AP BiologyNorth Allegheny Senior High School
The AP Exam Will be Monday May 11th
TEXTBOOK: New* Campbell Biology in Focus (AP edition 2014)
On-line resources also accompany this book at http://www.masteringbiology.com
(e-text, animated tutorials, lab tutorials, chapter quizzes, and cumulative tests)
LAB MANUAL: AP Biology Investigative Labs: An Inquiry-Based Approach (The College Board, 2012 edition)
New AP Biology Curriculum Framework: https://apstudent.collegeboard.org/apcourse/ap-biology
AP Biology is the equivalent of a one-year college or university course in biology, taught within the parameters of high school. Students explore fundamental concepts in the life sciences that are structured around the four big ideas, enduring understandings, and science practices that are defined by the AP Biology Curriculum Framework. Students will also develop advanced reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across all domains of life. As students develop an appreciation for the study of life, they will be able to identify and understand unifying principles within a diversified biological world. Because our understanding of biology today is a result of inquiry, the process of inquiry in science and developing critical thinking skills is one of the most important part of this course.
Students will learn to utilize advanced inquiry and reasoning skills as they:
· Develop a thorough understanding of important biological concepts while being encouraged to think about the relevance of this information to their everyday lives.
Demonstrate an understanding of how modern biological principles have been postulated, tested, and modified throughout history.
Examine the role of evolution as a unifying theme for the tremendous diversity of life.
· Explore and appreciate the complex interactions of life on the planet.
Recognize and contemplate bioethical dilemmas associated with the use of biotechnology today.
AP Biology is a 1.5 credit course. Class periods are 40 minutes long and according to our alternating A day/ B day schedule system an additional 40 minute lab period will be scheduled every other day in addition to the 40 minute lecture period. Course content will be presented via a combination of teacher lecture using powerpoint, animated tutorials and video segments, independent reading, homework problems, internet investigation, online textbook software, and group projects. Hands-on and inquiry-based laboratory investigation in small groups will take up approximately 25% of instructional time.
*****Students must have successfully completed honors chemistry prior to enrolling in AP Biology!!
AP Biology Big 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.
Investigative Laboratory Component
The course is also structured around inquiry in the lab and the use of the seven science practices throughout the course.
Students are given the opportunity to engage in student-directed laboratory investigations throughout the course for a minimum of 25% of instructional time. Students will conduct a minimum of eight inquiry-based investigations (two per big idea throughout the course). Additional labs will be conducted to deepen students’ conceptual understanding and to reinforce the application of science practices within a hands-on, discovery based environment. All levels of inquiry will be used and all seven science practice skills will be used by students on a regular basis in formal labs as well as activities outside of the lab experience. The course will provide opportunities for students to develop, record, and communicate the results of their laboratory investigations.
Science Practices (SP)
1. The student can use representations and models to communicate scientific phenomena and solve scientific problems.
2. The student can use mathematics appropriately.
3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
4. The student can plan and implement data collection strategies appropriate to a particular scientific question.
5. The student can perform data analysis and evaluation of evidence.
6. The student can work with scientific explanations and theories.
7. The student is able to connect and relate knowledge across various scales,
concepts and representations in and across domains.
Course Planning and Pacing by Unit
Unit 1: Introduction to Biology and the Chemistry of Life (1 week)
· Inherent properties of life
· Darwin and the Theory of Natural Selection
· Inquiry as a way to learn science
· Structure of atoms
· Emergent properties of water
Unit 2: Biochemistry and Introduction to the Cell
(2 ½ weeks)
· The impact of carbon as the “backbone of life”
· How monomers build polymers, including roles of nucleic acids
· Examples of organelles that are membrane bound to compartmentalize their functions
· Membrane structure and function
Unit 3: Cellular Energy and Related Processes (3 ½ weeks)
· Metabolic pathways
· Laws of energy transformation
· How ATP powers cellular work
· Enzyme structure and function
· Harvesting chemical energy: glycolysis, citric acid cycle, oxidative phosphorylation
· Light reactions and the Calvin cycle
· Evolution of alternative mechanism of carbon fixation
Unit 4: Cell Communication and the Cell Cycle
Chapters 5, 9
· Evolution of cell signaling
· Reception, transduction, response
· How mitosis produces genetically identical daughter cells
· Evolution of mitosis
· How the eukaryotic cell is regulated by a molecular control system
· Origin of cell communication
Unit 5: Genetic Basis of Life (2 weeks)
· Genes are passed from parents to offspring by the inheritance of chromosomes
· Meiosis reduces the number of chromosomes (diploid to haploid)
· Evolutionary significance of genetic variation that results from sexual life cycles
· Concepts of Mendelian genetics (laws of probability, inheritance patterns)
· Genes are located along chromosomes (concepts of gene linkage, mapping distance between genes, causes of genetic disorders)
Unit 6: Gene Activity and Biotechnology (3 weeks)
· DNA is the genetic material (historical experiments, DNA structure and function, DNA replication
· Flow of genetic information (genetic code, role of other polymers, transcription, translation)
· Gene expression (operon system in prokaryotes, eukaryotic gene expression)
