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Pre-AP
®
Biology
COURSE GUIDE
Includes the Course Framework
Pre-AP Biology Course Guide
®
Fall 2018
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v Preface
Contents vi Acknowledgments
1 About Pre-AP
2 Theory of Action
4 Shared Principles
5 About the Pre-AP Biology Course
6 Pre-AP Curricular and Resource
Requirements
8 Pre-AP Biology Course Framework
8 Overview
10 Overview of Pre-AP Biology Units and
Enduring Understandings
11 Unit 1: Ecological Systems
18 Unit 2: Evolution
22 Unit 3: Cellular Systems
32 Unit 4: Genetics
Courtney Mayer
Northside Independent School District
College Board Staff
San Antonio, TX
Karen Lionberger
Elisa McCracken Senior Director, Pre-AP Curriculum,
Brandeis High School Instruction, and Assessment
San Antonio, TX
Natasha Vasavada
Keri Shingleton Executive Director, SpringBoard and
Holland Hall Pre-AP Curriculum, Instruction, and
Tulsa, OK Assessment
Significantly increase the number of students who are able to access and
complete college-level work—like AP—before leaving high school; and
Improve the college readiness of all students.
Each Pre-AP course has been developed by committees of expert educators, including
middle school, high school, and college faculty. These development committees work
with the College Board to design effective frameworks and instructional resources that
emphasize and prioritize the content and skills that matter most for later high school
coursework and college and career readiness. In addition, assessments and performance
tasks situated throughout the year provide regular, actionable feedback. We believe that
students and teachers have the right to know how they're progressing—in real time.
Participation in Pre-AP courses places students on a path to college readiness. These
courses provide students with opportunities to engage deeply with texts, motivating
problems to solve and questions to answer, and key concepts that focus on the content
and skills central to each discipline. Across the ninth-grade Pre-AP courses, students
will experience shared classroom routines that foster and deepen college-readiness
skills. Finally, students will take classroom assessments that provide meaningful and
actionable feedback on college-readiness indicators.
Theory of Action
Pre-AP is designed to both facilitate and measure student learning while supporting
teacher practice in the orchestration of instruction and assessment in the classroom.
The Pre-AP theory of action is threefold: 1) purposeful and focused content,
2) horizontal alignment of skills and strategies, and 3) targeted assessments tied
with feedback and reflection for both students and teachers. These elements guide
Pre-AP curriculum and assessment design in order to support teacher learning
as a means to increase student success. Therefore, these design features should
widen the net of the number of students prepared for later high school and college
coursework.
Horizontal alignment Each Pre-AP course focuses on three areas of focus that are
central to the discipline and that emphasize the role of literacy,
Reflected in: areas of focus,
quantitative, and/or analytical skills that enable students to
shared principles
transfer knowledge within and across courses.
Additional Resources
Visit pre-ap.collegeboard.org for more information about the Pre-AP Program.
Shared Principles
All Pre-AP courses share a common set of classroom routines and approaches
that give students many opportunities to practice and strengthen their skills while
building their confidence in the classroom.
Higher-Order Academic
Questioning Conversations
... to spark productive lingering ... to support peer-to-peer dialogue
When examining texts, data, problems, In Pre-AP classrooms, students will
and other sources of evidence, have frequent opportunities for active,
students will be guided to grapple with thoughtful participation in collaborative
questions that spark curiosity, cultivate conversations about significant course
wonder, and promote productive themes, topics, texts, and problems.
lingering. Pre-AP lessons provide Through these discussions, students
teachers with questions to motivate will practice the skills of academic
student thinking, support students conversation that they will need to
as they develop evidence-based employ in college and career settings.
claims, and guide students to consider Students will regularly compare, critique,
problems from multiple angles. debate, and build upon others' ideas and
arguments to advance their learning.
Practice
The instructional plan for the course includes opportunities for students to
continue to practice and develop disciplinary skills outside of the Pre-AP
instructional materials within each unit.
Assessment
The instructional plan for the course includes one performance task and two
digital quizzes within each unit.
The instructional plan reflects time and methods for using the performance task
scoring guidelines and score reports for digital quizzes to provide actionable
feedback to students.
The instructional plan reflects time, methods, and strategies for making
responsive adjustments to future instruction, based on student performance.
Resource Requirements
The school ensures that Pre-AP coursework is available to all students. This
means that the school must not establish any barriers (e.g., test scores,
grades in prior coursework, teacher or counselor recommendation) to student
participation.
The school ensures that participating teachers and students are provided
with computer and internet access for completion of course and assessment
requirements.
Teachers should have consistent access to a video projector for sharing web-
based instructional content and short web videos.
The school ensures that teachers have access to laboratory equipment and
consumable resources so that students can engage in the Pre-AP Biology
inquiry-based laboratory investigations.
Overview
The Pre-AP Biology course emphasizes the integration of content with science
practices—powerful reasoning tools that support students in analyzing the natural
world around them. This ability is one of the hallmarks of scientific literacy, and it
cultivates a more sustainable pathway to numerous college and career opportunities
in science as well as numerous natural and social sciences. This course focuses
deeply on the foundational biology knowledge and skills that matter most in
preparing students for subsequent coursework in science.
