AP Biology 2013-2014 Syllabus



InstructorJacqueline Sorairejsoraire@msd.k12.ny.usPersonal PhilosophyAP Biology Syllabus 2014-2015Biology is a subject with broad themes and concepts that comprise specific topics. It also incorporates other sciences such as chemistry and physics. Biological knowledge is discovered by the work of the scientist. At the heart of this knowledge lies scientific inquiry. Inquiry is not memorization nor is it stagnant. Instead it requires active participation, cooperation, and independence. Students learn science by observing, experimenting, recording and interpreting data in an effort to solve a problem. This process uses and develops higher order thinking skills. By combining a laboratory experience with abundant information in lecture settings the science student will begin to see the inquisitive and interconnected nature of biology.The students in this class are challenged to grow as scholars and scientists. This class is equivalent to and taught as a college level biology course. Students are given chapters and sections of the book that will be covered on each chapter exam and it is up to them to pace themselves with the class, the discussions and the labs. I emphasize and encourage student independence and organization. When students leave this classroom at the end of the year, I want them to have a deeper understanding of biology so that they can apply their new knowledge to make informed decisions about their health, the world’s environment, and the organisms they encounter.Course OverviewThe course is designed in accordance with the AP course descriptions. The lecture component focuses on developing conceptual and factual knowledge surrounding the four big ideas which include:Big Idea 1: The process of evolution drives the diversity and unity of life,Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, reproduce, and maintain dynamic homeostasisBig Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processesBig Idea 4: Biological systems interact and these interactions possess complex properties.Additional topics will be discussed at appropriate points throughout the year. Debates and class discussions will accompany the lecture component throughout the course. The laboratory component is designed to allow the student to understand experimental design and to develop problem solving skills. Approximately 25% of the AP biology class is dedicated to laboratory work. This includes meeting the objectives of 10 laboratories that have been developed by the AP Biology College Board. The primary form of assessment will be the creation of a digital portfolio. Students will prove knowledge of content areas and illustrative examples through the posting of artifacts. Unit exams will consist of multiple choice questions, graph/table/chart analysis, and free response essays. The unit exams are developed to prepare the students for the AP exam at the end of the course. A student research paper on a controversial or ethical issue is another course requirement. Students must find adequate information to highlight both sides of the controversy and then decide where they stand on the issue.The overall goal of this course is twofold. First the course equips students with scientific laboratory skills and methods of inquiry. Second, the course brings into the light the four big ideas of biology so the students can apply science in their lives by making correct decisions in their community.Lab ComponentStudents will be completing 10 of the AP Labs are completed throughout the year. Students usually work in pairs but at times they may work in groups of four. We are fortunate to have most of the lab equipment that is needed to complete these labs. In lab, students are expected to use inquiry practices. Students will pose questions to be answered by the lab and will generate an experimental procedure to follow. Students will then complete the experiment, collect, analyze and interpret data to solve biological problems. The lab also encourages students to apply their findings to relevant social or environmental issues. After the laboratory activity, students are individually responsible for formalizing their findings in a laboratory report. Most of these reports are formal to encourage them to draw conclusions through writing. Additional labs/demonstrations will also be completed between the 10 AP labs to facilitate further understanding of certain topics.Grading Policy:10% Classwork/HomeworkActivities designed to gain access/understanding of material:Examples include: POGILS, workbook assignments, Articles, Practice Sheets20% LabsActivities designed to practice science processes:Examples include: Traditional Labs, Computer Labs, Paper Labs, Case Studies20% QuizzesActivities