· Virus structure and activity
· Restriction enyzmes, plasmids, transformation
· DNA technology (how gel electrophoresis works and applications of this technology)
Unit 7: Evolution and Phylogeny (5 weeks)
· How natural selection serves as a mechanism for evolution
· Scientific evidence supporting evolution
· Hardy-Weinberg concept
· How allele frequencies can be altered in a population
· Concepts of speciation
· Origin of Life; Fossil Records
· Events in the “history of life” (origin of single-celled and multicellular organisms; mass extinctions, adaptive radiations)
Unit 8: Diversity in the Biological World: Organism Form and Function (5 ½ weeks)
Chapters 28-39 will be used to provide students with enduring understandings in this unit
· Evolutionary trends (endosymbiosis, adaptations that allowed plants to move from water to land, reproductive adaptations of angiosperms, environmental roles of fungi, animal body plans, progressively complex derived characters in animal groups)
· Unique features of the angiosperm life cycle
· Signal transduction pathways (plant and animal hormones)
· Photoperiodism in plants
· Feedback control loops in animals
· Thermoregulation in animals
· Energy allocation and use in animals
· Examples of functioning units in mammal systems (alveoli in lungs, villi of small intestines, nephrons in kidneys)
· Structure and function in immune systems
· Structure and function in nervous systems (neurons, resting potential, action potential, synapses)
· Structure and function of the human brain
Unit 9: Ecology (4 weeks)
· Aspects of animal behavior
· Aspects of biomes
· Models of describing population growth
· Regulation of population growth
· Community interactions
· Species diversity and composition
· Community biodiversity
· Energy flow and chemical cycling in ecosystems
· Primary productivity
· Energy transfer between trophic levels
· Human activities that threaten biodiversity
EVALUATION: The following work will be used to measure student performance in class throughout the year: TESTS, INQUIRY BASED LABS, MINI-LABS, LAB NOTEBOOK, HOMEWORK
TESTS: Tests will always be announced in advance. The content of each exam will be discussed in detail before it is administered. Tests will be modeled after the new AP Test format. Questions will be primarily in multiple choice format and short answer and require students to exhibit analytical and critical thinking skills when solving as opposed to just factual recall. Free-response questions will also be included on most tests and scored according to a scoring rubric. Students will be required to demonstrate good scientific reasoning in essay responses that includes examples with their explanations.
If you are absent on the day of a test you will be expected to make it up after school on the day you return.
If you do not contact me prior to your absence with a legitimate excuse, it will be an entirely essay make-up.
LABS: Inquiry-based lab opportunities will require students to design experiments, collect data, apply mathematical routines and methods, and refine testable explanations and predictions. A formal lab report will be required for a minimum of eight of these lab experiments. In each lab, students will generate and test a hypothesis, establish good controls, design and follow an experimental procedure, collect and analyze data, and formulate a clear conclusion summarizing their lab results. These lab opportunities will encourage students to develop skills in communication, teamwork, critical thinking, and commitment to lifelong learning.
All responses in formal lab reports should be written in the student’s own words. Lab work will be recorded and documented daily in a Lab Notebook. This notebook will be checked periodically for accuracy and/or completion.
· The grade each report period will be computed by simple percent using total points earned divided by the total possible points per report period. Grades will be rounded to the nearest whole percentage (.5 and above rounds up).
· The yearly grade will be computed by averaging the percentages earned during each of the four marking periods. Rounding rules will also apply.
GRADE PERCENTAGE RANGE
A = 100 – 90
B = 89 – 80
C = 79 – 70
D = 69 – 60
E = 59 – below
· CELL PHONES SHOULD NOT BE OUT WHILE IN THE CLASSROOM…EVER.
THEY WILL BE CONSFISCATED.
· Come to class prepared. Read the Campbell/Reece textbook before coming to class.
· Come to class on time. Repeated tardiness and excuses will not be tolerated.
· Be responsible about missed class time. See me in advance if possible to get any missed work.
· Check my teacher website frequently. Important deadlines, test dates, study hints, and announcements are posted there daily.
· Exhibit common courtesy. When I am speaking, you should be listening and taking notes as needed.
· Please ask for help if you are having trouble!!
THE AP BIOLOGY EXAM: The AP Biology Exam will be administered in the spring. The exam includes a section of multiple-choice questions along with a short answer/free-response section. Chapter tests given throughout the year are formatted similar to the AP Test. Successful scores on this exam may allow students to earn college credit for an introductory laboratory science course which would allow them to undertake other upper-level courses in their chosen majors. Details will be given on registration for this exam throughout the year.
SUGGESTIONS FOR A SUCCESSFUL YEAR:
· DON’T PANIC!! The hardest part of a college level science course is learning how to study a tremendous amount of information in a limited amount of time. Read the text, but focus on the concepts and themes that are presented in lecture.
· DON’T PROCRASTINATE!! It is vital that you devote time each night (30-40 min) to reading the text and reviewing your notes. Regardless of your ability to memorize, it is impossible to understand large amounts of information without spending time on it. This will reduce much stress and anxiety in your life this year!!
· DON’T BE AFRAID TO ASK QUESTIONS!! I cannot help you if I do not know you need help! Study groups are highly encouraged. Sometimes the best way to learn is by trying to teach someone else what they do not understand.