AP AUDIT Syllabus for Advanced Placement Biology
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AP AUDIT Syllabus for Advanced Placement Biology

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7 Pages
English

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Advanced Placement Biology Syllabus Course Description The Advanced Placement Biology (AP Biology) course is designed to provide students with a solid foundation in the biological sciences. This laboratory oriented course meets daily for two 50 minute periods and will give students the opportunity to take an introductory college level biology course while still in high school. The course consists of the following major units of study: Molecules and Cells Heredity & Evolution Organisms & Populations Chemistry of Life Heredity Ecology Cells Molecular Genetics Biodiversity of Life Cellular Energetics Evolutionary Biology Plant & Animal - Form & Function The Advanced Placement Biology course is rigorous and challenging, but also very interesting and exciting. Research indicates that students who have been successful in AP courses in high school have a higher probability of being successful in college; therefore, most U.S. colleges seriously consider whether or not a student has successfully competed AP courses when evaluating transcripts for admission. Depending on the score achieved on the College Board Advanced Placement Biology exam given in May, a student has the chance to receive from 4 to 8 hours of college credit or has the opportunity to enroll in upper level biology courses without taking the introductory biology course. The amount of college credit varies by institution, and is generally outlined in the individual college guide. ...

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AdvancedPlacementBiologySyllabusCourse Description The Advanced Placement Biology (AP Biology) course is designed to provide students with a solid foundation in the biological sciences. Thislaboratory oriented course meets daily for two 50 minute periods and will give students the opportunity to take an introductory college level biology course while still in high school.The course consists of the followingmajor units of study: Molecules and CellsHeredity &EvolutionOrganisms & Populations Chemistry of LifeHeredity Ecology Cells MolecularGenetics Biodiversityof Life Cellular EnergeticsEvolutionary BiologyPlant &Animal - Form & Function The Advanced Placement Biology course is rigorous and challenging, but also very interesting and exciting.Research indicates that students who have been successful in AP courses in high school have a higher probability of being successful in college; therefore, most U.S. colleges seriously consider whether or not a student has successfully competed AP courses when evaluating transcripts for admission.Depending on the score achieved on the College Board Advanced Placement Biology exam given in May, a student has the chance to receive from 4 to 8 hours of college creditorhas the opportunity to enroll in upper level biology courses without taking the introductory biology course.The amount of college credit varies by institution, and is generally outlined in the individual college guide. Course Goals for Students To gain a better understanding and respect for the complexity of living things.To master fundamental biological concepts in biochemistry, cells, genetics, plants & animals, ecology and evolution.To apply their knowledge of the nature of science to problems and activities in biology.1)Science as a Process, 2)Evolution, 3)Energy Transfer, 3)Continuity &To relate the following themes to each unit: Change, 4)Relationship of Structure to Function, 5)Regulation, 6)Interdependence in Nation and Science,and 7)Technology and Society.To improve laboratory skills and critical thinking.To pass the AP Biology exam on Monday, May 14, 2007 at 8:00am. This is a 3 hour test consisting of 2 parts: Part One (60%) - 90 minutes of 120 multiple choice questions designed to test content and concepts drawn from across the entire course. Part Two (40%) - 90 minutes