AP Biology

Warren East High School 2011-2012

Mrs. Jessica Sanford

http://teacherweb.com/KY/WarrenEastHighSchool/JessicaSanford

school 270-781-1277 ext 3121

home 270-777-8213

cell 270-991-1685

General Course Information

The AP Biology course is designed to be the equivalent of a two-semester introductory biology course usually taken by biology majors during their first year of college. This course will differ significantly from the general high school biology course with respect to the kind of textbook used, the range and depth of topics covered, the type of laboratory work done by students, and the time and effort required by students.

The AP Biology course is consistent with the standards instituted by the College Board for all AP courses and covers all of the topics in the AP Biology Course Description. These topics include biochemistry, cell structure and function, energy transformation, genetics, molecular basis of inheritance, biotechnology, microbiology, evolution, biological diversity, plant structure and function, animal structure and function, and ecology. Students will be provided with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology.

Course Objectives

The objectives of the AP Biology course are that each student will:

·  exhibit mastery of the major principles of biology with a focus on the eight major themes from the AP Biology Course Description (science as a process, evolution, energy transfer, continuity and change, structure and function, regulation, interdependence, and science, technology and nature),

·  demonstrate laboratory skills by using various types of biological instrumentation and scientific methodologies, and

·  solve scientific problems by making observations and collecting data,

·  apply biological knowledge and critical thinking to environmental and social concerns.

Textbook and Materials

Biology, 8/E - AP Edition by Neil A. Campbell and Jane B. Reece.

*Biological Inquiry 8/E –by Neil A. Campbell and Jane B. Reece.

*Inquiry in Action 2/E - by Neil A. Campbell and Jane B. Reece.

*Survival of The Sickest by Dr Sharon Moalem

*The Hot Zone by Richard Preston

Students will need the following materials in order to be successful in the course:

·  3-ring binder (s) (minimum if 3” rings) that is used only for the AP Biology course

·  Composition book

·  Black or blue pens and No. 2 pencils with erasers

·  Calculator

·  Highlighters and colored pencils

·  Lined and graph paper

·  Access to a computer with the internet

Teaching Strategies

·  All lectures are accompanied by PowerPoint presentations and guided readings that correspond to each chapter in the textbook. Lectures are supplemented with visuals, diagrams, and demonstrations.

·  Students are encouraged to ask questions and discuss topics during lecture.

·  Hands-on activities in addition to the required AP Biology Laboratory program will be used throughout the course. Some labs and class activities may require supplies to be brought in from home.

·  Primary research articles that supplement the textbook reading will be assigned with questions for discussion. Many of these articles deal with ethical concerns surrounding the field of biotechnology, genetics, evolution, and environmental issues.

·  Vocabulary for every chapter in the textbook will be given to the students and may have quizzes. Vocabulary quizzes over common prefixes, suffixes and root words will be given as well.

·  There will be some review for each unit before the exam. They may occur before, during or after school. Students will need to make arrangements to be there if they want to participate.

·  Independent research papers on topics in evolution, animal classes, and body systems will be assigned and students will prepare review presentations for the class on selected AP biology topics.

·  Unit exams will mirror the AP Exam. Exams will feature multiple choice questions and free-response questions. Exams will be curved according to how they do in relation to the classes and the national test exam scores. Each test is curved based on just that set of scores.

Laboratory Component

Students will complete each of the 12 required AP Biology Labs in the AP Biology Lab Manual for Students in addition to other labs selected by the teacher. There may be some occasions where students will be required to arrive to school early or stay in at lunch to set-up or finish a lab.

In order to stress biology and science as a process rather than a collection of facts, lab activities will emphasize development and testing of hypotheses, collection, analysis, and presentation of data, and a clear discussion of results. To this end, formal lab reports that address each component above will be required for each of the 12 AP Biology Labs.

Student Evaluation

Students will be evaluated in a variety of ways including:

·  Performance on unit exams (multiple choice and free-response)

·  Vocabulary and lab quizzes

·  Lab reports

·  Homework (articles, study guides)

·  Research papers and presentations

·  Class participation

Quizzes, Free Responses, Unit & Final Exams (Lab Reports, Research Papers, Projects)…………………70%

