AP BIOLOGY SYLLABUS - Jenks Public Schools
AP Biology syllabus
PHILOSOPHY:
Advanced Placement Biology is a fun and challenging course. My passion as a biologist serves, most importantly, to impart upon my students an intimate understanding of the world around us. The course is designed for students who enjoy biology, have demonstrated competence in first-year biology and chemistry classes, and are willing to tackle the demanding tasks that are certain to be presented throughout the year. True success in AP Biology can be achieved with an intrinsic motivation to learn and a willingness to work diligently.
BRIEF description of Course:
Classes meet daily for 55 minutes. Approximately 5-6 hours per week in individual study for this course are expected of each student, though the time can vary from week to week. All of the 12 labs in the AP Lab Manual for Students will be completed during the course, as well as additional experiments, activities and specimen dissections. At various times throughout the year, students may opt to work after school hours for additional studies and laboratory investigations. Each of the eight units in the course is addressed through the looking glass of the crucial “eight themes” from the AP Biology curriculum. In addition to the eight themes of Biology, students are encouraged to discover and address environmental and societal issues surrounding the biological concepts presented in each unit.
The AP Biology course emphasizes the biological concepts as specified in the three overarching topics: Molecules and Cells (25%) , Heredity and Evolution (25%), and Organisms and Populations (50%). Each of these is covered in detail as mentioned in the Unit Information/Course Planner section below.
Students enrolled in the course are, by definition, preparing for the AP Exam from the beginning of school. As such, very little class-time is spent specifically preparing for the AP Exam, with the exception of discussing the format of the exam and its grading procedures. Students are given past released exams at various times during the year to complete independently, and are scored and discussed in class. Additionally, free-response questions are a part of most unit exams, and are covered throughout the year with both teacher feedback and peer review.
TEXTBOOK:
The course textbook is the seventh edition AP Edition: Biology by Neil A. Campbell and Jane B. Reece (published by Pearson Benjamin Cummings 2005).
OTHER COURSE MATERIALS:
Students use the following additional resources to complement their Biology textbook and for their laboratory prep work:
• Preparing for the Biology AP Exam manual, 7th Ed.
• Student Media for Biology CD-ROM which accompanies the Campbell text
• Web resources at Campbell’s Biology companion site (which include activities in each chapter, an on-line text, additional links and resources, and The Lab Bench—the twelve recommended AP labs in a virtual setting)
• AP Biology Lab Manual for Students, revised 2001
• Human Anatomy & Physiology Laboratory Manual by Elaine Marieb, 7th Ed.
• Biology for Calculators/Computers series by Vernier (which utilizes various sets of sensors and LoggerPro software)
• Graphing calculators (which most students already have for their math classes) for use with the Vernier CBL and LabPro units only
• Additional readings from scientific periodicals or research articles
I also incorporate the following audio/visual aides, which include video-clips, still images, and activities when presenting new information to students:
• The Campbell Biology CD-ROM and on-line resources
• InterActive Physiology CD-ROM
• Web resources at Marieb’s Human Anatomy & Physiology companion site
• Video Disc still images and video clips
UNIT INFORMATION/COURSE PLANNER:
|Unit |Lecture and Lab Experiments |Chapters |Timeline |
|Welcome and Introduction |Eight recurring themes of biology (Science as a Process; |Chapter 1 and |1 ½ weeks |
| |Evolution; Energy Transfer; Continuity and Change; Relationship |information specific | |
| |of Structure to Function; Regulation; Interdependence in Nature; |to the AP Biology | |
| |and Science, Technology and Society) their application to all |course curriculum | |
| |units throughout the entire year | | |
| |Emergent Properties of Biological Systems | | |
| |Environmental Concerns, to be applied to all units throughout the| | |
| |year | | |
| |Societal Concerns, to be applied to all units throughout the year| | |
| |Wet Lab: Discovering science as a process | | |
|Unit 1: The Chemistry of |Properties of Water |Chapters 1 and 3 |1 ½ weeks |
