Course title

Pre-AP Bio

Pre-requisite

Students pass a pre-test with an 80% or higher.

Course description

The primary objective of the course is to provide students with a fundamental understanding of modern biology and scientific processes; building a foundation for success in the college level AP/IB courses to follow. The Pre-AP course places a higher priority on developing critical thinking skills by examining real world problems. Students will examine topics with more depth and include more advanced resource material in addition to the adopted text. Laboratory investigations will play a more prominent role and be more sophisticated than in regular biology. Students will be expected to design and carry out experiments using appropriate methods and resources.
Topics include: biological chemistry; life processes; cells; genetics; biotechnology; evolution; and ecology. This course satisfies a science lab requirement for state universities.

IU 1 This unit will focus on common safety practices; traits of life and biological macromolecules.
IU 2 This unit will focus on the cell and cell parts while looking at tonicity and the movement of material within a cell and its environment.
IU 3 This unit will focus on the basic biochemical pathways between photosynthesis and respiration. The students will be able to recognize where energy comes from for life
IU 4 This unit will focus on DNA Replication and protein synthesis within a cell. Asexual reproduction for growth and repair of an organism will also be discussed through mitosis and mutations/environmental factors that can give rise to cancer will be looked at.
IU 5 This unit will focus on sexual reproduction and how variations can happen during meiosis. A look at different types of inheritance patterns will be explored through Mendelian genetics.
IU 6 This unit will focus on natural selection and how adaptations are selected for or against in the environment. Evidence for evolution will be looked at and discussed to show support for the theory of evolution.
IU 7 This unit will focus on ecology and the relationships of organisms within their environment.

Course Syllabus
Course Description

This first-year science experience in the Pre-AP Program is an accelerated inquiry-based course that studies how life is organized into systems and cycles. Topics include: biological chemistry; life processes; cells; genetics; biotechnology; evolution and ecology. Scientific investigation and research skills are major components of this course. This course satisfies the science lab requirement for state universities and is an honors weighted course. Students who earn below 70% will not be eligible to take the next level honors course.

Course Outcomes

By the end of this course; students will be able to design; analyze; and communicate findings of scientific investigations related to biology. In addition; students will apply knowledge of biological principals to analyze problems and propose solutions.

Format and Procedures

We will be conducting several lab and group activities in this course; along with reading articles and discussing material in class. You will be expected to take notes during our discussions. In addition; due to the safety issues in biology; you will only be allowed to participate in labs and group activities if all rules and teacher directives are followed.

Course Requirements

1. Use positive references to peers; teacher; and all class work. (Have a Positive Attitude)
2. Be in assigned seat at the beginning of class; (before bell rings).
3. Respect other people’s property as well as your own.

Tentative Topics to be covered

1 – Biochemistry Basic chemistry / Traits of Life
2 – Cell Processes Cell organelles / Homeostasis / Photosynthesis / Cellular respiration
3- Mendelian Genetics Inheritance patterns / Mutations / Mitosis/ Meiosis / Punnett Squares
4 – Molecular Genetics DNA / Technology / Protein Synthesis
5 – Evolution Darwin / Adaptations / Fossils
6 – Ecology Energy flows / Populations

What you will need

1. 1. 3 ring binder; ruled notebook paper- This will be used to hold/take notes; labs; homework and review sheets. (Spiral Paper will not be accepted.)
2. Pencils and Pens- All drawings MUST be done in pencil. (Blue or Black ink only)
Not Required; but helpful….
Colored pencils Metric Ruler
Glue and Scissors Graph Paper
Calculator
***Come prepared every day! Extra Materials will NOT be provided for free!!!***
Grading Policy
(for individual assignments)
100-90% A
80-89% B
70-79% C
60-69% D
0-59% F

(Pencils/Pens $0.25 each)

Make-Up Work ; Assignments + Academic Integrity

The policy established by the Peoria Unified School District Governing Board will be followed.
Late Work will begin at 50% of the value of the assignment. For example; if you were a day late in turning an assignment and had all of the answers correct; you would receive a 50 on that assignment. If you had 80% of the answers correct; you would receive a 40 on the assignment; and so on. If you are absent; it is your responsibility to get your work. A student will have one day for every day absent to make up work.
***any copied work will receive a grade of zero for everyone involved. If you work with a lab partner; make sure your individual responses are in your own words. ***
Plagiarism is NOT tolerated and materials turned in that have been plagiarized will receive a grade of “0” with no ability to redo the assignment!