The Pre-AP Biology course framework provides a clear and focused description
of what students should know and be able to do as a result of this course. It also
provides the broader concept development that serves as a foundation for the
scientific thinking and reasoning necessary in subsequent college and career
opportunities. The framework increases clarity and provides transparency to both
teachers and students about the most essential knowledge and skills students will
need for active, confident participation in subsequent high school courses, including
Advanced Placement, as well as college coursework and postsecondary careers.
The Pre-AP frameworks are designed using a collaborative and research-based
process with a team of master teachers and college faculty. All Pre-AP frameworks
are back mapped from Advanced Placement expectations and aligned to grade-level-
appropriate content dimensions from the PSAT/SAT system of assessments. The
frameworks are also deeply informed by state standards documents and carefully
reviewed by educators. As a guide for classroom instruction and assessment, the
course framework serves as the teacher's blueprint for the instructional resources
and assessments that are part of the Pre-AP course.
The following design principles shaped the framework development process:
Unit Overview
In this unit, students will deepen and expand prior knowledge, gained in middle
school, of how the cycling of matter and flow of energy regulate ecosystems.
Students will also apply proportional reasoning skills to examine data, especially
bivariate data, in order to analyze and make scientific claims about patterns,
relationships, and changes in the structure and distribution of ecological
populations and communities. During this unit, students will build on and deepen
their understanding of ecosystem structures as well as the living and nonliving
components that regulate those systems. Students should begin to gain an
appreciation for the intricate and often fragile interdependent relationships that
ecological communities rely on as well as for the ways ecosystems change over time.
Biological systems depend on the cycling of matter within and between Earth's
systems. (ECO-A)
Most ecosystems rely on the conversion of solar energy into chemical energy for
use in biological processes. (ECO-B)
The dependence on the availability of abiotic and biotic resources results in
complex and dynamic interactions between organisms and populations. (ECO-C)
Changes to the environment can alter interactions between organisms. (ECO-D)
ECO 1.2(a) Create and/or use a model to explain how ECO 1.2.1 Water cycles between abiotic and biotic
biological systems function in the hydrologic cycle as systems in a process known as the hydrologic cycle.
water is transferred, transported, and/or stored.
a. The hydrologic cycle is driven by energy from the
sun and gravity.
b. The largest reservoir of water in the global
hydrologic cycle is the world's oceans.
c. A small portion of the water on Earth is fresh
water, which is required for life by all terrestrial
organisms, including humans.
Content Boundary: Understanding of the cycling of sulfur and phosphorus in the ecosystem
is beyond the scope of this course. Students should understand why phosphorus is an
important element, as it serves as a monomer to many important biomolecules (e.g., ATP,
DNA), but the understanding of the cycle will be covered in AP Environmental Science.
Also, students should be able to model the process of nitrogen from a general standpoint
of how biotic and abiotic components interact and depend on one another. However, an
understanding of all the chemical conversions during this cycle is beyond the scope of this
course.
ECO 2.1(b) Collect and/or use data to predict a. Sunlight serves as the primary energy input for
population size, density and/or distribution. most ecosystems.
ECO 2.1(c) Create and/or use models to illustrate how b. Species have a range of tolerance for abiotic
environmental changes can alter the availability of resources and conditions (e.g., sunlight, nutrients,
biotic and/or abiotic resources. pH, temperature).
c. Biotic conditions, including competition for mates
and food (predator–prey interactions), also limit
where organisms can live.
d. Environmental changes can alter the availability of
abiotic and biotic resources and conditions (e.g.,
climate changes, drought, fire, floods).
Population Growth
ECO 2.2(a) Use data to explain the growth of a ECO 2.2.1 Population growth patterns are influenced
population. by the availability of resources and the interactions
that occur within and between populations of
ECO 2.2(b) Explain the relationship between resource
species.
availability and a population's growth pattern.
a. All organisms have the potential for exponential
ECO 2.2(c) Explain how competition for resources
growth, but few organisms demonstrate this growth
shapes populations.
pattern.
b. Both density-dependent (e.g., nutrients and food)
and density-independent (e.g., weather, natural
disasters) factors regulate population growth.
c. The availability of a single resource may limit the
survival of an organism or population (e.g., nitrates in
soil are a limiting factor for plant growth).
d. Due to dynamic resource availability, many
populations fluctuate around their carrying
capacity, thus demonstrating a logistical growth
pattern.
ECO 2.2.2 Populations demonstrate diverse growth
strategies.
a. r-selected species are typically short-lived.
Therefore, they invest energy in producing many
offspring during reproduction but provide little to
no care for those offspring.
b. K-selected species typically live longer. Therefore,
they have fewer offspring during reproduction
but invest energy in the care of those offspring to
ensure survival.
ECO 2.3(b) Analyze data of species distributions to a. Only 10 percent of the energy available at one
make predictions about the availability of resources. trophic level can be transferred to the next.
ECO 2.3(c) Make predictions about the energy b. The metabolic activity required to utilize the
distribution in an ecosystem based on the energy energy available in any given trophic level results
available to organisms. in a loss of thermal energy to the environment, as
heat.
c. The energy available to organisms decreases from
lower-order trophic levels (primary producers) to
higher-order trophic levels (tertiary consumers).
ECO 3.2(b) Use data to make predictions about a. Two major abiotic factors that help define biomes
how abiotic and/or biotic factors shape an ecological are climate (temperature, precipitation) and soil
community. type.
b. Biomes also possess variations in their biotic
communities (e.g., plants and animals).
