AP Biology Syllabus 2013 2014 – Deep Run AP Website

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APBiologySyllabus20132014

Instructors:Mrs.E.Liss                   Emailaddress:erliss@henrico.k12.va.us
      Mrs.C.Edwards                                    cmedwards@henrico.k12.va.us
Website:Mrs.Lisshttp://www.quia.com/pages/erliss/page4                
      
Philosophy
Biologyisanetworkofinterconnectedcontent,bothwithinandacrossdisciplines.Teaching
biologyprovidesauniqueopportunitytohelpstudentsunderstandthebiologicalworldaround
andwithinthem,bybuildingandreinforcingtheseconnections.Thegoalisforstudentsto
understandtheirenvironmental,personal,andsocialresponsibilitiessotheycanmakerelevant
andinformeddecisionsthatleadtopositiveoutcomesforthemselvesandinsociety.

CourseOverview
Thiscomprehensivesurveycourseisdesignedtofosteranunderstandingandappreciationfor
thebroadandminuteinterconnectedaspectsofBiology.Throughouttheyear,thefollowing
eightunifyingthemeswillbestressedwithbreadthanddepth:
                       1)ScienceasaProcess
                       2)Evolution
                       3)EnergyTransfer
                       4)ContinuityamidstChange
                       5)RelationshipofStructureandFunction
                       6)Regulation
                       7)InterdependenceinNature
                       8)Science,TechnologyandSociety

Thiscourseemphasizesevolutionasthefoundationformodernbiologyandalsofocuseson
environmentalandsocialconcernsaskeycomponentsofbiologicalknowledge.

Classesmeetthreetimesaweek:onceaweekfor50minutes,andtwiceaweekfor90minutes
(5thblockmeetseverydayfor55minutes).Labstakeupabout25%ofthisinstructionaltime.

TeachingStrategies
Whetherthetopicisbiochemistryorevolution,mostlecturematerialisconnectedtothe
relationshipsbetweenstructureandfunction,aswellasfactorsnecessaryforlife.Themajority
ofclasstimeisspentinlectureandclassdiscussionorinlabactivities.Coursecontentis
supportedbythetext,theinternet,video,currentresearch,andtripstoanearbywatershedfor
environmentalsampleanddatacollections.Coursematerialisalsosupportedandassessedwith
practicemultiplechoicequestionsfromAPCentral,theReleasedExams,andtestpreparation
bookstohelpstudentsfocusonwhatisimportantinthechaptersectionsassigned.

LabComponent
AllofthelabsintheAPBiologyLabManualforStudentsareperformed,eitherexactlyor
modifiedtofulfillparticularcourseobjectives.Labsrequireabout25%ofclasstime.Students
shouldsavetheworkfromtheirlabbooksaswellasanyotherlabwriteupsproducedinthe
eventthatacollegerequiresthisasevidenceoflabparticipation.

Pascoand/orVernierelectronicdatacollection/analysistoolsandDelllaptopsaretechnologies
usedtoenhancestudents'labexperience,accuracy,andefficiency.

Studentsaregiventhelabstoreadbeforehand.Theyareorganizedintolabgroupsofuptofour
andlabsetupisdiscussedtoensurethattheyunderstandtheprocedureandequipmentthey
willbeusing.Studentsareexpectedtokeepalabnotebookforwriteups.Alllabsrequire,at
minimum,analysisquestionsfromthelabmanualandawrittenanalysis/conclusion(including
limitationsandrecommendations)ofthelab.Fulllabreportsrequire:title,introduction/
backgroundinformation,purpose(thespecifictopicbeinginvestigated),procedure,data/results,
analysis,conclusion,limitations,andrecommendations.Qualityofwritingisstressedover
quantity.

TextbookandSupplementalMaterials
        1.   Campbell's7thor8theditionBiologytotakehomeanduseasreferencetext.
        2.   Campbell's8theditionBiologytouseintheclassroom.
        3.   APBiologyLabStudentWorkbooks.
        4.   DellInspiron600mlaptopcomputer.
        5.   Webbased,teachergeneratedlectureoutlinesand/orstudyquestions.
        6.   Webbased,selfgradingmultiplechoicereviewquestions.
        7.   Webbasedlabsimulationstoreinforce"wet"labsbased.
        8.   InteractiveExploreLearning"gizmos"fordifficulttovisualizeprocesses.

