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Advanced Placement Biology SyllabusA.H. Parker High School, 2014-2015Instructor: Mrs. T. G. DukesOffice Hours: By Appointment Contact Information: tgoldsmith2@bhm.k12.al.usWebsite(s): code word: m6i3j2 Parents, Grandparents, Guardians and Students, Welcome to the new 2014-2015 scholastic year, this will be a very exciting and studious upcoming year. I will be teaching advance placement biology. Each student will be assessed on the College Board standards learning objectives and each will be evaluated by the use of my grading system, which is stated in this course outline.Course Description: This course is an advanced placement science core class for 11th and 12th grade curriculum in the Birmingham City Schools. AP Biology is a yearlong course, which is graded on a 5-point scale that is designed to be taken by students after the successful completion of both high school biology and chemistry. AP Biology includes those topics regularly covered in a college introductory biology course and differs significantly from the standards-based, high school biology course with respect to the kind of textbook used, the range and depth of topics covered, the kind of laboratory work performed by students, and the time and effort required of the students. The textbook used by AP Biology is also used by college biology majors and the kinds of labs done by AP students are equivalent to those done by college students. AP Biology is a course that aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. This course is designed to prepare students for the Biology College Board Advanced Placement Exam.Course Expectations: This is an advanced college placement course that is equivalent to freshman introductory Biology 101 & 102. You may or may not receive a college credit for taking this class – it depends on the college, participation in the AP exam and the score received. You are strongly encouraged to take the AP exam since most universities accept AP scores, including Alabama and Auburn. Regardless, this class will be taught on a college level and you will be expected to fully participate in all discussions, labs, and activities associated, and study sessions, in the spring semester, with this class. This class will be formatted as a flip classroom. Students must pre-read all material and complete online modules outside of the classroom. Class time will be used for in depth discussion, labs and activities. This class will move fast and will contain nightly homework of about 25-30 minutes – mostly reading with note taking. ANY missed work is your responsibility to find out, retrieve, or possibly make-up at the teacher’s convenience. Attendance in all discussions and activities is strongly advised since you can’t truly understand if you’re not there to obtain the information. You are still responsible for keeping up with all work since you will receive a monthly agenda outlining each topic unit we will cover! Class will begin on time and last all period. Tardiness is unacceptable and will require a note from previous class or the office for admittance – NO exceptions!Prerequisites - Junior or senior standing only. Successful completion of one year of the following courses: Biology with an “A” or Pre- AP Biology with a “B” or better, and Chemistry with a “B” or better.*NOTE: THE SYLLABUS IS TENTATIVE AND IS SUBJECT TO CHANGE. ANY CHANGES MAY BE DUE TO CLASS INTERRUPTIONS, ASSEMBLIES, OR EMERGENCIES THAT CAUSE THE INSTRUCTOR TO BE ABSENTTextbook: Campbell & Reese Biology 7th editionMaterials Required:Binder with loose leaf paperPencilsCalculatorFolder Dividers10 pack of latex or vinyl glovesColor pencilsJump Drive/ Flash DrivePaper Towels, Kleenex, Air FresherComposition Notebook with graph paperHighlightersPens (1 red, 1 blue and 1 black)Ear phonesAccess to the internet & a computerTyping Paper4x6 index cardsA.P. Biology Categories for Grading System EXAMS, QUIZZES, LAB BOOK AND REPORTS, NOTEBOOK (BINDERS), CLASSWORK/HOMEWORK/CLASS PARTICIPATION AND PRESENTATIONS*Report cards are issued every nine weeks and progress reports are issued every 4 weeks. ExamsAt the end of each unit, an exam will be given, which is 50 percent multiple choice and 50 percent free response. Unit exams will be completed in one class period and testing time for these exams will be limited just as it is for the AP Biology Exam. There will be a comprehensive final exam at the end of each semester. Final exams will be multiple choice and cumulative in nature.QuizzesAt a minimum, one quiz will be given each week. Some quizzes will be announced and others will not. Quizzes will vary in format depending on the topic being covered.Lab & Lab ReportsLab reports are required for each of the recommended Inquiry-Based AP Biology Labs and ASIM labs. These reports may include: title, introduction/background