Homework

Homework will be assigned on a day-to-day basis; depending on what is covered in class each day. Completion of nightly homework is a grade level expectation as well as imperative for your learning of the material presented in class. Homework will consist of long-term projects and work not completed in class. In addition; it is an expectation that students spend time reviewing their notes from class.

General Behavior

All students should behave in a manner that respects the learning; safety; and well-being of others. Student Expectations include (but are not limited to) the following:
1. To sit quietly in assigned seat when bell rings.
2. To listen when the teacher is talking.
3. To put name; date; and class period on all papers.
4. To stay on task during class time.
5. To come prepared to participate.

Cell Phone Policy
Cell phone should not be seen or heard during instructional time. Failure to follow this protocol will result in consequences given by the administration.

Synergy Grade book

As we have moved over to Synergy grade online; all parents and students have immediate access to their most current grade in the class. Please use this venue to ensure that your grade is where you want it to be. I will do everything in my power to send weekly emails to those emails that are listed in Synergy. If you are unclear on how this works; please see our front office to answer any questions.

Insturctional Units:
Pre-AP Biology-01: The Nature of Life and Biochemistry

Big Ideas
All living things have common traits/characteristics. Living things are diverse; but all living things share common physical; genetic; and
molecular characteristics; all of which are evidence of common ancestry.
There are appropriate methods and tools (including laboratory materials; equipment; technology; and electronic resources) to conduct
scientific investigations.
Science involves a particular way of knowing and understand common themes among scientific disciplines.
There are basic elements and molecules that are required for life and transfer of energy.
Essential Questions
What are the characteristics and wants of life and why are each of these necessary?
What are proper laboratory practices and how do we remain safe in the laboratory? What are some reasons to follow
appropriate procedure in a science lab and how does that relate to life or for use outside of the laboratory?
What are common themes in science and how do scientists investigate and experiment to learn about life?
What elements and molecules do all living things require and how are they obtained; made; and utilized?
What is the organization of life? (Heirarchy)

Learning Target Criteria for Success DOK
S1:C2:PO1
I can safely use lab equipment and conduct lab
experiments.
S1:C2:PO1 - Students will explain score 100% on
district lab safety assessment.
Level 2
Strand 1 --- ALL
I can conduct a lab investigation and analyze data for
patterns; results and correlations.
Strand 1 --- ALL - Students will collect data through a lab
investigation.
Studetns will graph and anaylze data.
Students will be able to determine patterns; correlations
and trends and give logical reasoning why these trends
exhist.
Level 2
S4:C1:PO1/S4:C5:PO5
I can determine "life" by using 5 commonly shared traits
of all living things.
S4:C1:PO1/S4:C5:PO5 - Students will be able to
identify the quality of "life" based on the 5 characteristics
of life.
Level 2
S4:C3:PO1/ S4:C5:PO5
I can describe the organization of the complexity of life from cells
to Biosphere.
I can also describe how atoms; molecules and organelles help
with the creation of life.
S4:C3:PO1/ S4:C5:PO5 - Students will list the
properties and organiation of each level in the heirarchy
of life..
Level 2
S4:C5:PO2
I can identify the structural components of the 4 primary
macromolecules of life; monomers/polymers.
I can identify the basic properties of the primary
elements of life on the periodic table.
S4:C5:PO2 - Students will discuss; describe; draw the 4
primary macromolecules and life and determine the
purpose of each of these within a living organism.
Students will be able to identify the parts of an atom and
how valence electron number relates to bonds that are
formed in compounds.
Level 3
S4:C5:PO2
I can describe the importance of enzymes to build and
break molecules at a rate fast enough for life to exist.
S4:C5:PO2 - Students will understand enzyme function
using a model. Level 3
S5:C4:PO4
I can determine what the different bond types are and
how they are important to life.
S5:C4:PO4 - Students will be able to distnguish the
difference between the types of bonds. (Covalent; ionic;
hydrogen and van der Wahl's forces).
Level 3

Supporting Standards
S2:C2:PO2 Explain the process by which accepted ideas are challenged or extended by innovation.

