Welcome to AP Biology Ms. Wilkinson Classroom Management Plan and Grading Policy Office Hours Ms. Wilkinson Rm 312 2:30-3:30 Tuesdays and by appointment Contact: firstname.lastname@example.org or visit my website Philosophy Teaching AP Biology gives me the opportunity to impart my scientific knowledge to my students. I think that it is important to do this in a manner that allows students to “experience” science. These experiences together allow students to fully understand concepts as well as make scientific connections. In order to do this I utilize many different methods that include; outside texts and journals, hands-on activities and labs, on-line virtual activities and labs, and other various multimedia. I feel that it is important that my students make connections from my AP Biology course to issues that are significant to their lives. Objective The objective of this course is to study (in depth) 10 major themes of biology, comparable to that of a freshman college biology course, in order to prepare students to take the AP Biology test. Students are required to take the AP Biology Exam. Coursework Classes will meet four days a week for 50 minute periods. Students will be working out of the 8th edition of Biology by Campbell. Students will also be using Mastering Biology and will be required to register online using the student access code that came with their book. As homework, students will be expected to outline chapters (I highly recommend using cornell notes) of the text eventually covering most of the book. Outlines should be about 4-8 pages in length depending on the chapter. Homework may also include worksheets, online activities, book questions, lab write-ups, outside readings, or practice tests in addition to chapter outlines. You should expect to spend at least 60-90 minutes on homework each night (if not more). My course consists of 10 major themes (similar to the eight major themes found in the official curricular requirements for AP Biology). Keep in mind that the overview of topics is a small glimpse of what will be covered in each unit/theme. Each unit will have corresponding labs and/or activities. At the end of each topic their will be an assessment and at the end of each unit their will be an exam. These test/exams will contain questions primarily from the unit just covered but may also contain questions from any previous unit. Assessments mimic the AP exams, so some may require more than the 50 minutes. In these cases students may be required to come to school early, stay late, or utilize their lunch period. Students will be expected to complete 12 required labs out of AP Biology Lab Manual for Students but we are not limited to these 12. These labs may be modified to meet the needs of the class. Many of the labs will run over 50 minutes or will require measurements to be taken outside of class. In these cases students will be expected to make the appropriate arrangements in order to finish the lab. This may include coming into lab early, staying in lab during lunch/after school, or acquiring data on your own time during the school day. All labs will also require a student write up that will include: an introduction (explaining essential components of the experiment), a hypothesis, materials, procedure, results, analysis, analysis questions, and a conclusion. Students will also be asked to complete projects over both winter and spring break. Each of these projects will require students to create presentations which they will be expected to present/share in class. Over winter break students will be creating a presentation related to Classification of Kingdoms. The spring break project will require students to create a presentation based on Anatomy and Physiology topics. In order to cover such an expansive amount of material within the year we will have to remain on schedule and cover the units and themes as seen on the syllabus. The pace of the class will be very fast, we will be tackling a vast amount of information in a very short period of time, and it will be expected that students make it a priority to keep up with this collegiate level of work. Material will be outlined as homework before the information is covered in class. It is also important that it is understood that when you are not participating in labs, activities, or practice for the AP that a large portion of the class will be devoted to lecture. I will expect that you participate in lecture by taking notes, answering questions, and contributing to discussion. Therefore it is extremely important that students keep up with their readings and outlines, at home. I do recommend that every student obtain a study guide for the AP Biology. Sources that I have found to be complete include: AP biology Cliff Notes, AP Biology Sparks Notes, and the Campbell Study Guide for Biology. Please sign below: Your signature indicates that you have read and understand the policies outlined in the class syllabus Student Signature: _________________________________________________ Date: ___________ Parent/Guardian: ___________________________________________________ Date: ___________ Grading Policy All work that you turn into to me should be neat and include your name, class period, and due date at the top right corner of the page. No torn/ripped paper will be accepted. Late homework will automatically be docked 50%. Homework not meeting expectation will automatically be docked 50% No late work will be accepted without prior approval and will result in a 10 % penalty for every day it is late. Late work that has been turned in without prior approval will receive a