information, purpose, hypothesis, procedure, data/results, analysis, question, and conclusion. Students work in pairs to complete lab procedures and turn in one typed formal report, but are responsible for turning in individual lab books. Students are encouraged to produce a high quality report and are given a week from the conclusion of the lab to submit their report.Student’s lab papers will include pre-lab questions, data/results, analysis, and post-lab questions, which are geared to emphasize the key concepts of the lab.Students may be asked to design an experiment, which they will implement at home. The student will propose, in writing, the scientific question they wish to investigate to the instructor. After question approval, students formulate a hypothesis and design an experiment to test their hypothesis. Experimental designs are then peer-reviewed, redesigned if needed, and conducted by the student out of class. This project gives students a chance to be creative and apply the scientific method to a question they wish to investigate. Students work individually and have four weeks to implement their approved experimental design and write their formal lab report.Homework & Readings, Class work, Class Participation, Movie Reports & PresentationsAll due dates are posted on the front board every month. Homework will take many forms and is designed to help with student understanding of the current unit being studied. Homework assignments for each unit include, but are not necessarily limited to the following: online homework modules, completion of Major Themes Concept Maps, justify why the answers to the “self-quiz” multiple- choice section at the end of each assigned chapter are correct, answering the “evolution connection” question at the end of each assigned chapter, and answering free-response questions, which are related to the unit.Readings for each unit include chapters from the textbook, which contain information that will be covered. Scientific abstracts and papers are assigned with the purpose of showing how discoveries are made and demonstrate that science is the process. Articles found in science magazines and online news sources are also assigned to promote discussion about social and environmental concerns. Students will do a structured reading (Content Area Reading) once a week in class.Lab ComponentThe laboratory experience is extremely important in the AP Biology course and is used to emphasize that biology and science is a process, which involves development and testing of a hypothesis, collection, analysis, and presentation of data with a clear discussion of the results. To ensure the lab component of the course is met, on average, one day out of every four is devoted to laboratory work. Students are required to come in to the laboratory prepared and ready to complete the day’s procedure. Lab reports are then completed at home.During the course, students will complete the recommended laboratories in the AP Biology Investigative Labs: An Inquiry-Based Approach. The course also includes additional lab activities and virtual labs, which have been chosen to emphasize topics covered in the course that are not addressed in the recommended AP Biology Laboratories.Grading Scale:Grade PointsGrade PointsWeighted (AP) Points90-100A = 4A = 580-89B = 3B = 470-79C = 2C = 360-69D = 1D = 10-59F =0F = 0AP Biology receives weighted credit on the student's rank GPA and on the state GPA appearing on the transcript.Semester Grades will be determined as follows:1st nine weeks 40% 2nd nine weeks 40% Semester Test 20%GRADESAP Biology Grades will consist of: Test, Quiz, Exit Slips, Article 3 point essays, Projects and PresentationsAP Biology Workshop Grades will consist of: Homework, Notebook checks, Class participation and LabsTopics Outline for the YearThe AP Biology Curriculum is framed around four Big Ideas. For each of these Big Ideas, there is a set of core concepts called Enduring Understanding, which will be used to guide the AP Biology course curriculum. Below is an outline of the AP Biology Curriculum Big Ideas and the Enduring Understandings topics covered in this course. AP Biology is a rigorous course that demands personal responsibility from the student. In order for students to plan effectively, they are provided with due dates for all major projects, labs and tests. They are strongly encouraged to complete nightly readings and study each day’s lecture notes on their own time.Put this syllabus in your notebook for future reference.UNIT 1 CELLSUNIT 2 BIOENERGETICSUNIT 3- CELL CYCLE AND SIGNAL TRANSDUCTIONUNIT4- NERVOUS AND IMMUNE SYSTEMSUNIT 5- ENDOCRINE SYSTEM AND DEVELOPMENTUNIT 6- GENETICSUNIT 7- ECOLOGYUNIT 8- EVOLUTIONUNIT 9- DIVERSITYLearner Objectives:Chemistry of Life?