the
list then they put them in order.
II. Teaching Science as Process:
Students perform numerous laboratory exercises in this class. In the majority of these exercises,
students are asked to begin with research question(s), a hypothesis, they collect data, analyze their data,
and come to conclusions about their data as it relates to their hypothesis and research question(s).
Students are always encouraged to use good presentation techniques in the form of properly labeled

graphs and data tables. Classroom examples of labs that emphasize an understanding of scientific
processes are the Animal Behavior lab in which students develop their own experimental design and
the Genetics of Drosophila lab in which students develop a null hypothesis and use statistical analysis
to determine if their experimental data can be accepted or rejected.
III. Teaching Evolution as the foundation of modern biology:
From the beginning of the course to the end, students are reminded that life began at chemical level in
the so called primordial soup. Each of the AP Biology topics lends itself to an evolutionary theme;
therefore, it can be mentioned quite frequently throughout the year. Molecules and Cells: Students
are introduced to the concept of endosymbiosis, glycolysis first, production of oxygen by autotrophs
and the evolution of aerobic organisms, DNA, mutations, and the eye opening concept of the universal
genetic code. Heredity and Evolution: Students are introduced to genetic variability and survival,
evidences for evolution, microevolution and macroevolution, natural selection and adaptations. We
discuss the scientific theory that the earth was formed 4.6 billion years ago, the Oparin hypothesis and
the Miller and Urey experiment. Organisms and Populations: Students are introduced to the
organisms in a phylogenetic manner. The evolution of plants from water to land is discussed with
emphasis on structural adaptations necessary for survival on land. The necessary adaptations for the
evolution of animals from water to land are emphasized. Evolution is a common thread throughout the
course mentioned often during lectures, articles brought in from outside sources, videos, laboratory
assignments, and classroom discussions.
LABORATORY OBJECTIVES
FIRST NINE WEEKS
TOPIC: I. Molecules and Cells
A. Chemistry of Life
Lab

Lab Objective

Reaction Time

Students design a lab to test effects of different

stimuli on reaction times.

1 class period

Student Conducted

AP Lab 11Animal Behavior

a.Students design a lab to test the reactions of isopods

to various types of stimuli (heat, cold, color, pH,
surface, etc.)
b. Students examine mating behavior of Drosophila
melanogaster.
Students will use chemical model building sets to
construct models of water monosaccharides,
disaccharides, triglycerides, and amino acids. In the
process students will demonstrate a knowledge of
dehydration synthesis as it relates to polymerization.
Students demonstrate various properties of water
(capillary action, surface tension, and imbibition) that
are related to hydrogen bonding and polarity.

a. 1 class
period

Student Conducted

Students categorize organic compounds using the

following chemical indicators:
Biuret testproteins Benedicts test
monosaccharides Sudan IIIfats; Iodine test
polysaccharides (starch).

Model Building

Capillary
Action/Surface
tension
Organic
Chemistry

B. Cells

Time Allotment Activity Type

b. 30 min.
Two class
periods

Student Conducted

30 minutes

Student Conducted

1 class
period

Student Conducted

Microscope Lab

Students demonstrate proper microscope usage and

slide preparation by viewing and diagramming
representative organisms/structures of Kingdoms
Animalia, Plantae, Fungi, Protista, and Eubacteria

1 class period Student Conducted

AP Lab 2-Diffusion/
Osmosis

a. Students investigate the movement of molecules

across membranes
b. Students observe the effects of water gain or loss
in animal and plant cells.
c. Students relate osmotic potential to solute
concentration and water potential

a. 20 min

AP Lab 3-Mitosis

Students recognize and calculate the stages of

mitosis in plant cells

b. 45 min

a. Teacher
demonstration
b. Student conducted
c. Student conducted

c. 45 min

1 class
period

Student conducted

SECOND NINE WEEKS

C. Cellular Energetics
Lab

Objective

Time Allotment

Activity Type

AP Lab 2-Enzyme Catalysis

a. Students measure the effects of temperature
Catalysis
on enzyme activity.
b. Students measure the effects of time, pH,
enzyme concentration, and substrate
concentration on enzyme activity.

a. 20 min

Student conducted

AP Lab 5germinating
Cellular
and
Respiration

a. Students measure oxygen consumption in

non-germinating peas.
b. Students measure oxygen consumption in
peas at different temperatures.

a. & b. 1.5 class

periods

Student conducted

AP Lab 4-Photosynthesis

a. Students will separate plant pigments and

calculate Rf values using paper
chromatography.
b. Students determine the effect of different
environmental conditions on the rate of
photosynthesis

a. 30 min.
b. 1 class period-

Student conducted

Students will separate DNA from fruits such

as strawberries, kiwi, bananas, etc.
Students simulate gel electrophoresis

1 class period

Student conducted

1 class period

Student conducted

a. Students will use plasmids to transform

bacteria
b. Students will use gel electrophoresis to
separate DNA fragments

a. 2 class periods

Student conducted

b. 1 class period

TOPIC: II. Heredity and Evolution

A. Molecular Genetics
DNA Extraction
DNA Paper Lab
AP Lab 6-Molecular Biology

THIRD NINE WEEKS

B. Heredity
Lab
Objective
Karyotypes
Students analyze and determine genetic
(chromosomal) defects using prepared
karyotypes
Pedigrees
Students select specific traits and develop

b. 2 class periods

Time Allotment
1 class period

Activity Type
Student conducted

1 class period

Student conducted

a family trait that refers to the trait

a. Students investigate independent
independent assortment of alleles
by crossing wild type Drosophila
melanogaster with mutant strains
b. Students use chi square method to
determine validity of cross results
C. Evolutionary Biology
Lab
Objective
Students use Teddy Grahams to simulate
evolution in a population of Teddy Grahams
AP Lab 7Genetics of
Organisms

