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MIFFLIN COUNTY SCHOOL DISTRICT
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MCSD Advanced Placement Courses
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AP Biology Planned Instruction
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Title of Planned Instruction: AP
Biology |
| Subject Area:
Science
Grade Level: 11-12 |
| Prerequisites: Biology I,
Chemistry I, Physics I, and a pre-test administered by the
instructor. Course Description: This is a second-level
enriched biology course for high academic students only with
emphasis on thinking and reasoning, rather than memorizing. The
primary objective for this course is to prepare students for the
advanced placement exam. Through completing this course students
will obtain the skills necessary to pass the AP exam and earn
college credit in the biological sciences. The course is facilitated
at a fast pace and students are expected to prepare in advance of
classes and monitor their own progress throughout the course. Depth
in any of the major areas of Organic Chemistry, Molecular and Cell
Biology, Histology, Anatomy and Physiology of Body Systems,
Biotechnologies, Evolution and Ecology may be at the discretion of
the teacher with respect to the students’ interests and motivations.
Laboratory investigations, experimentation, and class lecture are
the primary means of instruction.
Required Time: 36 weeks
Course Credit: 11th =.5; 12th =
1.0
Major Text(s) and Resources: |
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- Campbell, N. (1996). Biology. (4th ed.)
Menlo Park, CA: Bennjamin/Cummings, Inc.
- Science In Motion
, Juniata Bio Van Kits and Laboratory
Investigations
Optional:
- Croston, G. (2004). Kaplan. AP Biology 2004. New York, NY:
Simon and Schuster Inc.
- Goldberg, D. (2004). Barron’s How to Prepare for the AP
Biology Exam. Hauppauge, NY: Barron’s Educational Series, Inc.
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| Names of District Subject Area
Curriculum Writing Committee: |
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Date of Board Approval: December
16, 2004
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| Course Objectives and
Performance Indicators |
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Standard: 3.1.12 Unifying Themes
Units All |
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Grade Level
Objectives |
Performance
Indicators |
Assessment |
| A. |
Apply concepts of
systems, subsystems, feedback and control to solve complex
technological problems. |
Analyze and describe
the function, interaction and relationship among subsystems and the
system itself. Compare and contrast several systems (e.g.,
classification key) that could be applied to solve a single problem.
Evaluate the causes of a system’s inefficiency (e.g., error
analysis). |
Selected/constructed
response test on various Body Systems Classification key use with
selected/constructed response report
Microbiology-Experiment Design Project with rubric |
| B. |
Apply concepts of
models as a method to predict and understand science and technology. |
Evaluate technological
processes by collecting data and applying mathematical models (e.g.,
process control). Apply knowledge of complex physical models to
interpret data and apply mathematical models. |
DNA Restriction Enzyme
Mapping laboratory activity with selected/constructed response report
Nucleic acids modeling laboratory activities with selected/constructed
response report (DNA, RNA, tRNA)
Teacher observation of student-constructed organic molecule models
Lab #6 – Molecular Models |
| C. |
Assess and apply
patterns in science and technology. |
Assess and apply
recurring patterns in natural and technological systems. Compare and
contrast structure and function relationships as they relate to
patterns.
Assess patterns in nature using mathematical formulas. |
Classification
laboratory activity with selected/constructed response report
Classification key use with selected/constructed response report
PTC test paper experiment design and Hardy-Weinberg calculation
with rubric for report |
| D. |
Analyze scale as a way
of relating concepts and ideas to one another by some measure. |
Assess the use of
several units of measurement to the same problem. Analyze and apply
appropriate measurement scales when collecting data. |
Teacher observation of
student use of metric units in laboratory reports Microscope
measuring activity with selected/constructed report |
| E. |
Evaluate change in
nature, physical systems and man made systems. |
Evaluate fundamental
science and technology concepts and their development over time (e.g.,
DNA, cellular respiration). Analyze how models, systems and
technologies have changed over time (e.g., germ theory, theory of
evolution).
Explain how correlation of variables does not necessarily imply
causation.