ECO 3.2.2 Aquatic systems can be grouped into
three unique ecological communities: oceanic,
brackish, and freshwater.
a. Aquatic communities are shaped by water
depth (amount of sunlight), salinity, temperature,
nutrients, and flow rates (currents).
b. The three major freshwater communities are
rivers/streams, lakes/ponds, and freshwater
wetlands.
c. Estuaries are brackish ecological communities, as
they form where freshwater rivers meet the sea.
Their communities are shaped by the ocean tides.
Content Boundary: Students should gain an understanding of the type of abiotic and biotic
components of ecosystems that shape communities of living organisms. They should be able
to describe how these components differ for terrestrial and aquatic ecosystems. However, a
deep knowledge of chemical regulatory processes (e.g., dissolved oxygen in aquatic systems)
is beyond the scope of this course.
Cross Connections: Students should connect key concepts of the carbon cycle from earlier
in the unit to the importance of forests and ocean ecosystems as important reservoirs for
carbon.
ECO 4.1(b) Use data to analyze how competition a. Predator and prey populations respond
influences niche-partitioning in an ecological dynamically to each other.
community. b. Keystone species have a dramatic impact on the
ECO 4.1(c) Create and/or use models to explain structure and diversity of ecological communities
predictions about the possible effects of changes (e.g., trophic cascade).
in the availability of resources on the interactions c. Competition will lead to the exclusion of all but
between species. one species when two or more species attempt to
occupy the same niche.
d. Niche-partitioning is a means of reducing
competition for resources.
Symbiosis
ECO 4.2(a) Describe what symbiotic relationship ECO 4.2.1 Competition in ecosystems has led to
exists between two organisms. symbiotic relationships where two or more species
live closely together.
ECO 4.2(b) Explain how a symbiotic relationship
provides an advantage for an organism by reducing a. Mutualistic relationships often form to provide
one or more environmental pressures. food or protection for both of the organisms
involved.
b. Parasitic relationships benefit only one organism in
the relationship (the symbiont) and harm the host.
c. Commensalism is a kind of relationship that
benefits only one organism in the relationship (the
symbiont); the host is neither harmed nor helped.
Unit 2: Evolution
Suggested Pacing: 4 weeks
Unit Overview
In this unit, students will explore the diverse type of data and multiple lines of
evidence that have informed our understanding of evolution theory over time.
Students will likely have a general familiarity with concepts associated with
evolution, from middle school life science. This course is designed to build on that
general understanding to provide a foundation in the mechanisms of evolution. This
includes both small-scale evolution (changes in gene frequency in a population from
one generation to the next) and large-scale evolution (speciation events over many
generations).
The theory of evolution states that all organisms descend from a common
ancestor and share some characteristics. (EVO-A)
Biological evolution is observable as phenotypic changes in a population over
multiple successive generations. (EVO-B)
Speciation, extinction, and the abundance and distribution of organisms occur
in response to environmental conditions. (EVO-C)
Content Boundary: The intent is not for students to memorize a list of characteristics that
show descent from a common ancestor. Instead, the focus here is on a few powerful examples
of this evidence—such as DNA and cellular structures—that will help make discussion in
genetics and cellular systems more meaningful for students.
Cross Connection: Revisit these topics to connect key concepts of shared characteristics
across all living organisms as students explore structure and function of DNA and cellular
components in Unit 3: Cellular Systems and Unit 4: Genetics.
Selective Mechanisms
EVO 2.2(a) Describe how selective pressures in the EVO 2.2.1 Darwin's theory of natural selection is a
environment can affect an organism's fitness. selective mechanism in biological evolution that may
lead to adaptations.
EVO 2.2(b) Explain how selective pressures in the
environment could cause shifts in phenotypic and/or a. Abiotic ecosystem components (e.g., nutrients)
allele frequencies. and biotic ecosystem components (e.g., predators)
act as selective pressures.
EVO 2.2(c) Use data to describe how changes in the
environment affect phenotypes in a population. b. Favorable traits in a given environment lead to
differential reproductive success, or fitness, and
EVO 2.2(d) Predict how allelic frequencies in a over time can produce changes in phenotypic and/
population shift in response to a change in the or allele frequencies.
environment.
c. Heritable traits that increase an organism's fitness
are called adaptations.
d. Over time, adaptations can increase in frequency
in a population's gene pool.
e. Patterns of natural selection can include
phenomena such as coevolution, artificial
selection, and sexual selection.
EVO 2.2.2 Favorable traits are relative to their
environment and subject to change.
a. Changes in the environment happen both naturally
(e.g., floods, fires, climate change) and through
human-induced activities (e.g., pollution, habitat
destruction, climate change).
Cross Connections: Revisit these topics in Unit 4: Genetics to connect key concepts involving
genetic processes. Mutation types in DNA sequence, replication errors, and the random nature
of independent assortment can lead to phenotypic variations on which natural selection can
act. Also, connect key concepts to Unit 1: Ecological Systems. Changes in resources (e.g.,
nutrients from biogeochemical cycles and predator–prey interactions) can act as selective
pressures on organisms.
Rates of Speciation
EVO 3.2(a) Describe factors that affect the rate of EVO 3.2.1 Rates of speciation and extinction have
speciation. fluctuated throughout Earth's history in response to
changing environmental conditions.
EVO 3.2(b) Use evidence to support the claim that
rates of speciation have varied throughout Earth's a. Gradualism is a model of evolution whereby
history. lineages accumulate small genetic changes over
time.