of answering 4 mandatory free response essay questions.Prescription for Success This course differs significantly from a traditional high school biology course due to the content of the text, the depth of material covered, the required lab work, and finally the time and effort required to achieve mastery of the concepts. Student motivation, desire to learn, interest in the sciences, maturity and ability to remain focused are all important attributes a student must have to be successful in this class. It is to the student’s advantage to be present every class meeting and work diligently.Students should only take this course if they are willing to commit the time and effort needed to be successful.A minimum of 1 hour of study each night is highly suggested.The ultimate goal of this course is to prepare you for the AP exam in May. Course Prerequisites AP Biology requires critical thinking, independent work, maturity and motivation. Because AP Biology is conducted at the college level and uses a college textbook, students should enroll in this course only after successful completion of high school biology (or biology honors)andchemistry honors).However with teacher recommendation, students may be highschool chemistry (or allowed to concurrently enroll in AP Biology while taking chemistry. Course Textbook and Ancillary Materials Each student will be supplied with the following textbook, CD-Rom and study guide: th Neil A. Campbell and Jane B. Reece.AP Edition Biology(with companion CD-Rom AND Website access))ed. San, 7 Francisco, Calif.: Pearson / Benjamin Cummings, 2005.(ISBN # 0-8053-7171-0) th Martha R. Taylor.Student Study Guide for BiologyEd. San Francisco, Calif.: Pearson / Benjamin Cummings, 2005.. 7 (ISBN # 0-8053-7155-9) College Entrance Examination Board. TheCollege Board AP Biology Lab ManualRevised 2001. (This lab manual will be used for the 12 required AP Biology labs) A class set of the following lab manual will be available for additional supplemental labs: th Judith G. Morgan and M. Eloise Brown Carter.Investigating Biology Laboratory ManualEd. San Francisco, Calif.:. 5 Pearson / Benjamin Cummings, 2005.(ISBN# 0-8053-7179-6)  1
AdvancedPlacementBiologySyllabusRequired Materials Each student will need to purchase the following materials and bring them to class daily: nd Cliffs AP Biology,#0-7645-8682-3)Ed. (ISBNPhillip E. Pack. 2 Notebook (3-ring binder, 2” size) College-ruledpaper Calculator (forGraph paperLab calculations) Hi-LiterColoring pencils NOTE: Because“Notes” for each unit will be emailed on a regular basis, I strongly suggest that students have Internet access with a current email address.Printed copies of these notes will be available for students who do not have Internet access. Grading Policies All assignments will be graded using a “total points” system.Assignments will be derived from the following: Tests & QuizzesPeriodic quizzes (both announcedwill be given as indicated on the following chart.(NOTE: TestsLab Reportsand unannounced will be given as needed.The Campbell Test Bank will be used to generate allHomeworkUnit / Chapter assessments.) Projects NOTE: Students9 week grade will be based on the following District Grading Scale:  A= 100-90 ; B = 89-80 ;C = 79 – 70 ;D = 69 – 60; F= 59 - 50 Course Policies Each student is required to abide by the following policies: Absences:effort to attend class daily. Students should make everyAs the schedule for the year involves covering 55 chapters in approximately 33 weeks, student attendance every day is important.If you should miss class, it is YOUR responsibility to obtain any notes missed.Most AP labs are difficult to make up since many of these labs use perishable materials. Shouldyou be absent for a lab, the teacher will provide you with class data.All tests and labs are made up after school.Upon returning from an absence, the student will have 5 days from the time they return to make up missed work. Anyassignment not made up will receive a “zero”.Unexcused absences will be penalized with a 2% deduction off the final average for every day that isunexcused. Late