/CellsTo understand the unique chemical and physical properties of water and to know how these properties make life on earth possible To explain the role of carbon in the molecular diversity of life To explain how cells synthesize and break down macromolecules To explain the structure of biologically important molecules To explain how enzymes regulate chemical reactions To explain the similarities, differences and evolutionary relationships between prokaryotic and eukaryotic cells To understand the current model of membrane structure and to explain how different molecules pass across the membrane To show how cells use compartmentalization to organize the various cellular function To understand which factors limit cell size and to explain how and why cells divide Cellular EnergeticsTo demonstrate the role of ATP and the chemiosmotic theory in cellular energetics To show how organic molecules are catalyzed To explain the photosynthetic process and to show how it compares and contrasts with cellular respiration Heredity/Molecular GeneticsTo explain which features of meiosis are most important to sexual reproduction To follow the paths of chromosomes and individual genes through gametogenesis To explain how genetic information is organized To demonstrate and understanding of the importance of Mendel’s Laws of inheritance To know the major types of nucleic acids and explain how their structure is related to their function To understand the various mechanisms of gene expression To show the forms of gene mutation To explain viral structure and replication To understand modern biotechnological advances and how they may impact human lives Evolutionary BiologyTo show and understanding of the current models for the origin of biological macromolecules To explain the evidence of evolution To demonstrate an understanding of the mechanics of evolution at work Diversity of OrganismsTo explain the main body plans of plants and animals To identify a representative organism for the major taxa To explain the major characteristics in each primary taxon To show evolutionary similarities among related groups Structure and Function of Plants and AnimalsTo show what patterns of reproduction are found in plants and animals and to show how they are regulated To understand physiological organization among living things To explain how organisms respond to their environment EcologyTo show how models can be used to demonstrate population growth To show how energy flows through ecosystems To explain how humans may impact the ecosystem around them Classroom Policies/ ProceduresATTENDANCE: It is vitally important that students attend every class every day. Students are responsible for turning in an excuse to receive full credit for any work they miss; otherwise, the absence will be coded unexcused. Students have 3 days to complete the process. Students are also allowed a total of 7 absences for the semester before receiving no credit for the course. Tardy- a student is tardy when he or she is not seated and ready to work when the bell rings. A student who arrives after roll and is more than 3 minutes late is considered absent and must have a valid written excuse from an administrator to be admitted to class. Tardiness - students are allowed only 2 tardies a year, after that a valid written excuse from an administrator must be provided to be admitted into class. It is the student’s responsibility to make sure that they get all missed assignments.CLASSROOM RULESRespect the teacher, your peers, yourself, the lab and this classroomCome to class on time, with all required materialsFollow all lab rulesDo not talk during class without permission from teacherAll assignments are due at the beginning of classNo physical play (horse play)Dress code will strictly be enforcedNo cell phones or any electronic devices other than a calculatorClean up behind yourselfAll school rules will be strictly enforcedPasses out of class are for emergencies only- and should not be abused?DISCIPLINE POLICY1st offense - warning or a brief discussion in class2nd offense- discussion with student after class and additional assignment3rd offense- call to parents4th offense- referral to the administrationCheating and cooperation- you will be encouraged to cooperate with others on specified labs and group activities where each person contributes and improves the final product. Cheating, which is copying from a classmate, book, or Internet, will be dealt with according to school policy. All written work should be completely in your own words.Study Tips:A biology textbook cannot be read the way you would read a novel! Begin by pre-reading the chapter; glance at the section headings, charts and tables in order to organize the material in your mind and stimulate your curiosity. This will make it easier to read the chapter and extract more information from it. Be an active, not passive reader, by stopping frequently (at least every paragraph) and consider what you have just read. What is the concept being discussed? Put it in your own words (out