Syllabus
Philosophy
In my estimation, the purpose of an AP Biology course is to encourage students to inquire about the environment they reside in and understand how all biological systems are interconnected. This AP Biology course is structured to provide the students with a strong foundation in college level Intro to Biology course. Furthermore, by focusing on the four Big Ideas, this course is designed to help students understand and gain appreciation or the study of life. I intend for my students to attain a strong understanding of the main themes and concepts of biology and recognize how these concepts relate to themselves and their environment. Students enhance their critical thinking skills as they gather, evaluate, and synthesize information for a variety of sources. For this reason, my goal is incorporate different sources of information and learning techniques in my lessons. Additionally, students of AP Biology need to effectively and responsibly use technology to enhance their problem solving skills. These goals are achieved not only through the use of the textbook but also through the laboratory component of the course and the research assignments completed throughout the academic year. Specifically, students are required to submit several papers over the course of the year, based on research from published scientific works found in newspaper articles and scientific journals. Text:
Reece, Urry, Biology, 10th edition AP 2014 AP Biology Exam: The exam is three hours in length and is designed to measure a student's knowledge and understanding of modern biology. On a 5 point scale, a score of 3 or better is passing. The following format will be used: Section I: Multiple-Choice Part A consists of 63 multiple-choice questions that represent the knowledge and science practices that you should understand and be able to apply. Part B includes 6 grid-in questions that require the integration of science and mathematical skills. For the grid-in responses, you will need to calculate the correct answer for each question and enter it in a grid on that section of the answer sheet. Section II: Free-Response You should use the mandatory reading period to read and review the questions and begin planning your responses. This section contains two types of free-response questions (short and long), and you will have a total of 80 minutes to complete all of the questions. AP Exam College Credit: Colleges vary in what score they will accept for credit. Generally a student needs to score at least a 4 for credit, but some schools will accept a 3. Check with the schools you are applying to for details. |
|
Grading:
· Exams 60% o Tests 40% o Quizzes 20% · Homework 10% (No late work) · Labs/ Research Projects 20% · Participation 10% |
|
Labs:
List of recommended laboratories in the AP Biology Investigative Labs: An Inquiry-Based Approach Investigation 1 Artificial Selection Investigation 2 Mathematical Modeling: Hardy-Weinberg Investigation 3 Comparing DNA Sequences to Understanding Evolutionary Relationship with BLAST Investigation 4 Diffusion and Osmosis Investigation 5 Photosynthesis Investigation 6 Cellular Respiration Investigation 7 Cell Division: Mitosis and Meiosis Investigation 8 Biotechnology: Bacterial Transformation Investigation 9 Biotechnology: Restriction Enzyme Analysis Investigation 10 Energy Dynamics Investigation 11 Transpiration Investigation 12 Fruit Fly Behavior Investigation 13 Enzyme Activity |
|
Course Planner:
1. Evolution, the Themes of Biology, and Scientific Inquiry The Chemistry of Life: 1-2 WEEKS a. Scientific methods (Chapter 1) b. Chemical context of life Water and Life (Chapters 2-3) Sills Taught: Biochemical processes, chemistry of water c. Carbon and Molecular Diversity of Life The Structure of Function of Large Biological Molecules (Chapter 4-5) Skills Taught: Organic chemistry and Caron compounds, Bonding of carbon to four other atoms, Molecular Function Lab(s): Investigation 4, Diffusion and Osmosis Investigation 10, Energy Dynamics 2. The Cell: 6-8 WEEKS a. Understanding of the Cell (Chapters 6-7) Skills Taught: Cell Function, Comparing Prokaryotic and Eukaryotic, Cell organelles and their functions, Membranes and transports b. Metabolism, Cellular Respiration and Fermentation, Photosynthesis (Chapters 8-10) Skills Taught: Organism’s metabolism, transformation of matter, energy, and laws of thermodynamics, Enzymatic reactions, ATP production through Cellular Respiration, Conversion of Solar Energy to Chemical Energy. c. Cell Communication, The Cell Cycle (Chapters 11-12) Skills Taught: External Signaling, Receptor Protein, Transduction, Response, Apoptosis, Cellular Division Lab(s): Investigation 6, Cellular Respiration Investigation 5, Photosynthesis Investigation 13, Enzyme Activity 3. Genetics: 6-7 WEEKS a. Meiosis and Sexual Life Cycles (Chapter 13) Skills Taught: Acquired genes, Fertilization and meiosis, Genetic variation b. Mendel and the Gene Idea, The Chromosomal Basis of Inheritance, The Molecular Basis of Inheritance (Chapters 14-16) Skills Taught: Mendel, Laws of Inheritance, Probability Laws, Inheritance Patterns and Human Traits, Sex-linked Genes, Chromosomes, Genetic Materials c. Gene Expression: From Gene to Protein, Regulation of Gene Expression (Chapters 17-18) Skills Taught: Transcription vs. Translation, RNA modification, Polypeptide Synthesis, Gene Expression, Cancer results d. Viruses, DNA Tools and Biotechnology, Genomes and Their Evolution (Chapters 19-21) Skills Taught: Nucleic Acids in Viruses, DNA Sequencing and DNA cloning, DNA based Biotechnology. Lab(s): Investigation 2: Mathematical Modeling: Hardy-Weinberg Investigation 7: Cell Division: Mitosis and Meiosis Investigation 8: Biotechnology: Bacterial Transformation Investigation 9: Biotechnology: Restriction Enzyme Analysis 4. Evolution: 6-8 WEEKS a. Descent with Modification, The Evolution of Population, The Origin of Species, The History of Life on Earth (Chapters 22-25) Skills Taught: Darwinian Revolution, Natural Selection, Genetic Variation Making Evolution Possible, Genetic Drift and Gene Flow, Adaptive Evolution, Speciation, Hybridization, Fossil Records, Rise and Fall of groups, Changes in Body Form b. Phylogeny and the Tree of Life, Bacteria and Archaea, Plant Diversity (Chapters 26, 27, 29, and 30) Skills Taught: Phylogenies Showing Evolutionary Relationships, Evolutionary History, Adaptation, Rapid Reproduction, Mutation, Genetic Recombination, Plants c. Overview of Animal Diversity, Introduction of Invertebrates and Evolution of Vertebrates (Chapters 32-34) Skills Taught: Invertebrates, Vertebrates Lab(s): Investigation 3: Comparing DNA Sequences to Understanding Evolutionary Relationship with BLAST 5. Animal Form and Function: 5 WEEKS a. Diversity and Physiology (Chapters 40-51) Skills Taught: body systems, movement, digestion, circulation, immunity, nervous system, endocrine, excretion, gas exchange, fertilization and embryonic development Lab(s): Fetal Pig Dissection 6. Ecology: 4 WEEKS a. Ecology and Biosphere, Population Ecology, Community, Ecosystems and Restoration (Chapters 52-55) |