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Pacing Guides

Physical Science Pacing Guide  Updated at 2/15/2019 12:45:00 PM
Due Date: 2/15/2019

 

March

 

 

 

 

 

4

Topic for this week: Momentum and Collisions

5

Topic for this week: Momentum and Collisions

 

6

Topic for this week: Momentum and Collisions

 

7

Topic for this week: Momentum and Collisions

 

88 ) Apply Newton's laws to predict the resulting motion of a system by constructing force diagrams that identify the external forces acting on the system, including friction (e.g., a book on a table, an object being pushed across a floor, an accelerating car).

 

 

11

Unit 7 force and motion Test

12

Unit 8 Simple Machines- Work and Power

13

Unit 8 Simple Machines- Work and Power

14

Unit 8 Simple Machines- Work and Power

158 ) Apply Newton's laws to predict the resulting motion of a system by constructing force diagrams that identify the external forces acting on the system, including friction (e.g., a book on a table, an object being pushed across a floor, an accelerating car).

 

 

Spring break

Spring break

Spring break

Spring break

Spring break

 

April

1

Topic: Work and Power

2

Work and Power

3

Work and Power

4

Work and Power

5

Work and Power

ALCOS:

8

Topic: Machines, Mechanical Advantage, and efficiency

9

Machines, Mechanical Advantage, and efficiency

10

Machines, Mechanical Advantage, and efficiency

11

Machines, Mechanical Advantage, and efficiency

12

Machines, Mechanical Advantage, and efficiency

a. Use the laws of conservation of mechanical energy and momentum to predict the result of one-dimensional elastic collisions.

 

 

15 Topic: Simple Machines Part 1

16

Simple Machines Part 1

17

Simple Machines Part 1

18

Simple Machines Part 1

19

Simple Machines Part 1

a. Use the laws of conservation of mechanical energy and momentum to predict the result of one-dimensional elastic collisions.

 

 

22 Topic: Simple Machines Part 2

Start Rubegoldberg competition

23

Rubegoldberg competition

 

24

Rubegoldberg competition

 

25

Rubegoldberg competition

 

26

Rubegoldberg competition

 

12 ) Design, build, and test the ability of a device (e.g., Rube Goldberg devices, wind turbines, solar cells, solar ovens) to convert one form of energy into another form of energy.*

 

 

29

Set up machines for competition

30

Judge and grade machines

 

 

 

12 ) Design, build, and test the ability of a device (e.g., Rube Goldberg devices, wind turbines, solar cells, solar ovens) to convert one form of energy into another form of energy.*

 

 

 

May

 

 

1

Unit 8 Test on simple machines

2

10.1 electricity basics

3

10.1 electricity basics

ALCOS: Construct simple series and parallel circuits containing resistors and batteries and apply Ohm's law to solve typical problems demonstrating the effect of changing values of resistors and voltages.

6

Unit 10: Electricity and Magnetism

7

10.1 electricity basics

 

8

10.1 electricity basics

 

9

10.1 electricity basics

 

10

10.1 electricity basics

 

ALCOS: Construct simple series and parallel circuits containing resistors and batteries and apply Ohm's law to solve typical problems demonstrating the effect of changing values of resistors and voltages.

13

Unit 10: Electricity and Magnetism

10.2 electricity and circuits

14

10.2 electricity and circuits

15

Unit 10 test

16

Review for finals

17

Review for finals

ALCOS: Construct simple series and parallel circuits containing resistors and batteries and apply Ohm's law to solve typical problems demonstrating the effect of changing values of resistors and voltages.

20 Topic: End of Year exams

21

22

23

24

 

27

28

29

30

31

 


AP Biology Pacing Guide (updated)  Updated at 2/15/2019 2:03:00 PM
Due Date: 2/15/2019

ALCOS: 11.a.b.c.

Pacing/Activities

Week of 2/25/19

1.      Begin the unit with a discussion of the Mendelian Inheritance, Important Terms, Monohybrid Cross, and Dihybrid Cross sections of the student notes. This information should be mostly review for students. Most of them should have a good background on this material from 9th grade Biology. Move through this material rather quickly, but make sure that students can draw and interpret Punnett squares that illustrate both monohybrid and dihybrid crosses.

2.      Complete the “Stickleback_Mendelian Genetics” lab/activity from the Unit 6 HHMI Activities folder. Most of the AP exams from the past 6 years have included multiple questions about either the genetics or evolution patterns of sticklebacks. This activity is a great way to introduce students to the genetics of the stickleback and a great way to preview the mechanisms in which some of their traits evolved.