StudentEvaluationandAssessment
Testsaregivenatappropriatetimesduringeachnineweeks.Testsconsistof50multiplechoice
questionsandotwoessaystoprovidestudentswithpracticewiththeAPexamformat.Testsare
timedthroughouttheyear.

AmidtermexamisrequiredforallstudentsandwillcontainpreviouslyreleasedAPtest
questions50timedmultiplechoicequestionsand2timedessays.

GradeBreakdown:
Classwork/Quizzes....................................25%
Labs/JournalReviews...............................25%
Tests/Projects............................................50%(3per9weeks)

APandFinalExams
StudentstakinganAPexam(regardlessofgradelevel)canbeexemptedfromthefinalexamin
theAPclassaslongashe/shesitsfortheAPBiologyexamandhasmetthe"attendance"criteria
oftheseniorexamexemptionpolicy.Inotherwords,students(regardlessofgradelevel)must
takethefinalexaminanAPclassiftheyhavenotmetthe"attendance"portionofthesenior
examexemptionpolicy.





Thefollowingisanapproximatebreakdownoftheunitsandlengthoftimeforeach.
Approximate Unit Breakdown

Unit 1. Ecology & Animal Behavior (summer and 2 weeks)
Readings
      Ecology, chapters 50, 52  55
      Receive outline notes and guidance on the textbook readings
      Students read chapter 51 and watch videos on animal behavior National Geographic's Search for the
        Great Apes.
Lecture Topics
      Biomes: aquatic and terrestrial biomes and the factors that influence them, habitat and niche, biotic and
      abiotic factors in the environment,
      Community ecology, ecological succession, soil and its role in succession, symbiotic relationships, intra
      & interspecific competition, resource partitioning, competitive exclusion
      Ecosystem ecology, trophic structure, and productivity (energy transfer)
      Biogeochemical cycles  Carbon cycle, Nitrogen cycle, Hydrologic cycle, Phosphorus cycle,
      eutrophication
      Population ecology and human population growth
Labs and Activities
      AP Lab 12: Dissolved oxygen and aquatic primary productivity.
      AP Lab 11: Animal Behavior. Students research how a particular abiotic factor affects the behavior of
      pill bugs (lab writeup)
      Human Population Lab: use given data to construct age structure pyramids, life tables, survivorship
      curves (dry lab)
      Biome Reasearch: students choose a biome to research feeding relationships, identify food chains and
      food webs for their assigned biome
Culminating Activity for Unit:
        Environmental Issues Project - Students are put into groups and each are given a topic to research and
        present a power point presentation to the class: Choices are Acid Precipitation, Ozone depletion, habitat
        destruction, depletion of energy reserves/ alternative energy possibilities, Greenhouse effect, depletion
        of fresh water reserves, introduction of exotic species, solid waste disposal/recycling. Worth a test
        grade.
Independent Work
      Students use their text to answer assigned questions about famous animal behaviorists and concepts.


Unit 2. Evolution and Past Diversity of Life (2-3 weeks)
Readings
      Evolution, chapters 22  25
Lecture Topics
        History of Evolutionary thought: pre-Darwinian Ideas, Darwin's theory, voyage of the H.M.S. Beagle
        Evidences for evolution
        Evolution in action today
        Modern synthesis, population genetics, Hardy-Weinberg Law of genetic equilibrium, problems
        Natural selection, microevolution events, types of selection, preservation of variation
        Speciation, prezygotic and postzygotic mechanisms, allopatric and sympatric speciation
        Gradualism/punctuated equilibrium
        Fossil record, extinctions, dating of fossils
Labs and Activities
      AP Lab 8: Population genetics and evolution
      Nucleic Acid Sequences Lab to compare nucleic acid sequences of different organisms
       Woolly Worm Lab (teacher-developed; demonstrates mechanism of natural selection using "worms"
        made out of wool to demonstrate fitness in one's environment)
       Lab  Students read an article about Darwin's finches, then design, conduct, and write-up an
        experiment on beak adaptation and fitness using pliers and forceps to simulate different types of beaks
        to pick up corn kernels and various beans
Self Study on Classification  Protists, Fungi and Plant Classification, emphasis on the evolution of these
        groups throughout time


Unit 3. The Plant Kingdom (Botany) (3 weeks)
Readings
       The Plant Kingdom, Chapters 35  39
       Receive outline notes and guidance on the textbook readings
Lecture Topics
         Alternation of generations
         Angiosperm structure and growth
         Angiosperm reproduction and growth
         Plant control systems
Labs and Activities
         AP Lab 9: Transpiration
         Students collect flora specimens and study roots, leaves, and stems.
         Monocot/Dicot Lab: sketching root and stem structures from microscope slides
         Students collect flower specimens and study floral anatomy with regard to plant reproduction.
         Students perform basic planting activities and observe seed germination.
         Video The Secret Life of Plants or Sexual Encounters of the Floral Kind.


