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AP BIOLOGY SYLLABUS2015-2016Ms. Rooney Email: Wrooney@*Text REQUIRED:Urry, et al. Biology in Focus, AP Edition. 1st Edition. 2013. Hard copies and Etexts availableCOURSE DESCRIPTIONWelcome! AP biology is a college level course for able and motivated students. The course content follows the suggested outline for a typical college-level biology course. The pace and depth of this course will require you to be self-motivated and organized. AP biology covers the main biological principals and processes, which include the following BIG IDEAS:The process of evolution drives the diversity and unity of life. (Evolution)Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. (Energy)Living systems store, retrieve, transmit, and respond to information essential to life processes. (Information)Biological systems interact, and these systems and their interactions possess complex properties. (Interactions)To help us understand how the big ideas relate to each topic, we will implement 7 Scientific Practices as developed by the College Board:Models and representationsMathematic FormulasScientific questioningData collectionData and evidence evaluationScientific explanations and theoriesConnecting knowledge across fields of biologyThe Big Ideas are can be connected to every single topic that we cover in class. In each unit, we will analyze the concepts in terms of the four Big Ideas, using the science practices to understand the system’s form and function. Understanding how and where each of the above themes are integrated throughout the course will enable the student to be successful in this challenging course. AP Biology aims to provide students with the conceptual framework and analytical skills necessary to understand and asses the rapidly growing science of biology. This is an inquiry-based laboratory course in which students will at times develop their own hypotheses, materials list, procedures and conclusions. The point of these labs is not necessarily to see the correct results, but the fully understand the scientific process and how it leads to new discoveries and confirmation of theories. WHAT TO EXPECTExpect our days to be a mix of lectures, POGIL worksheets, labs and other hands on activities. I try my hardest to keep lectures to a minimum, but at times they are the best way to covey complex material. We will be using a BILL (Biology Interactive Learning Log)—AKA your composition book—to record notes on readings, videos and lectures. We will work to develop a note-taking system that works for each individual student. I will collect your BILLS after each exam for grading. The goal is to end the year with a comprehensive resource for you to use in your exam review. Labs are an essential (and fun!) part of biology. Expect to do a lot of leg work COMMITMENTAP biology students need to understand and accept the fact that AP biology will make unusually heavy demands on their time and energy. THIS IS A VERY FAST PACED, INTENSE COURSE. Students report spending and average of 5-7 hours of study time outside of class each week.AP biology labs take at least 25% of the course hours. The lab times do not always conform to a ringing school bell. Please understand that some labs will require the students to prep between 7:30 to 8:00 am, continue unfinished labs at lunch, and sometimes stay after school between 3:00 to 3:30 pm on the day of longer labs.Responsible conduct is a must. I cannot get through all of the material and lab content if I have to deal with problems. This is a college level class.EVALUATIONIn class participation will account for 15-20% of your grade. Students can expect a weekly quiz on concepts covered in homework, labs and in-class activities and a unit test every three weeks to four weeks. The tests will cover multiple chapters and each exam will be formatted like a mini-AP exam, with both multiple choice, math and free-response questions. There will be a final project due at the end of each semester. These will be comprised of original research using lab skills and techniques gained throughout the course as well as a research paper that allows students with an opportunity to connect their biological and scientific knowledge to major social, medical or environmental issue. Course grades are determined by total points a student earns on all assigned work, relative to the total possible number of points. Only tests will be curved, as I deem ponents for Semester Grade:15% BILL work10% POGIL worksheets5% Current Events (2 per semester)15% Labs30% Exams and Quizzes5% Final Project10% Final Exam (Cumulative)3. The AP Exam does not have an effect on your course grade. The exam is based on a 1-5 point scale and most colleges give credit for 3, 4, or 5. Although it is worthy to note that a few private colleges will only give credit for 4 or 5. Keep in mind that even if you score high on the exam, you may elect not to exempt introductory biology in college. ADDITIONAL REQUIRED MATERIALS (students must provide)In order to be prepared for this course, each student must have the following materials in addition to the text and lab manual provided by NPA:Composition book—it must be glue- not spiral-boundMultiple (at least 3) colors of highlighters or bright pensBlue or black pensPencils*CONTENT TO BE COVERED MAY VARY BUT THE GENERAL OUTLINE IS BELOW*Unit OneOverall TopicsChaptersDetailed ConceptsActivitiesBasic Chem, Water, and Organic Compounds, Macromolecules2, 3??? Structure of atoms, isotopes, compounds??? Acids/Bases and Buffers??? Properties of Water?? Carbon’s role in molecular diversity??? Monomers, polymers, and rxn involved in building/breakingAcid/Base/Buffer Lab?Macromolecules models?Dietary EvaluationCells and Cellular Membranes4, 