AP Biology Syllabus - Willis' Science



Advanced Placement Biology Syllabus, 2013-2014

Mrs. Willis, Downtown Magnets High School

Course Overview:

Advanced Placement Biology is a year-long course that focuses on studying the vast topic of life. There are four main units that are taught in AP Biology. These concepts were created by the College Board and are listed below.

In order to explore the concepts presented in AP Biology, we will be engaging in many inquiry-based laboratory experiments, collaborative discussions, research, and data analysis.When the AP exam is passed in May, you will receive college credit for 2 semesters of introductory biology.

Textbook and Lab Manual:

The course uses:

1. Campbell, Neil A. and Jane B. Reece. Biology. 7th edition. Cummings Publishing.

2. College Board. AP Biology: Investigative Labs. 2012. College Board, New York.

3. Goldberg, Deborah. Barron’s AP Biology. 4th Edition. Barron's Educational Series.

AP Biology Core Ideas:

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, to reproduce, and to maintain dynamic homeostasis.

Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes.

Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.

Biology Course California State Standards:

1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells.

2. Mutation and sexual reproduction lead to genetic variation in a population.

3. A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization.

4. Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism.

5. The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells.

6. Ecology: Stability in an ecosystem is a balance between competing effects.

7. Evolution: The frequency of an allele in a gene pool of a population depends upon many factors and may be stable or unstable over time.

8. Evolution: Evolution is the result of genetic changes that occur in constantly changing environments.

9. Physiology: As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostasis) despite changes in the outside environment.

10. Physiology: Organisms have a variety of mechanisms to combat disease.

Course Prerequisites:

AP Biology is open to students who have taken 1 year of biology and 1 year of chemistry and received Proficient or Advanced on their Science CST. Students must also have passed Algebra II.

Grade Assessment:

Tests and Quizzes: 33 % Homework: 33 % Class work and Investigative Labs: 33 %

Grade Ranges:

90-100 % = A 80-89 % = B 70-79 % = C 60-69 % = D 59% or below = F

Classroom Policies:

a) You will need a lab folder and lab notebook (graph paper) for this class. All materials for this class will be stored in your folder, as well as paper.

b) Please remain in your seats unless given permission to move out of them. Movement causes lab accidents.

c) Please, keep all food and drinks, except for water, outside the classroom.

d) Bathroom breaks will be permitted. However, ask to go during appropriate times, such as during break or when you are done with your activity. Inappropriate times would be during lecture or lab instruction. You only receive 2 bathroom breaks per semester. If you have breaks left at the end of the semester, you will receive extra credit.

e) Try to attend as many classes as possible. The more you attend and participate, the more you will succeed in AP Biology. Also, quizzes will be given every week on Monday.

f) If you miss a class, the assignment/make up work will be due the following day you return.

g) For any material you miss because of an excused absence, be responsible, and complete the missing work! The number of days of the absence will determine how many days you have to make up the work. (Ex: 1 day absent = 1 day to complete work). Turn the absent work into the inbox with ABSENT on the top. You can always find out what you missed by asking a friend in the class, asking me before or after class, or checking the class website. Please, try to refrain from asking me during class.

h) Practice academic honesty! Any cheating in the class will be reported to the dean as well as receiving a zero on the assignment. Parent conferences will also be held.

i) LATE WORK is not accepted in this AP Biology course.

j) Keep electronic devices out of the classroom. NO iPods, cell phones, etc. They will be confiscated immediately and given to the dean.

Class Website and Tutoring:

-Our class website is . At this website, you can access:

-Homework assignments, Class Activities, and Labs -Grades (updated bi-monthly)

-Supplemental Resources and Reviews -Class Syllabus

-State Standards -Science Fair Information

-Please, take advantage of this website. If you are sick, finding out what you missed is a click away! If you need to contact me, my email is asb9616@.

-Tutoring is available! I am free anytime during lunch or nutrition in B8. To ensure that I will be there, tell me before you come.

AP Biology Laboratory Experiments:

1) Artificial Selection (7 weeks w/10 day growing period): The student will convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time, and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change.

2) Mathematical Modeling (3 lab periods = 150 minutes): Mendelian genetics equations, Hardy-Weinberg equations for evolution, and Excel and spreadsheet operations.

3) Comparing DNA Sequences (3 lab periods = 150 minutes): Statistical analysis, mathematical modeling, and computer science (bioinformatics)

4) Osmosis and Diffusion (4-5 lab periods = 200 minutes): Diffusion and osmosis account for much of the passive movement of molecules at the cellular level. Students will study some of the basic principles of molecular movement in solution and perform a series of activities to investigate these processes.

