Advanced Placement Biology Syllabus, 2016-2017
Mrs. Willis, Harbor Teacher Preparation Academy
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. All students are expected to take the exam in May.
Textbook and Lab Manual:
The course uses:
1. Campbell, Neil A. and Jane B. Reece. Biology. 8th 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 Next Generation Life Science Standards: Disciplinary Core Ideas
LS1.A: Structure and Function: Systems of specialized cells within organisms help them perform the essential functions of life.
LS2.A: Interdependent Relationships in Ecosystems: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
LS3.A: Inheritance of Traits: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.
LS4.A: Evidence of Common Ancestry and Diversity: Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence.
A complete list of Life Science NGSS Standards can be found at: http://www.nextgenscience.org/sites/default/files/HS%20LS%20topics%20combined%206.13.13.pdf
Course Prerequisites:
AP Biology is open to students who have taken 1 year of biology and 1 year of chemistry. Students must also have passed Algebra II.
Grade Assessment:
Tests and Quizzes: 43 % Homework: 23 % 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 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 the first day of class.
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 hidden. If they are used during inappropriate times, they will be confiscated immediately and given to the dean. I will let you know when appropriate times are to use the device for research.
Class Website and Tutoring:
-Our class website is www.willisscience.com . At this website, you can access:
-Homework assignments, Class Activities, and Labs -Grades (updated bi-monthly)
-Supplemental Resources and Reviews -Class Syllabus
-NGSS 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 .
-Tutoring is available! I am free anytime during lunch or nutrition. 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 Exam Review
AP Biology Reading Guide ID Rules for HW
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!!!
Harbor Prep High School
Homework/Classwork Rubric
Mrs. Willis
5 (Exemplary) / 4 (Competent) / 3 (Satisfactory) / 2 (Inadequate) / 1(Poor)
Assignment Completeness / All items attempted and are complete / All items attempted and are complete / Most of Items Attempted / At least ½ of the items attempted / Less than ½ of all items attempted
Accuracy / All items are correct / All items are correct / Most of the items are correct / Between ½ and 3/4 of items are correct / Less than ½ of items are correct
Demonstrated Knowledge / Shows a complete understanding of the questions, mathematical ideas, and processes. / Shows substantial understanding of the problem, ideas, and processes. / Shows substantial understanding of the problem, ideas, and processes. / Response shows some understanding of the problem. / Response shows a complete lack of understanding of the problem
Requirements / Goes beyond the requirements of the problem / Meets the requirements of the problem / Meets the requirements of the problem / Does not meet the requirements of the problem / Does not meet the requirements of the problem
Legibility / Legible handwriting, typing, or printing / Legible handwriting, typing, or printing / Marginally legible handwriting, typing, or printing / Writing is not legible in places / Writing is not legible
Dear Parents:
Welcome to Advanced Placement Biology! My name is Amber Willis and I am your son/daughter’s AP Biology 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 sixteenth year of teaching in Los Angeles Unified School District, 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 life science or laboratory science course. An AP exam will be given at the end of the second semester (May). We will be investigating a variety of topics from ecosystem dynamics to cancer. 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: www.willisscience.com. 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.
I also use a Remind service to ensure that students succeed in class. This texting service allows communication between teachers, students, and parents. I will send out the access code to join soon.
If you have any questions or comments about the class, please email me at . 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
(310) 834-3932
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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. I am aware that AP Biology is a rigorous course and my student will be challenged.
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