AP Biology
Basha High School
AP Biology
Course Syllabus
2011-2012
Instructor: Amy Kiefer Room No: C216
Phone No: (480) 224-2182 Email: kiefer.amy@chandler.k12.az.us
Personal Philosophy
Biology is one of the most important subjects to study because it is applicable to everyone and the future our society will be largely dependent on our ability to sustain resources on our planet and manage diseases that inflict our species. Since biology is a rapidly developing science, I will incorporate recent journal and newspaper articles to keep you informed on the current issues in science and how they relate to you, the student, and society as a whole. My goal for my students in this course is to make sure they have a basic understanding of the biological concepts covered in a first year university course and make connections between concepts learned and their relevance on society. AP Biology is for all students! It is a rigorous course, but you can be successful if you try and ask for help when you need it. Students are expected to take the AP Biology exam at the end of the course.
Course Overview
Biology is the study of life, its forms, its functions, and how living things relate to each other and their environments. The study of biology is important because we need to understand energy resources and food production, disease prevention, public health, conservation, and environmental quality. This course conforms to the standards instituted by the College Board for all AP courses and covers all of the topics in the AP Biology course description. These topics include biochemistry, cell structure and function, metabolism, genetics, molecular basis of inheritance, DNA technology, evolution, microbiology, classification, plants, animals, animal physiology, and ecology.
Furthermore, all the above topics are integrated throughout the course using the eight major themes from the AP Biology curriculum requirements.
This is a laboratory course in which students are expected to use collected data to solve biological problems.
The objectives of the course are that each student shall
• demonstrate skills in using various types of biological instrumentation and scientific methodologies,
• learn how to read and critique papers written by scientists in the field of biology,
• practice finding and using patterns in collected data to solve scientific problems,
• exhibit mastery of the major principles of biology, and
• apply biological knowledge and critical thinking to environmental and social concerns.
Internet Resources
✓ Students are encouraged to access the textbook online as well as the excellent study tools at
✓ There will be assignments given that are associated with this website.
Textbooks
✓ Biology. 7th Edition, AP Edition, by Neil A. Campbell and Jane B. Reece, Pearson Benjamin Cummings publishing (2005). (Provided by teacher)
✓ It is recommended that you purchase the Campbell Student Study Guide by Martha A. Taylor. ISBN:0-8053-7155-9. There are a number of places on-line that still sell the 7th edition, you could buy the 8th edition too. This is an invaluable studying tool.
✓ It is also recommended that students purchase a supplemental AP Biology test taking guide. Cliffs Notes, Spark Notes, Barron’s and numerous others can be found at any major bookstore.
Safety
This is a laboratory course, which will utilize chemicals and other organic materials. Failure to follow proper lab procedures will result in a zero on the lab assignment and possible removal from class.
Homework & Progress Reports
Homework is due on the following class day, unless otherwise instructed. Progress reports will be sent home occasionally for a parent/guardian signature and is due the next class period. This will be counted as a homework assignment. Study guide worksheets provided in The Student Study Guide for Campbell/Reece Biology, 7th Edition, by Martha R. Taylor, published by Pearson-Benjamin Cummings (2005) are assigned as homework. Other homework assignments include guided reading packets for each chapter, lab write-ups, and current event oral reports, and possibly posting information on my school website.
Classroom Expectations & Consequences
• Golden Rule: Treat other as you want to be treated.
• This is a college-level course, therefore students are expected to act appropriately
• All individuals have a right to an educational environment free from bias, prejudice and bigotry. As members of the Basha High School educational community, students are expected to refrain from participating in acts of harassment that are designed to demean another student’s race, gender, ethnicity, religious preference, disability or sexual orientation
• No Food or drink (except water) in the classroom
• Students will respect themselves & their peers to provide an equitable learning environment
• Cell phones, mp3 players, and iPODs are not to be used during instructional time
• All school rules & consequences in student handbook will be enforced
• Profanity will not be tolerated
• Conference period will be on Thursday and Friday from 9:17 - 9:45. During this time students are only allowed out of the classroom if they have a pass from another teacher or colored clubs pass. The library is not available during conference. Students should use this time to study or read
• Failure to comply with school rules will result in the following consequences:
1. 1st offense: Warning
2. 2nd offense: Contact with parents
3. 3rd offense: Referral to administration
Tardies
You must be in your seat prepared for class BEFORE the bell rings or you will be marked tardy. The following are the consequences for tardiness each semester:
• 1st -4th Tardies: Warning
• 5th Tardy: Call Home
• After 6th Tardy: Referral to administration. You will also be ineligible for any extra credit opportunities if you accrue more than 6 tardies in a semester.
