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AP Biology Syllabus 2018-2019Teacher: Ms. Brooke Gaynor Day Room: 245 Periods: 3/4 and 6/7 Email: BAGaynor@cps.eduTextbook: Hillis, D., Sadava, D., Heller, H.C., & Price, M. (2012). Principles of Life. Sunderland, PA: Sinauer Associates, Inc. Instructional Resources: websites will accompany the textbook and will mostly provide EXCELLENT review videos/animations, some practice flashcards and other audio-visual sources to enhance instruction. website is a wonderful resource to help practice AP Biology vocabulary. website provides a comprehensive list of many different websites that can help with all topics covered in AP Biology including vocab review, exam practice, essay practice and unit/topic reviews. class website will allow students to access Powerpoint lectures, supplemental readings/notes, worksheets, study guides, practice exams and quizzes, video tutorials, animations, helpful links, etcAlbert.ioStrive for Five textbook workbookCourse description: This AP Biology course is designed to offer students a solid foundation in introductory college-level biology. The two main goals of this course are to help students develop a conceptual framework for modern biology and an appreciation of science as a process. The primary emphasis in an AP Biology course should be on developing an understanding of concepts rather than on memorizing terms and technical details. Essential to this conceptual understanding are a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns.By structuring the course around the four big ideas, enduring understandings, and science practices, students will develop an appreciation for the study of life, which will help them identify and understand unifying principles within a diversified biological world. What we know today about biology is a result of inquiry. Science is a way of knowing. Therefore, the process of inquiry in science and developing critical thinking skills is the most important part of this course.At the end of the course, students will have an awareness of the integration of other sciences in the study of biology, understand how the species to which we belong is similar to, yet different from, other species, and be knowledgeable and responsible citizens in understanding biological issues that could impact their lives.Big Ideas: This AP course is structured around the four big ideas, the enduring understandings within the big ideas and the essential knowledge within the enduring understanding.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, reproduce and maintain 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 propertiesSchool Year 2018-2019: AP Biology Course Planner by Units/Topics**Please note: Some activities, labs, and/or projects are subject to changeUnits & Topics*Labs & ActivitiesIntroduction to Class: Review of Scientific Method Inquiry as a way to learn scienceGraphing, Data Sets & Equations ActivityReview Lab Reports and PresentationsUNIT 1- The World Inside You* Biochemistry: Review of Basic Chemistry, Water and pH Organic Molecules Carbohydrates, Lipids, Proteins, Nucleic AcidsOrigin of Life on Earth Enzymes * Cell Biology and Transport: Cell StructureOrganelle Structure and FunctionEndosymbiosis TheoryTransport MechanismsDiffusion/Osmosis/Tonicity & Water PotentialActive Transport* Molecular Genetics- Central Dogma Discovery of Nucleic Acids Structure of Nucleic Acids Protein Synthesis Water World Activity (Water Properties)Water Modeling Activity Macromolecule Model Activity“Origins of Life” movie clipsPaperose Enzyme Lab Activity Demo: Rate of Liver EnzymeAP Lab #1: Enzyme Catalysis Inquiry Lab (BI 4)Whole Class Discussion- Evolution connection Relationship between Surface Area/Volume of a cell Cell Modeling ActivityBuild-a-membrane Model Activity () Evolution of the Cell (Endosymbiosis) Activity ()AP Lab #2: Diffusion & Osmosis Inquiry Lab (BI 2)DNA Modeling ActivityDNA and mRNA Paper Model ActivityTranslation Drama/Play (acting) SimulationProtein Synthesis Paper Model (PART 1-Central Dogma)UNIT 2- Continuation of Life* Molecular Genetics- DNA Replication Discovery of DNA Replication DNA Synthesis and Mutations * Cell Reproduction/DivisionChromosome Structure Mitosis and Meiosis* Classical Genetics/Heredity: Mendelian Laws and Genetic Crosses Non-Mendelian Genetics Human GeneticsChi SquareEukaryote Chromosome Mapping * Introduction to Biotechnology:Restriction Enzymes and Plasmid MappingBacterial