Zuehlke Spring 2017
School Year _2016-2017
Course Name / AP BIOLOGY / Course Code / 26.0140020Teacher Name / Kathryn H. Zuehlke / School Name / CHAMBLEE CHARTER HIGH SCHOOL
Teacher Email / / School Phone Number / 678-676-6971
Teacher Website /
http://chambleehs.dekalb.k12.ga.us/KathrynZuehlke.aspx / School Website / http://www.chambleehs.dekalb.k12.ga.us/
Board Approved Instructional Materials / Biology Campbell and Reece 8th ed. / Cost of a lost book / Replacement cost
Course Description
AP Biology is an introductory college-level biology course. The curriculum was revised in 2014 by the College Board. The CCHS AP Biology course complies with the new standards.
Big Ideas
1) The process of evolution drives the diversity and unit of life.
2) Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.
3) Living systems store, retrieve, transmit and respond to information essential to life processes
4) Biological systems interact, and these systems and their interactions possess complex properties.
Instructional Methods and Tools
1) Inquiry-based laboratory investigations – These will provide opportunities to predict, observe and explain biological phenomena.
2) Study Guides –They will contain essential questions, learning objectives, and big ideas (what you need to know.) The guides will also include study aids such as reading guides, links to videos, presentations, and case studies, and room for taking notes. Downloading and printing study guides is optional. If you have your own device, feel free to take notes electronically.
2) Thinking Maps – graphically clarify and organize your thoughts
3) Free Response writing – practice writing paragraphs that use evidence to support ideas
Other Information
Mrs. Peterson and I will be collaborating so course materials will be similar. Particularly if you wish to listen to her recordings of the textbook, visit MsPeteTeach.com.
The class will be as paperless as possible. Assignments including “Outputs”, lab reports, and science and engineering fair documents must be completed and submitted electronically to TurnItIn by 10 PM on the due date. Due dates will be posted in the classroom and under “Monday” of the lesson plans for each week. TurnItIn simplifies grading so students receive timely feedback, student work and teacher comments are stored securely, and student work is screened for originality. The one who does the work is the one who does the learning. (www.turnitin.com Class ID: 10300876, Enrollment password: biology)
WebAssign will provide additional practice with content and provide supplemental reading material. Web assign assignments are also due by 10 PM on the due date. (www.webassign.com Class Key: chamblee.ga 4616 1915. The institution code is chamblee.ga)
Curriculum Overview - This outline is tentative and subject to change. Unit 7 also incorporates course review and preparation for the AP Exam.
Week 1Jan 5-6 / U4: Genetics – Chromosomal basis of heredity / Week 11
Mar 13-17 / U6: Bacteria and Archea (cont)
Week 2
Jan 9-13 / U4: Genetics – Genetic Variability Gene Mapping and Pedigrees / Week 12
Mar 20-24 / U7: Plant and Animal Systems – Unit overview – tadpole and plant labs
Week 3
Jan 17-20 / U4: Genetics- Case Studies using classical and molecular genetics / Week 13
Mar 27-31 / U7: Plant and Animal Systems – transpiration and respiration
Week 4
Jan 23-27 / U4: Genetics – Connecting the big ideas – evolution, energy, information, and systems / Week 14
Apr 10-14 / U7: Plant and Animal Systems – plant reproduction
Week 5
Jan 30-Feb 3 / U5: Phylogeny – Cladograms using classical and molecular analysis / Week 15
Apr 17-21 / U7: Plant and Animal Systems – Marsh succession – case study
Week 6
Feb 6-10 / U5: Phylogeny – Electrophoretic analysis of DNA and Proteins / Week 16
Apr 24-28 / U7: Plant and Animal Systems – animal homeostasis, human physiology
Week 7
Feb 13-17 / U5: Phylogeny – ancestry and systems / Week 17
May 1-5 / U7: Plant and Animal Systems – Waste removal, respiratory, immune, and nervous systems
Week 8
Feb 12-24 / U5: Phylogeny – ancestry and systems (cont) / Week 18
May 8-12 / AP EXAM – Monday May 8, 8 AM
Special Projects
Week 9
Feb 27-Mar 3 / U6: Bacteria and Archea – cell structure, genes, interactions with humans / Week 19
May 15-19 / Special Projects
Week 10
Mar 6-9 / U6: Bacteria and Archea – bacterial transformation and horizontal gene transfer / Week 20
May 23-25 / Special Projects
GRADING CATEGORIES / *GRADE PROTOCOL
Formative Assessment (Pre-Tests) - 0%
Assessment During Learning (Labs, Quizzes) – 25%
Guided, Independent, or Group Practice (Homework, Classwork, Projects) – 45%
Summative Assessment or Assessment of Learning (Unit Tests and Final Exam) – 30% / A 90 – 100
B 80 – 89
C 71 – 79
D 70
F Below 70
DISTRICT EXPECTATIONS FOR SUCCESS
STUDENT PROGRESS / Semester progress reports shall be issued four and a half, nine and thirteen and a half weeks into each semester. The progress of students shall be evaluated frequently and plans shall be generated to remediate deficiencies as they are discovered.Plans shall include appropriate interventions designed to meet the needs of the students. See Board Policy IH.