zero. If you are absent, you are responsible for finding out what assignments, notes, or handouts you missed and making up all work promptly. You have as many days to make up the work as the number of days you were absent. If you fail to make up the work it will result in a zero. If you miss a lab for any reason excused/ unexcused you must make up the lab. If for some reason you are unable to make-up the lab you must complete an assignment in replace of the lab. Due to time constraints some labs will require participation during lunch, before and after school participation. This is not optional; to get full credit for lab work you must participate in labs entirely. Grades will be calculated as follows: Grade % Range A 90-100% A- 86-89.9% B+ 82-85.9% 15 % Homework and Classwork B 78-81.9% 15 % Projects B- 74-77.9% 20 % Labs & Lab Quizzes C+ 70-73.9% 40 % Unit Exams and Quizzes C 66-69.9% 10 % Final C- 62-65.9% D+ 58-61.9% Individual tests/quizzes will NOT be curved D 54-57.9% The class will be curved as seen here D- 50-53.9% F 0-49.9% Class Expectation You are expected to be ON TIME and PRESENT every class period. By the late bell, you should be in your seat working on the assignment, with completed homework out and ready for review. Homework is to be completed the evening assigned, not during other classes or during my class. Come to every class prepared with a *pencil, *pen (blue or black ink only), *textbook, *notebook, *paper, *colored pencils, and a ***good attitude. Bring in one box of Kleenex, a set of colored dry erase markers, and a box of latex gloves Dress properly for labs. No food or drink is permitted in the lab area at any time. AP Biology Syllabus Unit/Theme Chpts Overview of topics Labs/Activities Chemistry of Life Basic Chemistry 2 Matter, atomic structure, Build your own isomers. (hands- chemical bonds, and chemical on allows students to build a reactions visualize structural isomers) Water 3 Polarity, properties essential to Water Lab (hands-on students life, acid, and bases will study the properties of water that make in essential for life) Organic Molecules 4,5 Carbon, carbon bonds, functional groups, macromolecules, carbohydrates, lipids, proteins, and nucleic acids Free Energy 8.1, 8.2 Laws of thermodynamics, Changes forms of energy, and Gibbs Free Energy theory Enzymes 8.4, 8.5 Metabolism, activation energy, AP Lab Enzyme Catalyst (hands- and regulation of enzyme on working with a catalase that activity converts hydrogen peroxide to water and oxygen also includes a titration) Cellular Study of the processes Energenics involved in cell metabolism. Coupled Reactions 8.3 Relationship between exergonic and endergonic reactions Cellular 9 Catabolic reactions, glycolysis, AP Lab Cellular Respiration Respiration citric acid cycle, oxidative (includes both a hands-on lab phosphorylation, and working with germinating peas chemiosmosis and a virtual lab studying respiration in mice) Photosynthesis 10 Light reaction, Calvin cycle, AP Lab Plant Pigment and C4 plants, CAM plants, Photosynthesis (hands-on activity photorespiration utilizing chromatography and a spectrophotometer) Fermentation 9 Types of fermentation, glycolysis, and evolutionary significance Cells Study of the function and structure of cells. Prokaryotic and 6 Microscopes and a comparison Eukaryotic of Eukaryotic cells to Prokaryotic cells Membranes 7 Fluid mosaic pattern (including AP Lab Diffusion and Osmosis proteins lipids, and (hands-on studying the properties carbohydrates), permeability, and effects of diffusion and and cellular transport osmosis) Subcellular 6,7,11 Nucleus, Ribosomes, Virtual activity (“Cells Alive”) Organization Endomembrane System (ER, studying the function and Golgi, Lysosomes, Vacuoles), structure of each organelle in Mitochondria, Chloroplast, both plant and animal cells Cytoskeleton, and Extracellular Components Cell Cycle at its 12 Cell division, binary fission, Virtual activity analyzing the Regulations mitotic phase, interphase, and process of Mitosis in an Onion molecular control system Root. Heredity Meiosis and 13 Asexual and sexual Virtual activity comparing Gametogenesis reproduction, stages of Meiosis and Mitosis. meiosis, comparison between AP Lab Mitosis and Meiosis meiosis and mitosis, and (observing onion root, whitefish genetic variation. blastula, and Sordaria perithecia) Eukaryotic 15,16 Linked genes, chromosome Chromosomes numbers, locating genes on a chromosome, chromosomal structure, karyotypes, and exceptions to the norm. Inheritance Patterns 14, 15 Mendelian inheritance, co- AP Lab Genetics of Organisms dominance, intermediate (hands-on about four weeks of dominance, multiple alleles, working with Drosophila multiple genes, nature vs. melanogaster) nuture, pedigrees, and M&M Chi squared activity. disorders. Readings from When a Gene Makes You Smell Like a Fish… and Other Tales about the Genes of Your Body by. Lisa Chiu Molecular Genetics RNA and DNA 16, 17 DNA structure, RNA structure, DNAInteractive online activity DNA replication, protein (allows students to build there synthesis, transcription, own protein by completing translation, and RNA transcription and translation) modification. Hands-on activity creating a double helix from the 2nd Edition Recombinant DNA and Biotechnology Gene Regulation 19 DNA packaging, pre/post Readings from When a Gene transcriptional regulation, post Makes You Smell Like a Fish… translational regulation, non- and Other Tales about the Genes coding DNA, and cancer of Your Body by. Lisa Chiu Mutation 15.4, Abnormal chromosomal Readings from When a Gene 17.7, numbers, point