|Life |Organic Molecules/ Functional Groups |through 5 | |
| |Wet Lab: Energy in Food | | |
| |Wet Lab: Acids and Bases and pH | | |
| |Macromolecules | | |
| |Wet Lab: Electrophoresis of Proteins | | |
| |Wet Lab: Biological Membranes | | |
| |Unit 1 Case Study | | |
|Unit 2: The Cell |Prokaryotic and Eukaryotic Cells |Chapters 6, 7, 8 |4 weeks |
|(Organelles, Plasma |Cellular Organelle Anatomy and Physiology | | |
|Membrane, and Enzymes) |Plasma Membrane Anatomy and Physiology | | |
| |Endomembrane System | | |
| |Hands-On AP Lab 1: Diffusion and Osmosis (investigate the process| | |
| |of diffusion and osmosis in a model of a membrane system; | | |
| |investigate the effect of solute concentration on water potential| | |
| |as it relates to living plant tissues) | | |
| |Hands-On AP Lab 1 Extension: Determine the molar concentration | | |
| |of solute in a given piece of fruit/vegetable (without any lab | | |
| |instructions) | | |
| |Structure and Function of Enzymes | | |
| |Free Energy Changes | | |
| |Metabolism in a Cell | | |
| |Wet Lab: Effect of Temperature on Cold-Blooded Animals | | |
| |Hands-On AP Lab 2: Enzyme Catalysis (observe the conversion of | | |
| |hydrogen peroxide to water and oxygen gas by the enzyme catalase;| | |
| |then measure the amount of oxygen generated and calculate the | | |
| |rate of enzyme-catalyzed reactions) | | |
|Unit 2: The Cell |Cellular Respiration |Chapters 9 through 12 |4 weeks |
|(Respiration, |Coupled Reactions | | |
|Photosynthesis, and |Hands-On AP Lab 5: Cell Respiration (measure oxygen consumption | | |
|Mitosis) |during germination; measure change in gas volume in respirometers| | |
| |and at different temperatures) | | |
| |Wet Lab: Fermentation | | |
| |Photosynthesis | | |
| |Hands-On AP Lab 4: Plant Pigments and Photosynthesis (separate | | |
| |plant pigments using chromatography; measure the rate of | | |
| |photosynthesis in isolated chloroplasts) | | |
| |Wet Lab: The Compound and Dissecting Microscopes (use “e” slide, | | |
| |grid slide, crossed thread slide, and additional prepared slides | | |
| |and wet-mounts) | | |
| |Regulation of the Cell Cycle | | |
| |Hands-On AP Lab 3: Mitosis and Meiosis (Exercise 3A: calculate | | |
| |duration of phases of mitosis in the meristem of roots; compare | | |
| |plant and animal mitosis) | | |
| |Unit 2 Case Study | | |
|Unit 3: Genetics (Meiosis,|Sexual Life Cycles and Meiosis |Chapters 13 through 17|3 weeks |
|Inheritance, DNA to |Gametogenesis | | |
|Protein) |Mendel and Genes | | |
| |Hands-On AP Lab 3: Mitosis and Meiosis (Exercise 3B: simulate | | |
| |meiosis stages, study crossing over and recombination; observe | | |
| |ascospore arrangement) | | |
| |DNA and RNA Structure and Function | | |
| |Chromosomal and Molecular Basis of Inheritance | | |
| |Replication, Transcription, Translation | | |
| |Wet Lab Activity: DNA Extraction plus at-home extension | | |
|Unit 3: Genetics (Viral |Viral and Bacterial Genetics |Chapters 18 through 21|4 weeks |
|and Bacterial, DNA |Gene Regulation | | |
|Technology, Genomics, |Mutation | | |
|Proteomics, Developmental|Eukaryotic Genome Organization | | |
|Genetics) |At-Home Dry Lab: Human Karyotyping and analysis of results | | |
| |DNA Technology/Genomics | | |
| |Bioinformatics | | |
| |Dry Lab: Restriction Enzymes and Mapping Plasmids | | |
| |Developmental Genetics | | |
| |Wet Lab: Crime Scene DNA with Gel Electrophoresis (run several | | |
| |DNA samples through a gel to solve a crime scene) | | |
| |Hands-On AP Lab 6: Molecular Biology (transform E coli cells | | |
| |using the pGlo plasmid to genetically engineer the cells to glow | | |
| |in the dark, also conferring antibiotic resistance to ampicillin;| | |
| |gel electrophoresis) | | |
| |Field Trip: Sam Rhine’s Annual Genetic Update Conference | | |
| |Wet Lab Activity: Beano Biotechnology (discover how the | | |
| |biotechnology drug works as an enzyme to aide in digestion) | | |
| |Hands-On AP Lab 7: Genetics of Organisms (use living organisms | | |
| |for genetic crosses; collect and manipulate Drosophila, analyze | | |
| |results of various crosses) | | |
| |Unit 3 Case Study | | |
| |WINTER BREAK | | |
|Unit 4: Mechanisms of |Wet Activity: Overview of Plant Anatomy; Begin Plants from Seed |Chapters 22 through 25|1 ½ weeks |
|Evolution |(for Lab 9) | | |
| |Darwin/Origin | | |
| |Early Evolution of Life | | |
| |Evidence of Evolution | | |
| |Population Genetics | | |
| |Hands-On AP Lab 8: Population Genetics and Evolution (learn about| | |