3.      Complete “The Statistics of Inheritance” POGIL activity. This activity is a great way to introduce students to the product rule and the probability questions that they will be asked to perform on the AP exam.

4.      Discuss the Trihybrid or Larger Cross section of the student notes. Make sure that student can determine how many possible gametes can be formed by each parent. Make sure that students can use the product rule to calculate the probability that an offspring with a specific genotype will be produced. Have students complete the Punnett Squares Practice Problems sheet from the Unit 6 Practice Problems Folder. A key is included at the bottom of the file.

5.      Consider using the Mendelian Inheritance PowerPoint (included in the Unit 6 PowerPoints folder) and the accompanying screencast (https://youtu.be/q5uQJhLHtK8) to supplement your instruction on this section of Unit 6.

 

ALCOS: 11.a.b.c.

Week of 3/4/19

 

6.      Discuss the Linked Genes and Dihybrid Crosses section of the student notes. Questions about linked genes show up on almost every AP exam. Make sure that your students can look at the results of a cross and know when the genes are linked. Be sure to review the importance of crossing over and gene recombination during this discussion.

7.      Discuss the Non-Mendelian Inheritance Patterns section of the student notes. Use the “Non-Mendelian Inheritance” PowerPoint and the accompanying screencast (https://youtu.be/ttEaCMBhMIY) to supplement your instruction on this section of Unit 6.

8.      Have students complete Free Response Question 1. This question requires students to interpret the results of several fruit fly crosses.

9.      Go over the Pedigree Charts/Modes of Inheritance section of the student notes. Also discuss each of the sections that deal with the modes of inheritance (Sections I-O). Be sure that students can look at a pedigree chart and determine the most likely mode of inheritance of the trait. Take extra time to go over both the x-linked and mitochondrial modes of inheritance.

10.   Complete Checkpoint Question 1 which requires students to determine the mode of inheritance illustrated in 8 different pedigree charts.

11.   Complete the “Hemophilia” case study. This case study introduces students to the transmission of hemophilia through the royal families of Europe.

12.   Consider using the “Pedigree and Modes of Inheritance” PowerPoint and the accompanying screencast (https://youtu.be/5aR7Q7y0_P0) to supplement your instruction on this section of Unit 6.

13.   Also, complete Checkpoint Questions 2 and 3. Both of these questions deal with the modes of inheritance and Punnett Squares.

14.   Complete Free Response Question 2. It requires students to interpret the results of fruit fly crosses, construct Punnett squares related to sex-linkage, and to perform a chi square analysis of the results of the crosses.

15.   Complete the Fruit Fly Practice Problems from the Unit 6 Practice Problems folder. These problems force students to analyze the results of fruit fly crosses and analyze these results using chi square. One of the included crosses involves gene linkage. You can’t give the students too much practice on this topic.

ALCOS: 11.a.b.c.

 

Week of 3/11/19

16.   Introduce Gene Regulation by completing the “Control of Gene Expression in Prokaryotes” POGIL activity.

17.   Discuss the Gene Regulation, Operons, Inducible Operons, and Repressible Operons sections of the student notes. Operon questions are included on essentially all AP exams. Make sure that your students understand the overall role of an operon. Also, be sure that they can describe the function of each part of the operon.

18.   Discuss the Gene Regulation in Eukaryotic Cells and Epigenetics sections of the student notes. Make sure that student understand the roles of methylation and acetylation. This is a good time to do a thorough review of RNA processing. The following video is an excellent introduction epigenetics and epigenetic tags: https://vimeo.com/36316240

19.   Consider using the “Gene Regulation” PowerPoint and the accompanying screencast (https://youtu.be/LayH1rBHHhc) to supplement your instruction on this section of Unit 6.

20.   Complete the “Identical Twins, Identical Fates: An Introduction” case study. This case study provides an introduction to the process in which epigenetics slowly causes two identical twins to become more and more different.

21.   Complete the “Mapping Traits in Dogs” activity from the Unit 6 HHMI Activities folder.

22.   Discuss the Embryonic Development and HOX Genes sections of the student notes.   Make sure that students have a thorough understanding of the role of stem cells and the way in which they stem cells progress from being totipotent to unipotent.

23.   Complete Free Response Question 3. This question requires students to demonstrate their understanding of the stages of embryonic development and the roles of stem cells.

24.   Consider using the “Embryonic Development” Powerpoint and the accompanying screencast (https://youtu.be/EGyRjNSPWL8) to supplement your instruction on this section of Unit 6.

 

 

 

 

 

 

ALCOS: 11.a.b.c.

Week of 3/18/19

25.   Discuss the Biotechnology, Genetic Engineering, Possible Applications of Biotechnology and Recombinant DNA, DNA Cloning, PCR, Gel Electrophoresis, Human Genome Project, and Gene Editing Sections of the student notes.