Make-Up Policy
• It is your responsibility to obtain missed work and notes.
• Please Note: if a long-term assignment has been assigned prior to the absence the due date stands.
• Extensions may be granted on a case-by-case basis depending on the circumstances.
• Warm ups are expected to be made up.
• Labs must be made up after school only. Make-up lab times will be announced in class, accommodations will only be made for extenuating circumstances.
• Late assignments will be accepted for half credit.
• For excused absences, you have as many days as you were gone in order to turn in the work missed for full credit.
• Time extensions will be given on a case-by-case basis. Students needing a time extension should meet with the instructor to discuss a new due date.
Excessive Absences
This is a fast-paced course, so it is critical that you are in school daily. Parents/guardians will be notified of excessive absences. On the 11th excused or unexcused absence, the student may be removed from the class (and consequently fail the class). School related absences (i.e. sporting events, club events, and/or field trips) do not count towards the 10 days. This is an Arizona State Law.
Cheating
Cheating is not tolerated. If cheating is discovered further steps will be taken. Copying and plagiarizing are cheating. Refer to page 11of the student handbook for further explanation.
Lab Component
I feel that the use of the lab is one of the most important components of this course as it requires the student to utilize their higher-level thinking skills as well as communicate the knowledge they are specifically addressing. Laboratory exercises such as wet, dry, virtual, and station rotations incorporate the inquiry-based portion of this course. Students are given the opportunity to critically interpret and analyze their data, and report their conclusions in a laboratory report. Students organize and maintain a journal of their laboratory investigations. Students submit these journals with data, analysis, conclusions, and future explorations highlighted after each lab for evaluation. If a formal lab write-up is assigned, students are required to submit a typed report that includes the following components: title page, introduction/background, hypothesis, data, data analysis, conclusions, limitations, and future research possibilities. Students are given one week post lab completion to submit their full report.
Student Assessments
Students are assessed weekly with reading quizzes, and/or pre/post lab quizzes. They have unit exams, projects, AP style practice exams, and lab practicals. Students are evaluated on their level of performance in lab, the formal lab write-ups, bringing in current events, and homework.
Grading Policy
Test & Quizzes 65%
Lab Reports 25%
Class work & Homework 10%
Class grades are based on the traditional grading scale: 100%-90% = A, 89%-80% = B, 79%-70% = C, 69%-60% = D, 59%-50% = F.
Semester grades are calculated according to the school’s grading policy, 40% first quarter, 40% second quarter, 20% final exam.
**Parents can access their child’s grades and assignments by going to the school’s website and clicking on Parent Connect. Students’ information is only accessible by using an individualized password assigned by the school. Parents may contact office personnel/counselor for their child’s password.
AP Exam
Students are highly encouraged to take the AP Biology Exam in May. Students who take the official College Board AP Biology Exam and attend 5 (one-hour) after school/weekend study sessions and a mock exam session (three hours) and receive a passing score (3, 4, 5) on the MOCK exam will be eligible to have their 2nd semester final exam account for only 5% of the final exam grade. If the student fails to attend all five study sessions or does NOT pass (1, 2) the mock exam, but still takes the AP Exam, their final exam will account for 50% of the final exam grade. Those students who choose to not take the AP exam will have to take the final exam, with 100% of the exam accounting for their final exam grade.