ACADEMIC INTEGRITY / Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or password. See the Code of Student Conduct - Student Rights and Responsibilities and Character Development Handbook.
HOMEWORK / Homework assignments should be meaningful and should be an application or adaptation of a classroom experience. Homework is at all times an extension of the teaching/learning experience. It should be considered the possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB.
MAKE-UP WORK
DUE TO ABSENCES / When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days absent. Make-up work must be completed within the designated time allotted. See Board Policy IHEA.
SCHOOL AND DR. Z’s EXPECTATIONS FOR SUCCESS
CLASSROOM EXPECTATIONS / = Participate in classroom activities and complete assignments on time. If additional time will be needed to complete an assignment, request an extension prior to the due date. No late work will be accepted. Students who are absent from class should obtain the lesson plans from Dr. Z’s website and discuss a plan for making up missed-work with Dr. Z.
= Develop an original project to enter in the Chamblee Science and Engineering Fair.
= Show respect for yourself, your classmates, and the teacher.
= Be responsible – Bring needed materials and complete assignments on time.
= For your safety, do not eat, drink, or apply cosmetics in the classroom.
MATERIALS AND SUPPLIES / = Each student will need:
a 3-ring binder with dividers (I suggest students divide their binders into the following sections: Notes and Do Now’s, Assignments, Labs, Reference Handouts, and Tests)
notebook paper
loose-leaf graph paper
pencils
blue or black ballpoint pens
a bound composition notebook for science/engineering fair
a scientific calculator (graphing calculators are preferred)
= Donations of paper towels and small dry erase markers are also welcome.
EXTRA HELP / Tutorial Hours: M 3:30-4:15 PM
T & F 7:40-8:00 AM
and by appointment
DETAILED AP BIOLOGY CURRICULUM 2015-16
AP Biology curriculum has been revised by College Board and CCHS AP Biology courses comply with the new standards.
Big Idea 1: The process of evolution drives the diversity and unit of life.
Enduring understanding (EU) 1.A: Change in the genetic makeup of a population over time is evolution.
EU 1.B: Organisms are linked by lines of descent from common ancestry.
EU 1.C: Life continues to evolve within a changing environment.
EU 1.D: The origin of living systems is explained by natural processes.
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic
homeostasis.
EU 2.A: Growth, reproduction and maintenance of the organization of living systems require free energy and matter.
EU 2.B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments
that are different from their external environments.
EU 2.C: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic
homeostasis.
EU 2.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s
environment.
EU 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal
regulation and coordination.
Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes
EU 3.A: Heritable information provides for continuity of life.
EU 3.B: Expression of genetic information involves cellular and molecular mechanisms.
EU 3.C: The processing of genetic information is imperfect and is a source of genetic variation.
EU 3.D: Cells communicate by generating, transmitting and receiving chemical signals.
EU 3.E: Transmission of information results in changes within and between biological systems.
Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.
EU 4.A: Interactions within biological systems lead to complex properties.
EU 4.B: Competition and cooperation are important aspects of biological systems.
EU 4.C: Naturally occurring diversity among and between components within biological systems affects interactions
with the environment.
Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.
1.1 The student can (TSC) create representations and models of natural or manmade phenomena and systems in the domain.
1.2 TSC describe representations and models of natural or man-made phenomena and systems in the domain.
1.3 TSC refine representations and models of natural or manmade phenomena and systems in the domain.
1.4 TSC use representations and models to analyze situations or solve problems qualitatively and quantitatively.
1.5 TSC re-express key elements of natural phenomena across multiple representations in the domain.
Science Practice 2: TSC use mathematics appropriately.
2.1 TSC justify the selection of a mathematical routine to solve problems.
2.2 TSC apply mathematical routines to quantities that describe natural phenomena.
2.3 TSC estimate numerically quantities that describe natural phenomena.
Science Practice 3: TSC engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
3.1 TSC pose scientific questions.
3.2 TSC refine scientific questions.
3.3 TSC evaluate scientific questions.
Science Practice 4: TSC plan and implement data collection strategies appropriate to a particular scientific question.
4.1 TSC justify the selection of the kind of data needed to answer a particular scientific question.
4.2 TSC design a plan for collecting data to answer a particular scientific question.
4.3 TSC collect data to answer a particular scientific question.
4.4 TSC evaluate sources of data to answer a particular scientific question
Science Practice 5: TSC perform data analysis and evaluation of evidence.
5.1 TSC analyze data to identify patterns or relationships.
5.2 TSC refine observations and measurements based on data analysis.
5.3 TSC evaluate the evidence provided by data sets in relation to a particular scientific question.
Science Practice 6: TSC work with scientific explanations and theories.
6.1 TSC justify claims with evidence.
6.2 TSC construct explanations of phenomena based on evidence produced through scientific practices.
6.3 TSC articulate the reasons that scientific explanations and theories are refined or replaced.
6.4 TSC make claims and predictions about natural phenomena based on scientific theories and models.
6.5 TSC evaluate alternative scientific explanations.
Science Practice 7: TSC to connect and relate knowledge across various scales, concepts and representations in and across domains.
7.1 TSC connect phenomena and models across spatial and temporal scales.
7.2 TSC connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring
understandings and/or big ideas.
Thinking Maps and their uses
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