AP Biology Syllabus. Course Overview:

AP Biology Syllabus Course Overview: We meet as a class approximately 5 days per week for 55 minutes each day for 30 weeks prior to the AP exam. With ...
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AP Biology Syllabus Course Overview: We meet as a class approximately 5 days per week for 55 minutes each day for 30 weeks prior to the AP exam. With additional time at lunch, on Saturday, and during the state testing window, we are able to make the laboratory experience about 25% of total instructional time. Due to the limited instructional time, significant reading and review assignments are required during Winter, Mid-winter, and Spring Breaks. The course is structured around the four Big Ideas: Idea 1: The process of evolution drives the diversity and unity of life Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes Idea 4: Biological systems interact, and these systems and their interactions possess complex properties Textbook readings, in-class activities and at least two investigative laboratory activities per Big Idea are used to emphasize the enduring understandings throughout the yearlong course. Class Structure: Students in this class are recommended to have successfully completed introductory Biology and Chemistry courses. Typically these will be students in grades 11 and 12. Concurrent enrollment in Chemistry is allowed with prior instructor consultation. No other requirements limit access to this class. Instruction in this class utilizes the following strategies: • Individual reading and note taking • Small group discussion of key questions and concepts • Student directed inquiry labs with written lab reports that include data analysis • Interactive on-line reinforcement • Teacher directed review through “Power Point” lectures • Assessment by college level multiple-choice exams and free response essays Texts and Ancillary Materials: The primary text for this course is Campbell (8th). All students are issued copies of this text for personal use. Campbell (9th), Purves, Reece, Tobin and Urry are used as reference materials in the classroom. The majority of laboratory investigations are found in the AP Biology Lab manual with additions and adjustments from other sources. The source for each lab currently used is identified in the Course Plan. Unless noted in this syllabus, labs are hands-on “wet” labs.

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Text: Campbell, N. & Reece, J. (2008). Biology (8th ed.) San Francisco. Benjamin Cummings Biology 8e AP Edition Website. (2008). Pearson Education, Inc., publishing as Benjamin Cummings http://occawlonline.pearsoned.com/sms_files/campbell6e_awl/login.html Purves, W. Sandava, D. Orians, G. & Heller, H.C. (2004). Life the Science of Biology (7th ed.) Sunderland, MA. Sinauer Associates, Inc. (Reference) Reece …[et.al.] (2011). Campbell Biology (9th ed.) San Francisco. Benjamin Cummings (Reference) Tobin & Dusheck. (2005). Asking About Life. Belmont, CA. Brooks/Cole – Thomson Learning (Reference) Urry…[et.al.]. (2014). Campbell Biology in Focus, AP Edition. Pearson Education (Reference)

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Labs and Support resources: AP Biology Lab Manual Team. (2012). AP Biology Investigative Labs: An InquiryBased Approach. College Entrance Examination Board. Masterson, D.& Redding, K.(2006). Biology with Computers. Beaverton, OR. Vernier. pGlo Transformation and Forensic DNA Fingerprinting.(2013) Hercules, CA. Bio-Rad Laboratories, Inc. Biology Labs On-line. (2002). California State University and Benjamin Cummings,

an imprint of Pearson Education, Inc. Development was partially supported by a grant from the U.S. National Science Foundation.

http://biologylab.awlonline.com/ Landel, C. (2002). Ethics in the Science Classroom. Seattle, WA. Washington Association for Biomedical Research. Carter, J.S. (1999). Genetics Practice Problems. Cincinnati. Clermont College. http://biology.clc.uc.edu/courses/bio105/geneprob.htm The Biology Project. (2004). Human Genetics Problem Set. University of Arizona. http://www.biology.arizona.edu/Human_Bio/problem_sets/human_genetics/huma n_genetics.html Eklund, K. (1999). Croak. Washington, D.C. Access Excellence @ the National Health Museum. http://www.accessexcellence.org. Dotti, K.D. (2005). AP Biology Daily Lesson Plans. Catalyst Learning Curricula. www.catalystlearningcurricula.com National Center for Case Study Teaching in Science at the University at Buffalo. http://sciencecases.lib.buffalo.edu/cs/

Course Plan: Unit: The Preliminaries (2 weeks) Topics: • Science Processes and Practices • Foundations in Biochemistry

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Big Idea Connections: • Big Idea 2 – Molecular Building Blocks • Big Idea 4 – Properties of Interactions Text: Campbell (8th) Chapters 1,2,3,4,5 Activities: • Analysis of published work • Chemical model building • AP Lab 13 – Enzyme Activity • Vernier Lab Catalase Activity Unit: Evolution (6 weeks) Topics: • Natural Selection • Population Evolution • Speciation & Phylogenic Trees Big Idea Connections: • 1A – Change in the genetic makeup of a population over time is evolution. • 1C – Life continues to evolve within a changing environment. • 1B – Organisms are linked bylines of descent from common ancestry. • 1D – The origin of living systems is explained by natural processes. • 4C3 – The level of variation in a population affects population dynamics. Text: Campbell (8th) Chapters 22,23,21,24,25,26 Activities: • AP Lab 1 – Artificial Selection • AP Lab 2 – Mathematical Modeling • AP Lab 3 – Comparing DNA Sequences • Video “ What Darwin Didn’t Know” • Evolution Game (Dotti) Unit: Energetics & Homeostasis (8 weeks) Topics: • Cell structures and membrane function • Energetics and the Carbon Cycle • Cell Reproduction Big Idea Connections: • 1D1 – There are several hypothesis about the natural origin of life on Earth • 2A – Growth, reproduction and maintenance of the organization of living systems require free energy and matter • 2A3 – Organisms must exchange matter with the environment to grow, reproduce and maintain organization • 2B – Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments • 2C – Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis • 2D – Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment

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2E – Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. • 3C2 - Biological systems have multiple processes that increase genetic variation. • 4A2 – The structure and function of subcellular components and their interactions provide essential cellular processes • 4A3 – Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues and organs Text: Campbell (8th) Chapters 6,7,8,9,10,11.5,12 Activities: • AP Lab 4 – Diffusion and Osmosis • AP Lab 5 – Photosynthesis • AP Lab 6 – Cell Respiration (with use of Vernier Probes) • AP Lab 7 – Cell Reproduction (mitosis only) • Mouse Trap Analogies (Instructor developed) •

Unit: Genetics (10 weeks) Topics: • Structure of DNA & RNA • Protein Synthesis • Heredity • Gene Expression & Regulation • Genetic Variation • Cell Communication • Animal / Plant Behavior Big Idea Connections: • 1A2 – Natural Selection acts on phenotypic variations in populations. • 2C1 – Organisms use feedback mechanisms • 2E1 – Events necessary for development are regulated • 3A – Heritable information provides for continuity of life • 3A2 - Heritable information in eukaryotes is passed on through processes including the cell cycle, mitosis, meiosis and fertilization • 3A3 –The chromosomal basis of inheritance provides understanding for transmission of genes from parent to offspring. • 3A4 – Simple Mendelian genetics cannot explain the inheritance pattern of many traits • 3B – Expression of genetic information involves cellular and molecular mechanisms • 3C – The processing of genetic information is imperfect and is a source of genetic variation • 3D – Cells communicate by generating, transmitting and receiving chemical signals. • 4A1 – The subcomponents of biological molecules and their sequence determine the properties of that molecule. • 4A3 – Interactions between external stimuli and regulated gene expression result in specialization

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4C2 –Environmental factors influence the expression of the genotype in an organism Text: Campbell (8th) Chapters 11, 13-18, 23, 39, 43, 45, 48-51, 53 Activities: • BioRad pGLO and Forensic DNA Fingerprinting Kit • AP Lab 7 Meiosis • Biology Labs On-line Virtual Fly Lab • AP Lab 3 Hardy Weinberg (2001 Lab Manual) • AP Lab 8 Meiosis (2001 Lab Manual) • Goldfish Behavior (Instructor developed) • Genetics practice problems (Carter, The Biology Project) •

Unit: Interactions (6 weeks) Topics: • Form & Function interactions • Interactions in Communities • Diversity Big Idea Connections: • 1A2 – Natural selection acts on phenotypic variations in population • 2A – All living systems require constant input of free energy • 2A3 – Organisms must exchange matter with the environment to grow, reproduce and maintain organization. • 2B1 – Cell membranes are selectively permeable due to their structure • 2C – Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis • 2D – Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment. • 3A2 - Heritable information in eukaryotes is passed on through processes including the cell cycle, mitosis, meiosis and fertilization • 4A – Interactions within biological systems lead to complex properties • 4A5 – Communities are composed of populations of organisms that interact in complex ways. • 4A6 – Interactions among living systems and with their environment result in the movement of matter and energy. • 4B – Competition and cooperation are important aspects of biological systems • 4C – Naturally occurring diversity among and between components within biological systems affects interactions with the environment. Text: Campbell (8th) Chapters 27-32, 35-36, 40, 54, 55 Activities: • AP Lab 11 Transpiration - using Vernier Probes • AP Lab 10 Productivity - using Vernier Probes • Observation of Preserved specimens • Observation of “Pond” samples • Short Video Clips • Outdoor observations at local “Kettle”

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AP Review (2 weeks) This review period consists of student review exercises. These exercises are focused on concepts, vocabulary, practice free response questions and short multiplechoice quizzes. Following the AP Exam, the class focus is Bioethics; integrating the concepts of biology with social issues and environmental responsibilities. Topics considered may include but are not limited to: Cloning, Stem Cell Research, Genetic Testing, Organ Donation, End of Life Decisions, Ecosystem Collisions, Salmon Recovery, Forest Management, Genetically Modified Foods, Medical Investigations and Product Testing. The format of these topical discussions is based on guidelines from Ethics in the Science Classroom (Landel, 2002). Case studies used during this unit are from the National Center for Case Study Teaching in Science at the University at Buffalo. Student generated products will include “public policy” statements and reflective papers.