Key Vocabulary
Amino Acid; Anabolic; ATP; Bond types; Carbohydrates; Catabolic; Cell; Electrons; Energy; Enzymes; Ethical; Fatty Acid; Glycerol;
Growth; Homeostasis; Inorganic; Isotope; Lipids; Macromolecule; Matter; Metabolism; Molecules; Monomer; Monosaccharide;
Nucleic Acid; Neutron; Organ; Organ System; Organelle; Organic; Organism; Organization; Polymer; Polypeptide; Proteins; Proton;
Reproduction; Response; Safety; Stimulus; Tissue; Valence; WANTS; Water

Instructional Strategies/Suggestions
S1:C2:PO1
Lab Safety Lesson and Quiz
Teachers can teach any safety lesson they would like; as long as the quiz and safety contract are current from the PUSD portal.
The information from the portal will cover all lab scenarios. The information that should be covered should be focused on the relevant aspects of
the particular labs that students will be covering in the course.
Students are required to receive a 100% on the safety quiz prior to being able to sit for any future labs in class. There should be signature sheets
and quizzes; on file; that demonstrate that students have covered the information and are proficient in the information. By reviewing the
informatioN/Answers for the quiz; students will be insured to score 100%.
S1:C1:PO 1 - 4
S1:C2:PO 1 - 5
S1:C3:PO 1 - 4; 6; 7
S1:C4:PO 1 - 4
Required Lab Activities: Your Choice - Practice all skills
The purpose of this lab is for students to build on the understanding of following experimental protocols. Understanding data collection; correlations
and trends; reasons behind multiple trials; independent and dependent variables; control groups and experimental groups.
S4:C1:PO1; S4:C5:PO5
Traits of life
made of cells; grow and develop; reproduce with own energy; respond to stimuli; metabolism (chemical)
Students should know the five characteristics of living things (of life). They should also be able to classify different
scenarios using the appropriate traits of life. Students should also understand that; to be considered a living thing;
organisms must possess all five traits (i.e. understanding that viruses are not considered living because they don’t
possess all five traits).
S4:C3:PO1
S4:C5:PO5
Levels of organization
Atom – molecules – organelles – cells – tissue – organ – organ system - organisms (population) – community – ecosystem
– biome – biosphere
Students should be able identify the different levels of organization of life (specifically; molecules to organism) and be
able to classify different scenarios into the appropriate level. Students should also be able to relate this concept to the
traits of life and that all living things have levels of organization.
S4:C5:PO2
Organic Molecules: Molecules of Living Things
Molecular structure of organic molecules; molecular modeling; monomers and polymers of organic molecules. Build and
draw carbohydrates; Lipids; Proteins; Nucleic Acids
Students should understand the basic chemical structures of the 4 molecules of living things and how they are
differentiated from one another. The students should be able to recognize and draw the structures and functions of carbs; lipids;
proteins and nucleic acids. They should also be able to identify the polymer and monomers of each
Identify the basic building blocks and functions of each in life
Students should understand the basic uses of each of the 4 organic molecules and understand how they relate to the
living things. They should understand the basic uses of each molecule by living things (i.e. carbohydrates are primarily
used as an energy source) and why it’s important for living things to get each of these nutrients (i.e. proteins are
necessary for building tissue).
S4:C5:PO2
Enzyme Function
The students should be able to describe the function of an enzyme and how enzyme function can be altered/destroyed.
(Protein that are acting as a catalyst and are not used up in a reaction)
S5:C4:PO4
Types of Bonds
The students should be able to identify and describe the structural nature of the following:
Hydrogen; Covalent; Ionic; van der Wahl's forces.

