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Course Description

Overview

This course is a rigorous, college-level introduction to biology designed for advanced high school students preparing for the AP Biology examination administered by the College Board. Students explore the core principles of life science — from the molecular machinery inside cells to the dynamics of entire ecosystems — developing both conceptual understanding and laboratory skills. The course emphasizes scientific inquiry, quantitative reasoning, and the application of biological concepts to real-world problems, mirroring the depth and pace of an introductory university biology course.

Target Audience

  • Primary Audience: High school students (typically grades 11–12) who have strong academic backgrounds in science and mathematics and are seeking college credit or advanced placement in biology.
  • Secondary Audience: Motivated 10th-grade students who have demonstrated exceptional performance in prior science coursework.
  • Prerequisites:
  • Completion of one year of high school biology (or equivalent)
  • Completion of one year of high school chemistry (or concurrent enrollment)
  • Comfort with basic algebra and data interpretation
  • Recommended: one semester of statistics or data analysis
  • Reading Level: Advanced Senior High / Early College

Note

For a refresher on Algebra and Statistics please use the following interactive intelligent textbooks:

Course Overview

AP Biology is organized around four Big Ideas established by the College Board:

  1. Evolution — The process of evolution drives the diversity and unity of life.
  2. Cellular Processes — Biological systems utilize free energy and molecular building blocks to grow, reproduce, and maintain dynamic homeostasis.
  3. Information Storage and Transmission — Living systems store, retrieve, transmit, and respond to information essential to life processes.
  4. Systems Interactions — Biological systems interact, and these systems and their interactions possess complex properties.

Students engage with approximately 25 hands-on laboratory investigations (both wet labs and computational simulations), practice mathematical modeling, analyze primary literature, and develop skills in scientific argumentation. The course culminates in preparation for the AP Biology exam, which consists of multiple-choice, grid-in, and free-response questions.

Topics Covered

Unit 1: Chemistry of Life

Atomic structure, chemical bonds, water's properties, pH and buffers, functional groups, and the four major classes of biological macromolecules (carbohydrates, lipids, proteins, and nucleic acids).

Unit 2: Cell Structure and Function

Prokaryotic and eukaryotic cell organization, membrane structure (fluid mosaic model), membrane transport (diffusion, osmosis, active transport, endocytosis, exocytosis), and cell compartmentalization.

Unit 3: Cellular Energetics

Thermodynamics and free energy (ΔG), enzyme kinetics and regulation, photosynthesis (light-dependent reactions, Calvin cycle), and cellular respiration (glycolysis, Krebs cycle, oxidative phosphorylation, fermentation).

Unit 4: Cell Communication and the Cell Cycle

Signal transduction pathways (ligand-receptor models, second messengers), feedback mechanisms, the cell cycle (G1, S, G2, M phases), mitosis, cytokinesis, and regulation of the cell cycle including cancer biology.

Unit 5: Heredity

Meiosis and genetic variation, Mendelian genetics (monohybrid and dihybrid crosses), chromosomal theory of inheritance, sex-linked traits, non-Mendelian inheritance patterns (incomplete dominance, codominance, polygenic traits, epistasis), and genetic linkage.

Unit 6: Gene Expression and Regulation

DNA structure and replication, transcription (prokaryotic and eukaryotic), RNA processing, translation, the genetic code, mutations, gene regulation (operons, transcription factors, epigenetics), and biotechnology (PCR, gel electrophoresis, CRISPR, recombinant DNA).

Unit 7: Natural Selection and Evolution

Darwin's theory of evolution, evidence for evolution (fossil record, biogeography, comparative anatomy, molecular evidence), mechanisms of evolutionary change (natural selection, genetic drift, gene flow, mutation), Hardy-Weinberg equilibrium, speciation (allopatric and sympatric), phylogenetics, and macroevolution.

Unit 8: Ecology

Population ecology (growth models, carrying capacity, survivorship curves), community ecology (species interactions, trophic levels, food webs, succession), ecosystem ecology (energy flow, biogeochemical cycles), and global ecology (biomes, climate change, biodiversity, conservation biology).

Topics NOT Covered

To maintain focus on the College Board AP Biology curriculum and prepare students effectively for the AP exam, this course does NOT cover:

  • Advanced human physiology — Detailed study of organ systems (cardiovascular, respiratory, renal, nervous, endocrine) is covered in AP Human Anatomy & Physiology or introductory college physiology courses.
  • Advanced biochemistry — Enzyme mechanisms beyond Michaelis-Menten kinetics, detailed metabolic pathway regulation, and structural biochemistry are deferred to college biochemistry.
  • Clinical medicine and pathology — Disease mechanisms, pharmacology, and medical diagnostics are outside the scope of this course.
  • Marine biology and oceanography — Specialized ecosystems are mentioned only in the context of biomes; specialized marine science is a separate discipline.
  • Agricultural and applied biotechnology — Crop science, GMO policy, and industrial fermentation are not covered beyond brief conceptual references.
  • Virology in depth — Viruses are introduced in the context of gene expression and horizontal gene transfer but are not covered as a standalone topic.
  • Advanced statistics and bioinformatics — Basic statistical reasoning (chi-square, standard deviation) is included, but computational biology and advanced biostatistics are beyond the scope.
  • Taxonomic identification and field botany — Detailed organismal classification beyond representative examples is not a focus of this course.

