Course Overview: the Course

AP BiologySyllabus

2012-2013

Course Overview: The Course

The AP Biology course is designed to enable you to develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. The result will be readiness for the study of advanced topics in subsequent college courses—a goal of every AP course.

This AP Biology course is equivalent to a two-semester college introductory biology course and has been endorsed enthusiastically by higher education officials.

The Emphasis on Science Practices

A practice is a way to coordinate knowledge and skills in order to accomplish a goal or task. The science practices enable you to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Because content, inquiry, and reasoning are equally important in AP Biology, each learning objective combines content with inquiry and reasoning skills described in the science practices.

The science practices capture important aspects of the work that scientists engage in, at the level of competence expected of you, an AP Biology student.

The key concepts and related content that define the revised AP Biology course and exam are organized around a few underlying principles called the big ideas, which encompass the core scientific principles, theories and processes governing living organisms and biological systems.

Big Idea 1: Evolution
The process of evolution drives the diversity and unity of life.

Big Idea 2: Cellular Processes: Energy and Communication
Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

Big Idea 3: Genetics and Information Transfer
Living systems store, retrieve, transmit, and respond to information essential to life processes.

Big Idea 4: Interactions
Biological systems interact, and these systems and their interactions possess complex properties.

Science Practices for AP Biology

A practice is a way to coordinate knowledge and skills in order to accomplish a goal or task. The science practices enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. These science practices capture important aspects of the work that scientists engage in, at the level of competence expected of AP Biology students.

Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.

1.1 The student can create representations and models of natural or man-made phenomena and systems in the domain.

1.2 The student can describe representations and models of natural or man-made phenomena and systems in the domain.

1.3 The student can refine representations and models of natural or man-made phenomena and systems in the domain.

1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.

1.5 The student can re-express key elements of natural phenomena across multiple representations in the domain.

Science Practice 2: The student can use mathematics appropriately.

2.1 The student can justify the selection of a mathematical routine to solve problems

2.2 The student can apply mathematical routines to quantities that describe natural phenomena.

2.3 The student can estimate numerically quantities that describe natural phenomena.

Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

3.1 The student can pose scientific questions.

3.2 The student can refine scientific questions.

3.3 The student can evaluate scientific questions.

Science Practice 4: The student can plan and implement data collection strategies appropriate to a particular scientific question.

4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.

4.2 The student can design a plan for collecting data to answer a particular scientific question.

4.3 The student can collect data to answer a particular scientific question.

4.4 The student can evaluate sources of data to answer a particular scientific question.

Science Practice 5: The student can perform data analysis and evaluation of evidence.

5.1 The student can analyze data to identify patterns or relationships.

5.2 The student can refine observations and measurements based on data analysis.

5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.

Science Practice 6: The student can work with scientific explanations and theories.

6.1 The student can justify claims with evidence.

6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices.

6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced.

6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.

6.5 The student can evaluate alternative scientific explanations.

Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains.

7.1 The student can connect phenomena and models across spatial and temporal scales.

7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas.

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The class is conducted at the college level and students are expected to work accordingly. The class meets 6 out of 7 days (due to a rotating schedule) for 48minutes with a double period 1 out of 7 days. There will be class lecture, activities and labs. Hands on lab activities take up approximately 25% of the course time. Students are expected to read the selected material, take notes and complete any handouts such as questions or guided notes that will help them navigate through the material. Along with the factual information learned, student will be able to utilize the biological knowledge and demonstrate critical thinking through a series of written essays. Each unit culminates with a test consisting of multiple choice questions with corresponding essays. Each student is required to take the AP exam.

Text:Biology, Campbell & Reese 9thed. (Pearson publishers)

Optional: Review book such as Cliff’s, Princeton Review, REA, Barron’s, Kaplan

Reading of the text is extremely important. Students will be expected to take their own notes as they read in a composition notebook. The notes will be reviewed periodically for a completion grade. Typed notes will not be allowed.

Internet: Students will be asked to view various internet sites such as Bozeman Biology on YouTube and Kahn Academy as part of their assignments.

Labs:Labs will constitute at least 25% of the course work. The new curriculum includes more emphasis on inquiry based labs, which means you will design your own experimental procedures for a significant number of labs. In order to have as authentic a lab experience as possible, you will keep a lab notebook to record procedures and observations during labs. All labs will be done in pen. If you make a mistake, cross out (do not scribble out) the information and rewrite. In the scientific work, lab notebooks are considered legal documents and all information must be accessible. Formal lab write ups will be completed for each lab. You will turn in the formal write up. There will be a minimum of 2 labs for each of the 4 Big Ideas.Due to the large amount of time required for laboratory set-up, it is essential that students are present on lab days. Additional non AP labs are also performed throughout the year.