Student Possible Misconceptions
Some students don't understand the heirarchy of life in that organs are made up of different tissues. Under that classification
system; organs don't have to be within the organism but rather made up of more than one tissue.
Students believe that living things are determined by having only one or a few traits of life rather than mandating having all 5
traits of life. (ie - movement)
Studens believe that viruses are alive but they are not since they are not made of cells and they do not use their own energy; but
they use the hosts energy instead.
Students believe that all chemical bonds are the same and there are no major dfferences between teh bond types. They do not
understand how some are strong and others are weak; or why this is true.
Students believe that water provides energy for life.
Students believe that carbohydrates are the only source of energy.
Students believe that most of the food that we eat is passed through the system via digestion and leaves the system in fecal material. They do not
understand that most of the food that we eat is converted to ATP in the process of respiration by the breaking and rearranging of bonds.
Students believe that the scientific method is a linear process that must go in a specific order; when in fact it can go in almost any order. The final
results and lab reports are put into a linear sequence for easier access and flow of material found. Students also have a hard time with data analysis
and understanding why larger trial sizes are optimal for reliable data.
Students believe that hypotheses always have to be right and therefore must "fix" hypotheses to be correct after data collection. They also believe that
hypotheses need to be proven; when in fact; they are meerly supported by the data collected.

Standards Covered
Arizona State Science Standards
1: Inquiry Process
1.1: Formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
1.1.PO 1: Evaluate scientific information for relevance to a given problem.
1.1.PO 2: Develop questions from observations that transition into testable hypotheses.
1.1.PO 3: Formulate a testable hypothesis.
1.1.PO 4: Predict the outcome of an investigation based on prior evidence; probability; and/or modeling (not guessing or inferring).
1.2: Design and conduct controlled investigations.
1.2.PO 1: Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; organisms) and behavior in all science inquiry.
1.2.PO 2: Identify the resources needed to conduct an investigation.
1.2.PO 3: Design an appropriate protocol (written plan of action) for testing a hypothesis:
1.2.PO 4: Conduct a scientific investigation that is based on a research design.
1.2.PO 5: Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.
1.3: Evaluate experimental design; analyze data to explain results and to propose further investigations. Design models.
1.3.PO 1: Interpret data that show a variety of possible relationships between variables; including:
1.3.PO 2: Evaluate whether investigational data support or do not support the proposed hypothesis.
1.3.PO 3: Critique reports of scientific studies (e.g.; published papers; student reports).
1.3.PO 4: Evaluate the design of an investigation to identify possible sources of procedural error; including:
1.3.PO 6: Use descriptive statistics to analyze data; including:
1.3.PO 7: Propose further investigations based on the findings of a conducted investigation.
1.4: Communicate results of investigations.
1.4.PO 1: For a specific investigation; choose an appropriate method for communicating the results.
1.4.PO 2: Produce graphs that communicate data.
1.4.PO 3: Communicate results clearly and logically.
1.4.PO 4: Support conclusions with logical scientific arguments.
4: Life Science
4.1: Understand the role of the cell and cellular processes.
4.1.PO 1: Describe the role of energy in cellular growth; development; and repair.
4.3: Analyze the relationships among various organisms and their environment.
4.3.PO 1: Identify the relationships among organisms within populations; communities; ecosystems; and biomes.
4.5: (Including Human Systems) Understand the organization of living systems; and the role of energy within those systems.
4.5.PO 2: Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
4.5.PO 5: Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and
communities to ecosystems.
5: Physical Science
5.4: Investigate relationships between reactants and products in chemical reactions.
5.4.PO 4: Distinguish among the types of bonds (i.e.; ionic; covalent; metallic; hydrogen bonding).

Pre-AP Biology-02: The Cell and its Environment

Big Ideas
The cell is the basic unit of structure and function for life.
Growth; reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their
external environments.