TransformationGel Electrophoresis and PCRDNA Replication Modeling ActivityProtein Synthesis Paper Model (PART 2-Mutations)Hands-on: Karyotype ProjectAP Lab #5: Cell Division and Mitosis (BI 3)Meiosis Sordaria Activity Mitosis/Meiosis Popbead ModelDihybrid Corn Chi Square ActivityLinkage/Chromosome Mapping ProblemsPlasmid Mapping Relay Contest Bacterial Transformation Lab ActivityGel Electrophoresis Modeling Activity AP Lab #8: Restriction Enzyme Analysis of DNA using Gel Electrophoresis (BI 3) DNA Methylation Gene Regulation LabResearch project on Stem Cells and RNAiPCR ActivityUNIT 3- Descent of Life* Evolution and Phylogeny: Darwinand Natural Selection Population Genetics and Hardy Weinberg EquilibriumMechanisms of Evolution/Speciation Speciation and PhylogenyTaxonomy Video Clips: Life of Charles DarwinSex and the Single GuppyNatural Selection and Antibiotic LabRock Pocket Mouse and Natural Selection (HHMI) labNatural Selection in Humans HHMI ActivityFishy Frequencies Allele Simulation ActivityHardy Weinberg Model ActivityAP Lab#9: Population Genetics and Evolution (BI 1)Computer Simulation: “What Did T-Rex Taste Like?”Making Cladograms (Cytochrome C Activity) BLAST LabsUNIT 4- Communication is Key!* Cell CommunicationCell Communication and signal transduction pathwaysCell Cycle Regulation* Cell Communication & Animal PhysiologyEndocrine, Immune and Nervous Systems*Viral/Bacterial Genetics & Gene RegulationRegulation of Genes and Genetic Engineering Viral GeneticsBacterial Genetics and Operons Eukaryotic Gene RegulationInhibitors and ActivatorsRNAiEpigeneticsStem CellsGenes and Development and HOX genesPathways With Friends Activity (Cell Communication) ()My Dog is Broken Case Study (Cell Communication)Operon Modeling (Lac/Trp): Bacterial Operon Simulation ProjectDNA and Histone Model ()Video on HOX genes and modeling of early embryosHuman Mutant Gallery Walk (Focuses on cell signaling and effects of losing parts of signal pathways)“Ghost in Your Genes” videoJumping the Gap Nervous System Drama (act out) Simulation ()Action Potential Simulation ActivityHormone JigsawB- and T-cell modeling activityAP Lab #7: Bacterial Transformation (pGLO) Inquiry Lab (BI 3)UNIT 5- It Takes a Village-The World Around You!* Cell Energetics: Cellular RespirationThermodynamic Laws and ATPGlycolysis, Krebs Cycle & Oxidative PhosphorylationFermentations and Alternative Pathways PhotosynthesisProkaryotes Eukaryotes: Light Reactions and Calvin Cycle C4 and CAM pathwaysBasic Characteristics of Plants Taxonomy, Structure & Transport of Plants * Ecology: Biosphere Organization and BiomesBehavior and Communication within EcosystemsExponential/Logistic Growth vs. Carrying CapacityDensity Dependent/Independent Factors r and k Reproductive StrategiesPredator-Prey DynamicsCommunities Niche Defensive Mechanisms of Prey vs. CoevolutionSymbiosis and Species InteractionsKeystone and Dominant SpeciesPrimary and Secondary SuccessionTrophic Levels and Energy PyramidTrophic Structure and Food WebsGeochemical CyclesComputer and Paper Simulation: Aerobic Cell Respiration (Modeling)AP Lab #3: Pea Cellular Respiration Lab (BI 2)Respiration vs Photosynthesis using snails & Elodea Inquiry LabYeast Fermentation ActivityLight Reactions Group Play (acting out) Computer and Paper Simulation: Light and Dark Reactions (Modeling)AP Lab #4: Floating Leaf Assay Student Directed and Inquiry Lab (Photosynthesis) (BI 2)Afrotheria Activity with PipecleanersTaxonomy Identification Station Lab Computer Simulation (Virtual lab): Plant Transpiration activity AP Lab #10: Transpiration (BI 4)Animal Behavior Simulation Computer Activity Dissolved Oxygen LabAP Lab #11: Dissolved Oxygen Lab (BI 4)AP Exam Review (includes Semester 2: Lecture Final Exam)AP Biology Exam is on Monday, May 13, 2019 at 8:00 am Bring:basic calculator #2 pencilsblack or blue ink pensstop watch (optional)Water and snack (optional)UNIT 5- It’s a Wrap!