AP Examination: (MAY 13, 2013)The exam is 3 hours long and includes both a 90-minute multiplechoicesection and a 90-minute free-response section that begins with

a mandatory 10-minute reading period. The multiple-choice sectionaccounts for half of the student’s exam grade, and the free-responsesection accounts for the other half.

AP Biology Exam Format

Due to the increased emphasis on quantitative skills and application ofmathematical methods in the questions on both sections, studentwillbe allowed to use simple four-function calculators (with square root) onthe entire exam.On a 5 point scale, a score of 3 or better is passing. All students are expected to take the AP exam.

Grading Policies: Grades are calculated on a point system. Your grade will be calculated from homework, tests, quizzes, projects, labs, science in the news extra credit. Homework is worth 5-20 points depending on length. You will be able to track your grade by dividing the number of points received by the number of available points. You will maintain a grade sheet in the front of your book. This will help you monitor assignments, due dates, points received, and points available. The portal is also useful.

Final Grade is calculated as follows:

40% quarter 1+ 40% Quarter 2+ 20%Semester 1 Exam=Semester 1 grade

40% quarter 2+ 40% Quarter 4+ 20%Semester 2 Exam=Semester 2 grade

50% Semester 1 grade + 50% Semester 2 grade =Final Grade

Test/Homework Make- Up Policy: : For each day student is absent, he or she has one day to make up assignments .For tests and quizzes, students who miss one day have one day to make up a test or quiz. Students who miss two or more days have one full testing cycle to make up quizzes and tests. Students should discuss any conflicts with Mrs. Tunick immediately upon return.

If you miss class due to early dismissal for a sporting event or other school activity and you are in school that day, the assignment is due that day as expected! Please see me in room 307 sometime before you leave the building. I do not count the absence as an excused absence. You do not receive an additional day.

Absences: The policy outlined in the student handbook regarding tardiness and absences will be strictly followed. Four incidents of tardiness equal one unexcused absence. Four or more unexcused absences or five or more excused absences may result in no credit for that quarter.

EXTRA CREDIT: Students may earn up to 10 extra credit points per quarter for presenting 10 science in the news items. These may come from the newspaper, the web, magazines, etc. Student must prepare a summary and report to the class their findings. Student may be asked questions by peers or instructor. Only one article per day/ per student with a maximum of 10 per quarter is allowed. The points will be added to the total points received at the end of the quarter.

Course Policies:

• Students are expected to read the required chapters and keep detailed notes.

• No late work will be accepted

• Discussion is required.

• This class requires dedication and an immense amount of independent study time. You will get out of this class only what you are willing to contribute!

HOMEWORK: Homework will be posted on my webpage. Go to the BI homepage and click on academics, faculty, and then Tunick.

Contact Information: email: or

Phone: 703-212-5140 ext. 8123

Office: rm 307

Teacher Availability: I am available for help M-F 7:15- 8:00am and M, T,W, R at 3:15. Please let me know if you will be coming in as situations may arise making me unavailable.

Classroom Materials:

Textbook- Campbell and Reese Biology 9th ed.

2”-3” 3- Ring binder with dividers: class notes, worksheets, tests, and quizzes

Lab notebook-composition notebook

Composition Notebook (for reading notes)

Loose leaf paper

Colored pencils, highlighter

Pen, pencil

Calculator -4 function

Course Outline

Unit1:FirstWeekandIntroduction(5 classes)

Bigideas:1,2

Connectedto enduringunderstandings:

1.AChangein thegeneticmakeupofapopulationovertimeisevolution.

2.AGrowth,reproductionandmaintenanceoftheorganizationofliving systemsrequirefreeenergyandmatter.

Chapters:

1. Introduction: Themesin theStudyofLife

2. TheChemicalContextofLife

3. WaterandtheFitnessoftheEnvironment

Unit1OverviewofLectureandDiscussionTopics:

1. DarwinandtheTheoryofNaturalSelection

2. Inquiryasawaytolearn science

3. StructureofAtoms

4. EmergentPropertiesofWater

5. Design an Experiment- students walk through the experimental design process

Unit2:BiochemistryandIntroductiontotheCell (10Classes)

Bigideas:1,2,3,4

Connectedto enduringunderstandings:

1.DTheoriginofliving systemsisexplainedbynaturalprocesses.

2.AGrowth,reproductionandmaintenanceoftheorganizationofliving systemsrequirefreeenergyandmatter.