5) Plant Pigments and Photosynthesis (4 lab periods = 200 minutes): This lab has 2 activities: I. Plant Pigment Chromatography, and II. Measuring the Rate of PS. Serial dilutions and calculations of rates will occur.

6) Cell Respiration (4 lab periods = 200 minutes): Students will observe evidence for respiration in pea seeds and investigate the effect of temperature on the rate of respiration. Calculations of rates and measuring temperature and volume will also occur.

7) Cell Division: Mitosis and Meiosis (4 lab periods = 200 Minutes): Students will study the process of mitosis in plant and/or animal cells using slides of onion root tips or whitefish blastulae and review the process of meiosis in a simulation activity with beads, and then investigate crossing over during meiosis in a fungus. A Chi-Square stat test will be performed.

8) Biotechnology: Bacterial Transformation (4-5 lab periods = 200 minutes): Students will use some basic tools of molecular biology to gain an understanding of some of the principles and techniques of genetic engineering. Students will use antibiotic-resistance plasmids to transform Escherichia coli.

9) Biotechnology: Restriction Enzyme Analysis of DNA (3-4 lab periods = 150 minutes): Students will use gel electrophoresis to separate fragments of DNA for further analysis. Calculation of transformation efficiency also will occur.

10) Energy Dynamics (4-5 lab periods = 200 minutes): Estimating productivity and efficiency of energy transfer, accounting of budgeting, measuring biomass, calculating unit conversion in simple equations.

11) Transpiration (4 lab periods = 200 minutes): Transpiration drives the movement of water through a plant. Student will investigate factors that influence the rate of transpiration. Then, they will study plant anatomy as it relates to transport.

12) Fruit Fly Behavior (4 lab periods = 200 minutes): Students will make detailed observations of an organism's behavior and design and execute a controlled experiment to test a hypothesis.

13) Enzyme Activity (3-4 lab periods = 150 minutes): Enzymes catalyze reactions by lowering the activation energy necessary for a reaction to occur. In this laboratory, students will study some of the basic principles of molecular movement in solution and perform a series of activities to investigate these processes.

Course Overview

Semester One:

1) Evolution: Ch. 22-25, Labs 1,2,3

2) Survey of Animals/Protists: Ch. 1, 24-26, 28, 31-34

3) Cell and Cell Functions: Ch. 7, 27, 18

4) Biochemistry: Ch. 2-5

5) Biotechnology: Ch. 7, 27, 18

6) Reproduction: Mitosis and Meiosis: Ch. 12-13

7) Genetics: Ch. 14-15

Semester Two:

8) Ecology: Ch. 50, 52-55

9) Animal Behavior: Ch. 51

10) Reproduction and Embryology: Ch. 45-46

11) Photosynthesis and Respiration: Ch. 9-10

12) The Plants: Ch. 29, 30, 35, 36, 27, 38, 39

13) Animal Structure and Function: Ch. 40-49

14) AP Review

Mrs. Willis Write-Up Information

-Labs will be given on a regular basis in AP Biology. They will be stored inside your lab notebooks.

• Title Section-includes your name, the title of the lab, the date, and your class period. (1 pt)

• Purpose: A written statement of what the purpose is (may copy from the lab) (1 pt)

• Hypothesis: Write down what you think will happen in the lab. (Ex: if I do this, then I believe this will happen). (1 pt)

• Procedure: Summarize and include a diagram of the set up (1 pt)

• Data: All of the data and observations from each step of the experiment. Data tables and graphs should be included in this section. Data graphs and tables can be glued into the lab report. (2 pts)

• Conclusion: Discuss your data and results in this section. What conclusions can be drawn from the experiment? What can you say about what happened in the lab? This is your chance to briefly summarize the results of the lab in YOUR OWN WORDS, and discuss any implications of your results. (3 pts)

• Analysis/Extension: Often, in a lab, I add a couple questions to see if you can go beyond what was asked. Answer these questions in complete sentences. You do not need to write down the question. (1 pt)

-The completed lab will be turned in to me at the end of the experiment. The lab will be graded on a 10-point lab rubric attached to this handbook.

Conclusion Prompt

1st Paragraph: Analyze your data.

Some questions to answer:

-Restate briefly what you did.

-What did you observe?

-What does your observations and data mean?

-Are you observations valid? Any errors?

2nd Paragraph: Comparison.

Some questions to answer:

-How did your data compare within your group?