| |Hardy-Weinberg law; study relationship between evolution and | | |
| |changes in allele frequency) | | |
| |Natural Selection | | |
| |Speciation | | |
| |Phylogeny and Systematics | | |
| |Evolutionary Relationships | | |
| |Student Group Presentations on Evolution | | |
| |Unit 4 Case Study | | |
|Unit 5: The Evolutionary |Biological Diversity |Chapters 26 through 34|2 weeks |
|History of Biological |Evolutionary Patterns | | |
|Diversity |Prokaryotes | | |
| |Wet Lab: Gram Staining of Bacteria | | |
| |Diversity of Plants | | |
| |Fungi | | |
| |Diversity of Animals | | |
| |Invertebrates | | |
| |Vertebrates | | |
| |Student Group Presentations on Biological Diversity | | |
| |Unit 5 Case Study | | |
|Unit 6: Plant Form and |Plant Anatomy, Growth, Development |Chapters 35 through 39|3 weeks |
|Function |Wet Lab: Observation of Plant Stomates and Xylem Flow | | |
| |Transport in Plants | | |
| |Hands-On AP Lab 9: Transpiration (apply concept of water | | |
| |potential to the plant; measure transpiration under various | | |
| |conditions; study anatomy of the plant stem and leaf) | | |
| |Plant Nutrition | | |
| |Angiosperm Reproduction and Biotechnology | | |
| |Wet Lab: Flower and Fruit Dissection | | |
| |Plant Responses to Signals | | |
| |Adaptations | | |
| |Unit 6 Case Study | | |
|Unit 7: Animal Form and |Basic Animal Form and Function |Chapters 40 through 44|4 weeks |
|Function (Energy and |Animal Nutrition | | |
|Regulation, Circulation, |Wet Lab: Dissection of Fetal Pig (examine external features, | | |
|Immune, Excretion) |abdominal and thoracic organs, and crucial vessels and nerves) | | |
| |Circulation and Gas Exchange | | |
| |Wet Lab: Pig Heart Dissection (focus on four chambers and the | | |
| |major vessels of each; valves; coronary circulation) | | |
| |Hands-On AP Lab 10: Physiology of the Circulatory System (measure| | |
| |blood pressure; measure pulse rate; determine relative fitness) | | |
| |Wet Lab: Ventilation and Heart Rate | | |
| |Wet Lab: Heart Rate and Monitoring EKG | | |
| |Wet Lab: Human Respiration | | |
| |The Immune System | | |
| |Osmoregulation and Excretion | | |
|Unit 7: Animal Form and |Hormones and the Endocrine System |Chapters 45 through 49|3 ½ weeks |
|Function (Endocrine, |Animal Reproduction | | |
|Reproduction, Development,|Animal Development | | |
|Nervous, Senses, Skeletal,|Nervous System | | |
|Muscular) |Response to the Environment | | |
| |Wet Lab: Dissection of Sheep Brain (focus on major lobes, | | |
| |brainstem, organization, corpus callosum) | | |
| |Sensory and Motor Mechanisms | | |
| |Structural, Physiological, and Behavioral Adaptations | | |
| |Wet Lab: Dissection of Cow Eye | | |
| |Unit 7 Case Study | | |
|Unit: 8: Ecology |Introduction to Ecology and Biosphere |Chapters 50 through 55|2 ½ weeks |
| |Behavioral Ecology | | |
| |Hands-On AP Lab11: Animal Behavior (investigate isopod responses | | |
| |to environmental variables; observe mating behavior in fruit | | |
| |flies) | | |
| |Population Ecology | | |
| |Wet Lab: Population Dynamics of Yeast | | |
| |Community Ecology | | |
| |Ecosystem | | |
| |Hands-On AP Lab 12: Dissolved Oxygen and Aquatic Primary | | |
| |Productivity (analyze dissolved oxygen concentration in water | | |
| |samples at varying temperatures; measure primary productivity of | | |
| |samples) | | |
| |Wet Lab: Interdependence of Plants and Animals | | |
| |Global Issues | | |
| |Student Group Presentations on Ecology | | |
| |Unit 8 Case Study | | |
| |AP EXAM | | |
|Post-AP Exam Lab-Work |Anatomy-In-Clay Maniken work (building body systems in clay onto | |1 or 2 weeks |
| |2-foot Manikens by Zahourek Systems; see ), | | |
| |if time does not allow prior to AP Exam | | |
| |Additional Labs using probeware (or those which time may not have| | |
| |allowed during the year) | | |
TEACHING STRATEGIES:
The following eight themes from the AP Biology curriculum are introduced to students during the first week of school: Science as a Process; Evolution; Energy Transfer; Continuity and Change; Relationship of Structure to Function; Regulation; Interdependence in Nature; and Science, Technology and Society. Thereafter, each of the units in the textbook are presented to the students in a manner which shows how the eight themes are integrated with most all of the biological concepts. Students are also encouraged to discover independently how the themes may relate to new concepts. Past free-response questions serve as an excellent resource to help facilitate an understanding of thematic relationships.