Unit 4. Animal Structure & Function (8 weeks)
Readings
       All systems (human and animal), chapters 40  49
Lecture Topics
       Tissue types  Epithelial, Connective, Muscle and Nervous
       Basic principles of anatomy, with an emphasis on mammalian systems
       Nervous system: CNS and PNS, plan of the nervous system, neuron structure, reflex arc, transmission of
       nerve impulse, sensory reception
       Endocrine system: homeostasis, sugar and calcium control, review of sexual hormones
       Digestive system structure and function
       Excretory system, with emphasis on maintaining homeostasis (Osmoregulation)
       Respiratory system
       Heart and circulatory system
       Lymphatic and Immune systems
       Muscular system: voluntary and involuntary muscles, muscular contraction, muscle cell structure
       Review of human reproduction and embryology (development), menstrual cycle, fertilization, and
       formation of the embryo and birth., comparison of developmental stages in echinoderm, frog, chicken,
       and hum56an, extra embryonic membranes in chicken and human, and their importance
Labs and Activities
       Lab  Students track food/drink intake for weekend and compare them to the current Food Pyramid to
       assess if their diet fits the pyramid. Students calculate their BMI.
      Lab  students measure tidal volume, inspiratory reserve, expiratory reserve and residual volume using
      a spirometer and compare these values for athletes vs. non-athletes in the classroom or instrument
      players vs. non-instrument players.
      AP Lab 10  Part A Blood Pressure and Pulse Lab
      Cardiology Lab: http://www.hhmi.org/biointeractive/vlabs/
      Blood typing lab using simulated blood- students use simulated blood samples to test for agglutination
      when mixed and determine blood types from the results
      AIDs lab: and the Immune Response (dry lab)
      ELISA Lab: http://www.hhmi.org/biointeractive/vlabs/
      Neurophysiology Lab: http://www.hhmi.org/biointeractive/vlabs/
      Animal Behavior Lab: The Effect of Temperature on Cricket Chirping  To substitute for AP Lab 10
      Part B (dry lab)
      Class discussion  Design an experiment to determine why there is an inverse relationship between
      body size and metabolism.
      Dry lab  Menstrual cycle lab (graphing of LH, FSH, progesterone and estrogen levels and tying them
      to events in the menstrual cycle
      Students watch a video on Chick Embryology.


Unit 5. Water and Organic Molecules (2 weeks)
Readings
      Chemical basis of life, protein and enzymes, chapters 2  5, 8
Lecture Topics
        Elementary principles of inorganic chemistry (eg. atoms, molecules, etc.)
        Roles of water (its properties), acids, bases and buffers and their biological importance
        Roles of carbon and the functional groups
        Macromolecules: carbohydrates, lipids, proteins, nucleic acids
        Proteins and enzymes (structure and function)
        The closing lecture is a demonstration of the food tests used to identify the different organic compounds
Labs and Activities
      AP Lab 2: Enzyme catalysis
      Quick lab on properties of water including surface tension and high specific heat
Independent Work
      The origins of life (chapter 26). I spend about a day tracing the historical development of ideas
      concerning the origin of life and current views of the origin of life and the experimental evidence that
      supports these views. Students learn more about the origins of life by reading the chapter in their
      textbook and answering the guided questions I provide. This independent class work appears 10 weeks
      into the first semester because it is at this point that students have an understanding of organic
      molecules and can appreciate the molecular evolution concepts that are used to explain the origin of life.


Unit 6. Cellular Energetics (Photosynthesis and Respiration) (2 weeks)
Readings
      Photosynthesis and respiration, chapters 9  10
Lecture Topics
        Angiosperm leaf anatomy
        Chloroplast structure and function
        Light reactions/light-dependent reactions, Light-independent reactions/Calvin Cycle
        C3 and C4 cycles, evolution of strategies to avoid photorespiration (CAM, C4 plants)
        Overview of aerobic and anaerobic respiration
        Mitochondrion structure
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