* Animal Physiology/Fetal Pig Dissection: Vertebrate Anatomy and Physiology Respiratory System Circulatory System Digestion System and Nutrition Excretory System and Kidneys Cardiovascular System Virtual Lab ActivityEffects of Drugs on Daphnia Behavior LabKidney Structure and Function ActivityDigestive System Coloring ActivityFetal Pig Dissection LabFetal Pig Exam and Practicum (Semester 2 Lab Final Exam)Daily Required Materials (Each student is REQUIRED to supply these for this class):pens and #2 pencils (colored pencils/colored pens are optional but very good to have your own set)loose-leaf lined notebook paper 2 STURDY folders to hold extra handouts and worksheetsCliff’s Note AP Biology book 4th or 5th editionHIGHLY RECOMMENDED Daily Materials (Not REQUIRED to supply these):1 3-ring binder for UNIT lectures notes, UNIT homework/ worksheets and lab reports (bigger the better!)3-ring binder dividers (you should have one 1 divider PER UNIT in your binder)3 ring hole punch to insert into binder (there is one in the classroom but very good to have your own)Numerous pack of note cards/ blank flashcards and a box to keep your flashcards in A mini stapler and staplesGrading: Since this is a 2 period class, you will get 2 different grades. One grade is for the LECTURE portion of this class and the other grade is for the LAB portion of this class. 308610026670Lecture Grade Percentage Breakdown (AP credit)Summative Assessments-Unit/Quest Exams (multiple choice) & Calculations = 40% Formative Assessments (Practice Essays and Quizzes) = 15% Summative (Unit) Free Response Short Answers & Essays = 20%Homework, In-Class Work/Projects = 15%Semester Final Exam = 10%00Lecture Grade Percentage Breakdown (AP credit)Summative Assessments-Unit/Quest Exams (multiple choice) & Calculations = 40% Formative Assessments (Practice Essays and Quizzes) = 15% Summative (Unit) Free Response Short Answers & Essays = 20%Homework, In-Class Work/Projects = 15%Semester Final Exam = 10%-22860036195 Lab Grade Percentage Breakdown (AP credit)Pre-Lab Quizzes/Assessments/Practice Labs = 20%Post-Lab Quizzes/Assessments & Lab Essays = 20%Lab Reports/ Lab Worksheets = 50%Semester Final Exam = 10%00 Lab Grade Percentage Breakdown (AP credit)Pre-Lab Quizzes/Assessments/Practice Labs = 20%Post-Lab Quizzes/Assessments & Lab Essays = 20%Lab Reports/ Lab Worksheets = 50%Semester Final Exam = 10%Students will receive their grade based on the following:Unit Exams, Unit Quests, Calculations and Quizzes (100-200 pts per test/Quest;10-75 pts per quiz or calculations)Online Albert.io quizzes (20-25 points EACH)All Concept Quests will include ~50 multiple choice questions including some from past units plus 2-5 calculations and 2-3 short answer questions.All Unit Exams include AP test style multiple-choice questions, calculations, free response short answer questions and/or lab assessments. Each final exam will be 10% of the student’s SEMESTER grade. They include multiple choice and calculations.Vocabulary and additional in-class quizzes (~20-75 points)HomeworkUsually includes finishing class work when necessary (but not very often)HW review packets will be available on class website but not required to complete (helpful though for exams!)Projects 3D Models, Simulation Activities, Genetics Brochure, Stem Cell project, etc.Essays/Free Response Writing including Short AnswersIncludes Unit and Concept Free Response Short Answers/Essays, Writing Practice in class & Essays activitiesSpecific questions contain information on each topic and/or unit requiring ~3-6 sentences to answerPre-Lab Pre-lab questions/worksheets/computer activities, in-class quizzes and pre-lab assessment questions/activitiesPost LabPost lab assessment questions/activities, post-lab quizzes, and lab essaysFormal Lab Reports/Lab Worksheets Formal group lab reports, individual lab worksheets and/or lab projects, such as lab poster or Powerpoint presentationsAP Biology Grading Scale (for BOTH Lecture and Lab)A= 100%-90% B= 89%-80%C= 79%-70%D= 69%-60%F= 59% and belowHomework: Please expect to complete approximately 30 minutes (or more depending on the assignment) of homework per night for this class. Homework ALMOST ALWAYS includes reviewing notes and practicing vocabulary DAILY. Homework plans (summaries) and monthly curriculum plans will be given to each student throughout the year. This plan will highlight which assignments are due during each week and what we do in class each day. Some assignments will be reviewed in class and answers keys will be given. Please make sure that you complete your OWN work to the best of your ability.Copying/plagiarism from a friend, classmate, Internet, Facebook (or other social media), etc. are not tolerated and will result in a zero for all parties involved (both copier & copiEE) and possible academic probation! YES, THIS INCLUDES INDIVIDUAL ANSWERS TO LAB QUESTIONS and OTHER WORKSHEETS!! Homework packets (worksheets) will be provided via the class website to each student for each unit’s topic. Students are responsible