Work:Homework assignments (with due dates) will be posted on the board at the beginning of each week. It is the student’s responsibility to copy this in their daily planner and to complete the assignments by their due date. If extenuating circumstances other than absences prevent an assignment from being turned in by the due date, the student may turn in that assignment within one week of the due date; however the assignment will be penalized 10% for every day it is late. Discipline / Conduct: All class and school rules will be followed. Honor Policy:is a virtue that cannot be taken away by anyone, but only given up by the individual. An honor Honor offense shall include forging signatures or documents, plagiarizing papers, and/or cheating by receiving or giving aid in any manner to or from another student.This includes using devices to illegally transmit or receive aid during tests and other assignments.An honor offense shall result in the student receiving a zero grade for that assignment. My Personal Philosophy Children are our mostimportant natural resource. I believe that teachers must think of each student not just as a member in a class of many, but also as an individual with specific needs and talents. I have been teaching biology for 38 years and truly enjoy sharing my interest in the intricacies of life with my students.I believe that as their teacher, I can give students a comprehensive view of modern biology and can also provide them with the opportunity to develop skills that will allow each student to be successful once they leave my class. I view my role as a facilitator in this journey of discovery.As such, I will provide a positive environment for learning to take place and will ensure that every student has the opportunity to succeed.Teaching is not just my occupation, it is my avocation.I look forward to the challenging year ahead and to working with all my students. Final Thoughts My goal as educator is to help students develop a conceptual framework for modern biology and gain an appreciation of science as a process. The information explosion makes the study of biology most challenging. Emphasis will be given to developing an understanding of concepts rather than on memorizing terms and technical details. A grasp of science as a process rather than as an accumulation of facts, personal experience in scientific inquiry, recognition of unifying themes that integrate the major topics of biology and the application of biological knowledge and critical thinking to environmental and social concerns are essential to this conceptual understanding.  2
UNIT / TOPICS
Molecules and Cells
UNIT 1: Chemistry of Life (14%) Properties of Water Functional Groups Chemical Evolution Organic Molecules  (Formand function of…) Carbohydrates Lipids Proteins Nucleic acids Free Energy Changes Endergonic / Exergonic ATP - ADP Enzymes Structure & function Mode of Action – Induced Fit Enzyme / substrate complex Activation Energy Factors Affecting Action UNIT 2: Cells(36%) Prokaryotic vs. EukaryoticCells Differences Evolution of Eukaryotic cells Endosymbiosis Sub-cellular organization Organelle structure / function Membranes Structure / Function Membrane transport proteins Cell Communication Cell Cycle and its Regulation Mitosis / Cytokinesis Interphase (G1, S, G2) Coupled Reactions Evolution of Metabolic Processes Fermentation Glycolysis Lactic Acid / Alcoholic Steps (reactants / products) Respiration Steps ReactantsProducts Chemiosmosis Photosynthesis Steps Photophosphorylation C3 vs. C4 vs. CAM plants
AdvancedPlacement BiologySemester 1Syllabus
PACING CHAPTERSREQUIRED LABS, (in Days)with ae #and SUPPLEMENTALLABS and ASSESSMENTS STUDENTACTIVITES Chapters 1-5 and 8Campbell CD-Rom Student Activities: 12 Pages 32 – 91 andChapters 3-5 and Chapter 8 Pages 141 – 159 Campbell CD-Rom Animations: Chapter 8 NOTE: These above chapters Video Series: Cycles of Life-Proteins will be read duringthe summer and discussed when BioassaySupplemental Lab: students return. This lab assists in reviewing lab techniques, introducing the concept ofbioassays, & allows the student to practice the scientific method as they generate and test a hypothesis..Source: 2 AssessmentsStarr and Taggart’s Laboratory  Manual(3 days )ISBN: 0-534-16573-7 Test: Ch. 1-3 Molecular Model kitsSupplemental Lab: And (Lab-Aids) for Carbohydrates, Lipids, Test: Ch.4-5 & 8 Proteins & DNA(4 days) This activity allows students to visualize the three dimensionalnature of organic molecules. AP Required Lab #2Catalysis: Enzyme (3 days)