loud or by writing it down); by doing so you are reprocessing and using the information presented in the text. Place a few key notes in you notebook; make sure these notes include all new terms and illustrative examples. Become a note taker and not a note copier! Simply writing down what is written on the board is passive learning (it's a start, but is not as effective as it could be). To get the most out of taking lecture notes, do it in a systematic manner. Before class read the textbook material to be covered in lecture. You will then use class time more efficiently because you will learn more from the lecture, and you will be able to take better notes having been introduced to many of the concepts in the text. During lecture do not attempt to write down every word that is said; that approach is futile and unnecessary. Instead, focus on the major ideas. Summarize information by making your own diagrams and tables, which will allow you to rehearse and test yourself on the material. Relate new information to other, related information. Study with a friend in the class and at home! Take turns explaining the material to each other. Set up on-going study groups and meet at each other's home each week. There is too much new material in a biology class to be able to learn two weeks' worth of material the night before an exam! Review your text material and lecture notes daily so that you can avoid cramming at test time. Daily studying and rehearsal helps get information into long-term memory. Make the most of your time in lab by arriving fully prepared. AP Biology labs are too long and involved to try to perform without having thoroughly read over them the day before. How Can Parents Help:Quiet structured study time! Help your child to establish a study routine by setting up a quiet study area and a consistent quiet study time nightly. The routine will help them practice good study habits for college. Should the study area be their bedroom or a family area, like the dining room? That depends on your household and your child. If your child is self-motivated and can work steadily without supervision, then a quiet desk space in their bedroom would work well. However, if their bedroom is equipped with distractions like a stereo or TV, then this might not be conducive to concentrating on homework and the family area may work better. Work on Biology EVERY night! For your child to stay up-to-date in this course they need to spend some time on biology every night. The ideal would be about one (1) hour per night or approximately six (6) hours per week. This would include textbook reading, lecture review, lab notebook assignments, extra credit assignments, and test preparation. On weeks when they cannot devote that one hour on a weeknight, they should put in extra time on weekends to make up for it. On nights where they have minimal time, your child should at least review the day’s lecture notes (PowerPoint notes on the Web). Support Study Groups! Encourage your child to arrange a study group with other students in the class. Each student will have different strengths and weaknesses in this course. In one unit, your child will be the teacher to other students and in a different unit they will be the student. Putting two or more heads together is always a benefit. You never learn something as well as when you have to explain it to someone else. However let me emphasize that, while study groups and cooperative effort are strongly encouraged; on final written work, all students are required to craft their own answers and must have a completely uniquely worded answer for each question! Use a Lifeline! Encourage your child to ask for help. I can stay after any day for extra help. Also, all my AP students have my e-mail address and they can readily e-mail me for help at any time after school hours and I will make every effort to reply to them immediately. Do not allow them to feel like they are intruding, I am here to help them understand and learn to love the subject of Biology as much as I do. Don’t Panic! Stick with it! Some parts of this course will come more easily than others. Encourage your child to work steadily and not to be discouraged. Success will build as they improve their critical thinking skills and their writing ability through practice. This is a college course and they are working on more than learning biology; they are working on skills that they will use to succeed academically for years to come. Your child needs to work hard and work steadily and they will be rewarded in this course! ? Lab Safety 1. Follow all instructions carefully. Use special care when you see the word CAUTION.?2. Never do laboratory work unless your teacher is supervising you.?3. Always follow the directions given by your lab manual or by your teacher.?4. Know the location of ALL safety equipment in the laboratory. ?5. Always wear protective eyewear