AP Biology Course Curriculum 2019-2020
Mr. Silluzio
Hopkins Academy
Hadley MA
Course Description:
This course is designed to be the equivalent of an introductory college biology course and aims to prepare students for the Advanced Placement Biology Exam. The course includes extensive lab work with great emphasis placed on using statistical analysis to validate or dismiss scientific data. Laboratory experiments will include an in-depth study of topics typically studied in a first year college biology course. These include biochemistry, cell biology, principles of heredity, molecular genetics, evolution, animal behavior, and human physiology. Prerequisites: The course is open to juniors and seniors who have successfully completed College Preparatory Biology with a B or better, or permission from the instructor. Also, the student must have completed or be currently taking chemistry.
 
Textbook: Campbell Biology in Focus AP 2nd Edition [CR1]

Course Organization
Although each unit of instruction follows a linear pattern from biological molecules to plant and animal systems, this structure corresponds directly to the newly adopted AP Biology Curriculum frameworks, which highlight four big ideas. The interrelatedness of the four big ideas allow for their inclusion in each unit of instruction. Learning activities and their corresponding AP Biology learning objectives and science practices correspond directly to the Hopkins Academy AP Biology student class webpages Archived Agendas. [CR2], [CR3]
A newly adopted schedule at Hopkins Academy (2015-2016) allows for more lab time than was possible in the past. This allows for the implementation of laboratory activities that collectively exceed 25% of total instructional time.  [CR7]
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The grid below illustrates the established units of instruction and the essential knowledge addressed in each unit. Under essential knowledge the big idea is represented by the first number, the enduring understanding the letter followed by the final number representing the essential knowledge. In the activities column, the activity is followed by the science practices (SP) that students will be demonstrating. Curriculum requirements and indicated in red [CR].  The activities corresponding to each unit are not an exhaustive list. The grid may not include some of the additional formative assessments implemented throughout the year. However, such assessments are listed and archived within the student class webpages and can be easily accessed for review. [CR4] [CR6]
​Unit
​Essential Knowledge
Activity 
The Study of Cells:  (Campbell Biology in Focus) 2, 3, 4 and 5.
​
2.A.3
2.B.1-2.B.2
2.D.2-2.D.3
3.E.2
4.A.4
Membrane, transport Systems and Cell Communication: 
[CR3c]Chapters (Campbell Biology in Focus) 3, 4, 5, 6.4 and 6.5
​
2.C.1-2.C.2
2.D.1
2.D.3
2.E.1-2.E.3
3.B.2
3.D.1-3.D.4
3.E.1
​
​Energetics (Photosynthesis, Cellular Respiration and Fermentation): ​Chapters (Campbell Biology in Focus) ​7 and 8. Chapter (Campbell Biology AP Edition, 9th Edition) Chapter 10 with special focus on the function and evolution of Pep Carboxylase. 
2.A.2
2.B.3
2.D.1
4.A.1-4.A.2
4.A.4
The Cell Cycle, Cell Reproduction and Mendelian Genetics: 
​Chapters (Campbell Biology in Focus) 9, 10, 11 and 12.
2.D.1
3.A.1-3.A.2
3.C.2
4.A.1-4.A.2
Molecular Genetics and Protein Synthesis:  
Chapters (Campbell Biology in Focus) 13 and 14.   
3.A.1
3.B.1
3.C.1-3.C.3
4.A.2
4.C.1
Gene Regulation: Chapters (Campbell Biology in Focus) 15 and 16 
2.C.1
2.E.1
3.A.1
3.C.2
Evolution of Populations:  Chapters (Campbell Biology in Focus)  18, 19 ,20, 21 and 22 [CR3a]
1.A.1-1.A.4
1.B.1-1.B.2
1.C.1-1.C.3
2.D.2
3.A.1
​3.C.1
4.B.4
4.C.1
4.C.3
Ecology: Chapters (Campbell Biology in Focus) 40, 41, 42 and 43 [CR3b) 
2.A.1-2.A.3
2.C.2
2.D.3
2.E.2-2.E.3
3.E.1
4.A.5-4.A.6
4.B.3
4.B.4
4.C.4
  • Energy Dynamics, estimating productivity (lab #10) SP 1-7 [CR6]
  • Animal Behavior (using Termites) (lab #12) SP 1 and 3-7 [CR6]
Plant and Animal form and function: Chapters (Campbell Biology in Focus) 28 and portions of 32-39 
2.A.1-2.A.3
2.C.2
2.D.2
4.A.4
4.B.2
2.D.3-2.D.4
3.D.2
4.C.1
​Statistical Analysis: Statistical analysis is applied to most lab work and is practice and included in all instructional units throughtout the school year.    ​
​*See AP Biology Quantitative Skills Manual
​​Social and Ethical Issues Addressed [CR5]
​The Laboratory Program [CR6]
​Communication
​[CR8]
In effort to allow students the opportunity to connect their classroom knowledge to socially important issues, the course provides enrichment activities relevant to the field of biology in a variety of formats. Topics and activities may range from classroom debates that focus on controversial bioethical issues to review of current environmental concerns covered by news media. 






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​The Hopkins Academy newly adopted schedule allows for well over 25% of the instructional time in the laboratory setting. Students have access to laboratory equipment as well as laptop computers on a daily basis. [CR7] In addition to those laboratory activities listed in the above grid, additional enrichment activities may be added based on the ongoing analysis of formative assessments and or the interests of students. 


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Students will maintain a laboratory notebook and a portfolio throughout the course. The portfolio will be used to allow for self-reflection on the part of the student. Students will also have opportunities to communicate with each other throughout the year via group and single presentations, PowerPoint presentations, and poster presentations.
[Please note that curricular requirements are indicated in red throughout the document. Not all examples have been annotated.]
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Hopkins Academy Biological Sciences 2019 - 2020
Contact: ssilluzio@hadleyschools.org