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Chapters 6-12 Pages 94 – 235 2 Assessments Test: Ch. 6 , 7 & 11-12 And Test: Ch. 9 – 10
Campbell CD-Rom Student Activities: Chapters 6 – 12 Campbell CD-Rom Animations: Chapters 7, 9 & 12 Cell ExaminationSupplemental Lab: Teacher made activity where students stain and examine various cell types using onion skin, elodea, tomato pulp, tomato skin, cork and cheek cells. Students must sketch several cells of each type and label organelles.(2 days) AP Required Lab #1: Diffusion & Osmosis (3days) AP Required Lab #3A: Mitosis (2 days) AP Required Lab #4: Plant Pigments and Photosynthesis (3 days) AP Required Lab #5: CellRespiration (3 days) Video Series:Cycles of Life –CellsCycles of Life –Video Series: Photosynthesis and Respiration
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AdvancedPlacementBiologySemester 1Syllabus UNIT / TOPICSPACING CHAPTERSREQUIRED LABS, (in Days)(with ae #) andSUPPLEMENTAL LABS and Heredity and Evolution ASSESSMENTS STUDENTACTIVITES UNIT 3:  Chapters13-21AP Required Lab #3B: Meiosis (2 days) 30 Genetics(34%) Pages 236 - 435 Meiosis and Sexual Life Cycles AP Required Lab #7: Genetics of Mendelian genetics Organisms (3days) Mendel’s laws (Modified: Students work with living Drosophilia Probability Problems and observe life cycle, differences between male Genetics Problems and females and several mutations.) 3 Assessments Sex-linked traitsChromosomal Basis of InheritanceBiology Labs Online: Virtual Flylab Test: Ch. 13 – 15 Chromosomal mutationswww.biologylabsonline.com(Students will complete all sections of the “Advanced” Deletions / Inversions Test: Ch. 16 – 17 assignments available)(2 days) Duplications / Translocation Trisomys Test: Ch. 18 - 21Campbell CD-Rom Student Activities: Karyotype Chapters 13 – 21 Pedigree Charts Human Genetics Disorders Campbell CD-Rom Student Activities: Molecular Genetics Chapters 13-20 RNA / DNA StructureDNA ReplicationCampbell CD-Rom Animations: Chapters 17, 20 &21Protein Synthesis Transcription / Translation Video Series: Cycles of Life -DNA Gene Regulation & MutationBacterial transformationAP Required Lab #6A: Bacterial Viral Structure & ReplicationTransformation (3days) Transduction Acid technologyAP Required Lab #6B: DNA Nucleic Electrophoresis (3 days)  RFLP / Electrophoresis / PCR Guest SpeakerCounselor: Genetic UNIT 4: Chapters 22 – 25Campbell CD-Rom Student Activities: 14 Evolution(16%) Pages 436 – 509Chapters 22-25 Darwinian View of Evolution Natural Selection Campbell CD-Rom Animations: Evidence for evolution  Chapters23 – 25 Mechanism of evolution Evolution of Populations Campbell Chapter 23 Student Investigation: Hardy-Weinberg theorem “How Can Allele Frequencies be 1 Assessment Hardy-Weinberg problems Calculated?” Origin of SpeciesTest: Ch.22 - 25 SpeciationCampbell Chapter 25 Student Investigation: “How is Phylogeny Determined byGradualism /Punctuated Equilibrium Comparing Proteins?”Phylogeny and Systematics Fossil Record AP Required Lab #8Genetics: Population Cladistics (2 days) Origin of Life RNA first genetic material Abiotic synthesis of organic  oforganic monomers Chapters 1 - 25 District Semester Exam1  4