2.BGrowth,reproductionanddynamic homeostasisrequirethatcells createandmaintaininternalenvironmentsthataredifferentfromtheir externalenvironments.

3.AHeritableinformationprovidesforcontinuityoflife.

4.AInteractionswithinbiologicalsystemsleadtocomplexproperties.

4.BCompetitionandcooperationareimportantaspectsofbiologicalsystems.

4.CNaturallyoccurringdiversityamongandbetweencomponentswithin biologicalsystemsaffectsinteractionswiththeenvironment.

Chapters:

4. CarbonandtheMolecularDiversityofLife

5. TheStructureandFunctionofLargeBiological Molecules

6. ATouroftheCell

7. MembraneStructureandFunction

Unit2OverviewofLectureandDiscussiontopics:

1. Theimpactofcarbonasthe“backboneoflife”

2. Howmonomersbuildpolymers,includingtherolesofnucleicacids

3. Examplesoforganellesthataremembraneboundtocompartmentalize theirfunctions

4. Membranestructureandfunction

Unit3:CellularEnergyandRelatedProcesses(17Classes)

Bigideas:1,2,4

Connectedto enduringunderstandings:

1.A Changein thegeneticmakeupofapopulationovertimeisevolution.

1.D Theoriginofliving systemsisexplainedbynaturalprocesses.

2.B Growth,reproductionandmaintenanceoftheorganizationofliving systemsrequirefreeenergyandmatter.

4.A Interactionswithinbiologicalsystemsleadtocomplexproperties.

4.B Competitionandcooperationareimportantbiologicalsystems.

Chapters:

8. An IntroductiontoMetabolism

9. CellularRespiration

10.Photosynthesis

Unit3OverviewofLectureandDiscussionTopics:

1. Metabolicpathways

2. Laws ofEnergyTransformation

3. HowATPpowerscellularwork

4. Enzymestructureandfunction

5. Harvestingchemicalenergy:glycolysis,citricacidcycle,oxidative phosphorylation

6. LightreactionsandtheCalvincycle

7. Evolutionofalternativemechanismofcarbonfixation

Big Idea #2 Labs

Investigation 4:Osmosis and Diffusion Lab

Investigation 5: Plant pigment and photosynthesis Lab

Investigation 6: Respiration Lab

Big Idea #4 Labs

Investigation 13: Enzyme Activity

Unit4:CellCommunicationandtheCellCycle(12Classes)

Bigideas:1,2,3

Connectedto enduringunderstandings:

2.EManybiologicalprocessesinvolvedin growth,reproductionanddynamic homeostasisincludetemporalregulationandcoordination

3.A Heritableinformationprovidesforcontinuityoflife

3.BExpressionofgeneticinformationinvolvescellularandmolecular mechanisms.

3.D Cellscommunicatebygenerating,transmittingandreceivingchemical signals.

Chapters:

11.CellCommunication

12.TheCellCycle

Unit4OverviewofLectureandDiscussionTopics:

1. Evolutionofcell signaling

2. Reception,transduction,response

3. Apoptosis

4. Howmitosis producesgeneticallyidenticaldaughtercells

5. EvolutionofMitosis

6. Howtheeukaryoticcell cycleisregulated byamolecularcontrolsystem

7. Originofcell communication

Big Ideas Lab #3

Investigation 7: Cell Division; Mitosis

Carolina Biological: Cell Communication Kitfor AP* Biology

Unit5:GeneticBasisofLife(12Classes)

Bigideas:1,3,4

Connectedto enduringunderstandings:

1.A Changein thegeneticmakeupofapopulationovertimeisevolution.

3.A Heritableinformationprovidesforcontinuityoflife.

3.C Theprocessingofgeneticinformationisimperfectandisasourceof geneticvariation.

4.C Naturallyoccurringdiversityamongandbetweencomponentswithin biologicalsystemsaffectsinteractionswiththeenvironment.

Chapters:

13. MeiosisandSexualLifeCycles

14. MendelandtheGeneIdea

15.TheChromosomalBasisofInheritance

Unit5OverviewofLectureandDiscussionTopics:

1. Genesarepassedfromparentstooffspringbytheinheritanceof chromosomes

2. Howmeiosisreducesthenumberofchromosomes(diploidtohaploid)

3. Evolutionarysignificanceofgeneticvariationthatresultsfromsexuallife cycles

4. ConceptsofMendeliangenetics(lawsofprobability,inheritancepatterns)

5. Genesarelocatedalongchromosomes(conceptsofgenelinkage, mapping distancebetweengenes,causesofgeneticdisorders)[CR5]

Big Ideas Lab #3

Investigation 7: Cell Division; Meiosis

Unit6:GeneActivityandBiotechnology(20 Classes)

Bigideas:1,2,3,4

Connectedto enduringunderstandings:

1.A Changein thegeneticmakeupofapopulationovertimeisevolution

2.C Organismsusefeedbackmechanismstoregulategrowthand reproduction,andtomaintaindynamic homeostasis.