AP Lab 8-Population Genetics

a. Students examine the effect of natural

selection on allelic frequencies
b. Students calculate allelic frequencies
using Hardy Weinberg equation
TOPIC: III. Organisms and Populations

5 class periods

Student conducted

Time Allotment
1 class period

Activity Type
Student conducted

1.5 class periods

Student conducted

1 class period

Student conducted

A. Diversity of Organisms
Pond Water Lab

Students examine a sample of pond water and a

sample of bay water noting the diversity within
each sample and between the two samples

FOURTH NINE WEEKS

B. Structure and Function of Plants and Animals
Lab
Objective
Time Allotment
Plant Leaf Lab
Students use prepared slides to examine microscopic1 class period
structure of typical plant leaf
AP Lab 9a. Students examine environmental effects
a. 1 class period
Transpiration
on rates of plant transpiration
b. Students prepare sections of stems
b. 1 class period
Flower/Seed
Students examine structure of typical flower
1 class period
Dissection
and monocot and dicot seeds
AP Lab 10a. Students determine heart rate and blood
1.5 class periods
Physiology of
pressure
Circulation
b. Students examine the effects of exercise
and temperature on heart rate and blood
pressure
Rat Dissection
Students dissect rats in order to visualize
1 class period
organs associated with each system
AP Lab 12a. Students measure primary productivity in
2 class periods
Dissolved Oxygen
an aquatic environment
b. Students measure the effects of light on
primary productivity
Ecosystem
Students examine pillbug habitat and record
1 class period
Evaluation
changes that have occurred over the course of
the year

Activity Type
Student conducted
Student conducted
Student conducted
Student conducted

Student conducted
Student conducted

Student conducted

EXAMPLEINDEPENDENT STUDY ASSIGNMENT #1-first nine weeks

Using chapters 25 and 26 in the Campbells textbook (4th ed.) or any other source (except other
students of course), complete the following exercise. First, complete a table, outline, or a concept
map for the following groups of organisms (Archaebacteria, Eubacteria, Protista); include name of
Kingdom, type of reproduction, nutritional modes, type of metabolism related to oxygen, type(s) of
movement, importance in nature, cell type (pro/eu), cell structure (uni/multi), cell wall (yes/nocomposition if yes), habitat, example organism.

Answer the following questions about these 3 Kingdoms.

Chapter 25 The domains-complete the questions
1. What are the 3 domains? Create a chart/table that characterizes the 3 domains.
2. How are the bacteria different from eukaryotes? (3 ways)
3. How are the bacteria similar to eukaryotes? (3 ways)

Chapter 25 Bacteria-general information-complete the questions/make chart or table, etc.

1. What are transformation, transduction, and conjugation? How are these terms related to bacteria?
2. General anatomy of bacterial cells describe the 3 cell shapes and the 2 types of arrangements of the cells.
3. Methods of reproduction-list and describe. Which one results in genetic variation?
4. Use a chart to show the types of 2 nutritional modes and the subcategories in each type. Note the source of
energy for each and give and example of an organism that fits into each category.
5. Differentiate between the structure of the cell wall of Archaebacteria and Eubacteria.
6. What is nitrogen fixation and why is it important? Describe the 3 metabolic variations related to oxygen.
7. Name 3 ways in which bacteria are harmful to humans and plants.
8. Name 3 ways in which bacteria are helpful to humans and plants.
9. What is symbiosis?
Describe the 3 types of symbiosis and give an example of each.

CHAPTER 25 Archaebacteria-answer the questions/make chart or table

1. Name the key characteristics shared by all members of this kingdom.
2. Make a chart or table the shows the criteria for Classification, type of metabolism or nutrition, and
habitat for methanogens, halophiles, thermophiles
CHAPTER 25- Eubacteria Complete these questions/make chart or table, etc.
1. Differentiate between gram+ and gram- bacteria (what does it mean and why is there a difference).
2. Make a chart that shows the 5 main subgroups of Eubacteria. Give a distinguishing characteristic of each
group, mode of nutrition, and an example organism in each group

CHAPTER 26 - Protista
A.Make a chart/table/concept map for the following protists:
Zooflagellates
Rhizopoda
Actinopoda
Apicomplexa (sporozoans)
Ciliophora
Foraminifera Slime Molds
The following information should be included.
1. Habitat(s)
2. Distinguishing characteristics
3. Metabolism: autotrophic, heterotrophic, or both?
4. Method of reproduction - sexual, asexual, or both?
5. Harmful or beneficial to humans? (Include an example.)
6. Representative organism - common and scientific name of a specific organism
B. Make a table/chart/concept map that represents the 7 phyla of Eukaryotic Algae. Include the following
information:
1. Phylum name
2. Photosynthetic pigment
3. Components of cell wall
4. Cellularity (uni/multi)
5. habitat
6. interesting characteristics
7. harmful/beneficial to humans

C. Explain endosymbiosis.