26.   Have students complete Checkpoint Questions 4 and 5. These questions require students to interpret the results of gel electrophoresis experiments.

27.   Consider using the “Biotechnology” PowerPoint and the accompanying screencast (https://youtu.be/6CRv4-DzPMM) to supplement your instruction on this section of Unit 6.

28.   Have students complete the pglo transformation lab. I highly recommend the Biorad pglo kit. This activity requires some initial setup. Be sure to allow 2 hours for setup (teacher only) before the day of the lab. Follow the included directions carefully. This lab will require at least one day of pre-lab discussion, one day of performing the transformation, and one day to look at and interpret the results of the transformation.

 

 

ALCOS: 11.a.b.c.

 

Week of 4/1/19

 

29.   Complete Free Response Question 4. This question requires students to map a bacterial plasmid. Consider using the “Plasmids and Restriction Mapping” PowerPoint and the accompanying screencast (https://youtu.be/r3e8Xt77LO0) to help your student work through this FRQ.

30.   Complete the PTC Gene Using PCR Lab. This lab kit can be purchased from Edvotek (Kit #345). The lab integrates almost all of the biotechnology lab techniques that an AP Biology student needs to understand. The activity requires students to sample their own cheek cells, isolate the DNA from the cells, perform a restriction enzyme digest of the DNA, perform a PCR to amplify the DNA, and to perform and analyze the results of a Gel Electrophoresis of the DNA. The activity is a great way to teach and reinforce student understanding of the techniques of biotechnology. Most ASIM locations have both PCR machines and Electrophoresis equipment. If your region doesn’t have a PCR machine, you can use three water baths to carry out the PCR. This lab will require 5-6 class days of discussion and actual lab experimentation, but the time is definitely worth it. I think this is the most important activity included in Unit 6.

ALCOS: 11.a.b.c.

 

Week of 4/8/19

31.   Complete the “Crispr” case study. This activity will serve as an introduction to the process and as a preview of the many potential applications of this powerful tool.

32.   Complete Free Response Question 5. This FRQ has students evaluate the potential benefits and hazards of GMOs.

33.   Review Unit 6.

34.   Administer the Unit 6 Summative Assessment.

35.   Debrief Students on the assessment. Be sure to spend time going over the FRQ Scoring Guidelines.

 

 

ALCOS: 13.14.15

Week of 4/15/19

1.      Begin the Artificial Selection lab. Be sure to complete the lab. The activity is a great way to work in discussions on plant evolution, plant structure/function, and plant reproduction. The lab is a great tool for teaching artificial selection and for reviewing statistics. Don’t skip this activity. Both teacher notes and student lab handouts are included in the Unit 7 labs folder.

2.      Begin the actual unit with a discussion of the history of the theory of evolution. Cover the History of the Theory of Evolution section of the student notes. Be sure to stress that acquired traits can’t be inherited. Only traits with a genetic basis can be influenced by evolution.

3.      Show the HHMI video “The Origin of Species: The Making of a Theory” (https://www.hhmi.org/biointeractive/origin-species-making-theory) as an introduction to Darwin’s and Wallace’s theory of evolution by natural selection. A film synopsis, an educator guide, and a student activity sheet are included in the Unit 7 HHMI Activities folder. After the video, discuss the Evolution Via Natural Selection section of the Unit 7 Student Notes.

4.      Have students complete “The Galapagos” case study. The case study handout is included in the Unit 7 Case Studies folder. The answer key can be accessed at the Buffalo Case Studies website. This case study is an excellent introduction to natural selection and the evolution of the Galapagos finches.

5.      Show the HHMI video “The Origin of Species: The Beak of the Finch” (https://www.hhmi.org/biointeractive/origin-species-beak-finch) . This video does a great job of explaining natural selection and the years of research done on the Galapagos finch. A film synopsis, an educator guide, and a student activity sheet are included in the Unit 7 HHMI Activities folder.

6.      Complete the HHMI Color Variation Over Time in Rock Pocket Mouse Populations Activity (https://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations) . This is a great way to illustrate natural selection in action. Be sure to show the companion video that is linked on both the student and teacher pages. All of the resources can be found in the Unit 7 HHMI folder.

 

ALCOS: 13.14.15

Week of 4/22/19

 

7.      Have students answer Unit 7 FRQ questions 1 and 2. Be sure to take the time to discuss the Scoring Guidelines with the students.