Evaluate the patterns of change within a technology (e.g., changes
in DNA fingerprinting technology, PCR). |
PTC test paper
experiment design and Hardy-Weinberg calculation with rubric for
report Selected/constructed response test on Cellular Respiration
and Photosynthesis
Selected/constructed response test on Evolution and Diversity
DNA Fingerprinting laboratory activity with selected/constructed
response report
Lab #1 – Diffusion and Osmosis
Lab #4 – Plant Pigments and Photosynthesis
Lab #5 – Cell Respiration |
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Standard: 3.2.12 Inquiry and
Design
Units: All |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Evaluate the nature of
scientific and technological knowledge. |
Know and use the
ongoing scientific processes to continually improve and better
understand how things work. Critically evaluate the status of
existing theories (e.g., germ theory of disease, wave theory of light,
classification of subatomic particles, theory of evolution,
epidemiology of AIDS). |
Selected/constructed
response test on the Nature of Science Teacher observation of
student laboratory work
ELISA Test – Antibody/Antigen Reactions -- laboratory activity with
selected/constructed response report
Selected/constructed response test on Evolution and Diversity |
| B. |
Evaluate experimental
information for appropriateness and adherence to relevant science
processes. |
Evaluate experimental
data correctly within experimental limits. Judge that conclusions
are consistent and logical with experimental conditions.
Interpret results of experimental research to predict new
information or improve a solution. |
PTC test paper
experiment design and Hardy-Weinberg calculation with rubric for
report Microbiology Experiment Design Project with rubric
Teacher observation of student laboratory work
Lab #8 – Population Genetics and Evolution |
| C. |
Apply the elements of
scientific inquiry to solve multi-step problems. |
Generate questions
about objects, organisms and/or events that can be answered through
scientific investigations. Evaluate the appropriateness of
questions.
Design an investigation with adequate control and limited variables
to investigate a question.
Organize experimental information using analytic and descriptive
techniques.
Evaluate the significance of experimental information in answering
the question.
Project additional questions from a research study that could be
studied |
Microbiology Experiment
Design Project with rubric PTC test paper experiment design and
Hardy-Weinberg calculation with rubric for report
Teacher observation of student laboratory work and reports
Lab #6 – Molecular Biology |
| D. |
Analyze and use the
technological design process to solve problems. |
Assess all aspects of
the problem, prioritize the necessary information and formulate
questions that must be answered.
Propose, develop and appraise the best solution and develop
alternative solutions.
Implement and assess the solution.
Evaluate and assess the solution, redesign and improve as
necessary.
Communicate and assess the process and evaluate and present the
impacts of the solution. |
Biotechnology
Advertisement Presentation with rubric Microbiology Experiment
Design Project with rubric
Lab #7 – The Fruit Fly – Genetics |
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Standard: 3.3.12 Biological
Sciences
Units: All |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Explain the
relationship between structure and function at all levels of
organization. |
Identify and explain
interactions among organisms (e.g., mutually beneficial, harmful
relationships). Explain and analyze the relationship between
structure and function at the molecular, cellular and organ-system
level.
Explain significant biological diversity found in each of the
biomes. |
Selected/constructed
response tests on Evolution and Diversity, Body Systems and the Cell
Histology laboratory practical (tissue identification) test
Structure/function relationship essay with rubric
Classification laboratory activity with selected/constructed
response report
Lab #10 – Physiology of the Circulatory System |
| B. |
Analyze the chemical
and structural basis of living organisms. |
Identify and describe
factors affecting metabolic function (e.g., temperature, acidity,
hormones). Evaluate metabolic activities using experimental
knowledge of enzymes.
Evaluate relationships between structure and functions of different
anatomical parts given their structure.
Describe potential impact of genome research on the biochemistry
and physiology of life. |
Selected/constructed
response tests on various Body Systems and Biotechnologies
Selected/constructed response test on Cellular Respiration and
Photosynthesis
"Respiration of Sugars by Yeast" carbon dioxide gas sensor (VERNIER
probe) experiment |
| C. |
Explain gene
inheritance and expression at the molecular level. |
Analyze gene expression
at the molecular level. Describe the roles of nucleic acids in
cellular reproduction and protein synthesis.
Describe genetic engineering techniques, applications and impacts. |
Nucleic acids modeling
laboratory activities with selected/constructed response report (DNA,
RNA, tRNA) Selected/constructed response test on Biotechnologies
Lab #7 – Genetics – The Fruit Fly |
| D. |
Analyze the theory of
evolution. |
Examine human history
by describing the progression from early hominids to modern humans.