Example Scenarios
|Earned Final Exam Grade |Weighted Final Exam Grade (20%) |Qtr 3 Grade (40%) |Qtr 4 Grade (40%) |Final Semester Grade | |Student A – Takes AP test & attends 5 study sessions Passes Mock exam |70%
(accounts for 5% of weighted grade) |99% |92% |88% |92% | |Student B- Takes AP test & attends less than 5 sessions Does not Pass Mock exam |70%
(accounts for 50% of weighted grade) |85% |92% |88% |89% | |Student C- DOES NOT take AP test |70%
(accounts for 100% of weighted grade |70% |92% |88% |86% | |
Grade Change Incentive:
If a student scores 4 or 5 on the AP Exam, the instructor will do a semester grade change for both first and second semester. The grade change ensures that the student will receive an “A” (at least 95%) for both semesters regardless of previously earned semester grades.
Course Outline (not necessarily in this order)
Unit 1: Review of Core Bio Concepts & Chemistry/Biochemistry
I. Readings: Chapters 1-5
II. Lecture Topics:
a. Themes of Biology – Evolution threaded throughout
b. “Nothing in science makes sense except in the light of evolution” by Theodosius Dobzhansky
c. Elementary principles of inorganic chemistry (e.g. atoms, molecules, bonding)
d. Role of water on life, carbon and functional groups
e. pH scale and buffers
f. Structure & Function of Macromolecules: Proteins, Carbohydrates, Lipids, Nucleic Acids
g. Dehydration Synthesis/Hydrolysis Reactions
Class Activities/Labs
a. Molecular model kits and Toober Modeling Kits for Protein Structure (Hands-on)
b. Properties of Life Station Rotation (teacher generated)
Unit 2: Metabolism & Cellular Respiration
I. Readings: Chapter 8 and 9
II. Lecture Topics:
a. Laws of thermodynamics
b. Free Energy
c. Enzyme Structure
d. ATP structure and function
e. Substrate specificity
f. Environmental effects on enzyme activity
g. Allosteric regulation
h. Cellular Respiration (glycolysis, oxidative phosphorylation, chemisomosis, fermentation)
III. Class Activities/Labs
a. Toothpickase (Enzyme simulation prior to AP Lab)
b. AP Lab #2 – Enzyme catalysis (Hands-on)
c. AP Lab #5 - Cellular respiration (Hands-on)
Unit 3: Origin of the cell and cell structure and function
I. Readings: Chapters 6, 18, 19
II. Lecture Topics:
a. Compare/contrast structure of prokaryotic/eukaryotic cells
b. Organelles: structure and function- emphasis on chloroplasts & mitochondria
c. Bacteria reproduction and nutritional modes
d. Bacteria and their roles; harmful and beneficial
e. Viruses; basic structure and function, reproduction
f. AIDS and other important viruses
g. Viroids, prions, emerging viruses
III. Class Activities/Labs
a. Microscope Lab – Identifying eukaryotic vs. prokaryotic cells (Hands-on)
b. Lab: The effects of antibiotics on evolution of bacteria
c. Video: PBS Evolution Series: The Evolving Enemy (Antibiotic Resistance to Tuberculosis in Russia)
d. Class Discussion – What characteristics of cells provides evidence of a common origin?