AdvancedPlacementBiologySemester2SyllabusUNIT / TOPICSPACING CHAPTERSREQUIRED LABS, (in Days)With Paes andSUPPLEMENTAL LABS and Organisms and Populations ASSESSMENTS STUDENTACTIVITES UNIT 6:Chapters 50 – 55AP Required Lab #12: DissolvedOxygen 18 Ecologyand Aquatic Primary Productivity1078 – 1105 and(20%) Pages Pages 1136 – 1231Communities and Ecosystems Campbell CD-Rom Student Activities: (NOTE: These chapters will Biomes (aquatic / terrestrial) be assigned for reading Chapters 50 and 52-54 Population Dynamics during the Winter Break) Ecological Succession (pioneerInvestigation Biology Lab 25.1 p. 672 climax community) (1 day) Trophic structure Food chain, web and pyramid of1 Assessment Video:Inconvenient Truth biomass Test: Ch. 50 - 55 Biological magnification Global warming issues UNIT 6:Chapters 26 – 28 andCampbell CD-Rom Student Activities: 14 Biodiversity of Life31 Chapters27, 28 and 31(16%) Chapter  Pages534- 572 and Pages 608 – 625Synthesis of Organic CompoundsCampbell CD-Rom Video:Prokaryotic  Flagella Fossil record and methods of dating Campbell CD-Rom Video: Protists Evolution of Prokaryotes Evolution of Eukaryotes Chapter 28 Student Investigation: “What 1 Assessment Endosymbiotic origin of Kinds of Protists do Various Habitat chloroplasts and mitochondria Test: Ch. 26-28 & 31Support?” Classification schemes Video Series: Cycles of Life-Survey of Prokaryotes, Protists and Microevolution & MacroevolutionFungi Investigating Biology Lab 14.1and 14.2 p. 363 & p. 379 (2 days) UNIT 7:Campbell CD-Rom Student Activities: 21 Plant Diversity, Form andChapters 29 – 30 andChapters 29 – 30 and Chapters 30, 35, Function36, 38 , and 39(24%) Chapters35 – 39 Origin and Diversification of PlantsPages 573 – 607 and Pages 710 – 817 Evolution ofgymnosperms andCampbell CD-Rom Animations on Moss angiospermsand Fern Life Cycle 1 AssessmentPlant Structure, Growth and AP Required Lab # 9: Transpiration in DevelopmentTest: Ch. 29-30 andPlants (2days) Plant terrestrial adaptationsCh. 35-39 Plant TransportSupplemental Lab:Identification of Trees Water potential using a Leaf Taxonomic Key (1day) Proton pumps Transpiration / Translocation Investigating Biology Lab 20.2 & 20.3 Plant Nutritional Adaptationsp. 550 – 557(1 day) Plant ReproductionAdaptations of reproductiveVideo:Sexual Encounters of the Floral  structures Kind Plant ResponsesPlant hormones Signal Transduction Pathways Plant Biotechnology 5
AdvancedPlacementBiologySemester2SyllabusUNIT / TOPICSPACING CHAPTERSRE UIREDLABS (in Days)(With Pages) andSUPPLEMENTAL LABS and Organisms and Populations ASSESSMENTS STUDENTACTIVITES UNIT 8:36 Animal Form & Function32 – 34 ;(40%) Chapters Chapters 40 – 49 andMajor features of AnimalCampbell CD-Rom Student Activities: Phylogenetic TreeChapter 51Chapters 32 – 34 and Chapters 40 - 49 Animal Diversity 3 Assessments Animal Body PlansCampbell Videos and Animations: Chapters 32 – 34 and Chapters 40 - 49 General characteristics of Invertebrates and Vertebrates Test: Ch. 32 – 24 Animal Form and Function And AP Required Lab # 10:Physiology of the Tissues and Organ Systems Test: Ch. 40 – 44 Circulatory System- Daphnia Heartbeat Bioenergetics And rate (3 days) Mechanisms of Homeostasis  Test:Ch. 45 - 49 edback mechanism Fe s Animal Nutrition EssentialAP Required Lab # 11: Animal Behavior-nutrients Pillbug Responses to Environment Main stages of food processing (2 days)Evolutionary Adaptations Animal Circulation/Gas Exchange Cycles of Life -Video Series: Invertebrate vs. vertebrate Nutrition NervousSystem Mammalian heart  CirculationReproduction Vessel structure/ function  RespirationDevelopment Blood composition Ga lls& lungsExcretory System Hormones s exchange in gi Animal Immune System Medical students fromGuest Speakers: Humoral vs. cell-mediated groups localuniversity Blood Autoimmune diseases cretionSupplemental Lab:Rat Dissection(4 days)-Animal Ex moregulation Thislab will be done after the College Os Board AP Biology Exam. Source: Evolution of excretory systems Laboratory Anatomy of the White Rat, Mammalian kidney structure 5ed.by RobertB. Chiasson Regulation of Kidney function (ISBN # 0-697-05132-3) Animal Endocrine System Control pathways & Feedback These videos will be seen after the AP exam. Hormones Video:Supersize Me Animal Reproduction & Developmt. Video:GattacaAsexual vs. sexual reproduct. Gamete production Research Paper:Students will select a topic Reproductive structures&from a list of possibilities, research this Mammalian developmenttopic and write a 5 page minimum paper Animal Nervous Systems on this topic. Neuron & Neurotransmitters Vertebrate nervous system Peripheral vs. CNS Animal Behavior Animal signals/communication Taxis vs. Kinesis Genetic influence on behavior Behavioral evolution Chapters 26 - 55 District Semester Exam1  6