Learning Objectives by Bloom's Taxonomy (2001 Revised Edition)

The following objectives are organized using the six cognitive levels of the revised Bloom's Taxonomy (Anderson & Krathwohl, 2001): Remember, Understand, Apply, Analyze, Evaluate, and Create.

Level 1 — Remember

Retrieve, recognize, and recall relevant knowledge from memory.

  1. Recall the four major classes of biological macromolecules and their corresponding monomers.
  2. List the organelles found in eukaryotic cells and state the primary function of each.
  3. Identify the reactants and products of photosynthesis and cellular respiration.
  4. State the steps of the cell cycle and the major events of mitosis and meiosis.
  5. Recall Mendel's laws of segregation and independent assortment.
  6. Name the stages of the central dogma: DNA replication → transcription → translation.
  7. List the five mechanisms of evolutionary change: natural selection, genetic drift, gene flow, mutation, and non-random mating.
  8. Define key ecological terms: population, community, ecosystem, biome, and biosphere.
  9. Recall the components of the Hardy-Weinberg equilibrium equation (p² + 2pq + q² = 1).
  10. Name the major biogeochemical cycles (carbon, nitrogen, phosphorus, water) and the key reservoirs involved.

Level 2 — Understand

Construct meaning from instructional messages through interpreting, classifying, summarizing, inferring, comparing, and explaining.

  1. Explain how the properties of water (polarity, cohesion, adhesion, high specific heat, universal solvent) support life on Earth.
  2. Describe how protein structure (primary through quaternary) determines protein function, and explain how denaturation affects activity.
  3. Explain the fluid mosaic model of membrane structure and how membrane composition affects selective permeability.
  4. Summarize how ATP is generated during the light-dependent reactions and the Calvin cycle of photosynthesis.
  5. Explain the roles of NADH, FADH2, and the electron transport chain in generating a proton gradient for ATP synthesis.
  6. Describe how signal transduction pathways amplify and relay extracellular signals to produce intracellular responses.
  7. Explain how crossing over during meiosis I contributes to genetic variation in offspring.
  8. Interpret Punnett squares and pedigree diagrams to describe patterns of inheritance.
  9. Explain how transcription factors and epigenetic modifications regulate gene expression in eukaryotes.
  10. Describe how natural selection acts on phenotypic variation to change allele frequencies over generations.
  11. Summarize how logistic and exponential population growth models differ, and explain what limits population size in natural systems.
  12. Explain the flow of energy through a food web and why energy transfer between trophic levels is inefficient (~10% rule).

Level 3 — Apply

Carry out or use a procedure in a given situation.

  1. Use the chi-square (χ²) statistical test to determine whether observed genetic ratios match expected Mendelian ratios.
  2. Apply the Hardy-Weinberg equilibrium equations to calculate allele and genotype frequencies in a population.
  3. Solve dihybrid cross problems involving independent assortment and predict phenotypic ratios.
  4. Apply enzyme kinetics concepts (substrate concentration, temperature, pH, inhibitors) to interpret experimental data from enzyme assays.
  5. Use the logistic growth equation (dN/dt = rN[(K−N)/K]) to predict population dynamics under different conditions.
  6. Construct and interpret phylogenetic trees (cladograms) from morphological or molecular data.
  7. Apply knowledge of the genetic code to translate an mRNA sequence into an amino acid sequence, and predict the effect of a point mutation.
  8. Calculate the free energy change (ΔG) of a reaction and determine whether it is spontaneous or requires energy input.
  9. Apply concepts of osmosis and water potential to predict the direction of water movement across a semipermeable membrane.
  10. Use experimental data from gel electrophoresis to determine the presence or approximate size of DNA fragments.

Level 4 — Analyze

Break material into constituent parts, determine how parts relate to one another and to an overall structure.

  1. Analyze experimental data from a photosynthesis or respiration investigation to identify confounding variables and evaluate the validity of conclusions.
  2. Compare and contrast the mechanisms of active and passive transport, explaining how each maintains cellular homeostasis.
  3. Distinguish between the roles of proto-oncogenes, tumor suppressor genes, and mutations in the development of cancer.
  4. Analyze a pedigree to determine the most likely mode of inheritance (autosomal dominant, autosomal recessive, X-linked) and calculate carrier probabilities.
  5. Compare prokaryotic and eukaryotic gene regulation mechanisms (operons vs. transcription factors and chromatin remodeling).
  6. Analyze the relationship between genetic variation (mutation, recombination, sexual reproduction) and a population's evolutionary potential.
  7. Differentiate between allopatric and sympatric speciation, and identify the reproductive isolating mechanisms that prevent gene flow.
  8. Analyze feedback loops (negative and positive) in biological systems, including examples from hormone regulation and the cell cycle.
  9. Compare the structure and function of C3, C4, and CAM photosynthetic pathways in relation to environmental conditions.
  10. Analyze species interaction data (predator-prey graphs, competition experiments) to draw conclusions about community dynamics.
  11. Examine the role of keystone species and trophic cascades in maintaining ecosystem structure and biodiversity.

Level 5 — Evaluate

Make judgments based on criteria and standards through checking and critiquing.

  1. Evaluate the validity and reliability of scientific claims about evolution using multiple lines of evidence (fossil record, comparative genomics, biogeography).
  2. Critique experimental designs in assigned primary literature, identifying strengths, limitations, and potential sources of bias.
  3. Assess the ecological consequences of introducing or removing a species from an ecosystem using evidence from case studies.
  4. Evaluate competing hypotheses about the origin of eukaryotic cells (endosymbiotic theory) using molecular and cellular evidence.
  5. Judge the ethical implications of CRISPR-based genetic engineering applications in medicine and agriculture, citing biological, social, and environmental considerations.
  6. Evaluate the impact of human activities (habitat destruction, climate change, invasive species, overexploitation) on biodiversity using population and ecosystem data.
  7. Assess trade-offs in life history strategies (r-selected vs. K-selected species) and predict which strategy is favored under different environmental conditions.
  8. Evaluate the effectiveness of conservation strategies (protected areas, captive breeding, corridors) using population genetics principles.
  9. Critique a proposed environmental policy using ecological data on carrying capacity, trophic dynamics, or biogeochemical cycling.

Level 6 — Create

Put elements together to form a coherent whole; reorganize elements into a new pattern or structure.

  1. Design a controlled experiment to test the effect of a specified variable on enzyme activity, identifying the independent variable, dependent variable, controls, and method of data collection.
  2. Construct an annotated diagram of a signal transduction pathway for a novel ligand, integrating knowledge of receptors, second messengers, and cellular responses.
  3. Develop a mathematical model predicting the outcome of genetic drift in a small isolated population over multiple generations.
  4. Produce a written scientific argument (claim-evidence-reasoning format) defending a position on how a specific mutation would affect an organism's fitness.
  5. Design a recombinant DNA procedure to express a therapeutic protein in bacterial cells, outlining each biotechnology step from gene isolation through protein purification.
  6. Create a food web diagram for a specified biome and use it to predict cascading effects of a specified species' removal on ecosystem energy flow.
  7. Formulate a research proposal to investigate the effects of climate change on the phenology of a local plant species, including a testable hypothesis, data collection strategy, and statistical analysis plan.
  8. Synthesize information from multiple units to construct a written explanation of how a new infectious disease could affect the Hardy-Weinberg equilibrium of a host population over time.

Topics Covered Summary Table

Unit Topic Key Concepts
1 Chemistry of Life Macromolecules, water, functional groups, buffers
2 Cell Structure and Function Organelles, membrane structure, transport mechanisms
3 Cellular Energetics Enzymes, photosynthesis, cellular respiration
4 Cell Communication and Cell Cycle Signal transduction, mitosis, cancer biology
5 Heredity Meiosis, Mendelian and non-Mendelian genetics, linkage
6 Gene Expression and Regulation Central dogma, gene regulation, biotechnology, mutations
7 Natural Selection and Evolution Mechanisms of evolution, Hardy-Weinberg, speciation, phylogenetics
8 Ecology Population dynamics, community ecology, ecosystems, conservation

Assessment

Learning is assessed through a variety of formative and summative measures:

  • Chapter Quizzes — Multiple-choice and short-answer questions aligned to AP exam style
  • Laboratory Reports — Written analyses of wet lab and simulation investigations using the scientific method
  • Free-Response Practice — Long-form written responses modeled on AP exam free-response questions
  • Unit Exams — Comprehensive assessments combining multiple-choice, grid-in, and free-response items
  • AP Exam Preparation — Timed practice exams and review sessions in the weeks prior to the official AP Biology exam

Time Commitment

  • Estimated Duration: 36 weeks (full academic year)
  • Class Time: 5 hours per week (including one 2-hour laboratory period per week)
  • Independent Study: 6–8 hours per week recommended
  • Chapters: 8 units, approximately 4–6 chapters per unit
  • Pace: Instructor-led with structured pacing guide aligned to the College Board AP Biology Course and Exam Description (CED)

Resources

  • Primary Text: This intelligent textbook (AP Biology: An Interactive Course)
  • Official Reference: College Board AP Biology Course and Exam Description (CED), current edition
  • Supplementary: Khan Academy AP Biology, HHMI BioInteractive videos and virtual labs, NCBI databases
  • Laboratory: College Board–recommended 25 AP Biology lab investigations
  • Community: Course discussion forum, peer study groups, and teacher office hours