5?????Types of Cells: Prokaryotes and Eukaryotes???? Cell Size, Surface area to Volume Ratio??? Structure and Function, Similarities and Differences between 2 major types?????Types of TransportCell modelsDiffusion and Osmosis Lab (#4)Unit TwoChaptersDetailed ConceptsActivitiesMetabolism6?? Forms of Energy and ATP??? Enzymes and Activation NRG??? Special Proteins/Enzyme Regulation??? Factors affecting Enzyme Activity?Enzyme Lab (#13)?Bioflix and AnimationsCellular Respiration and Fermentation7??? Free NRG, Catabolic vs. Anabolic? NRG Synthesis???? Cellular Respiration glycolysis, citric acid cycle, e- transport chain???ChemiosmosisCellular Respiration Lab (#6)?Fermentation in Yeast Lab?Cell Resp Claymation Photosynthesis8??? Photosyn. Mechanisms and Types of Rxn???Compare/Contrast Cell. Respir. to PhotosynthesisPhotosynthesis Lab (#5)?Bioflix and AnimationsUnit ThreeChaptersDetailed ConceptsActivitiesCell Communication5,6Cell communication, signal transduction pathway???? Relate Specific Disease caused by defective Signaling pathway??? Levels of cAMP regulate gene expressionLab Simulation for Cell Communication?Construction paper models of G-protein receptor?Research: drugs that affect receptorsCell Cycle9??Cell Cycle mechanism and control??Chromosomes??Cell Regulation and Cancer CellsMitosis Cell Count Lab (#7)?Immortal Life of HeLa CellsMeiosis10? Sexual vs. Asexual reproduction and Evolutionary Advantages??Stages of Meiosis?? Genetic Variation in offspring, mechanisms and impact of evolutionMeiosis Lab (#7)?Immortal Life of HeLa CellsUnit ThreeChaptersDetailed ConceptsActivitiesMendelian Genetics and Chromosomal Inheritance11-12???? Patterns of Inheritance????? Predicting genetic outcomes???Chi Squared Data Tables???? Sex Linked genes????? Gene linkage and mapping????????? MutationsSex Linked Fruit Fly Lab (#1)Karyotyping ExerciseA Day in the Life: story, poem song, etc to describe gene disorder??Molecular Basis of Inheritance13? DNA history of discovery, structure and replication?? Mutations?? Genetic Engineering? DNA technology (GMO), Recombinant DNA, PCR, Gel Electrophoresis??? Analysis of Genomes DNA Models and extraction?DNA Crime Scene Lab (#9)?AS14-16??? Protein Synthesis, Transcription and Translation????RNA regulation, miRNA and siRNA, methylation???Bacteria and Operons???Genetic Programming and Apoptosis?? Stem Cell Uses Paper Model of lac and tryp operons?Diagrams to distinguish products of embryonic vs adult stem cells??Viruses and Evolution of Genomes17-18???? Viral Structure and Mutations??? Gene expression in bacteria???? Analysis of Genomes??? Comparing Genomic sequences in relation to Evolution and Differential Gene Expression?????Morphogens stimulate cell differentiation???? HOX gene (homeobox)??Transformation Lab (#8)?PBS/NOVA Video and Summary?Student Research and Presentations?Unit 4ChaptersDetailed ConceptsActivitiesEvolutionary Biology19-20??Darwin’s Exploration and Theory of descent with modification and natural selection????Evidence for evolution and Galapagos islands and in medicine, Drug Resistance?? Homologies????Phylogeny and systematics, Taxonomy and classification, use of cladograms (Tree of Life)Artificial Selection Inquiry Lab Weeks w/ Wisconsin Fast Plants (#1)News week article on EpigeneticsComparing DNA Sequences Lab (#3)Evolution of Populations21??? Genetic Variation????Evolutions of Populations???? Hardy-Weinberg law?Population Genetics Lab using Hardy Weinberg Law (#2)?Origin of Species and Patterns of Evolution22-23?? Examples of diversity and unity in organisms??? Speciation and Origins of Species?? Prezygotic vs. Postzygotic barriers???Environmental Influences?? Fossil Record and Extinctions?Fossil Record Analysis?HHMI: The Making of the Fittest?Early Life and Diversification of Prokaryotes and Eukaryotes24-25????Early conditions on Earth and origins of life????Evolution of diversity in prokaryotes and eukaryotes?What did the T-Rex taste like?HHMI: Great Transitions?Unit 5ChaptersDetailed ConceptsActivitiesPlant Life: structure and functions26, 28-31????Structure, growth, development, and function of different types of plants??? Nitrogen fixation, N-cycle??? Transport in Vascular Plants??? Plant Responses to Internal and External stimuli (plant hormones)??? Photoperiodism????Plant DefenseTranspiration Lab (#11)?Field notes and Flower Dissections? Plant Growth variables labAnimal Diversity, Homeostasis and Endocrine Signaling27, 32-35Homeostasis, Positive and Negative Feedback?? Endotherms and ectotherms, metabolic rate and body mass?? Digestive, Circulatory, Respiratory,??Endocrine system Excretory/OsmoregulationEctotherm Regulation LabBody systems modelingDevelopment, and Nervous System Signaling Connections36-39???Neuron structure, control of signaling in nervous system, action potential????Sensory systems and evolution of brainsAnimal BehaviorAction Potential ModelingNeurotransmitter ResearchFruit fly choice chamber labChi-Square AnalysisUnit 7ChaptersDetailed ConceptsActivitiesEcology39, 40-43?? Sensory Inputs affecting behaviors???Ecological Interactions, biotic vs abiotic, Trophic levels???Energy Dynamics, net vs. gross productivity?? Terrestrial/Aquatic Biomes descriptions and plant/animal adaptations?? Changes in free NRG and results on population size??? Behavior: hibernation, migration, taxis and kinesis, circadian rhythms????Population Dynamics, growth and regulations, density…Growth Model dN/dt=rN?? Community Relationships and Ecosystems???NRG levels, NRG flows, cycles?? Symbiosis and impact on Evolution???Human Influences & ImpactsSuccession Lab?DO lab and Aquatic Primary Productivity (#11)?Field TripReading Scientific Literature: The Kaibab Deer ???? ................
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