EVO 3.2(c) Explain how environmental change can
result in the extinction of a species. b. Punctuated equilibrium indicates that periods
of stability for species can be punctuated with
periods of rapid speciation, or splitting of lineages.
c. Extinction events that occur simultaneously
across numerous species, within a relatively
short period of geologic time, are known as mass
extinctions.
d. There have also been human-induced extinctions
due to overharvesting and/or changes in habitat
(e.g., great auk, passenger pigeon).
Content Boundary: Assessments will not require students to recall dates of major mass
extinction events. Instead, the focus here should be on a few diverse examples of evidence
that illustrate scientists' current understanding of the rate of speciation and extinction and
how that shapes biodiversity.
Unit Overview
Students are introduced to cellular structure and function in middle school life
science. Therefore, this unit will deepen and expand students' knowledge as they
explore how cellular structures function together to support a cellular system that
grows and develops, responds to a changing environment, and obtains and uses
energy. Through concepts of homeostasis, students will gain an appreciation for
how interdependent cellular structures are on one another to maintain proper
cellular functions. Students will then build on their knowledge of cellular systems as
they examine how specific structures participate in the process of energy production
for the cell. They will connect their understanding of ecological roles of organisms,
from Unit 1: Ecological Systems, to the various types of energy production
processes—photosynthesis, cellular respiration, and fermentation.
Enzymes
CELLS 1.3(a) Describe the effect of enzymes on the CELLS 1.3.1 Enzymes are proteins that are
rate of chemical reactions in biological systems. catalysts in biochemical reactions and essential for
maintaining life processes.
CELLS 1.3(b) Predict how a change in pH and/or
temperature will affect the function of an enzyme. a. The rate of a chemical reaction is affected by the
concentration of substrates and enzymes.
b. Enzymes have specific shapes that bind to
specific substrates in a precise location called the
active site.
c. Enzymes function optimally in a specific pH and
temperature range.
CELLS 1.4(b) Explain why different species a. ATP serves as the major energy currency of the cell.
demonstrate diverse energy and nutrient requirements. b. The amount of energy available to organisms from
the breakdown of macromolecules varies based
CELLS 1.4(c) Use data to predict the energy needs of on their chemical composition.
diverse species.
CELLS 1.4.2 Because organisms have diverse
ecological roles, they also have diverse energy needs.
Content Boundary: While students should recognize that sulfur is one of the most common
elements in living systems, a deeper understanding of the role sulfur plays in biological
systems is beyond the scope of this course.
Cross Connections: Students should connect key concepts to Unit 1: Ecological Systems.
The cycling of matter in the biosphere provides the building blocks for development of
the macromolecules. Students should make connections between the role of enzymes
in biological systems and the how those systems can be affected by mutations during
replication—specifically, when these mutations result in changes to enzymes produced
during protein synthesis. (Unit 4: Genetics). Students should expand on that understanding
to see how changes in proteins (enzymes) influence an organism's fitness, connecting to key
concepts in Unit 2: Evolution.
Content Boundary: Assessments will not require students to recall an exhaustive list of
organelles and their functions. Instead the focus is on how an organelle's function sustains
specific biological systems. Therefore, ideally, deeper understanding of organelles is
developed in context throughout the course based on their function (e.g., nucleus—genetic
processes, mitochondria—respiration, chloroplast—photosynthesis, ribosomes—protein
synthesis, lysosomes—transport).
CELLS 3.2(a) Use data to investigate how various CELLS 3.2.1 Cells depend on the ability to move
solutes and/or solvents passively move across material into and out of the cell membrane in order
membranes. to maintain dynamic homeostasis.
CELLS 3.2(b) Explain how materials move into or out a. Passive transport involves the movement
of the cell across the cell membrane. of solutes across the membrane along the
concentration gradient, without the use of
CELLS 3.2(c) Create and/or use representations and/
additional energy.
or models to predict the movement of solutes into or
out of the cell. b. Active transport involves the movement of solutes
across the membrane against their concentration
gradients with the use of additional energy.
c. Bulk transport of molecules across the membrane
is accomplished using endocytosis or exocytosis.
Cross Connections: Students should make connections to key concepts from Unit 1:
Ecological Systems. The cycling of matter contributes to the type of materials that the cell will
transport to sustain necessary functions and support energy production.
CELLS 4.2(b) Predict how an organism might respond a. Plants exhibit tropisms that determine direction
to a change from the external environment in order to of growth toward or away from a stimulus, such as
maintain homeostasis. light, chemicals, gravity, touch, and water.
b. Animals exhibit taxes that enable them to move in
response to a stimulus, such as food, light, or pH.
Content Boundary: It is not the intent for students to develop a deep understanding of body
systems. The focus here is on using a few key systems—digestive, respiratory, circulatory,
and excretory—as a means to understanding how systems work together to support overall
functions in a multicellular organism. These systems help deepen students' understanding
about acquiring energy, eliminating waste, and the role of diffusion in those processes. The
nervous and endocrine systems are beyond the scope of this course.
Content Boundary: Understanding of the role of hormones (e.g., auxin) in plant tropisms is
beyond the scope of this course.
CELLS 5.1(b) Explain how the cell cycle is regulated. a. During the growth phases (G1 and G2) the cell is
producing new organelles and proteins. There
are cell division checkpoints at the end of both of
these phases.
b. During the synthesis phase, DNA uncoils to
replicate itself. Afterward, each chromosome
consists of two double-stranded copies of
identical DNA.