Designed to show knowledge of a narrow amount of contentInitial Portfolio posting of each digital artifact, root word quizzes50% TestsActivities Designed to assess knowledge/retention of broad amounts of contentWholescale digital portfolio assessment performed 2x/quarter (students will be permitted to update posts following the initial quiz grade for each up to the stated date for the wholescale assessment, wholescale assessment will also grade their blog posts in about each artifact and response to quiz grade. Graded during the 4th and 8th weeks of the quarter.Traditional Tests including multiple choice, short answer and essay format questions2x/quarter during the 5th and 9th weeks following the portfolio assessment Academic IntegrityAll students are expected to do their own work on assignments, labs, quizzes, tests, etc. I understand that collaboration will occur during labs and some homework, but this should not include copying word for word. Additionally, plagiarism will not be tolerated, so make sure to summarize information and cite all sources used.Course ScheduleThe following chart describes the topics/Big Ideas covered in each unit, the required readings for each unit, activities and labs that will enhance the topics of the units, and the assessments for each unit. Due to the reduction in required content for AP Biology, all sections of each chapter will not be covered and/or may be used for reference as needed. The outlined timeline is approximate.Assignments include many ways to meet the objectives (worksheets, readings, labs, Free Response writing, projects, etc.), and a few of these activities have been elaborated upon in order to fully demonstrate the incorporation of curricular requirements. These assignments connect biological content across big ideas.AP Biology ExamStudents taking this class are required to take the AP Biology Exam in May. With the development and implementation of a new curriculum, the AP Biology Exam now incorporates mathematical manipulation and calculations throughout all parts of the exam.Section 1: 90 minutes, 63 multiple choice & 6 grid-ins, worth 50% of final scoreSection 2: 90 minutes, 2 Long Free Responses & 6 Short Responses, worth 50% of final scoreMOLCEULES, CELLS & ENERGY Big ideas 1, 2, 3 & 4TOPICSREADINGSACTIVITY/LABSASSESSMENTA. Chemistry of LifeBig idea 1, 2, 3, 4Chemistry Concepts that need reviewingProperties & polarity of water & its importance to biological systemsCohesion, adhesion, specific heat of water & its importance to biological systemsAcids, bases, and buffersCarbon’s role in the molecular diversity of lifeText chapters 1-4 Outline notes Guided reading questionsUsing kits to build macro–molecule models (SP 1)Acid/base/buffer lab activity (SP 2)Adhesion/ cohesion labGiven specific heat equation, in groups students try to come up with a way to determine specific heat of water (SP 3)Student generated concept mapsStudents share one example they have found how animals use water’s properties for survival.Reading quizzesUnit test with free response practiceWritten lab reportsB. Molecules of LifeBig Idea 1, 2, 4Monomers, polymers& reactions involved in building & break- ing them down considering polar/nonpolar interactionsVarious levels of structures in protein& carbohydratesEnzyme structure as a special proteinIdentifying macro- molecules in our foodsSupplements & Add- ons:Various macro- molecules in our foodsCycling of chemical elements in ecosystemText chapters 5-6 Outline notes Guided reading questionsLAB: Using and under- standing how different indicators are used to identify proteins, lipids, carbohydrates (incl. reducing sugars analysis) using Biuret, Benedict’s, Sudan etc. (SP 6)Investigation Lab # 13: Catalase Enzyme Reactivity LabStudents make posters of different element cycles including relative amts. of transferStudents compose chart comparing structural differences& how indicators physically workStudents use chart to predict contents of unknown samplesUnit test with free response practiceWritten Lab ReportsC. History of LifeBig idea 1Theories of how macro-molecules joined to support origin of lifeWas RNA 1st genetic material?Age of earthText chapter 25 outline notes guided readingRepeating experiments of Spallanzani, Pasteur, etc.Discussion of journal articleConcept mapsReflection on the development and reformulation of scientific theories (extra) model on cartoon explaining the theories of origin of lifeMOLCEULES, CELLS & ENERGY Big ideas 1, 2, 3 & 4TOPICSREADINGSACTIVITY/LABSASSESSMENTD. Cells (structure & function)Big idea 1, 2, & 3Explain similarities, differences & evolutionary relationships between prokaryotic& eukaryotic cellsCell membrane structure & functionOrganelle Structure& FunctionCell