Homework (Vocabulary, Study Guides etc).………………………………………..….……………………………..30%

Course Planner

Unit / Lecture and Lab Titles / Chapter / Month
1 / Introduction to Biology/Scientific Investigation/Animal Behavior/Ecology Review
Labs/Activities: AP Lab #11: “Animal Behavior”, AP Lab #12: “Dissolved Oxygen and Primary Productivity” / 1, 50-55
Campbell, 8th edition / August
+ summer assignment
2 / Chemistry of Life
·  Atomic Structure
·  Chemical Bonding
·  Functional Groups
·  Structure and Function of Macromolecules
·  Water
·  Structure and Function of Enzymes / 6,7,11
Campbell, 8th edition / August
3 / Cellular Structure and Function
·  Prokaryotic and eukaryotic cells
·  Structure and function of cell organelles
·  Cell membrane and transport mechanisms
·  Cellular communication
Labs/Activities: AP Lab #1: “Diffusion and Osmosis” AP Lab #2: “Enzyme Catalysis” / 2-5, 8 / Sept.
4 / Energy Transformation
·  Free energy change
·  Photosynthesis
·  Photophosphorylation and chemiosmosis
·  CAM, C4 photosynthesis
·  Cellular Respiration and Fermentation
Labs/Activities: AP Lab #4: “Plant Pigments and Photosynthesis”,
AP Lab #5: “Cell Respiration” / 9-10 / Oct.
5 / Cellular Reproduction
·  Mitosis and the cell cycle
·  Meiosis and gametogenesis
Labs/Activities: AP Lab #3: “Mitosis and Meiosis”, / 12-13 / Oct.
6 / Human Genetics
·  Mendelian genetics
·  Monohybrid and dihybrid crosses
·  Inheritance patterns
·  Pedigrees
·  Non-Mendelian inheritance: sex-linked, co-dominance, incomplete dominance, multiple alleles, polygenic, epistasis, pleiotropy
Labs/Activities: AP Lab #7: “Genetics of Organisms” / 14-16 / Nov.
7 / Molecular Genetics
·  Introduction to the structure and function of DNA and RNA
·  Transcription and Translation
·  Structure of eukaryotic and prokaryotic chromosomes / 17-18 / Nov.
8 / Evolution
·  Charles Darwin and Friends
·  Mechanisms of evolution
·  Evidence of evolution
·  Speciation
·  Population genetics
·  Hardy-Weinberg
·  Phylogeny and Cladistics
Labs/Activities: AP Lab #8: “Population Genetics and Evolution” / 22-25 / Dec./Jan
9 / Biotechnology
·  Genetic recombination technology
·  Gene cloning
·  Gel electrophoresis
·  RFLPs, Human Genome Project, DNA fingerprints
·  Ethics and implications of biotechnology
Labs/Activities: AP Lab #6: “Molecular Biology” / 20-21 / Jan
10 / Microbiology: Viruses and Bacteria
·  Biology of viruses and bacteria
·  gene expression in prokaryotic and eukaryotic cells / 19,27 / Jan.
11 / Biology Diversity: Parade through the Kingdoms / 26-34 / Feb.
12 / Animal Structure and Function
·  Nutrition
·  Circulation and gas exchange
·  Immune system
·  Control systems
·  Hormones
·  Reproduction and development
·  Nervous system
Labs/Activities: AP Lab #10: “Physiology of the Circulatory System” / 40-50 / March
13 / Plant Structure and Function
·  Plant diversity and evolution
·  Anatomy, growth, transport
·  Reproduction
·  Nutrition
·  Control systems
Labs/Activities: Plant Diversity Lab, AP Lab #9: “Transpiration” / 35-39 / Apr.
14 / AP EXAM REVIEW / N/A / Apr./May

Additional Course Polices and Information

Assignment Deadlines

·  All assignments are due on the date specified by the teacher. Assignments must be turned in even if you are absent from class. Lab reports will be due one week from the completion of the data collection. Late labs will be docked 10% for each day late. A lab report is considered late if it is not turned in at the beginning of class.

·  Since many of the labs deal with living or perishable material, it is often not possible to make up a missed lab. If you have an excused absence on the day of a lab, you will be given data to write your formal lab report.

Make-up Exams

·  Extensions for tests are usually not given. If you know ahead of time that you must miss an exam, please schedule the make-up exam in advance. If you are ill on an exam day, you must schedule the make-up exam the day that you return. In general you will be given a one-day extension for each day that you were absent. If you are absent only on the exam day, you will be expected to make up the test on the day you return. Occasionally students have fallen into the habit of taking tests late.

Study Hints

·  There is too much material in this course to cram for tests the night before an exam; however, with a reasonable effort on your part, you will do very well both in terms of your course grade and your AP score if you:

1.  Go over your class notes each night and be honest with yourself in judging whether you understand what was covered in class. Use the textbook for clarification and enrichment, and come to the teacher for help when needed.

2.  Use the interactive CD-ROM that came with your text, or the text’s website. You will find it useful, and you may enjoy it as well. The graphics and animations may make concepts clearer, and self-quizzes may be helpful.

3.  Work carefully and consistently on your study guides and vocabulary sheets.

4.  Study with a partner, or set up study groups – this approach doesn’t work for everyone, but many students find it helpful.

Expectations for Academic Integrity

·  You are encouraged to discuss concepts and problems with others in order to gain a better understanding of the material, but any written work which you submit for grading must be your own, either handwritten or typed.

·  I expect you to collaborate with your lab partner on lab exercises, to share data and observations, and to discuss the results; but each student must write his/her own report (answers to questions, analysis and conclusions, graphs, etc.) It is unacceptable for any student to copy a partner’s or any other student’s report.

·  In a testing situation, you will write your own answers, without using any notes or pre-programmed calculators unless you have been given permission from your teacher to use such resources. You will not look at another student’s paper during the test. You will not knowingly allow another student to look at your paper. You will not discuss the test with members of another class who have not yet taken the test. You will not ask other students for information about a test that you have not yet taken.