and clothing unless instructed otherwise by your teacher. ?6. NEVER run, push, or engage in horseplay of any kind in the laboratory. ?7. Never eat or drink in the laboratory. ?8. Report any accident, spill, or breakage to you teacher immediately. ?9. Always clean your work area and equipment at the end of the lab period. ?10. Dress properly for the laboratory. ?a. Roll long sleeves above the wrist?b. Don’t wear loose-fitting sleeves or bulky outerwear. ?c. Tie back long hair. ?11. Use care with electricity. ?a. Always make sure electrical cords are kept away from the edge of the table where people passing by can catch them. ?b. Always make sure that your hands are dry before you handle any electrical equipment. ?c. Always use electrical equipment in a completely dry area. ?12. Be careful with laboratory glassware. ?a. Always check glassware before you use it. Never use glassware that is chipped or cracked. Show this glassware to your teacher. ?b. Never use your bare hands to clean up broken glassware. ?c. Always be careful when carrying glassware to and from you work area. ?13. Be very careful with heat or fire. ?a. Always use tongs to handle hot containers, objects, or materials. ?b. Always heat liquids slowly and/or cover to avoid spattering. ?c. Always turn burners and hotplates off when they are not in use. ?d. Never allow flammable materials such as alcohol near an open flame. ?e. Notify your teacher in the case of a burn. Minor burns should be soaked immediately in cold running water. ?14. Use extreme care when working with chemicals. ?a. Always treat the chemicals in the laboratory as hazardous. ?b. Never taste substances in the laboratory. ?c. Never smell or touch substances in the laboratory without specific instructions. ?d. Never mix any chemicals unless you are instructed to do so. ?e. Use materials from containers that are clearly marked.?f. Wear goggles and an apron whenever heating chemicals.?g. If you spill any chemicals on your skin, wash your skin with running water. If chemicals splash in your eyes, use eyewash. ?h. Notify your teacher immediately of any chemical spills.P.O. Box 21, IL 60510 1-800-452-1261 ? Fax: (866) 452-1436 flinn@ ? flinnsc?Mrs. T.G. Dukes’ Class Informational SheetCAR- Content Area Reading- these are short reading assignments you will do in class on Wednesdays and Thursdays. You will keep your answers in your binder in your CAR section.Essential Questions and Bell ringers: Opening assignment you will do everyday at the beginning of class. You will keep these assignments in your interactive notebook.Think-Pair-Share- Discuss your response to the question with partner before sharing with the whole class.Retelling- Read information and then summarize what you understand about the text to your partner.3-2-1- On your exit slip you will write 3 new things you learned, 2 ways I contributed to class today and 1 question I still haveExit Slip: At the end of each class you will complete an exit slip. You will place your exit slip in YOUR exit envelope on the door.While you were out- on the counter below the cabinets you will find folders for the week containing make up assignments and “while you were out sheets?”Homework: Is due at the beginning of class!Question Box: on the counter below the cabinets is a small box where you can fill out a card with any questions or concerns you have before or after class. I will answer all questions the following day. Please write your name and class period if it is a specific question or concern.Heading of all assignments that will be turned in: Left top corner line 1: include your first and last name, line 2: the date, line 3: the title of the assignmentAP BIOLOGY CLASS and LAB NOTEBOOKDIRECTIONS:Use a 2 or 3-inch binder as your notebook.The cover of your notebook should have your name, subject, and period only!A master coversheet with your name and period must be clipped into your notebook as your first sheet.Dividers with tabs labeled with the name of each section must be included.All papers must be clipped into the notebook in the correct order by units.Notebooks must be brought to class each day!Student will only receive credit for their notebook each nine weeks IF KEPT IN ORDER!NOTEBOOK SECTONSSECTION 1 SYLLABUSSECTION 2 – HANDOUTS TO BE SAVED ALL YEARWebsite sheet, class rules, notebook guidelines, safety rules, 3 point essay, lab report formatsSECTION 3- UNIT WORKInclude a cover sheet for each unit with its number and title, and unit calendar.Unit work should be in the following order, bell ringers (CARS and quick writes), outlines, notes, 3-point article essay, homework, worksheets, and handouts, study guide.SECTION 4- GRADE REPORTSStudent grade form and printed grade reportsSECTION 5: LAB SECTIONLab work should be in the following order: 1st divider sheet is the cover sheet and it must include student name, teacher name and period. 