Unit 4: Membrane Structure & Function & Cell Communication
I. Readings: Chapter 7 and 11
II. Lecture Topics:
a. Fluid Mosaic Model
b. Role of Lipids and Carbohydrates
c. Active vs. Passive Transport
d. Membrane Potential
e. Cell signaling and regulation
III. Class Activities/Labs
a. AP Lab #1: Diffusion and Osmosis (Hands-on)
Unit 5: The Cell Cycle
I. Readings: Chapter 12
II. Lecture Topics:
a. Cellular Organization of Chromosomes
b. Phases of the cell cycle
c. Phases of mitosis
d. Control of the cell cycle
e. Cancer
III. Class Activities/Labs
a. AP Lab #3A: Mitosis (Hands-on)
b. Onion Cell Mitosis: U of Arizona Biology Project website (virtual)
c. Lab Practical – Identification of Phases of cell cycle via slides
Unit 6: DNA, Protein Synthesis, and DNA Technology
I. Readings: Chapters 16-19 26, 27
II. Lecture Topics
a. Structure of DNA
b. History of the discovery of DNA-integrating novel
c. Base Pairing-genetic code
d. Proofreading and Repairing-enzymatic control
e. DNA replication (conservative, semi-conservative, dispersive)
f. Prokaryote/Eukaryote Repication
g. Transcription/Translation
h. Comparing regulation of gene expression in prokaryotes and eukaryotes
i. Mutations (point, frame shift)
j. Mutagens
k. DNA Technology
1. Cloning
2. Restriction Enzyme Analysis
3. Gel Electrophoresis
4. RFLP
5. DNA Sequencing
6. Bacterial Transformation
7. Applications of DNA Technology
III. Class Activities/ Labs
a. Using The Double Helix to springboard discussion on science as an inquiry process
b. Movie: DNA: The Secret of Life – Review of replication and protein synthesis
c. Movie: Secret of Photo 51 – Post AP Exam: Integration of history and role of Rosalind Franklin
d. DNA Extraction
e. Modeling Protein Synthesis
f. Dry Lab – Sanger Sequencing
g. AP Lab #6: BioRad- pGLO bacterial transformation (Hands-on)
h. Restriction Enzyme Dry Lab (bio.)
i. Restriction Enzyme Analysis of lambda DNA – Biotech Project, U of Arizona (Hands-on)
Unit 7: Meiosis and Mendelian Genetics
I. Readings: Chapters 13-15
II. Lecture Topics:
a. Asexual vs. Sexual Reproduction
b. Comparison of meiosis and mitosis
c. Evolutionary significance of genetic variation within populations
d. Law of Segregation
e. Law of Independent Assortment
f. Crosses/Pedigrees
g. Inherited Disorders
h. Genetic Testing/Counseling
i. Sex Linkage
j. Chromosome Mapping
k. Disorders result of abnormal chromosome numbers
III. Class Activities/Labs
a. AP Lab #3B: Meiosis/Sordaria Crossing Over (Hands-on)
b. Genetics Problems (biology.)
c. M&M Chi Square Statistics ()
d. Modified Lab #7: Online Drosophila Crosses (bio.) (Virtual)
Unit 8: Mechanisms of Evolution, Evolutionary Biology, Phylogeny and Systematics
I. Readings: Chapters 22-26
II. Lecture Topics:
a. Paradigms during Darwin’s time
b. Evolution of the theory – historical context
c. Taxonomy
d. Natural selection
e. Genetic drift
f. Punctuated vs. gradual equilibrium
g. Evidence for Evolution
h. Hardy/Weinberg
i. Adaptive radiation
j. Prezygotic vs. postzygotic barriers
k. Endosymbiotic Theory
III. Class Activities/Labs
a. Modified AP Lab #8: Goldfish Evolution () (Hands-on)
b. Protein Electrophoresis of animal tissue – What are we more closely related to? (U of Arizona Biotech Project lab)
c. Movie: Evolution-PBS series – various clips
d. Hardy-Weinberg practice problems (packet from )
e. Analyzing a cladogram
f. Are we experiencing the 7th Mass Extinction? A comparison of past extinction events
g. Human Evolution: Analyzing hominid skulls
h. Video: The Journey of Man: Post-AP Exam
Unit 9: Biological Diversity
I. Readings: Chapters 28, 31-34
II. Lecture Topics:
a. Comparison of Body Systems (physiology and anatomy)
b. Survey of major phyla (Protists, Fungi, Invertebrates, Vertebrates)
c. Phylogenetic Relationships
d. Symmetry
III. Class Activities/Labs
I. Phyla Presentations –Students research and report distinguishing characteristics of major phyla
II. Survey of phyla with preserved specimens
Unit 10: Animal Form and Function
I. Readings: Chapters 9, 40-49
II. Lecture Topics