mutations, Makes You Smell Like a Fish… 18.3, frameshift mutations, genomic and Other Tales about the Genes 19.5 evolution and disorders of Your Body by. Lisa Chiu Viral Structure and 18 Microbial model system, life Replication cycle of viruses and phages, viroids and prions, reproduction, mutations, and bacterial regulation of gene expression Nucleic Acid Tech. 20 DNA cloning, PCR, gel AP Lab Molecular Biology and Application electrophoresis, (includes both a hands-on lab transformation, genetic students perform a transformation mapping, and applications and run a gel electrophoresis; and a virtual lab that allows students to get more practice with gel electrophoresis) Hands-on activity learning about plasmids, transformations, restriction enzymes and PCR from the 2nd Edition Recombinant DNA and Biotechnology Video by Nova “Anastasia: Dead or Alived” Evolutionary Winter Break Assignment Biology Evidence of 22, 25 Homology, biogeography, evolution fossil records, preservation of genes, and gene evolution Mechanisms of 22, 23, Natural selection, genetic drift, evolution 24, 25 gene flow, and speciation. Population 23, 52 Natural selection, genetic drift, AP Lab Population Genetics Genetics genetic flow, sexual selection, (hands-on students simulate and growth models different population dynamics and their effects on Hardy- Weinberg Equilibrium) Teddy Grahams Lab (allows students to examine factors that effect populations of Teddy Graham bears) Early evolution of 26 Synthesis of organic Student Presentation life compounds, origin of life, RNA, fossil records, early prokaryotes, and early eukaryotes Diversity of Winter Break Assignment Organisms Survey of diversity 26, 27, Kingdoms, Prokaryotes, Student presentations. of life 28, 29, Protists, Plant, Fungi, and 30, Animals (invertebrates and 31,32, vertebrates) 33, 34 Phylogenic 25 Nomenclature, evidence of classification common ancestry, cladistics, and phylogenic trees Evolutionary 25 Morphological and molecular relationships homologies, fossil records, genomic evolution and relationships Structure and Function Plants and Structures, 35, 36, Organs, tissue, cell types, AP Lab Transpiration (hands on hormones, 37, 38, meristem, primary growth, and modified study the effects of reproduction, and 39 secondary growth, vascular the environment on transpiration) development transport, transpiration, plant nutrition, pollination, fertilization, asexual reproduction, plant hormones, and response to stimuli. Animals Spring Break Project Structural, 40, 41, Animal nutrition, digestion, AP Lab Physiology of the physiological and 42, 43, circulation, gas exchange, Circulatory System (hands on behavioral 44, 45, immune system, and modified students study the development 46, 48, osmoregulation, excretion, factors that control heart rate and 49 hormones and endocrine blood pressure) system Dissection (Students observe the anatomy of a once living organism) Webquest (highlights digestive system) Reproduction, 46, 47 Sexual reproduction, asexual growth and reproduction, fertilization, development anatomy, hormonal controls, embryonic development, morphogenesis, and developmental signals Response to the 48, 49 Nervous system, PNS, CNS, AP Lab Animal Behavior (hands- environment action potentials, graded on students observe the effects of responses, mechanoreceptors, environmental factors on pill chemoreceptors, bugs) photoreceptors, Webquest (highlights sensory electromagnetic receptors, organs and central nervous thermoreceptors, and system) nociceptors Ecology Communities and 50, 53, Symbiotic relationships, AP Lab Dissolved Oxygen Ecosystems 54 trophic levels, disturbances, (hands-on students study the interactions between amount of dissolved oxygen in organisms and their controlled environments) environment, biotic and abiotic factors, biomes, and energy Global Issues 55 Effects of human activity on Students will watch and discuss the environment and the movie “An Inconvenient ecosystem Truth” AP Biology Course Breakdown I. Molecules and Cells (25%) III. Organisms and Population (50%) A. Chemistry of Life (7%) A. Diversity of Organisms (8%) Water Evolutionary Patterns Organic molecules in organisms Survey of diversity of life Free energy changes Phylogenic classification Enzymes Evolutionary relationships B. Cells (10%) B. Structure and Function Plants and Prokaryotic and Eukaryotic Animals(32%) Membranes Structural, physiological and Subcellular organization behavioral development Cell cycle and its regulation Reproduction, growth and C. Cellular Energenics (8%) development Coupled reactions Response to the environment Fermentation C. Ecology (10%) Cellular Respiration Population Dynamics Photosynthesis Communities and Ecosystems Global Issues II. Heredity and Evolution (25%) A. Heredity (8%) Meiosis and gametogenesis Eukaryotic chromosomes Inheritance patterns B. Molecular Genetics (9%) RNA and DNA structure and fxn Gene regulation Mutation Viral structure and replication Nucleic acid tech. and application C. Evolutionary Biology (8%) Early evolution of life Evidence of evolution Mechanisms of evolution Referenced Material: Campbell, Neil A., and Jane B. Reece. AP Edition Biology. 7th ed. New York: Pearson Benjamin Cummings, 2005. AP Biology Lab Manual for Students. College Board, 2001. Chiu, Lisa S. When a Gene Makes You Smell Like a Fish... and Other Tales About the Genes in Your Body. New York: Oxford UP, 2006. Kreuzer, Helen, and Adrianne Massey. Recombinant DNA and Biotechnology: a Guide for Teachers. 2nd ed. Washington DC: ASM P, 2001.
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