Mitosis
CELLS 5.2(a) Explain why chromosome duplication CELLS 5.2.1 Multicellular organisms use mitotic cell
must occur prior to mitotic division. division in order to replace dying or damaged cells.
CELLS 5.2(b) Create and/or use models to explain the a. Mitosis, the fourth phase of the cell cycle, consists
phases of mitosis. of a series of sub-phases (prophase, metaphase,
anaphase, and telophase) whereby the parent
CELLS 5.2(c) Predict consequences for biological
nucleus produces two genetically identical
systems if the cell cycle regulation is altered.
daughter nuclei.
b. There is a cell division checkpoint during metaphase.
c. Cancer cells form when cellular division continues
without regulation.
Viruses
CELLS 5.3(a) Describe the structural differences CELLS 5.3.1 Viruses must utilize cellular machinery
between viruses and cells. in biological systems in order to replicate their
genetic material.
CELLS 5.3(b) Explain how viruses affect functions in
biological systems. a. Viruses lack the ability to perform reactions that
require energy, such as replicating their own
genetic material.
b. Viruses bind to and release their genetic material into
host cells, which allows the cellular machinery to be
hijacked to produce viral proteins and genomes.
c. Viral infection may disrupt biological systems by
manipulating cell cycle regulation and altering the
normal synthesis of proteins, causing disease or
cell death in organisms.
Content Boundary: The focus here is not on memorizing phases in the appropriate order,
but rather how those individual phases support other vital functions that sustain biological
systems. Students should see the need for cells to grow in size and increase the number
of organelles prior to cellular division. They should also understand why regulating cell size
through mitotic division is necessary. This keeps cell sizes small in order to support diffusion
rates and improve efficiency of cellular processes.
Photosynthesis
CELLS 6.2(a) Explain why the products of CELLS 6.2.1 Photosynthetic organisms have the
photosynthesis are ecologically important. cellular structures to convert solar radiation into
chemical energy.
CELLS 6.2(b) Create and/or use models to explain
the process of converting solar energy into chemical a. Photosynthetically active radiation wavelengths
energy through photosynthesis. occur in the visible light spectrum.
CELLS 6.2(c) Describe how chemical energy b. Photosynthetic organisms have specialized
produced in photosynthesis is stored in photosynthetic pigments, membranes, and/or organelles that
organisms. enable solar radiation to be converted into
chemical energy.
CELLS 6.2(d) Use data to describe what factors affect
c. Photosynthesis is divided into two stages, light-
rates of photosynthesis.
dependent and light-independent reactions.
1. Light-dependent reactions require sunlight
energy and H2O to transfer energy to ATP and
NADPH. A byproduct of this process is oxygen.
2. Light-independent reactions use CO2, ATP, and
NADPH to produce sugars.
Content Boundary: The intent is not for students to memorize details of chemical reactions
that occur during photosynthesis. Instead the focus here is on understanding the role of the
main reactants and byproducts (as defined in the essential knowledge) at each stage of energy
transfer. A deep understanding of photosystems I and II and specific steps of the Calvin cycle
is beyond the scope of this course.
Fermentation
CELLS 7.2(a) Explain the biological importance of CELLS 7.2.1 Organisms have processes for
fermentation. producing energy under completely anaerobic
conditions.
CELLS 7.2(b) Describe how consumers generate
cellular energy in anaerobic conditions. a. Fermentation allows for production of two molecules
of ATP during glycolysis if no oxygen is present.
b. Two common forms of fermentation are alcohol
and lactic acid.
1. Yeast use alcohol fermentation to obtain energy
from glucose and release CO2 as a byproduct.
This is an economically important process
because it is used to make many food products.
2. Bacterial and animal cells are able to utilize
lactic acid fermentation to obtain energy from
glucose in the absence of oxygen.
Content Boundary: The focus for this key concept is on the understanding of how the products
from photosynthesis enable the process of cellular respiration. It is more important for students
to be able to use reactants and products to explain the interdependence between photosynthesis
and cellular respiration than to memorize a series of steps that occur during these processes.
Unit 4: Genetics
Suggested Pacing: 9–10 weeks
Unit Overview
Similar to the study of cellular systems, many key concepts in genetics can be
somewhat abstract for students because they are on a scale that cannot be seen
with the eye. Therefore, in order to better visualize genetic processes, such as DNA
and protein synthesis, students will engage with models, diagrams, and computer
simulations. Students will build on a basic understanding of the passing of traits,
from middle school life science, by developing a strong foundational understanding
of the molecular processes responsible for the passing of traits. They will also use
mathematics and pedigree models to analyze and predict inheritance patterns.
Students will also explore current biotechnology associated with the study and
manipulation of genes.
The molecular structure of DNA enables its function of storing life's genetic
information. (GEN-A)
Encoded in DNA is the heritable information responsible for synthesis of RNA,
which makes gene expression possible. (GEN-B)
Organisms have diverse strategies for passing their genetic material on to the
next generation. (GEN-C)
Models can be used to illustrate and predict the inheritance of traits. (GEN-D)
Content Boundary: Quizzes will not require students to recall a list of scientists and their
contributions to the discovery of the structure of DNA. The focus here is on how scientific
knowledge (e.g., work from Pauling, Chargaff, Franklin and Watson, and Crick) developed over
time, finally leading to the understanding of the consensus model of DNA.
