AP Biology

Document Sample
AP Biology Powered By Docstoc
					AP Biology
North Allegheny Senior High School Ms. Spak http://teachers.northallegheny.org/JSpak TEXTBOOK: Campbell/Reece AP Edition Biology (7th edition - 2005) On-line resources also accompany this book at www.biology.com (e-text, animated tutorials, lab tutorials, chapter quizzes, and cumulative tests) LAB MANUAL: AP Biology Lab Manual (The College Board 2001 edition)

COURSE PHILOSOPHY: The AP Biology course is designed to be the equivalent
of a college introductory biology course usually taken by biology majors during their first year. This course in biology differs with respect to the kind of textbook used, the range and depth of topics covered, the kind of laboratory work done by students, and the time and effort required by students. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal with the rapidly changing science of biology. Current events involving biology in the media will be integrated into the course as much as possible.

Students will be expected to:  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.  Recognize the future role of biotechnology in helping to alleviate worldwide environmental and social concerns.  Appreciate bioethical dilemmas surrounding many new biotechnologies.

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 (www.biology.com) , and group projects. Virtual pre-labs will be completed to introduce difficult laboratory setups and techniques (http://www.labbench.com) Hands-on laboratory investigation in small groups will take up approximately 25% of instructional time.

INTRODUCTION TO THE COURSE (Ch 1) – 1 week The following eight themes will be integrated into the course throughout the year as living structures, processes, and interactions are explored in each chapter of the Campbell/Reece Biology AP Edition textbook. An overview of these themes will be presented in Chapter 1. 1. Science as a Process 2. Evolution 3. Energy Transfer 4. Continuity and Change 5. Structure and Function 6. Regulation 7. Interdependence 8. Science, Technology, and Nature BIOETHICS GROUP PROJECT – Students will investigate an assigned biotechnology and its associated ethical concerns. They will be graded on an oral presentation, written paper, and poster project outlining the specific pros and cons for and against their biotechnology. Students will be required to examine information from various sources and encouraged to develop their own stance on a highly debated issue. MOLECULES AND CELLS (approximately 25% of course) A. Chemistry of Life –3 weeks  Water (Ch 3)  Organic Molecules in organisms (Ch 4,5)  Free energy changes (Ch 8)  Enzymes (Ch 8) – Lab #2 Enzyme Catalysis B.     C.    Cells – 3 weeks Prokaryotic and eukaryotic cells (Ch 6) Membranes (Ch 6, 7, 11) – Lab #1 Diffusion and Osmosis Subcellular organization (Ch 6) Cell cycle and its regulation – Lab #3 Mitosis and Meiosis pt 1 Cellular Energetics – 3 weeks Coupled Reactions (Ch 8, 9) Fermentation and Cellular Respiration (Ch 9) – Lab #5 Cellular Respiration Photosynthesis (Ch 10) – Lab #4 Plant Pigments and Photosynthesis

HEREDITY AND EVOLUTION (approximately 25% of course) A. Heredity – 3 weeks  Meiosis and gametogenesis (Ch 13) - Lab #3 Mitosis and Meiosis pt 2  Eukaryotic chromosomes (Ch 15)  Inheritance patterns (Ch 14, 15) - Lab #7 Genetics of Organisms – Drosophila

B.     

Molecular Genetics – 5 weeks RNA and DNA structure and function (Ch 16, 17, 18) Gene regulation (Ch 18, 19) Mutation (Ch 15, 17, 19) Viral structure and replication (Ch 18) Nucleic acid technology and applications (Ch 20) – Lab #6 Molecular Biology/Biotechnology Evolutionary Biology – 1 week + Independent work Early evolution of life (Ch 26) Evidence for evolution (Ch 22, 25) Mechanisms of evolution (Ch 22, 23, 24) – Lab #8 Population Genetics

C.   

ORGANISMS AND POPULATIONS (approximately 50% of course) A. Diversity of Organisms – 4 weeks  Evolutionary patterns (Ch 29-32)  Survey of the diversity of life (Ch 26, 27, 28, 29, 30, 31, 32, 33, 34)  Phylogenetic classification (Ch 25, 26, 27, 28, 29, 30, 31, 32, 33, 34)  Evolutionary relationships (Ch 25) B.     Structure and Function of Plants and Animals – 8 weeks Reproduction, growth, and development (plants) (Ch 29, 30, 35, 38) Reproduction, growth, and development (animals) (Ch 21, 46, 47) Structural , physiological, and behavioral adaptations (plants) (Ch 35, 36, 38, 39) – Lab #9 Transpiration; Plant investigation Lab in Greenhouse Structural, physiological, and behavioral adaptations (animals) (Ch 40, 41, 42, 44, 48, 51) – Lab #10 Physiology of the Circulatory System; Cow Eye Dissection; Fetal Pig Dissection Response to the environment (plants) (Ch 37, 39) Response to the environment (animals) (Ch 40, 41, 43, 44, 45, 49, 51) – Lab #11 Animal Behavior

 

C. Ecology – 1 week + Independent work  Population dynamics (Ch 50, 52)  Communities and ecosystems (Ch 53, 54) – Lab #12 Dissolved Oxygen and Primary Productivity; Painted Butterfly Metamorphosis/Ecosystems in Greenhouse  Global issues (Ch 50, 54, 55)

EVALUATION: The following work will be used to measure student performance in class
throughout the year: TESTS (35-40), MAJOR LAB REPORTS (12), MINI-LAB HOMEWORK/ACTIVITIES  TESTS: A test will be given at the end of every chapter (or two) and 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 AP Test format. Questions will be primarily in multiple choice form 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 a student is absent the day of the test, it is to be made up the following day and it will be in essay format.

Chapter tests will be given on the average of one every other week. Take Home tests will also be given for some chapters.

LAB REPORTS: A lab report will be required for each of the 12 major AP Biology lab experiments outlined in The College Board Lab Manual. Each student must submit his/her own lab report. In each lab, students will generate and test a hypothesis, establish good controls, follow an outlined experimental procedure, collect and analyze data, and formulate a clear conclusion summarizing their lab results. Students will also be asked to consider any potential sources of error that could have impacted their results. All responses in lab reports should be in the student’s own words. The “conclusion” is the only part of the lab that is NOT to be done as a group. Generally the lab will be due one week from when the lab was started. Labs will be collected at the beginning of the period in which they are due. Additional teacher generated mini-labs will also be performed in many chapters throughout the year that will not require a formal lab write-up but will count as a grade. GRADING POLICY:  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

CLASS      

EXPECTATIONS: Come to class prepared. Read Campbell/Reece text 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: Monday May 11th, 2009 The AP Biology Exam will be administered in the spring. The exam includes a section of multiple-choice questions along with a free-response essay 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 (20-30 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.

Shared By: