AP Biology - DOC

							                                             AP Biology
                                     Jenny Casares – Room 297 SB
                                      Alamo Heights High School

                        Let me tell you the secret that has led me to my goal.
                             My strength lies solely in my tenacity.
                                         -Louis Pasteur

                                              Introduction
   Welcome to AP Biology! AP Biology is designed to be the equivalent of a two-semester college
   biology course usually taken by biology majors during their freshman year. At Alamo Heights High
   School AP Biology is an elective science course for students who are highly motivated and have a
   strong interest in biology and medicine. Major topics of study include biochemistry, cells, cellular
   energetics, genetics, evolution, classification, organism structure/function, and ecology. As in a
   college biology course, the AP Biology course is designed to have both a lecture and a lab
   component. Labs conducted by AP Biology students are the equivalent of those experienced by
   college biology students. At the completion of this course, students are expected to take the College
   Board’s scheduled AP Biology exam in May. Some students may earn college credit if they achieve
   high enough marks on this exam. To assist students in their preparation for this test, the format of
   the assessments used throughout this course are similar to the AP Biology exam’s assessments.
   This course is fast-paced, intensive, and requires more at-home study time than the standard
   college-prep courses offered at AHHS. The College Board determines AP course content and pacing
   website at:
   http://www.collegeboard.com/student/testing/ap/about.html .
   For sample questions and a detailed course outline see the College Board’s AP Biology website at:
   http://www.collegeboard.com/student/testing/ap/sub_bio.html?biology

I. COURSE PURPOSE AND OBJECTIVES
This advanced level class serves two purposes: academic preparation for college rigor and the
opportunity to earn college credit. The AP Biology course is designed to simulate a university
classroom. Students are challenged to think critically and practice academic skills required to be
successful at any post-secondary institution. Content objectives focus on three general areas, molecules
and cells (25%), heredity and evolution (25%), and organisms and populations (50%). These three areas
have been subdivided into major categories with percentage goals specified with each. Ultimately, the
purpose of this course it to prepare students for the Advanced Placement exam given in May.

Objective 1:
    Identify the major patterns of biological organization ranging from the cell to the biosphere as
       measured by classroom discussion and written examination.
    Comprehend and discuss physiological, ecological, environmental, and evolutionary processes
       that have generated biological organization as measured by classroom discussion and written
       examination.
    Analyze and evaluate systems that maintain homeostasis in biological systems as measured by
       classroom discussion and written examination.
      Demonstrate comprehensive understanding of these sub-areas of biology and their integration
       within a living cell as measured by classroom discussion and written examination:
           o Cell structure and function
           o Basic molecules of life: (Nucleic Acids, Proteins, Lipids, and Carbohydrates)
           o DNA replication and Transcription/Translation
           o Mitosis and Meiosis
           o Genetic inheritance, natural selection, and population genetics
           o Organ system form and function in plants and animals
           o Ecological interactions
           o Evolution and phylogeny
      Apply technological empirical methodology of science and understand its limits as measured by
       classroom discussion and written examination.

Objective 2 :

      Read and analyze current events in biology as measured by classroom discussion and written
       examination.
      Differentiate between “Good/Bad” science or “Science/Pseudoscience” as measured by
       classroom discussion and written examination.
      Differentiate between accurate and inaccurate biological information as measured by classroom
       discussion and written examination.
      Analyze and evaluate the moral and ethical dimensions of biological issues as measured by
       classroom discussion and written examination.

Objective 3:

      Apply the scientific method to analyze photosynthesis, enzyme kinetics, respiration, cellular
       metabolism, isolation of organic molecules as measured by the completion of "hands on" labs
       and laboratory exams.
      Write at least one lab report in the style presented in the lab manual.
      Demonstrate ability to construct and interpret graphs illustrating experimental data.

Objective 4:

      Oral competence is measured by participation in class discussion and other oral presentations.
      Written competence is measured by completion of written assignments and/or essay questions
       on exams.


II. COURSE CONTENT
During thirty-four weeks of study students are required to learn facts and concepts to understand
biological processes. Emphasis will also be placed on developing an understanding of concepts, grasping
science as a process and scientific inquiry through personal experience. Throughout the course we
examine and evaluate the application of biological knowledge and critical thinking to environmental and
social concerns. Finally, all students will work both independently and collaboratively to perform
descriptive and experimental laboratory exercises that will provide the maximum opportunity for
students to learn a variety of skills and those facts, principles and concepts of general biology covered in
lectures, reading and discussion. In addition, good lab exercises can present novel material not covered
in other parts of the course. Laboratory work should encourage the development of important skills
such as detailed observation, accurate recording, experimental design, manual manipulation, data
interpretation, statistical analysis, and operation of technical equipment. Laboratory assignments offer
the opportunity for students to learn about problem solving, the scientific method, the techniques of
research, and the use of scientific literature. Assigned and elective reading outside of class is essential
to succeeding inside the classroom. Much of the course is dependent on using prior knowledge
(homework) to successfully complete daily and test assignments. A calendar of all reading assignments
for this course is attached to this syllabus.

    Introduction
       Nature of science
       Characteristics of life

    Chemistry
      Elements, atoms and molecules
      Chemical bonding
      Inorganic compounds associated with life
      Concept of pH
      Structure and function of each class of organic compounds
      Enzyme function

    Cytology
       Cell theory
       Intracellular organization
       Location, structure and function of the organelles
      Cellular transport
       Distinguish between prokaryotic and eukaryotic cells.
       Cell cycle
       Mitosis and meiosis

    Cellular Energetics
       Energy
       The Laws of Thermodynamics
       Exergonic and endergonic reactions
       Redox reactions
       ATP and its function in living organisms
       Photosynthesis:
               Significance
               The structure and function of the chloroplast.
               The light-dependent reactions of photosynthesis.
               The light-independent reactions of photosynthesis.
       Cellular respiration:
               Aerobic Respiration:
               Glycolysis
               Krebs cycle
           Electron Transport Chain

Molecular Genetics
 DNA:
         History of its discovery
         Structure
         Replication
  RNA:
         Structure
         Synthesis (Transcription)
         Three types of RNA
  Protein synthesis (Translation).
  Central dogma.
  Gene regulation.
  Genetic engineering.

Heredity
  Mendelian inheritance.
  Non-Mendelian inheritance:
         Incomplete Dominance
         Sex-linkage
         Determination of sex
         Multiple alleles
         Polygenic inheritance

Evolution
  Darwinian Theory.
  Modern Synthesis Theory:
          Calculation of gene frequencies in a population
          Hardy-Weinberg equilibrium
          Conditions of stability
          Disruptions of stability
          Stabilizing, disruptive and directional selection
          Models of speciation

Origin of Life
   Oparin Theory:
           Presumed pre-life environment
           Steps in the origin of the first cells

Ecology
   Environment
   Biotic components
   Abiotic components
   Population
   Community
   Habitat
       Niche
       Ecosystem
       Biosphere
       Food chains, food webs and ecological pyramids
       Nutrient cycling
       Ecological succession
       Biome concept the major biomes


III. ASSESSMENT
Daily grades and quizzes are worth 25%, Labs and Projects are worth 25% and your Test grades worth
50% of the six weeks average. There are no extra credit assignments.

Daily Grades

Pre-Lab Quizzes - Students will be expected to study the upcoming lab exercise in order to understand
the set-up and safety required to perform the lab successfully. Quizzes will be given the day of the lab.

Text Book Reading Quizzes - Assigned chapters from the AP textbook must be read by each deadline
identified in the calendar. Each quiz will ask between three and six questions. This quiz will be given at
the start of each class period, with 1 minute of time given for each question asked.

Vocabulary Quizzes - Once a week you will be asked to define TWO vocabulary terms. Incorrect
responses per term will result in a deduction of ten points from the student’s original 100 points. These
quizzes will be unannounced and given at the start of the class period on either Thursday or Friday.

Chapter Objectives - Students must complete two or three review questions per night. These questions
focus on information covered by the Biology Advance Placement exam. The answers may be discovered
within the textbook or by listening to lectures in the classroom. The material covered in the objectives is
directly used to create the multiple-choice exams.

Examinations

Multiple-Choice Tests - Tests will be given either in class or as a “take-home” exam. Regardless of
administration, all students are to work independently at all times. While content of these exams are
identical, the specific questions will vary. This type of examination will be given at least twice during a
six week period.

Essay Response - Students will construct written arguments in response to past Advance Placement
exam questions. One essay will be written during each six week period. Students will be expected to
complete this test during allotted class time. Your writing skills and arguments will be evaluated and
analyzed by your peers using the Advanced Placement essay rubric established by the College Board.

Laboratory
About 25% of the Part I questions on the AP Biology Exam are Lab Questions. Also, one of the four
essays on Part II relates to certain aspects of the 12 AP Biology Labs. You will be required to complete
twelve (12) labs set forth by The College Board Advanced Placement Program. Due to the large amount
of time required for laboratory set-up, it is essential that you are always present on lab days. Please be
prepared to stay after school occasionally to finish long labs. You will be given advance notice for those
days.

Make-up T ests/Quizz es:
Make-up work for scheduled tests/quizzes will be allowed for excused absences. It is YOUR
responsibility to contact me and make an appointment for all make-up tests/quizzes. All scheduled
assignments and tests must be turned in and completed on the student’s first day back at school.

IV. MATERIALS AND REQUIREMENTS FOR THE COURSE
• A student, eager to explore the wonders of the science of life-Biology.
• The desire and willingness to work hard and independently.
• On-line Textbook: Biology, 7th Edition
        http://occawlonline.pearsoned.com/sms_files/campbell6e_awl/login.html
        login: jennyapbio
        password: 1heights1
• Textbook: Biology, 7th Edition, Campbell & Reece
• Technology: Interactive Study Partner CD-ROM with textbook; Microsoft PowerPoint software
• Composition Notebooks (2)
• Colored pencils or markers
• Dark blue or black ink pens and pencils
• Pencil sharpener with cover
• 2 glue sticks

V. DISCIPLINE
Rules outlined and enumerated in the Alamo Heights Student Code of Conduct Handbook will be
enforced.

VI. TEACHER REMARKS
You are expected to be seated in your desk before the tardy bell rings. Excellence is not an event, it is a
habit; a routine practiced over time. I expect excellence from all students in my classroom. I expect
students to behave with a high degree of emotionally maturity, resolving conflicts or addressing issues in
a civilized and professional manner. You or your parents/guardians may schedule a conference with
me between 10:15-11:05 a.m. or after school until 4:45 p.m. - I can be contacted by email
(jcasares@ahisd.net) or directly at 210-842-0576.

       All materials, assignments and information can be found on my web page at:
                  http://teacherweb.com/TX/AlamoHeightsHighSchool/JennyCasares/