Cross Connections: Connect key concepts from the cycling of matter in the biosphere
(Unit 1: Ecological Systems) and the chemistry of life (Unit 3: Cellular Systems) to help
students understand where the building blocks to make these nucleic acids (both DNA
and RNA) come from.
Mutations
GEN 3.4(a) Describe how changes in DNA sequences GEN 3.4.1 Mutations are heritable changes to DNA
may affect protein structure and function. sequences.
GEN 3.4(b) Create and/or use models to explain the a. Mutations are random changes in DNA sequences
consequences of changes in the DNA. that may occur as a result of errors during
replication or the effects of environmental
GEN 3.4(c) Analyze data to make predictions about mutagens (e.g., UV light, x-rays, and carcinogens).
how changes in DNA affect an organism's phenotype. b. A change in a DNA sequence occurs when
a nucleotide is substituted into the original
sequence (causing a point mutation) or inserted
into or deleted from the sequence (causing a
frameshift mutation).
c. Depending on how the changes impact gene
expression, mutations may cause negative disruption
in gene and protein function, have little to no effect on
organisms, or produce beneficial variation.
Content Boundary: It is important for students to realize that all forms of RNA are made in
the nucleus and to understand how forms of RNA work together to make proteins. However,
assessments will not require students to recall a step-by-step list of the process. Instead, they
should focus on how the structure of each form of RNA fits its role in protein synthesis and
why this process is important (from genotype to phenotype understanding). Students should
understand that only some regions of DNA carry genetic information for proteins (genes).
However, specifics about introns and exons are beyond the scope of this course.
Cross Connections: Make connections to key concepts from Unit 2: Evolution of how
mutations serve as sources of genetic variation on which natural selection mechanisms work.
Content Boundary: Students will not be assessed on the molecular details of the asexual
reproductive strategies of budding and binary fission, nor on which organisms utilize asexual
reproduction. The focus here is on how this reproductive strategy leads to the genetic clone
of the parent cell, the impact on gene pool diversity, and why that process is advantageous for
the organism at that time.
Cross Connections: Students should make connections to key concepts in Unit 1: Ecological
Systems and Unit 2: Evolution, recognizing how changes in the environment and natural
selection act on variation in traits that emerge through meiosis. These processes lead to
phenotypic variation in species and populations.
Predicting Inheritance
GEN 5.2(a) Create and/or use models to analyze the GEN 5.2.1 The inheritance of certain traits from
probability of the inheritance of traits. parents to offspring can be predicted using models.
GEN 5.2(b) Predict the inheritance of traits that do not a. Rules of probability can be applied to make
follow Mendelian patterns. predictions about the passage of alleles from
parent to offspring using mathematical models
GEN 5.2(c) Use a pedigree to predict the inheritance
(Punnett squares).
of a trait within a family.
b. Pedigrees are useful tools for modeling inheritance
patterns to examine and/or make predictions
about inheritance of a specific trait from one
generation to the next.
GEN 6.1(b) Describe techniques used to manipulate a. Karyotypes are used to examine inheritance and
DNA. help identify and predict possible chromosomal
genetic disorders.
GEN 6.1(c) Explain potential benefits and/or
consequences of manipulating DNA of organisms. b. Diverse methods, including PCR, gel
electrophoresis, and DNA profiling, are used to
study organisms' DNA.
c. Genetic engineering techniques (e.g., cloning,
GMOs) can manipulate the heritable information
of DNA, resulting in both positive and negative
consequences.
Content Boundary: Students will not be assessed on a deep understanding of the molecular
processes for manipulating DNA. Instead the focus should be on giving a high-level
understanding of common processes that allow development of appropriate sizes of DNA to
be studied and manipulated. Also, students should learn about exciting new advancements in
this field.
Shared principles: Instructional routines and strategies that unite all Pre-AP
courses
Areas of focus: Discipline-specific instructional priorities for the course
Instructional resources: Overview of the lessons and resources that are provided
to teachers participating in the official Pre-AP Program
Recommended unit structure: A model for structuring and sequencing units in
the course
Pre-AP course teachers will receive more detailed course maps and planning tools
through the digital resources and professional learning institute that come with
official program participation.
Areas of Focus
In addition to the shared principles, each Pre-AP course focuses on a small set
of discipline-specific instructional priorities that support both teacher practice
and student learning within the discipline. These areas of focus reflect research-
supported practices that should receive greater emphasis in instructional materials
and assessments than they often do. Pre-AP recognizes that many teachers and
schools already embrace these priorities, and now we are offering resources that
specifically emphasize these areas of focus.
Pre-AP Biology Areas of Focus:
Strong analytical reading and writing skills enable students to access and
extract information from scientific texts. This ability not only enhances
conceptual understanding in science but also deeply supports practices
necessary for college-level science coursework. Prioritizing analytical
reading in Pre-AP biology classrooms requires students to extract,
synthesize, and compare complex information, often by moving between
texts and multiple representations, such as tables and graphs. Students
then integrate and translate that information to craft scientific arguments,
reinforcing and deepening conceptual understanding. Encouraging
students to develop and apply these skills as they read and write about
informal science texts, such as science articles found in newspapers,
online, and in magazines also prepares students for becoming discerning
citizens and consumers of scientific information.