for printing these worksheets out themselves. Students can complete them if they want. However, these packets are optional are meant to be a supplemental tool to help student learn the material and succeed on exams. Students do not receive points for completing these packets. Homework Over Long Breaks: Since this is a rigorous and cumulative course, you will not have work to complete over Winter and Spring breaks. Extra credit assignments, however, are assigned during breaks but are optional.Extra Credit Work and Bonus Points:There will be 2 opportunities to receive extra credit per semester. Extra credit opportunities are given EACH per semester and are given over holiday breaks (Winter and Spring). Extra credit is also given out for attending tutoring sessions at Lane Tech College Prep High School if it is available during the year. Tutoring is typically available after school from 3:15-4:00 pm or on Saturdays from 8:30-11:30 am. YOU MUST SIGN IN/OUT ON YOUR TUTORING WORKSHEET AND HAVE THE TUTORING TEACHER SIGN IT. Students earn 0.1% for every tutoring session they attend. You may earn up to 1% on your Semester average for tutoring and up to 1% on a holiday break project.“Test Correction” points are given out for Concept Quests. You can receive 0.10 point added BACK to your unit exam grade for identifying the correct answer and explaining why it is the correct answer using examples for EACH question you get wrong and citing a source/page (Cliff Notes or Textbook). All test corrections must be hand written AND must use the provided template worksheet for credit! This template is provided to you on the class website. Test corrections are for unit quests but not for unit exams. Late Work:**Late work is NOT accepted for FULL credit! If you turn in late work, you must turn it in the NEXT class period for up to ? credit. Always refer to homework plans for due dates!EXCEPTIONS:If you are not in class due to a/an:school function.You MUST turn in your homework the next day. I may not ask you for your assignment. It is your responsibility to hand it to me upon your arrival back to class. However, it is highly recommended that you turn your assignment in BEFORE your attend the school function so you do not forget to turn it in. If you want to turn your assignment in BEFORE your school function, you can:email your homework to me at BAGaynor@cps.edu place your homework in my Lane Tech mailbox in the main office (Mailbox name = DAY)turn your homework assignment in earlyor have someone else turn in the assignment before your scheduled class period. 2.) excused absence.You MUST:bring a LANE TECH note signed/dated by your guardian including a WORKING PHONE NUMBER and reason for absence or have your guardian use Lane’s automated absence service to call in your absence school by 930 am to report your absence (I get email notification of your absence in this case). turn in your late assignment the VERY day you return to class from your absence. NOTE: WITHOUT AN EXCUSED ABSENCE NOTE, NO LATE WORK WILL BE TURNED IN!In order to ensure you do not miss any due dates, please refer to your homework plan daily and refer to Gradebook or the class website for missed assignments! If you do miss class, you are responsible for getting any makeup work from the class bulletin board.Class Attendance Policy: This is a rigorous and cumulative course. It is necessary to be in class every day so that you do not fall behind. This class moves extremely quickly and builds on knowledge learned the previous day. Absence from class will greatly hurt your ability to understand the material and will result in you losing participation/attendance points for that day. If you are absent from class, be pro-active and email me to ask what you missed!Missed unit exams/quests/quizzes MUST be made up ON THE DAY of your return! Please plan accordingly.Makeup exams and quizzes are taken in class (or on your lunch) on the day you return depending on the class assignment for that day. Tardies to Class:Tardies are entered into GRADEBOOK daily. Demerits will follow in accordance with Lane’s school policy. If you are tardy to school, you must place your name on the white board and QUIETLY join class.If you arrive after the bell, YOU ARE TARDY…even if it is 1 minute after the bell! If you miss a bellringer or arrive late to a bellringer, you will receive a “zero” on this assignment. Lab Work:On average, we will be doing 1-2 lab or activities per week. Labs are your best