Apply the concept of natural selection as a central concept in
illustrating evolution theory. |
Selected/constructed
response test on Evolution and Diversity Primate comparison
laboratory activities with selected/constructed response report (e.g.,
hemoglobin amino acid comparison)
Lab #8 – Population Genetics and Evolution |
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Standard: 3.4.12 Physical Science,
Chemistry and Physics
Units: The Cell, Chemistry, Biotechnology |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Explain concepts about
the structure and properties of matter. |
Know that atoms are
composed of even smaller sub-atomic structures whose properties are
measurable. Explain the repeating pattern of chemical properties by
using the repeating patterns of atomic structure within the periodic
table.
Understand that carbon can form several types of compounds.
Explain the formation of compounds and their resulting properties
using bonding theories (ionic and covalent).
Recognize formulas for simple inorganic compounds.
Apply knowledge of mixtures to appropriate separation techniques. |
Nucleic acids modeling
laboratory activities with selected/constructed response report (DNA,
RNA, tRNA) Teacher observation of student-constructed organic
molecule models
Selected/constructed response tests on Chemistry, The Cell and
Biotechnologies
Lab #6 – Molecular Genetics
DNA Fingerprinting laboratory activity with selected/constructed
response report
DNA Restriction Enzyme Mapping laboratory activity with
selected/constructed response report
Lab #3 – Mitosis and Meiosis
Lab #2 – Enzyme Catalysis
Lab #1 – Osmosis and Diffusion |
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Standard: 3.6.12 Technology
Education
Units: Body Systems, Biotechnologies and Evolution |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Analyze biotechnologies
that relate to propagating, growing, maintaining, adapting, treating
and converting. |
Analyze and solve a
complex production process problem using biotechnologies (e.g., PCR).
Analyze specific examples where engineering has impacted society in
protection, personal health application or physical enhancement.
Evaluate and apply biotechnical processes to complex plant and
animal production methods. |
Selected/constructed
response tests on Biotechnologies and Body Systems Biotechnology
Advertisement Presentation with rubric
ELISA Test – Antibody/Antigen Reactions -- laboratory activity with
selected/constructed response report |
| B. |
Analyze knowledge of
information technologies of processes encoding, transmitting,
receiving, storing, retrieving and decoding. |
Apply various graphic
and electronic information techniques to solve real world problems
(e.g., data organization and analysis). |
DNA Fingerprinting
laboratory activity with selected/constructed response report DNA
Restriction Enzyme Mapping laboratory activity with
selected/constructed response report
PTC test paper experiment design and Hardy-Weinberg calculation
with rubric for report
Lab #6 – Molecular Biology |
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Standard: 3.7.12 Technological
Devices
Units: All |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Apply advanced tools,
materials and techniques to answer complex questions. |
Demonstrate the safe
use of complex tools and machines within their specifications.
Select and safely apply appropriate tools, materials and processes
necessary to solve complex problems that could result in more than one
solution.
Evaluate and use technological resources to solve complex
multi-step problems. |
Microscope measuring
activity with selected/constructed report "Limitations on Cell Size"
Surface area to volume VERNIER probe experiment with
selected/constructed response report
DNA Fingerprinting laboratory activity with selected/constructed
response report |
| B. |
Evaluate appropriate
instruments and apparatus to accurately measure materials and
processes. |
Apply and evaluate the
use of appropriate instruments to accurately measure scientific and
technologic phenomena within the error limits of the equipment.
Evaluate the appropriate use of different measurement scales (macro
and micro).
Evaluate the utility and advantages of a variety of absolute and
relative measurement scales for their appropriate application. |
Microscope measuring
activity with selected/constructed report "Limitations on Cell Size"
Surface area to volume VERNIER probe experiment with
selected/constructed response report
DNA Fingerprinting laboratory activity with selected/constructed
response report |
| C. |
Evaluate computer
operations and concepts as to their effectiveness to solve specific
problems. |
Analyze and solve
hardware and advanced software problems. Assess and apply multiple
input and output devices to solve specific problems. |
Biotechnology
Advertisement Presentation with rubric |
| D. |
Evaluate the
effectiveness of computer software to solve specific problems. |
Evaluate the
effectiveness of software to produce an output and demonstrate the
process. Design and apply advanced multimedia techniques.
Analyze, select and apply the appropriate software to solve complex
problems.
Evaluate the effectiveness of the computer as a presentation tool.
Analyze the legal responsibilities of users of software and
hardware |
Biotechnology
Advertisement Presentation with rubric Genetic Disease Essay with
rubric
Teacher observation of appropriate computer use |
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Standard: 3.8.12 Science,
Technology and Human Endeavors
Units: All |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Synthesize and evaluate
the interactions and constraints of science and technology on society. |
Compare and contrast
how scientific and technological knowledge is both shared and
protected. Evaluate technological developments that have changed the
way humans do work and discuss their impacts (e.g., genetically
engineered crops).