8.      Have students complete the “Selection and Speciation” POGIL activity. This activity is a great introduction to the patterns of selection, genetic drift, and types of speciation. After the POGIL activity, discuss the “Patterns of Selection”, “Genetic Drift”, “Speciation”, and “Types of Speciation” sections of the Unit 7 Student Notes.

9.      Have students complete Checkpoint Question 3 and Free Response Question 3 which both deal with speciation.

10.   Introduce students to population genetics by discussing the “Population Genetics” section of the Unit 7 Student Notes. Next, have students complete the “Hardy Weinberg Equation” POGIL.

11.   Discuss the “Hardy Weinberg Equilibrium” and “Hardy Weinberg Equations” sections of the Unit 7 Student Notes. Be sure to stress that the Hardy Weinberg Equations can only be used when the population is in genetic equilibrium. If the population isn’t in equilibrium, the alleles must be counted in order to determine the allele frequencies. Several samples problems like this are included in the Unit 7 Resources.

12.   Have students complete the practice problems from the “Hardy Weinberg Video PowerPoint”. The file can be found in the Unit 7 PowerPoint folder. A companion file (also in the folder) contains the worked solutions. A screencast which explains Hardy Weinberg Equilibrium and the solutions to the problems can be accessed at: https://youtu.be/8OxhnB8BCgU

13.   Complete the Hardy Weinberg Lab. The student handout and teacher notes can be accessed in the Unit 7 Labs folder. This is the lab from the original 12 AP Biology labs. It is a great way to model Hardy Weinberg equilibrium, natural selection, and genetic drift. The only thing that you’ll need to complete the lab is a large pack of note cards. The lab handout also contains several practice Hardy Weinberg problems.

14.   Have students complete Unit 7 Checkpoint Question 1. This Checkpoint contains a set of 11 Hardy Weinberg Problems/Questions.

 

ALCOS: 13.14.15

 

Week of 4/29/19

15.   Show the videos https://www.youtube.com/watch?v=VE2q5IhjdYM and https://www.youtube.com/watch?v=Pv4Ca-f4W9Q Both of these videos will serve as short introductions to the next activity.

16.   Have students complete the HHMI Stickleback Evolution Virtual Lab activity (https://www.hhmi.org/biointeractive/stickleback-evolution-virtual-lab). The student handouts and teacher materials are included in the Unit 7 HHMI Activities folder. Be sure to complete this activity. At least half of the released AP Biology exams have included sections of 4-5 questions each about stickleback evolution. It is the hip example of natural selection. Make sure your students are familiar with stickleback evolution.

17.   Have students complete Unit 7 Checkpoint Question 2. This Checkpoint contains a set of questions related to stickleback evolution.

18.   Discuss the “Adaptive Radiation”, “Reproductive Isolating Mechanisms”, “Evidence for Evolution”, and “Patterns of Evolution” sections of the Unit 7 Student Notes.

19.   Have students complete the “Mass Extinctions” POGIL. Be sure to relate mass extinctions to their role in punctuated equilibrium.

20.   Have students complete the “Phylogenetic Trees” POGIL activity. This activity is a great introduction to phylogenetic trees.

21.   Have students complete either the “Building a Cladogram” or “Character Table and Cladogram” Exercise from the Unit 7 Labs folder. Both activities walk students through the process of cladogram construction. Remind students that although these activities require students to build cladograms based on morphology, most cladograms are now built based on the comparison of either DNA or amino acid sequences.

22.   Have students complete the “Investigation 3 Blast Lab”. This lab is a great way to introduce students to bioinformatics and the use of DNA/amino acid sequence comparisons to build phylogenetic trees.

 

 

ALCOS: 13.14.15

 

week of 5/6/19 (for Juniors)

 

23.   Have students complete the HHMI Creating Phylogenetic Trees From DNA Sequences activity (https://www.hhmi.org/biointeractive/creating-phylogenetic-trees-dna-sequences) A companion student worksheet is included in the Unit 7 HHMI Activities folder.

24.   Have students complete the Candy Cladogram activity from the Unit 7 labs folder.

25.   Have students complete Checkpoint Question 4 and FRQ questions 4 & 5. All three question sets require students to analyze cladograms. As always, be sure to take the time to explain the scoring guidelines with your students.

26.   Have students complete the “Miller-Urey” case study activity as a way to review Oparin’s hypothesis and the Miller Urey experiment. Also, be sure to work in a review discussion of the endosymbiotic hypothesis at this point of the unit.

27.   Review all Unit 7 content. Consider using the A+ Evolution Video as a review tool (https://youtu.be/RM9Qw_GC33o)

28.   Administer the Unit 7 Assessment.

29.   Be sure to take the time to discuss each MCQ and the scoring guidelines for the FRQs.