opportunity to work with the biology concepts in action and should be taken seriously. Students will work with partners or in groups. LABS ARE DIFFICULT TO MAKE UP AND ARE ESSENTIAL TO YOUR UNDERSTANDING IN THIS CLASS! PLEASE DON’T MISS THESE DAYS IF POSSIBLE! Progress Reports (via Gradebook):I will be using Gradebook to update parents and students on grades in my class. Gradebook should be accessed regularly to see and keep track of grades and attendance. I am committed to this program and update grades every week (sometimes several times per week).Posted Class Information (via my personal website):I post class syllabus/policies and reference worksheets, assignments, homework plans, Powerpoint lectures, study guides, past/practice tests and quizzes, lecture notes, reference worksheets/directions and helpful websites on my personal AP Biology website. Please familiarize yourself with this website so that you can access important class information. Information on this website will be updated per unit. Please follow the following directions in order to access the website.Go to msbrookeday.Class Expectations:ID’s and appropriate clothing attire must be worn at all times. RESPECT EVERYONE IN THE CLASSROOM AT ALL TIMES!Be prepared with class materials and homework every day. Be on time to class (See tardy policy).No cell phones plugged in during class. Try- Give YOUR best effort at ALL times! (No CHEATING or COPYING other students work!) Parents AND Students:Please feel free to email me or stop by my office whenever you have questions regarding this class or your student’s performance. My office will be in room 245. I PREFER that you contact me at any time with questions or concerns at my personal school email. This email is also posted and connected to our AP biology website: msbrookeday..CHICAGO PUBLIC SCHOOL EMAIL ACCOUNT:BAGaynor@cps.edu5715000-22860000Lane Tech High SchoolAP Biology/2018-2019WELCOME TO AP BIOLOGY!Dear Parents/Guardians,Welcome back to another school year at Lane Tech College Prep High School. I am excited that your student has decided to take on the challenge of this course and look forward to having him/her in our class. Enrollment in this course is a commitment to perform at the highest level and to display a positive attitude within the class. Seriousness in maximizing one’s skills and a love for biology is expected. Due to the advanced level of the course, considerable time will be spent on projects and work both in lab and out of class. Students will be expected to devote a considerable amount of time in study to enhance their performance. The goal of this course is to prepare each student for the Advanced Placement Biology Exam as well as enrollment in a second year biology course in college. It is important that students are prepared to deal with a large volume of work and be able to perform at a high level required for this accelerated program. Students should expect anywhere between 20-60 minutes of homework/reviewing per night. Most “homework” consists of reviewing and studying or completing online assessments (quizzes). I look forward to working with your child in AP Biology this year. As a teacher, I find parent contact to be an invaluable resource. In an effort to “start things off right,” please take a few additional moments to complete the questionnaire below. It is crucial that I have a way to contact you via phone and/or email if your student is struggling or absent. Please provide phone numbers only if you can be reached at this location (i.e. some parents do not have access to a phone at work or cannot be interrupted). I would like both you and your child to be fully aware of and prepared for the standards and expectations that come with participation in this course and know that I am committed to providing every opportunity to help your child succeed in this course! I encourage parents to contact me any time. I usually respond to email messages within 12-24 hrs. I have provided my CPS email address in the syllabus (BAGaynor@cps.edu), which is my preferred means of communication. Feel free to contact me at any time. Regards,Brooke Gaynor DayBAGaynor@cps.edumsbrookeday.Lane Tech High School Student and Parental Response FormAP Biology- Ms. Day 2018-2019Parents and Students- Please read the class syllabus. After reading the syllabus, please fill out the document below. Please initial next to each statement so I am certain that you are aware of class expectations and policies. Finally, please write and sign your name and fill in your contact/personal information at the end of this form/. Student name:_______________________________________________________ ______ (initial) I have read and reviewed the AP Biology course syllabus and class policies/guidelines and understand what will be expected of me in the classroom during the 2018-2019 school year. ______ (initial) I agree to work to the best of my abilities and to submit only my OWN work for credit in this course. I understand that if I submit work, which is determined not to be my own, I will be referred to the Lane Tech discipline office and will receive a zero.