2.E Manybiologicalprocessesinvolvedin growth,reproductionanddynamic homeostasisincludetemporalregulationandcoordination.

3.A Heritableinformationprovidesforcontinuityoflife.

3.B Expressionofgeneticinformationinvolvescellularandmolecular mechanisms.

3.C Theprocessingofgeneticinformationisimperfectandisasourceof geneticvariation.

4.A Interactionswithinbiologicalsystemsleadtocomplexproperties.

Chapters:

16.TheMolecularBasisofInheritance

17.FromGenetoProtein

18.RegulationofGeneExpression

19.Viruses

20.Biotechnology

21.GenomesandtheirEvolution

Unit6OverviewofLectureandDiscussionTopics:

1. DNAisthegeneticmaterial(historicalexperiments,DNAstructureand function,DNAreplication)

2. Flowofgeneticinformation(geneticcode,roleofotherpolymers, transcription,translation)

3. Mutations

4. Geneexpression(operonsystemsinprokaryotes,eukaryoticgene expression)

5. Virusstructureandactivity

6. Restrictionenzymes,plasmids,transformation

7. DNAtechnology(howgelelectrophoresisworksandapplicationsofthis technology)

8. M&M Chi Square Lab- Students use a bag of M&Ms and data from the Mars Company to determine if the number of each colored M&M is within the acceptable range for their individual bag.

Big Ideas Lab #3

Investigation 8: Biotechnology: Bacterial Transformation

DNA Goes to the Races (Carolina)

Semester 1 Exam- Chapter 1-17 and Laboratories covered

(Semester exam taken before winter break-Actual end of Semester 1 is after winter break)

SECOND SEMESTER

Unit7:EvolutionandPhylogeny(20 Classes)

Bigideas:1,3,4

Connectedto enduringunderstandings:

1.A Changein thegeneticmakeupofapopulationovertimeisevolution.

1.B Organismsarelinked bylinesofdescentfromcommonancestry.

1.C Lifecontinuestoevolvewithinachangingenvironment.

1.D Theoriginofliving systemsisexplainedbynaturalprocesses.

3.A Heritableinformationprovidesforcontinuityoflife.

3.C Theprocessingofgeneticinformationisimperfectandisasourceof geneticvariation.

4.C Naturallyoccurringdiversityamongandbetweencomponentswithin biologicalsystemsaffectsinteractionswiththeenvironment.

Chapters:

22. DescentwithModification:ADarwinianView ofLife

23. TheEvolutionofPopulations

24. TheOriginofSpecies

25. TheHistoryofLifeonEarth

26. PhylogenyandtheTreeofLife

27. BacteriaandArchae

Unit7OverviewofLectureandDiscussionTopics:

1. Hownaturalselectionservesasamechanismforevolution

2. Scientificevidencesupportingevolution

3. Hardy-Weinbergconcept

4. Howallelefrequenciescanbealteredinapopulation

5. Conceptsofspeciation

6. OriginofLife;FossilRecords

7. Eventsin the“historyoflife”(originofsingle-celledandmulticellular organisms;massextinctions;adaptiveradiations)

Big Ideas Lab #1

Carolina Biological:Origin of Life Kitfor AP* Biology

Investigation 1: Artificial Selection

Carolina Biological: Population Genetics and Evolution Kit for AP* Biology

Investigation 3 Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST

Unit8DiversityintheBiologicalWorld:OrganismFormandFunction

(22Classes)

Bigideas:1,2,3,4

Connectedto enduringunderstandings:

1.A Changein thegeneticmakeupofapopulationovertimeisevolution.

1.B Organismsarelinked bylinesofdescentfromcommonancestry.

2.A Growth,reproductionandmaintenanceoftheorganizationofliving systemsrequirefreeenergyandmatter.

2.C Organismsusefeedbackmechanismstoregulategrowthand reproduction,andtomaintaindynamic homeostasis.

2.DGrowthanddynamic homeostasisofabiologicalsystemareinfluenced bychangesin thesystem’senvironment.

2.E Manybiologicalprocessesinvolvedin growth,reproductionanddynamic homeostasisincludetemporalregulationandcoordination.

3.E Transmissionofinformationresultsinchangeswithinandbetween biologicalsystems.