Evaluate socially proposed limitations of scientific research and
technological application. |
Genetic Disease Essay
with rubric Selected/constructed response tests on Biotechnologies,
Body Systems and Cells
Teacher observation of student participation in genetic engineering
discussions (e.g., cloning, stem cell research)
Inhibition of Bacteria: Antibiotics and Antiseptics laboratory
activity with selected/constructed response report |
| B. |
Apply the use of
ingenuity and technological resources to solve specific societal needs
and improve the quality of life. |
Apply appropriate
tools, materials and processes to solve complex problems. |
"Stan’s Salad" Food
forensics immunology laboratory activity with selected/constructed
response report |
| C. |
Evaluate the
consequences and impacts of scientific and technological solutions. |
Propose solutions to
specific scientific and technological applications, identifying
possible financial considerations. Analyze scientific and
technological solutions through the use of risk/benefit analysis.
Analyze and communicate the positive or negative impacts that a
recent technological invention had on society.
Evaluate and describe potential impacts from emerging technologies
and the consequences of not keeping abreast of technological
advancements. |
Inhibition of Bacteria:
Antibiotics and Antiseptics laboratory activity with
selected/constructed response report DNA Fingerprinting laboratory
activity with selected/constructed response report
Teacher observation of student participation in genetic engineering
discussions (e.g., cloning, stem cell research) |
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Standard: 4.6.12 Ecosystems and
their Interactions
Unit: Ecology and Evolution |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Analyze the
interdependence of an ecosystem. |
Analyze the
relationships among components of an ecosystem. Evaluate the
efficiency of energy flow within an ecosystem.
Explain limiting factors and their impact on carrying capacity.
Understand how biological diversity impacts the stability of an
ecosystem.
Analyze the positive or negative impacts of outside influences on
an ecosystem.
Analyze how different land use practices can affect the quality of
soils. |
Selected/constructed
response tests on Evolution and Ecology PTC test paper experiment
design and Hardy-Weinberg calculation with rubric for report
Variation within a population laboratory activity with
selected/constructed response report
Lab #12 – Dissolved Oxygen and Aquatic Primary Productivity |
| B. |
Analyze the impact of
cycles on the ecosystem. |
Evaluate the materials
necessary for natural cycles. Explain the processes involved in the
natural cycles. |
Selected/constructed
response test on Ecology Lab #11 – Animal Behavior |
| C. |
Analyze how human
action and natural changes affect the balance within an ecosystem. |
Analyze the effects of
substances that move through natural cycles. Analyze the effects of
natural occurrences and their effects on ecosystems.
Analyze effects of human action on an ecosystem.
Compare the stages of succession and how they influence the cycles
existing in an ecosystem. |
Selected/constructed
response test on Ecology "Deadly Links" pesticide amplification
activity with teacher observation of student participation in
discussion |
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Standard: 4.7.12 Threatened,
Endangered and Extinct Species
Units: Ecology and Evolution |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Analyze biological
diversity as it relates to the stability of an ecosystem. |
Examine and explain
what happens to an ecosystem as biological diversity changes.
Explain the relationship between species’ loss and bio-diversity.
Examine and explain how a specialized interaction between two
species may affect the survival of both species. |
Selected/constructed
response tests on Ecology and Evolution Variation within a
population laboratory activity with selected/constructed response
report
"Deadly Links" pesticide amplification activity with teacher
observation of student participation in discussion |
| B. |
Examine the effects of
extinction, both natural and human caused, on the environment. |
Predict how human or
natural action can produce change to which organisms cannot adapt.
Identify species that became extinct through natural causes and
explain how that occurred.
Identify a species that became extinct due to human actions and
explain what occurred. |
Selected/constructed
response tests on Ecology and Evolution "Deadly Links" pesticide
amplification activity with teacher observation of student
participation in discussion
Lab #11 – Animal Behavior |
| C. |
Analyze the effects of
threatened, endangered or extinct species on human and natural
systems. |
Identify and explain
how a species’ increase, decline or elimination affects the ecosystem
and/or human social, cultural and economic structures. Explain why
natural populations do not remain constant.
Analyze management strategies regarding threatened or endangered
species.
Identify laws, agreements or treaties at national or international
levels regarding threatened or endangered species.