There are three additional underlying themes which the students are required to learn and apply to all new information: recognizing evolution as the basis of modern biological models and thought; emphasizing applications of biological knowledge and critical thinking to social and environmental concerns; and understanding science as a process rather than an accumulation of facts. For example, evolution becomes much more apparent as an underlying theme in biology after the first several chapters of teacher-led investigations into this framework. Students quickly demonstrate understanding of these additional themes if first shown how to approach the concepts. All students will complete a thematic study grid for each unit which aids as a visual cross-reference for the newly-learned information in the units and both the eight major AP Biology themes and the aforementioned frameworks of evolution, environmental and social concerns, and science as a process.
The AP Biology curriculum contains an enormous amount of information, both in breadth and depth. Though not required, it is recommended that students take additional courses in Zoology or Human Anatomy & Physiology. Students are well acquainted with the nature of the course, and appreciate the necessity of independent study. They may work in pairs or small groups in the lab, while preparing presentations, during additional class activities, and during some of the case study investigations. However, there are some topics requiring independent study, and may not be covered during class if time does not allow.
In addition to concepts learned in lecture and lab, some units lend themselves nicely to student-led investigations, self-teaching, and student-presentations of the topics. My students tend to gain a great deal of understanding from one another when prompted to work with and assist their peers. Those units which students may present specific information are Mechanisms of Evolution, Biological Diversity, and Ecology. Also, if time allows, students may be responsible for researching various body systems, including their related disorders, and presenting their findings to the class.
LAB COMPONENT:
All twelve recommended hands-on wet labs from the AP Biology Lab Manual for Students book are done in class. These labs alone require approximately 36 of 180 instructional days, and therefore account for the minimum 25% instructional time engaged in hands-on lab work. However, once additional labs (beyond the 12 AP labs), and specimen dissections are added into the curriculum, students are engaged in hands-on lab work an additional 28 days, providing students with 35% instructional time engaged in hands-on lab work. Though students may not have any lab work during a few particular weeks, there are many weeks when they are in the lab on multiple days.
I encourage, and sometimes require, students to complete corresponding virtual on-line labs prior to the actual hands-on lab. These in no way take the place of the recommended hands-on labs; however, such work proves beneficial in their fundamental understanding of what will take place during the lab in class. Additionally, for many labs I require students to come prepared with a flow chart, which serves as a visual diagram of the day’s procedures. This activity prohibits students from regurgitating laboratory procedures in a repetitive text format, and forces them to visualize procedural protocol before actually going through the steps. In their pairs or small groups, students are required to set up their own lab stations. If time allows, students will prepare their own solutions/gels, begin their own cultures/plates, and the like. Microscope labs are completed individually. It is crucial from the beginning that students grasp the concept of science as a process, and incorporating as many applicable hands-on labs as possible enables them to better see pure science at work.
For all twelve AP labs, students must thoroughly and accurately complete every section of the lab manual (questions/data/analysis/problems/graphs). I often allow the lab pairs/groups to assist one another in solving problems, understanding experimental error, and brainstorming the day before they submit their lab report or formal lab write-up. Students are prohibited from asking the teacher (but not lab partners) questions which may be answered by simply reading their laboratory procedures. This, along with occasional pre-lab quizzes, has been one of the most effective methods I employ to assure students complete all pre-lab work and read all procedural methods prior to entering the lab. This also tends to promote the ability of students to properly complete the labs with very little assistance from me, thus facilitating self-discovery by the students and peer assistance. I am, of course, readily available at all times during lab experiments for questions with which they may require legitimate assistance!
Some of the twelve recommended AP labs can be done with calculators or computers and appropriate sensors (I utilize Vernier products along with their Biology for Calculators or Computers labs). Though this technology is fascinating and efficient, I maintain an innate appreciation for the original versions of the AP labs. Students will, where appropriate or when time is sparse, utilize these technologies in the lab.
EVALUATION:
The final grade average for AP Biology and all of its components will be determined as follows:
• 50% = Unit (or multiple-chapter) Exams, Free-Response Essays, Lab Practical Exams, Quizzes
• 20% = Study Guides, Class work, Homework, Group Presentations
• 30% = Lab Experiments and Formal Lab Reports (including respective flow charts), Projects, Unit Case Studies
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