2nd sheet should be the Table of contents, which will include lab name and page on which the lab write-up can be found. 3rd divider sheet will be labeled Labs and then add original lab sheets, all data and then the formal lab write-ups.As you add labs, number each page of the lab section in the lower right corner. Continue this page numbering through all labs.AP BIOLOGY REVIEW NOTEBOOK Set up a spiral notebook for your end of the course AP Biology review using the following guidelines:Write your name, year, and course on the front of your notebookTab the first page of EACH unit with the number of that unitOn the tabbed sheets in your notebook, write the section number and its title then skip a lineOn the next line, start numbering and answering each point from your review sheet. (Number the terms 1-the last term)EVERY TERM SHOULD BE A SEPARATE NUMBERED POINTWrite the TERMS FROM THE REVIEW SHEET IN INK; Write your Responses in PENCILMore than one section can be on the same sheet of paper, but they should be separated by TWO LINESDo NOT write on the back of your notebook sheets.*AP BIOLOGY REVIEW NOTEBOOKS WILL BE CHECKED BEFORE EACH EXAM.FORMAL AP BIOLOGY LABORATORY WRITE-UP PROCEDURE (Must be typed!) 1 per lab groupI. LAB OR EXPERIMENT NAME- BE CREATIVE; BUT LOGICAL. II. INDIVIDUAL OR GROUP MEMBERS NAMES- IF IT IS GROUP MEMBERS, THEY MUST BE LISTED IN ALPHABETICAL ORDER. THERE MUST ALSO BE AN ASTERIC NEXT TO THE PERSON’S NAME WHO ACTUALLY WROTE THE LAB WRITE-UP FOR THE GROUP. III. DATE OF EXPERIMENT- PUT THE DATE AS THE DAY YOU ACTUALLY PERFORMED THE EXPERIMENT; NOT THE DATE YOU TURN IN THE WRITE-UP.IV. TEACHER’S NAME AND CLASS PERIOD(S)V. LIST OF MATERIALS AND QUANTITIES USED- YOU MUST LIST EVERYTHING YOU USED IN THE PERFORMING OF THE EXPERIMENT. INCLUDING APPARATUS. GIVE THE TOTAL VOLUME, MASS, OR OTHER SCIENTIFIC MEASUREMENT CONSUMED FOR THE ENTIEXPERIMENT. VI. EXPERIMENTAL PROCEDURE- YOU MUST WRITE THE EXPERIMENT IN YOUR ON WORDS. YOU MUST BE DETAILED. VII. PURPOSE- YOU MUST GIVE A BRIEF STATEMENT, ONE OR TWO SENTENCES, ABOUT WHAT THE PURPOSE OF THE WHOLE LABORATORY IS TRYING TO CONVEY TO YOUR UNDERSTANDING OF A TOPIC. THERE IS ONE UNIFYING THEME FOR EACH LAB.VIII. HYPOTHESIS STATEMENT- YOU MUST WRITE ONE SENTENCE, IN IF…THEN… FORMIX. EXPERIMENTAL DATA AND NOTES- THIS IS ANY OBSERVATION YOU WITNESSED WHILE ACTUALLY PERFORMING THE EXPERIMENT. THIS ALSO INCLUDES DATA TABLES OR PICTURES.X. GRAPHS OR CALCULATIONS- THESE ARE ITEMS THAT ARE DONE AFTER THE EXPERIMENT WHEN YOU HAVE ALL YOUR DATA AND OBSERVATIONS.MAKE SURE YOU HAVE A PROPER TITLE, LABELING, UNITS, AND SPACING WHEN CONSTRUCTING A GRAPH OR CHART!XI. CONCLUSION (HAS 6 PARTS)- PART 1: VALIDITY STATEMENT ABOUT THE HYPOTHESIS. PART 2: DETAILED EXPLANATION OF THE RESULTS FROM THE EXPERIMENT FROM EACH PART AND OVERALL.PART 3: SOURCES SITE FOR SUPPORTING YOUR EVIDENCE PART 4: AN EXPLANATION FOR ANY POSSIBLE SOURCES OF ERROR. PART 5: IDEAS FOR WAYS TO CORRECT YOUR ERRORRS PART 6: IDEAS FOR EXPANDING OR FURTHERING THIS EXPERIMENT IN TERMS OF KNOWLEDGE GAINED.If you have any questions or concerns, please feel free to write them in the comment section on the signature page or contact me during my preparatory hours?Sincerely, ?Mrs. T. DukesPlease sign and remove this page from the packet, and return it to me -------------------------------------------------------------------------------------------------------------------------------------------2014-2015Class Rules, Procedures, Discipline Policy and Laboratory SafetyBy signing this contract, the parent and the student acknowledge that they have read over all class rules, procedures, policy and lab safety handout for Mrs. Dukes’ AP BIOLOGY class and that they understand and agree to the commitment necessary to be successful and practice safety in this course. _________________________________________________ __________________________________________ Parent/Guardian signatureSignature of studentDATE__________________ AP Biology STATEMENT OF UNDERSTANDINGBy signing this contract, the parent and the student acknowledge that they have read the preceding syllabus for Mrs. Dukes’ AP BIOLOGY class and that they understand and agree to the commitment necessary to be successful in this course.__________________________________________________ _____________________________________________Printed student name Signature of student_________________________________________________ __________________________________________ DATE_____________Printed parent/guardian name Signature of parent/guardian____________________________ Parent email address (please print) Please return completed STATEMENT OF UNDERSTANDING /LABORATORY SAFETY CONTRACT to Mrs. MENT SECTION: ___________________________________________________________________________________________________________________ ................
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