Analyze the role of zoos and wildlife preserves on species that
have been identified as threatened or endangered.
Examine the influence of wildlife management in preserving
different species in Pennsylvania (e.g., bobcat, elk, bald eagle). |
Selected/constructed
response tests on Ecology and Evolution Variation within a
population laboratory activity with selected/constructed response
report
"Deadly Links" pesticide amplification activity with teacher
observation of student participation in discussion |
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Standard: 4.8.12 Humans and the
Environment
Unit: Ecology |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Explain how technology
has influenced the sustainability of natural resources over time. |
Describe how technology
has changed the use of natural resources by business and industry.
Analyze the effect of natural resource conservation on a product over
time (e.g., automobile manufacturing, aluminum can recycling, paper
products). |
Selected/constructed
response test on Ecology "Deadly Links" pesticide amplification
activity with teacher observation of student participation in
discussion |
| B. |
Analyze technology’s
role on natural resource sustainability. |
Explain how technology
has decreased the use of raw natural resources. Explain how
technology has impacted the efficiency of the use of natural
resources.
Analyze the role of technology in the reduction of pollution. |
Selected/constructed
response test on Ecology "Deadly Links" pesticide amplification
activity with teacher observation of student participation in
discussion |
| C. |
Analyze how pollution
has changed in quality, variety and toxicity as the United States
developed its industrial base. |
Analyze historical
pollution trends and project them for the future. Compare and
contrast historical and current pollution levels at a given location. |
Selected/constructed
response test on Ecology Lab #9 – Transpiration |
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Standard: 4.9.12 Environmental Law
and Regulations
Unit: Ecology |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Analyze environmental
laws and regulations as they relate to environmental issues. |
Analyze and explain how
issues lead to environmental law or regulation (e.g., underground
storage tanks, regulation of water discharges, hazardous, solid and
liquid industrial waste, endangered species). Compare and contrast
environmental laws and regulations that may have a positive or
negative impact on the environment and the economy.
Research and describe the effects of an environmental law or
regulation and how it has impacted the environment. |
Selected/constructed
response test on Ecology |
District Recommended
Instructional Approach For the Course
To Drive Teacher’s Instructional Activities |
- Design and use project rubrics consistently within each grade
level or course
- Evaluate laboratory activities by observation and by
assessment of lab reports written in a teacher-designed format and
aligned within each grade level or course
- Encourage and support student-designed laboratory activities
wherever possible
- Assess students with selected and constructed response written
tests
- Assign homework that is clearly relevant to the planned
course’s performance objectives
- Utilize technological resources such as the Internet and
Microsoft Office applications whenever possible to support student
achievement of course objectives
- Value textbooks and other printed materials as a valid way to
support student performance during laboratory exercises and class
work
- Emphasize and assign value to the importance of reading,
writing and mathematical skills during all lessons and activities
- Supplement curricular material as student interest and
motivation designate
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AP Biology – Suggested Course Outline
- Molecules and Cells
- Chemistry of life
- Water
- Organic molecules in life
- Free energy changes
- Enzymes
- Cells
- Prokaryotic cells
- Eukaryotic cells
- Membranes
- Subcelluar organization
- Cell cycle and regulation
- Cellular energetics
- Coupled reactions
- Respiration
- Fermentation
- Photosynthesis
- Heredity and Evolution
- Heredity
- Meiosis and gametogenesis
- Eukaryotic chromosomes
- Inheritance patterns
- Molecular genetics
- RNA and DNA structure and function
- Gene regulation
- Mutation
- Viral Structure and replication
- Nucleic acid technology and applications
- Evolutionary biology
- Early evolution of life
- Evidence for evolution
- Mechanisms of evolution
- Organisms and Populations
- Diversity of organisms
- Evolutionary patterns
- Survey of the diversity of life
- Phylogenetic classification
- Evolutionary relationships
- Structure and function in plants and animals
- Reproduction, growth and development
- Structural, behavioral, and physiological adaptation
- Response to the environment
- Ecology
- Population dynamics
- Communities and ecosystems
- Global issues
Laboratory Activities
- Diffusion and osmosis
- Enzyme catalysis
- Mitosis and meiosis
- Plant pigments and photosynthesis
- Cell respiration
- Molecular biology
- Genetics – The fruit fly
- Population genetics and evolution
- Transpiration
- Physiology of the circulatory system
- Animal behavior
- Dissolved oxygen and aquatic primary productivity
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