Laboratory Investigations Laboratory work is extensive and will be included in each Unit as listed on the syllabus chart. The number of days allotted for each lab includes pre & post lab discussions.By performing these 12 required lab investigations and supplemental laboratories, the student is provided opportunities to increase skills in advanced laboratory techniques.These lab investigations reinforce the concepts presented and develop the student’s understanding of biology. Formal labs reports will be completed for each of the 12 required AP labs.The format for these lab reports will include: A)E) ProcedureG) Questions/ ResultsPurpose C)Experimental Design B)H) ConclusionsCharts and GraphsMaterials F)DataHypothesis D) The following is a listing of the goals for each AP Biology required lab investigation.The lab manual developed by College Board is used for all required labs. All labs listed below and on the syllabus are “wet” labs, with the exception of the Biology Labs Online Virtual Flylab. AP Required Lab #1: This lab will allow students to investigate how water moves across semi-permeable membranes and will reinforce the concepts of osmosis, diffusion, dialysis, lysis and plasmolysis. AP Required Lab #2: This lab will allow students to investigate the nature of enzymes and the factors which influence enzyme action. AP Required Lab #3A and 3B: This lab will allow students to view the structure of cells during the various stages on cell division.Students will be able to compare the process of mitosis in plant and animal cells and be able to calculate the length of time for each phase. In Lab 3B,students will determine the results of crossing over during meiosis inSordaria. AP Required Lab #4: This lab will allow students to separate plant pigments via chromatography and determine what factors influence photosynthetic activity. AP Required Lab #5: This lab will allow students to measure the rate of cellular respiration in both germinating and non-germinating seed by using a respirometer. AP Required Lab #6A and 6B: This lab will allow students to confer antibiotic resistance in E. coli by inserting a bacterial plasmid, pAMP.Students will test for transformation by exposing the E. coli to ampicillin culture plates. In Lab 6B, students will use restriction enzymes to cut lambda DNA and then use the process of electrophoresis to separate the fragments of DNA. AP Required Lab # 7: This lab will allow students to observeDrosophilia melanogaster characteristics,including differences between males and females, the various stages in the life cycle, and numerous mutations.Students will also use the Biology Labs Online virtual Flylab program to “breed” flies and perform Chi Square analysis of the results of each of the crosses made. AP Required Lab #8: This lab will allow students to examine genetic equilibrium and the Hardy-Weinberg law to determine allele frequencies in populations. Studentswill examine factors such as genetic drift, population size, selection and heterozygous advantage on allele frequencies. AP Required Lab #9: This lab will allow students to measure transpiration rates under varying environmental conditions, such as increased humidity, wind, heat and light. AP Required Lab #10A and 10B: This lab will allow students to learn how to measure blood pressure and determine factors which affect pulse rate under different conditions. In Lab 10B, students will measure the effect of temperature on the heart rate ofDaphnia magna. AP Required Lab #11: This lab will allow students to observe pillbugs’ responses o environmental variables, such as moisture.Students will also observe the mating behavior of Drosophilia melanogaster. AP Required Lab #12: This lab will allow students to measure the amount of oxygen dissolved in natural water samples and analyze the primary productivity of each sample.  7