Essential Questions
What is a cell and how do the organelle structures relate to life functions of the cell?
What is homeostasis and its purpose and how do living things maintain it?

Learning Target Criteria for Success DOK
S2:C1:PO2
I can identify the components of cell
theory.
S2:C1:PO2 - Students will explain the
contributions of Hooke; Schleiden; and
Schwann to cell theory.
S2:C1:PO2 - Students will compare the
surface area to volume ratio of various cells
and determine why cells are small using the
Cell Size Lab and P.O.G.I.L.
Level 2
S4:C1:PO2/ S4:C2:PO2
I can compare and constrast Prokaryotic;
Eukaryotic; Archaea cells and Viruses.
S4:C1:PO2/ S4:C2:PO2 - Students will
create a Venn diagram to illustrate the
similarities and differences between the 3
cell types and viruses.
Level 2
S4:C1:PO2
I can identify the structure and function of
organelles.
I can explain the similarities and differences
between plant and animal cells.
S4:C1:PO2 - Students will create a model
of the cell illustrating the stucture and
function of plant and animal cell organelles.
S4:C1:PO2 - Students will observe the
similarities and differences between the
plant and animal cells.
Level 2
S4:C1:PO4/ LAB: S1:C2:PO5/ LAB: S4:C1:PO4 - Students will differentiate Level 3
S1:C3:PO1; 2; 3; 6/ LAB: S1:C4:PO1; 2;
3; 4
I can identify the structural components of
the cell membrane including the
phopholipid bilayer; embedded proteins;
and cholesterol.
I can identify the building blocks of a cell
wall.
I can analyze mechanisms of the transport
of materials into and out of cells: passive
transport and active transport.
between passive and active transport.
S4:C1:PO4 - Students will predict the
outcomes of different osmotic
environments.
S4:C1:PO4 - Students will recognize and
analyze the effects of different solute
concentrations on osmosis/diffusion.
S1:C2:PO1/5
I can find specimens using a compound
microscope.
S1:C2:PO1/5 - Students will use
microcscope correctly in order to view cell
parts and cell structures.
Level 2

Supporting Standards
Priority
Standard
Pre-Requisite / Supporting Standard
S4:C5:PO2
Describe the role of organic and inorganic chemial (eg. carbohydrates; proteins; lipids; nueleic acids; water; ATP)
important to living things.

Key Vocabulary
Active Transport; Animal; Archaea; Cell; Cell Membrane; Cell Wall; Centrioles; Chloroplast; Chromoplast; Concentration Gradient;
Cytoplasm; Cytoskeleton; Diffusion; DNA (linear & circular); Endoplasmic Reticulum (Smooth & Rough); Equilibrium; Eukaryotic;
Golgi Apparatus (Bodies); Homeostasis; Hypertonic; Hypotonic; Isotonic; Lysosome; Leucoplasts; Microscope; Mitochondria;
Nuclear Membrane; Nuclear Pore; Nucleolus; Nucleus; Organelle; Osmosis; Passive Transport; Plant; Prokaryotic; Ribosome;
Solute; Solution; Solvent; Surface area to volume ratio; Vacuole; Virus

Instructional Strategies/Suggestions
S2:C1:PO2
Cell Theory
Students should understand what makes a cell “a cell” based on the cell theories (both original and modern). Students will
also understand the individual contributions of different historical figures (Hooke; Schleiden; Schwann; etc.) and their
contributions to the different parts of the cell theory. With the theories; students will understand what occurs with living things
at the cellular level (i.e. metabolism occurs at the cell level).
Cell size; surface area to volume ratio
S4:C1:PO2
S4:C2:PO2
PEORIA UD 11 Materials Bank
For additional instructional materials in Classrooms; visit https://peoriaud.schoolnet.com
Generated 7/24/2017
Page 2 of 6
Prokaryotic; Eukaryotic; Archaea; and Viruses
Prokaryotic cells do not have a nucleus or membrane bound organelles. Whereas; eukaryotic cells do. Both have DNA.
Students will be able to differentiate between the 3 types of cells (and viruses) and understand the types of cells plants and
animals have. Students will also understand how the complexity of the eukaryotic cells relates to the evolution of living
things.
Linear vs. circular DNA. Students should be able to identify the different organisms that contain linear vs circular DNA.
S4:C1:PO2
Plant and Animal Differences
Plant cells have cell wall; chloroplasts; leucoplasts; and rectangular shape and large central vacuole. Determine the function
of leucoplasts and chloroplasts based on lab activities (potato cell lab with/without iodine stain; banana lab - mashed over
ripe vs. non-ripe with iodine).
Animal cells have centrioles and a circular shape.
Students should be able to distinguish between plant and animal cells based on either the shape and/or structure. Students
should be able to identify the structures that differentiate plants from animal cells. Students will understand how these
differences relate to the lifestyles of these living things (i.e. plants have cell walls because they don’t have any sort of skeletal
system for support).
Organelle structure and function
Nucleus; cell membrane; cell wall; centrioles; mitochondria; endoplasmic reticulum (rough ER and smooth ER); golgi
apparatus; lysosome; nuclear membrane; nuclear pore; chloroplast; nucleolus; ribosomes; and microtubules.
Students should be able to identify the organelles; their names and functions. Students should also understand how these
organelles relate to each other and how they work together to maintain homeostasis within the cell.
S4:C1:PO4
LAB: S1:C2:PO5
LAB: S1:C3:PO1; 2; 3; 6
LAB: S1:C4:PO1; 2; 3; 4
Passive and Active Transport
Cell membrane structure including phospholipid bilayer; embedded proteins; and cholesterol.
Students should also recognize the building blocks of a cell wall (Cellulose and Pectin) and identify the carbohydrate in
cellulose.
Diffusion is the passive movement of molecules from a high to low concentration.
Students should understand that passive transport within cell uses no energy from the cell and moves along the
concentration gradient (high to low). Students should also know that the cell’s environment determines this movement
and that the cell cannot control it. As a result; student should be aware of the benefits and disadvantages of this type of
transport and how it relates/effects homeostasis for the cell. Students should also understand that the type of transport
that occurs with the cell normally relates to the size of the molecule that is being moved (i.e. diffusion occurs with small
molecules like water; oxygen; carbon dioxide; etc.)
Osmosis (diffusion of water): hypertonic; hypotonic and isotonic. Diffusion through a Membrane lab.
Students should understand that osmosis is a type of passive transport that only refers to the movement of water.
Students should also understand that the different osmotic environments are determined by the amount of solutes
outside of the cell and will affect the movement of water (in or out of the cell). Students should also be able to identify the
kind of osmotic environment a cell is in; based off the solute concentration (tonicity) and predict how the mass of the cell
will be affected. Students should also understand that the water within the cell is the major determination of a cell’s
mass.
Egg Lab; Potato lab; or Grape Lab (Osmosis and the Shipwrecked Sailor)
Students will use either lab as a means for predicting mass change; based on the given environment. Students
will understand the concept of semi-permeability and how the eggs and/or potato cells act in the same manner
cells do in an attempt to maintain homeostasis. Students will also be able to use the mass changes that occur in
each lab to predict to solute concentration with each “cell” (i.e. if a given solute concentration has no mass
change; the solute concentration in and out of the “cell” are balanced).
Active requires energy for transport (example: sodium-potassium pump).

Student Possible Misconceptions
Students believe that eukaryotic cells are animal cells and prokaryotic cells are plant cells rather than knowing that both plant and animal cells are
eukaryotic.
Students believe that only eukaryotic cells

School country

United States

School state

Arizona

School city

Glendale

School / district Address

6330 W. Thunderbird Rd.

School zip code

85306

Requested competency code

Lab Science

Date submitted

08/25/2017

Approved

Yes

Approved competency code

• LBIO
• Biology

Approved date

10/5/2017

Online / Virtual

No