Attention to Modeling
Instructional Resources
Schools that officially implement a Pre-AP course will receive access to instructional
resources for each unit. These teacher and student resources do not constitute a full
day-by-day curriculum. Instead, they provide significant support and modeling for
teachers as they design instruction for each unit.
Pre-AP Biology offers the following types of instructional resources.
Launch Lessons
These lesson openers introduce each key concept in a unit, serving to launch that
topic of investigation. Launch lessons are designed around engaging real-world
problems or natural phenomena that spark student interest in the key concepts, in
preparation for deeper learning.
Laboratory Resources
Each unit includes one or two laboratory investigations that provide opportunities
for students to plan, collect, and analzye data in order to answer scientific questions.
These investigations deepen and extend students' understanding of key concepts,
as well as their ability to apply scientific practices in order to make claims about
natural phenomena and support those claims based on evidence.
Overview
Pre-AP assessments are frequent and varied so that they become a natural part
of the classroom experience and a source of meaningful feedback. Teachers and
students can use the assessments, which are all based on the course framework, to
understand and track progress and to identify where additional practice or support
might be needed. Since students encounter a range of assessments throughout the
course, progress isn't measured by performance on any single exam. Rather, Pre-AP
offers a place to practice, to grow, and to recognize that learning takes time.
Unit Quizzes: Each unit includes two short online quizzes featuring multiple-choice
questions modeled closely after the types of questions students encounter on SAT
and AP Exams. Based on the Pre-AP Biology course framework, digital unit quizzes
require students to examine data, models, diagrams, and short texts—all set in
authentic contexts—in order to respond to a targeted set of questions that measure
both the key concepts and skills from the unit. All eight objective quizzes are
machine-scored, with results provided through automatic score reports that contain
explanations of all questions and answers and actionable feedback.
Performance Tasks: Each unit includes one performance-based assessment as
well as practice performance tasks. The Pre-AP Biology performance tasks are
designed as opportunities to evaluate the depth of student understanding of key
concepts and skills that are not easily assessed in a multiple-choice format.
Performance tasks in the ecology and cellular systems units mirror the AP free-
response question style. Students will demonstrate their understanding of content
by analyzing scientific texts, data, and models in order to develop analytical written
responses to open-ended questions.
Performance tasks in the evolution and genetics units will actively engage
students in hands-on data analysis and modeling skills as they demonstrate their
understanding of key concepts in those two units.
Both types of performance tasks will give students an opportunity to closely observe
and analyze real-world biological problems and apply the skills and concepts from
across the course units.
These tasks, developed for ninth-graders in an open access environment, are
accessible and appropriate while still providing sufficient challenge and the
opportunity to practice the analytical skills that will be required in AP science
courses as well as for college and career readiness. To support practice and skill
building, each unit also has a practice performance task to provide students with
time to engage with these open-ended assessments prior to the final performance
assessment in the unit.
These unit quizzes and performance tasks will be updated and refreshed on a
periodic basis to ensure the strength, quality, and value of these assessment
resources.
Teachers participating in the official Pre-AP Program will receive access to online
learning modules to support them in evaluating student work for each performance
task. These on-demand experiences will orient teachers to the content of the task
and scoring guide requirements and will engage them in scoring student work
samples in preparation for evaluating their own students' work.
BLUEPRINT
Format Two machine-scored objective quizzes per unit
Digitally administered with automated scoring and reporting
Questions that target both concepts and skills from the course framework
Domains Assessed
Key Concepts Key concepts and prioritized learning objectives from the course framework
Skills Four skill categories aligned to the Pre-AP Biology areas of focus:
Analyze and use scientific data
Apply quantitative reasoning
Develop and use scientific models
Extract information from scientific text through analytical reading
Question Types Question types modeled after SAT and AP test questions
Question sets organized around two to three questions that focus on
a single stimulus, such as a text, graph or table
Questions set in authentic biological contexts
75 55
Bacteria Concentration (ppm) Temperature (°F)
45
65
40
60
35
55 30
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
Time (days)
Assessment Focus
Examination of 1-Liter Samples of Lake Water over 30-Day Period. This question set assesses
a student's ability to analyze
1. Based on the data they collected, which of the following claims and and use data from a graph in
supporting evidence statements would be a reasonable conclusion order to select an appropriate
the biologists could make? scientific claim and evidence
pairing. It also assesses the
(A) Claim: Bacteria concentration does depend on warmer lake
student's understanding of
water temperature. the abiotic and biotic niche
Evidence: The bacteria population is at its highest on day 30 requirements for heterotrophic
and water temperature is also at its highest on day 30. organisms.
(B) Claim: Bacteria concentration does depend on warmer lake Question 1
water temperature. Correct Answer: D
Evidence: The bacteria population and water temperature are Question 2
exactly the same on day 20. Correct Answer: A
(C) Claim: Bacteria concentration does not depend on warmer lake Learning Objectives:
water temperature. ECO 2.1(a) Explain the role
abiotic and/or biotic resources
Evidence: From day 18 to day 20, both the bacteria population
play in defining the niche of a
and the water temperature were rising. species.