4.A Interactionswithinbiologicalsystemsleadtocomplexproperties.

4.B Competitionandcooperationareimportantaspectsofbiologicalsystems.

Chapters:

40.BasicPrinciplesofAnimalFormandFunction

43.TheImmuneSystem

48.Neurons,Synapses,andSignaling

49.2 TheVertebrateBrain

(Chapters28-49willbeutilizedtoprovide studentswithresourcesforthe enduringunderstandingsin thisunit)

Unit8OverviewofLectureandDiscussionTopics:Thissectioncoversabroad surveyofthediversityoflife;specifictopicswillconnectbigideasandenduring understandings.

1. Evolutionarytrends(endosymbiosis,adaptationsthatallowedplantsto movefromwatertoland,reproductiveadaptationsofangiosperms, environmentalrolesoffungi,animalbodyplans,progressively complex derivedcharactersinanimalgroups)

2. Uniquefeaturesoftheangiospermlifecycles

3. Signal transductionpathways(plantandanimalhormones)

4. Photoperiodisminplants

5. Feedbackcontrolloopsinanimals

6. Thermoregulationinanimals

7. Energyallocationanduseinanimals

8. Examplesoffunctioningunitsinmammalsystems(alveoliinlungs,villiof smallintestines,nephronsin kidneys)

9. Structureandfunctioninimmunesystems

10. Structureandfunctioninnervoussystems(neurons,restingpotential, actionpotential,synapses)

11. Structureandfunctionofthehumanbrain

Unit9:Ecology (18Classes)

Bigideas:1,2,3,4

Connectedto enduringunderstandings:

1.A Changein thegeneticmakeupofapopulationovertimeisevolution.

1.C Lifecontinuestoevolvewithinachangingenvironment.

2.A Growth,reproductionandmaintenanceoftheorganizationofliving systemsrequirefreeenergyandmatter.

2.C Organismsusefeedbackmechanismstoregulategrowth,reproduction anddynamic homeostasis.

2.D Growthanddynamic homeostasisofabiologicalsystemareinfluencedby changesin thesystem’senvironment.

2.E Manybiologicalprocessesinvolvedin growth,reproductionanddynamic homeostasisincludetemporalregulationandcoordination.

3.E Transmissionofinformationresultsinchangeswithinandbetween biologicalsystems.

4.A Interactionswithinbiologicalsystemsleadtocomplexproperties.

4.B Competitionandcooperationareimportantaspectsofbiologicalsystems.

4.C Naturallyoccurringdiversityamongandbetweencomponentswithin biologicalsystemsaffectsinteractionswiththeenvironment.

Chapters:

51.AnimalBehavior

52.2.Interactionsbetweenorganismsandtheenvironmentlimit thedistribution ofspecies.

53. PopulationEcology

54. CommunityEcology

55. Ecosystems

56. ConservationBiologyandGlobalChange

Unit9OverviewofLectureandDiscussionTopics:

1. Aspectsofanimalbehavior

2. Aspectsofbiomes

3. Modelsdescribingpopulationgrowth

4. Regulationofpopulationgrowth

5. Communityinteractions

6. Speciesdiversityandcomposition

7. Communitybiodiversity

8. Energyflow andchemicalcyclingin ecosystems

9. Primaryproductivity

10. Energytransferbetweentrophiclevels

11. Humanactivities thatthreatenbiodiversity

Big Idea #4 Labs

Investigation 10: Energy Dynamics

Investigation 12 : Fruit Fly Behavior

Projects:

1st Quarter- Book Reflection

2nd Quarter- Minority Scientist

3rd Quarter- Ecology Packet

4th Quarter –Endangered Species Presentation

*Time frame is an approximation. Revisions may be made do to time fluctuations Remember we are completing this course in less than the standard 36 weeks. We have about 31 weeks counting breaks and holidays.

We’re not done yet………

We will have plenty to keep us busy after the AP exam.Possibilities:

• Lorenzo’s Oil-students watch and answer questions

• NIH Epidemic Disease activity
• NIH DNA Chip activity
• HIH Human Genetic Diversity
• The Half Ton Man DVD- Discovery Health Channel program of a man who weighs 1000 pounds and his fight for life.
• Jurassic Park-FUN! Students are asked to watch and listen for any scientific terms that we have learned throughout the year.
• Animal Adaptations DVD- Discovery Channel program about animal adaptations and natural selection.
• Discovery Channel- Planet Earth series

Semester 2 Exam Chapters 18-56 and Laboratories covered. All students will take the final exam during the senior exam testing period.