communication (signals, receptors, responses hormones)Methods of transport across membranesText chapters 7,11 Outline notes Guided reading questionsJournal articles on organelle based health issues?Mini poster/ models comparing structures of cells from 3 different cell types from 3 different kingdoms?Cell size lab teacher generated?Mini Poster Presentations comparing 3 feedback mechanisms??Investigation Lab # 4 Diffusion and Osmosis (SP 3, 4)?LAB: Microscope techniques for observing& measuring different types of cells.Student generated concept mapsReading quizzesMini poster comparing structures of cells from 3 differ- ent kingdomsUnit test with Free Response practiceWritten lab reportsEduweblabs graph & calculationsCell Size lab calculationsFormal Lab Writeup for Inquiry lab Diffusion & OsmosisMicroscope drawings& calculationAnalyze & Discuss chart comparing different types of cells& their functions in the human bodyDiscussion of the endosymbiont hypotheses of the evolution of eukary- otic cellsE. ImmunityBig idea 2 & 3Innate vs Acquired ResponseHumoral responses B cells vs T cellsSelf vs non-selfText chapter 43LAB: Immunoassays: Antibody purification (SP 5)Student generated concept mapsFlow chart for immunoassay labsF. Cellular EnergyBig Idea 1, 2, 3, 4ATP structure & functionRedox reactions in relation to cellular respirationEnzyme catalysisActivation energy & specificityCellular respiration, glycolysis, citric acid cycle, electron transport chain & chemiosmosisPhotosynthesis mechanisms; light/darkText chapters 8, 9(pg 161-176), 10(pg 182-195)Outline notes Guided reading questionsInvestigative Lab #6 Cellular Respiration (SP 2)Fermentation in Yeast Lab (Flynn kit) student generated variations requiredInvestigative Lab #5 PhotosynthesisInternet activity comparing different wavelengths of light in relation to photosynthesisDiscussion on nanotechnology & implications of our smaller worldStudent generated concept mapsReading quizzesUnit test with free response practicePresentation of stu- dents group lab results to classPresentations of lab data and resultsGraphs & discussion on Yeast Lab with variationsWritten Lab ReportsStudents make a chart comparing sizes of cellular parts& larger items toMOLCEULES, CELLS & ENERGY Big ideas 1, 2, 3 & 4TOPICSREADINGSACTIVITY/LABSASSESSMENTCompare/contrast to respirationAlternative mechanismsUnderstanding light energy & the nanoscale (the size of small things inside cells)evaluate range of metric distance measurements down to the nano scaleHEREDITY, GENETICS & EVOLUTION Big ideas 1 & 3TOPICSREADINGSACTIVITY/LABSASSESSMENTA. Molecular Basis of InheritanceBig Idea 2 & 3DNA structure &replicationRNA structureProtein Synthesis transcription & translationMutations - basis for natural selectionText chapters 16,17 (pg 309-326 and328-330)Journal Article ReadingWatson and Crick’s original Nature paper from 1953DNA extractionInvestigative Lab #3: BLAST - Comparing DNA & protein sequences from an internet based computer database in discussing evolutionary implications of mutationsStudent generated concept mapsStudent generated DNA models/Diagrams, labeling all components & bondsReading quizzesJournal article discussionsUnit test with Free Response practiceBioinformatics resultsB. Mitosis & MeiosisBig Idea 1, 2, 3Cell Cycle mechanism & controlChromosomesSexual vs asexual reproduction & evolutionary advantagesStages of meiosisGenetic variation in offspring, mecha- nisms & impact on evolutionInvestigating genetics: environ- mental influencesText chapters 12,13Microscope Lab: Observing & Identifying Phases of Mitosis/MeiosisInvestigative Lab #7: Mitosis and MeiosisKaryotyping exercise (teacher generated- students will have to do this on their own time)Student generated concept mapsReading quizzesUnit test with Free Response practiceInvestigative LAB AnalysesKaryotyping resultsStudents choose & research controversial topics and the arguments supporting their genetic and/or environmental basis. Ex. Obesity, alcohol- ism, etc.HEREDITY, GENETICS & EVOLUTION Big ideas 1 & 3TOPICSREADINGSACTIVITY/LABSASSESSMENTC. Mendelian Genetics: Mendel;s LawsBig Idea 1, 3,Patterns of inheri- tancePredicting genetic outcomes genetic counselingGene linkage & mappingMutations revisitedText chapters 14,15Prelab activity: Looking at corn crosses & analyzing resultsDNA Mutation ActivityLab: Fruit Fly GeneticsStudent generated concept mapsReading quizzesUnit test with free response practiceWritten Lab ReportsD. Molecular GeneticsBig Idea 1, 3Regulation of gene expressionVirusesGene expression in bacteriaBiotechnology DNA Technology, Recombinant DNA, PCR, Gel electrophoresisApplications of DNA technologyUse of bioinformatics to analyze genomesComparing & discussing genomic sequences in