(D) Claim: Bacteria concentration does not depend on warmer lake ECO 2.3(a) Use data to
water temperature. explain the growth of a
Evidence: The water temperature declines from day 4 to day 8, population.
while the bacteria concentration continues to rise. Skill: Analyze and use
scientific data
600
L. polyrrhiza alone
L. gibba alone
Dry Mass (mg)
they are both able to continue to grow at their maximum growth Question 4
rate even when grown together. Correct Answer: C
Learning Objectives:
(B) Intraspecific competition between the two species stimulates
ECO 2.2(c) Explain how
the growth of the L. polyrrhiza population.
competition for resources
(C) The niches of both organisms likely overlap, and therefore, shapes populations.
when they are grown together, interspecific competition reduces ECO 2.3(b) Analyze data
both populations' growth rate. of species distributions to
make predictions about the
(D) L. polyrrhiza has a wider niche than L. gibba and therefore
availability of resources.
experiences a higher population growth rate even when the
species are grown together. Skill: Analyze and use
scientific data
The giant termite mounds that rise up from the sands of the African savanna are so
distinctive it's tempting to give them names, like "Art Deco Skyline" or "Trumpeting
Elephant."
Researchers at Princeton University and their colleagues recently reported in the journal
Science that termite mounds may serve as oases in the desert, allowing the plants that
surround them to persist on a fraction of the annual rainfall otherwise required to bounce
back after a withering drought.
And while the public may view termites as pale, blind, half-inch vermin, only a handful
of them are actually pests. "They're the ultimate soil engineers," said David Bignell, a
termite expert and emeritus professor of zoology at Queen Mary University of London. By
poking holes, or macropores, as they dig through the ground, termites allow rain to soak
deep into the soil rather than running off or evaporating. Termites artfully mix inorganic
particles of sand, stone and clay with organic bits of leaf litter, discarded exoskeletons
and the occasional squirrel tail, a blending that helps the soil retain nutrients, such as
nitrogen and phosphorous, and resist erosion.
The stickiness of a termite's feces and other bodily excretions lend structure and
coherence to the soil, which also prevents erosion. Bacteria in the termite's gut are avid
nitrogen fixaters, able to extract the vital element from the air and convert it into a usable
sort of fertilizer in the soil, benefiting the termite host and the vast plant community.
1. Write three sentences about the role termites play in modifying the natural process of
the water, carbon, or nitrogen. Use the following words in order at the beginning of your
claims: although, when, if.
Although ___________________________________________________________________
When ______________________________________________________________________
If _______________________________________________________________________
2. Use evidence from the text to support (agree with) or refute (disagree with) the following
claim:
Termite activities influence the cycling of matter in ways that are beneficial to their
ecosystem.
Do you support or refute this claim?
3. Describe two ways that humans influence the cycling of matter in ecosystems.
Scoring Guidelines
These scoring guidelines are representative of the depth and kind of scoring information
provided for each performance task. The format of scoring guidelines may vary.
3 points [Note: While not essential, Although termites are sometimes considered pests, termites also have
max it would be ideal if students positive effects on the water cycle.
used the three sentences When termites dig holes into the soil, they help plants get more water.
together to form a coherent If termites did not tunnel into the soil, water might evaporate and some
thought about one cycle. plants might not get the water they need.
Each sentence could
represent a different idea
as this is just an opening Although termites are very small, they play a big role in the nitrogen cycle.
question to get them into the When termites convert nitrogen into fertilizer, they help provide critical
text.] nutrients to plants.
If termites did not convert nitrogen, there might be less plant growth to
support herbivores.
Question 1 point for each piece of Evidence from Text Scientific Reasoning
2
evidence pulled from text allowing the plants that surround Each piece of evidence should be
that aligns to an impact in a them to persist on a fraction adequately paired with a reason
4 points cycle. (up to 2 points max) of the annual rainfall otherwise as to why this is beneficial to a
max required to bounce back after a particular cycle. Some examples
1 point for each withering drought include
appropriate reasoning poking holes, or macropores, as
statement attached to the they dig through the ground Evidence: "allow rain to soak deep
evidence. (up to 2 points allow rain to soak deep into the into the soil rather than running off
max) soil rather than running off or or evaporating"
evaporating Reasoning: This impacts the water
artfully mix inorganic particles of cycle in a way beneficial to plants
sand, stone and clay with organic because less water will evaporate
bits of leaf litter and more will be available in the
blending that helps the soil retain soil to use.
nutrients and resist erosion
stickiness of a termite's feces Evidence: "artfully mix inorganic
and other bodily excretions lend particles of sand, stone and clay
structure and coherence to the with organic bits of leaf litter"
soil, which also prevents erosion Reasoning: This impacts the
termite's gut are avid nitrogen carbon and nitrogen cycles
fixaters, able to extract the vital because it speeds up deposition
element from the air and convert and helps the soil hold more
it into a usable sort of fertilizer nutrients such as nitrogen and
phosphorus.
Question 1 point for each correct Removing water from storage for drinking impacts the water cycle.
description of a human Farming practices increase evaporation from soil and runoff impacts
3 activity that affects the the water and nitrogen cycles.
2 points cycling of matter.
Using fossil fuels for energy releases carbon dioxide into the
max atmosphere, which impacts the carbon cycle.
Using nitrogen-based fertilizers in farming impacts the nitrogen cycle.
Pre-AP Biology COU RSE GU I D E Return to Table of Contents 52
© 2018 The College Board
Pre-AP Biology Assessments
Additional resources include one or two laboratory investigations and one practice performance task.
Additional resources include one or two laboratory investigations and one practice performance task.
Additional resources include one or two laboratory investigations and one practice performance task.
Additional resources include one or two laboratory investigations and one practice performance task.
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