a. Comparison of systems (Digestive, Circulatory, Respiratory, Immune, Endocrine, Muscle contraction)
III. Class Activities/Labs
a. Dissections of organisms from major phyla (fetal pig, frog, squid, worm, etc)
b. AP Lab #10: Physiology of Circulatory System (Hands-on)
c. Amoeba Feeding Lab/Planaria Lab (teacher generated)
Unit 11: Plant Structure & Function, Plant Diversity, and Photosynthesis
I. Readings: Chapters 10, 29-30, 35-39
II. Lecture Topics:
a. Chloroplast structure & function (photosynthesis)
b. Cyclic and noncyclic electron flow
c. CAM, C3, C4 photosynthesis
d. Evolution of plants
e. Plant structure and function
f. Transpiration
g. Angiosperm vs gymnosperms
h. Plant hormones
i. Phytochromes
j. Stimuli response
k. Photoperiodism
III. Class Activities/Labs
a. AP Lab #4: Photosynthesis (Hands-on)
b. AP Lab #9: Transpiration (Hands-on)
c. Flower Dissection (Hands-on)
d. Fruit Lab (teacher generated) (Hands-on)
e. Plants response to Gibberellic acid (Wards) (Hands-on)
Unit 12: Animal Behavior
I. Readings:
a. Chapters 1, 51
II. Lecture Topics
a. Themes in Biology
b. Proximate and Ultimate Causes of Behavior
c. Genetic and Environmental Control of Behavior
d. Social Behavior (altruism, kin selection, social learning)
III. Class Activities/Labs
a. Beta Fish Aggression Lab (Hands-on) (Modified AP Lab #11 found at bio.)
Unit 13: Ecology
I. Readings: Chapters 50, 52-55
II. Lecture Topics:Nutrient cycles
a. Energy Flow
b. Ecosystem ecology, trophic structure, and productivity
c. Biomes: aquatic and terrestrial biomes and the factors that influence them
d. Community interactions
e. Community ecology, ecological succession, soil and its role in succession
f. Population growth
g. Human Impact – Environmental Issues
h. Population ecology
III. Class Activities/Labs
a. Desert ecosystem analysis – Field work at SanTan Park & Gilbert Riparian Preserve w/ formal lab writeup (Hands-on)
b. AP Lab #12: Dissolved oxygen and aquatic primary productivity (Hands-on)
[pic]
Topic Outline for AP Biology
Percentage of Course
I. Molecules and Cells ----------------------------------------------------------25%
A. Chemistry of Life ---------------------------------------------------(7%)
Water
Organic molecules in organisms
Free energy changes
Enzymes
B. Cells ------------------------------------------------------------------(10%)
Prokaryotic and eukaryotic cells
Membranes
Subcellular organization
Cell Cycle and its Regulation
C. Cellular Energetics ----------------------------------------------------(8%)
Coupled Reactions
Fermentation and Cellular Respiration
Photosynthesis
II. Heredity and Evolution ------------------------------------------------------25%
A. Heredity ---------------------------------------------------------------(8%)
Meiosis and Gametogenesis
Eukaryotic Chromosomes
Inheritance Patterns
B. Molecular Genetics ----------------------------------------------------(9%)
RNA and DNA Structure and Function
Gene Regulation
Mutation
Viral Structure and Replication
Nucleic acid technology and applications
C. Evolutionary Biology --------------------------------------------------(8%)
Early Evolution of Life
Evidence for Evolution
Mechanisms of Evolution
III. Organisms and Populations -------------------------------------------------50%
A. Diversity of Organisms -----------------------------------------------(8%)
Evolutionary patterns
Survey of the Diversity of Life
Phylogenetic Classification
Evolutionary Relationships
B. Structure and Function of Plants and Animals—--------------------(32%)
Reproduction, growth, and development
Structural, physiological, and behavioral adaptations
Response to the environment
C. Ecology ----------------------------------------------------------------(10%)
Population Dynamics
Communities and Ecosystems
Global Issues
AP Biology
2011-20012
Syllabus Acknowledgement
I acknowledge that I have read and understand the class syllabus for AP Biology. I understand if I have any questions or concerns regarding the class grade, content, or policies that I should contact Mrs. Kiefer immediately.
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