relation to evolutionText chapters 18(pg 334-343 and346-356), 19 (pg362-370 and 378-381), 20 (pg 385-394) and 21 (pg 415-420) Journal Article ReadingArticle by Kary Mullis on PCR.Investigative Lab #8: Bacterial TransformationInvestigative lab #9: Restriction Enzyme Analysis of DNAStudent generated concept mapsReading quizzesJournal article discussionsUnit test with free response practiceAnalysis and group presentation of Investigative labWritten Lab ReportsE. Evolutionary BiologyBig Idea 1, 3Darwin’s explora- tions and theory of descent with modification & natural selectionGalapagos Islands OverviewEvidence for evolution (molecular analyses & morphological analysesPhylogeny & systematicsEvolution of populationsHardy-Weinberg LawText chapters 22(pg 441-451), 23,24, 25 (pg 492-506)Journal Article ReadingBeak of the Finch by Jonathan WeinerActivity: Genetics Survey Project analyzing traits of those around usLab Investigation #2 Mathematical Modeling: Hardy- WeinbergActivity: Students create Geologic timelineActivity: Teddy Graham LabStudent generated concept mapsReading quizzesBook discussionsUnit test with Free Response practiceORGANISMS AND POPULATIONS Big ideas 1, 3 & 4TOPICSREADINGSACTIVITY/LABSASSESSMENTA. Biological Diversity: Microbiology & ProtistsEarly life on earthEvolution of prokaryotes and eukaryotesComparing & Contrasting Archaebacteria vs. EubacteriaEvolution & Characteristics of ProtistsText chapters 26,27 (pg 534-538)Students are to find an article involving genetic recombination using prokaryotes and present to classInvestigative LAB #3: Analyzing Genes with BLASTBacterial Culturing & Staining LabLive Protist ObservationArticle presentation to classStudent generated concept mapUnit testWritten Lab ReportsB. Fungi, Plants, & Their DiversityHow plants colonized landEvolution of seed plantsStructure, growth, & developmentPlants responses to internal & external stimuliPlant nutritionAngiosperm reproductionText 35, 36Text 37, 38Investigative LAB #11: Transpiration (SP 2, 3, 5)LAB: Flower dissectionLAB: Students conduct a long term lab investigation on plant growth from seeds under various conditions (SP 3, 5, 6, 7)Practical TestSpecimen Identification & placing on phylogenetic treeStudent generated concept mapUnit testInvestigative labs analysisFlower dissection practicalWritten Lab ReportsC. Animal DiversityStructural, nutritional, and developmental characteristics of animalsCharacterize Invertebrates and VertebratesBasic anatomy princicplesAnalysis of structure& function of body systemsImmune, Endocrine,& Nervous SystemsText chapters 40,43 (pg 898-918), 45(pg 943-948), 47(pg 1003-1008) and48 (pg 1012-1032)Survey of animal phyla in concept map/chart form generated by students (Practical with actual animal specimens)Lab: Comparing Anatomy of Simple InvertebratesLabs: Dissections (mussel, crayfish, starfish, dogfish)Student generated concept maps (one for each system & animal diversity examination)Reading quizzesUnit test with Free Response practicePractical quiz observing various specimens and classifying them using students’ own chart of animal phylaQuizzes on dissected specimensORGANISMS AND POPULATIONS Big ideas 1, 3 & 4TOPICSREADINGSACTIVITY/LABSASSESSMENTD. EcologyEcological interac- tions- biotic vs abioticBehavioral ecology- natural selection involvementPopulation dynamics- growth & its regulationsCommunities & Ecosystems energy levels & flows, cycles, symbiosis & impact on evolutionHuman influences positive & negativeText chapters 50(pg 1083-1092), 51,52, 53, 54, and 55(pg 1209-1215 and1224-1225)Investigative LAB #12: Fruit fly behavior (SP 3, 4)Animal Behavior: Taxis, Kinesis, and Agonistic Behavior (SP 3, 4, 6)LAB: Dissolved Oxygen & Aquatic Primary Productivity (SP 2, 3, 4, 5, 6, 7)Activity – “My footprint”Student generated concept mapsReading quizzesUnit test with Free Response practiceInvestigative Lab#11 reportPresentation: Students present lab results to class with ways to improve water quality of their local riverPersonal Project: Students complete “My Footprint” online and write a paper discussing their individual impact on EarthDear Parent,Please feel contact me if you have any questions or concerns. The best way to contact me is through my email: jsoraire@msd.k12.ny.us. Please sign below to acknowledge that you have reviewed the class syllabus for AP Biology 2014-2015 and standards with your child. Thank you for your cooperation.Name of Student (Please Print)Student SignatureStudent’s Email addressName of Parent/Guardian (Please Print) Parent Contact Phone #Parent/Guardian SignatureParent’s Email addressPlease indicate above whether email or phone is your preferred method of contact. ................
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