______ (initial) I understand that I should gather as much extra credit to help my grade. I am aware that Ms. Day offers 3% in extra credit per semester in addition to test corrections that can increase my grade another ~2-5%. ______ (initial)I understand that this is a college-level course and it is taught in a challenging and rigorous manner in order for students to be successful on the AP exam and in colleges, internships, etc. (see “Past Student Testimonials”). ______ (initial)I understand that this course requires at least 20-60 minutes of homework (i.e.-studying) per night. ______ (initial)I understand Lane Tech’s attendance and demerit policies. ______ (initial)I understand that the class website should be used in order to succeed in this class. ______ (initial)I understand that I need to contact Ms. Day at BAGaynor@cps.edu immediately if I am absent from class or if I am struggling and need help. Student signature: _________ .---------------------------------------------------------------------------------------------------------------------------------------Parent name: . ______ (initial) I have read and reviewed the AP Biology course syllabus and class policies/guidelines with my child and understand what will be expected of my child in the classroom during the 2018-2019 school year.______ (initial) I understand Ms. Day’s extra credit/bonus point policies and understand that my student should complete these opportunities throughout the semester. ______ (initial) I understand that Ms. Day will be using Gradebook (internet resource) to post updated grades/attendance on my student’s progress in this class. ______ (initial)I understand that this AP Biology class has a personal website used to update both parents and students about upcoming assignments, homework plans, due dates, projects, rubrics and powerpoint lectures. ______ (initial)I understand that this is a college-level course and it is taught in a challenging and rigorous manner in order for students to be successful on the AP exam and in colleges, internships, etc (see “Past Student Testimonials”). ______ (initial)I understand that this course requires my student to complete at least 20 minutes of homework per night. ______ (initial)I understand that I need to contact Ms. Day at BAGaynor@cps.edu if I have any questions or concerns regarding my student. I understand that email is her preferred means of communication and that Ms. Day will return my email within 12-24 hours. Parent/Guardian Signature: . OVER Parent contact information (NOTE: Please fill in the questions/information below. This is a homework assignment for your student)My name is: __________________________________________________________________________My student’s name is: __________________________________________________________________Contact Information:Telephone Home: _______________________________________________ Work: _______________________________________________ Cell/Mobile: __________________________________________ Best time of day and way to contact you? _____________________________________Email _______________________________________________________________________________Please answer the questions below so that I can get to know the needs of your student…What do you consider to be one area(s) of strength for your son/daughter? What do you consider to be one area(s) of weakness for your son/daughter that we can try to strengthen? What extracurricular activities or additional after school responsibilities does your student have? Why did your student decide to take this class AP class? How many other AP classes is your child taking this year? __________________What else do you feel might be useful to me as a teacher in helping your child succeed in this class? ................
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