-How did your data compare within the class? (This might require asking a neighboring group what they observed.)

3rd Paragraph: Knowledge Learned.

-What did you learn from this lab? Please, make sure to tie in the knowledge gained in the lab to previous knowledge acquired in the classroom lecture setting.

Identification Rules

1) Write down the ID word and then highlight it (or underline if you do not have a highlighter).

2) Write only the important information about the ID.

3) DO NOT COPY DIRECTLY FROM THE BOOK! Every piece of information from the book should be in YOUR OWN WORDS. You will receive a zero if you do any copying from the book!

4) Leave a space on your paper between each ID word!

5) When the ID says, for example, Figure 3-5, look for Figure 3-5. Then, describe everything that is going on in that figure.

6) If you ever have any questions or are confused about an ID, please come see ME for help! I am more than willing to help during lunch, nutrition, or before school!!!

Downtown Magnets High School

Homework/Classwork Rubric

Mrs. Willis

| |5 (Exemplary) |4 (Competent) |3 (Satisfactory) |2 (Inadequate) |1 |

| | | | | |(Poor) |

|Assignment Completeness |All items attempted |All items attempted |Most of Items Attempted|At least ½ of the |Less than ½ of all |

| |and are complete |and are complete | |items attempted |items attempted |

|Accuracy |All items are correct |All items are correct|Most of the items are |Between ½ and 3/4 of |Less than ½ of items |

| | | |correct |items are correct |are correct |

|Demonstrated Knowledge |Shows a complete |Shows substantial |Shows substantial |Response shows some |Response shows a |

| |understanding of the |understanding of the |understanding of the |understanding of the |complete lack of |

| |questions, |problem, ideas, and |problem, ideas, and |problem. |understanding of the |

| |mathematical ideas, |processes. |processes. | |problem |

| |and processes. | | | | |

|Requirements |Goes beyond the |Meets the |Meets the requirements |Does not meet the |Does not meet the |

| |requirements of the |requirements of the |of the problem |requirements of the |requirements of the |

| |problem |problem | |problem |problem |

|Legibility |Legible handwriting, |Legible handwriting, |Marginally legible |Writing is not legible|Writing is not legible|

| |typing, or printing |typing, or printing |handwriting, typing, or|in places | |

| | | |printing | | |

| |LOS ANGELES UNIFIED SCHOOL DISTRICT |Mr. John Deasy |

| |Downtown Magnets High School |Superintendent of Schools |

| |Business/Fashion Careers/Electronic Information |Mr. Roberto Martinez |

| |1081 West Temple Street Los Angeles, CALIFORNIA 90012 |Superintendent-East ELC |

| |Telephone Number: (213) 481-0371 |Mrs. Derga Guzman |

| |Fax Number: (213) 482-0792 |Principal |

| | | |

| | | |

Dear Parents:

Welcome to Advanced Placement Environmental Science! My name is Amber Willis and I am your son/daughter’s APES teacher. I received my Bachelor’s Degree in Environmental Science at the University of California, Santa Barbara, and a Masters of Science Degree in Environmental Science from California State University, Dominguez Hills. I received my teaching credential in Biological Sciences at Cal State Northridge. This is my thirteenth year of teaching at Downtown Magnets High School, and I am looking forward to another great year with your son/daughter.

This is a rigorous year-long class that will fulfill one-semester of an introductory college level environmental science or laboratory science course. An AP exam will be given at the end of the second semester. We will be investigating a variety of topics from water pollution to air toxicity. And, we will perform many laboratory experiments to help master the topics. Your son/daughter will be performing much work on their way to accomplishing these tasks.

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The grade breakdown for the class is as follows: 90-100 % = A, 80-89 % = B, 70-79 % = C, 60-69 % = D, and 59 % and lower = F. Students will be graded on tests, labs, homework, and class work. Homework will be given every night.

As an aid for parents, I have created a class website: . This website can be accessed to check for homework assignments as well as class activities and lectures. Grades and attendance will also be posted on a bi-monthly basis. Please, feel free to use the website with your son/daughter as much as possible.

If you have any questions or comments about the class, please email me at asb9616@. My conference period is during period. Also, if you would like to volunteer in the classroom or in the school, contact me for the arrangements. I look forward to hearing from you.

Sincerely,

Amber Willis

(213) 481-0371 ext 5172

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___ I have read Mrs. Willis' class information letter and understand that there is a website with which I can monitor my child's progress in class.

__________________________________ _________ ____________________________________

Signature of Parent Date Name of Student

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