Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Organ-on-a-chip wikipedia , lookup
Chemical biology wikipedia , lookup
Cell theory wikipedia , lookup
The eclipse of Darwinism wikipedia , lookup
Vectors in gene therapy wikipedia , lookup
Introduction to genetics wikipedia , lookup
Symbiogenesis wikipedia , lookup
History of molecular evolution wikipedia , lookup
Synthetic biology wikipedia , lookup
History of molecular biology wikipedia , lookup
Developmental biology wikipedia , lookup
Page 1 of 10 ADVANCE PLACEMENT BIOLOGY® COURSE OVERVIEW EXPECTATIONS 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 of college. This class is designed for students who have completed PreAP Biology and PreAP Chemistry and are thinking about a major in a science field. Students can earn college credit for part or all of their freshman science classes by earning a 3 or better on the AP Biology Exam at the end of the year. The class is conducted at a college level and students are expected to work accordingly. Students are expected to come to class prepared (all reading and assignments completed). GOALS OF THE COURSE: 4 BIG IDEAS The AP Biology Examination continues to emphasize the concepts and themes of biology. Less weight is placed on specific facts than on the “big ideas” that tie them together. This AP Biology course is organized and taught with great attention paid to the themes below. The units and lessons highlight the repeating, overarching themes or patterns that thread their way through 4 Big Ideas: 1. The process of evolution drives the diversity and unity of life. 2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. 3. Living systems store, retrieve, transmit, and respond to information essential to life processes. 4. Biological systems interact, and these systems and their interactions possess complex properties. These 4 Big Ideas of the AP Biology course are constantly stressed. Even though each unit has its own subject matter, the Big Ideas are intertwined throughout all the units we do. LABORATORY COMPONENT In order to meet the objectives provided in the AP Biology Course Description, we use labs found in the College Board’s AP Biology Investigative Labs Manual or other labs that fulfill the required objectives. Students will be engaged in laboratory work a MINIMUM of 25% of their classroom instructional time. To stress that biology, like other sciences, is a process, all AP lab activities emphasize developing and testing each student’s hypothesis. Data collection and analysis is critical to this process, in addition to discussion of the results and the “whys” behind it. For the first time, many students see that science is not just a collection of facts, but rather a systematic process. These labs are critical in the success of the student. Pre-lab question sheets and lab procedures are given to the students prior to the day it will be performed. These pre-lab questions must be answered and turned in the day of the lab in order to have the privilege of doing the lab. I have found this to be most helpful in assuring that students have studied the lab and know all procedures before beginning each lab. These labs usually run more that one class period. Attendance is stressed so that the student will not fall behind. Victoria Bacon Frenship AP Biology Page 2 of 10 REQUIRED STUDENT MATERIALS Biology, 9th Edition, Campbell, Campbell and Reese, 2011. Notebook or paper for chapter outlines and questions. 3 Ring Binder with dividers Pens, pencils, highlighter Pack of colored pencils Calculator CLASS SCHEDULING / TUTORIALS We are on a block schedule with 86 minute long sections that meet every other day. This is not as much time as you would be required to attend a college laboratory biology class. It is critical that you are prepared for class and work to your fullest potential. I am at school before 7:50 every morning if you have questions or concerns. I will also be posting 2 weekly afternoon tutorial times. If there is a situation that needs to be resolved one-on-one, then the student can request additional tutorial times. This course will have an online component, accessed through the FISD website. Some assignments will be completed online, and it is where you will access the course calendar. The forum section of the website is designed to be a place where students can discuss assignments, deadlines, and biology concepts. It is not a place for school gossip or any subject other than Biology. The website will be updated after every class with a rough outline of the class lecture and assignments, calendar of assignment due dates, and notices of upcoming events. The website will be monitored by the teacher. You may use the website to ask questions about your assignments and you will be given feedback. This will be great way to always have access to help. READINGS / LECTURE / DISCUSSION Students are required to read AND OUTLINE the assigned textbook chapters prior to lectures as well as completing the study guides that go with each chapter. The study guides should be used as reinforcement of the main ideas of each chapter. If anyone in the class has difficulty with any of the questions or concepts, they are to address it in class. Classroom lectures and discussions will highlight the main concepts and themes of the unit. Lecture is done in a very interactive manner. After covering a new concept, the students are given a manipulative. This gives them the opportunity to process the information they were just given and allows time to clear up any misconceptions. The goal is to spend less time talking and more time experiencing biology. STUDENT ASSESSMENT This course is divided into 10 units, not 6 – 6 weeks. This will mean that there is no good way of standardizing the number of grades in each grading period. We will be using a points system. Each assignment type will be worth a different number of points. Students’ 6 week average will be calculated as follows: TOTAL POINTS EARNED X 100 TOTAL POINTS POSSIBLE Each student earns their grade based on the quality of the work they complete. Grading will follow standards equal to the standards used when scoring the AP Biology Exam. Victoria Bacon Frenship AP Biology Page 3 of 10 FORMS OF ASSESSMENT/WEIGHTING Daily Work – 10 points Free Response Essays – 20 points Chapter Quizzes (following every chapter) – 10 points Labs and Lab Reports – 30 to 50 points Exams – 100 points MAJOR EXAMS Each major exam will follow the same format as the AP Biology Exam. Consider them “mini AP Tests.” This means that there will be multiple choice section worth 60 points and a “free response” or short answer essay section worth 40 points. This will be covered in more detail as the first exam approaches. Students are encouraged to prepare for all exams by studying their chapter outlines, chapter study guides, and lab reports. AP BIOLOGY EXAM Every student enrolled in this course will be prepared to take the AP Biology Exam and will be expected to do so. Scoring a 3 or higher will save many students time and money in college, depending on their major. The AP Biology Exam is three hours in length and is designed to measure a student’s knowledge and understanding of modern biology. The exam consists of an 90 minute, 63 item multiple choice section, and 6 question grid-in section which examines the student’s understanding of representative content and concepts drawn from across the entire course; a 10 minute reading/planning period; and a 80 minute free-response section, consisting of two long free response and 6 short free response questions that encompass broader topics. AP Grade Qualification 5 Extremely well-qualified 4 Well-qualified 3 Qualified 2 Possibly qualified 1 No recommendation AFTER THE AP BIOLOGY EXAM After the AP Exam, we will be working on a book report project. Details will be discussed at the end of the year. The students’ final grade on this project will be used as their Final Exam grade. Victoria Bacon Frenship AP Biology Page 4 of 10 COURSE OUTLINE INTRODUCTION: SCIENCE AS A PROCESS / AP BIOLOGY THEMES Resources Concepts Chapter 1 Class Rules Lab Safety Overview of an AP Biology Course 4 Big Ideas of AP Biology UNIT 1: CHEMISTRY OF LIFE Resources Concepts Chapters 2-5 Element vs. Compounds o Atomic Structure and Bonding o Molecular Shapes are Important to Function o Chemical Reactions Water o Polarity Results in Hydrogen Bonding o Cohesion, Adhesion, Surface Tension, High Heat of Vaporization, High Specific Heat, Expansion upon Freezing, Resistant to Temperature Change o Aqueous Solutions o pH Scale Organic Chemistry o Why Carbon Atoms are the most Versatile Building Blocks o Isomers o Functional Groups Macromolecules o Condensation Reaction vs. Hydrolysis o Structure, Function, Examples, and Bonding of Carbohydrates, Lipids, Proteins, and Nucleic Acids o Four Levels of Protein Structure UNIT 2: CELLS Resources Concepts Chapters 6-7, 11 Cell Structure and Function Victoria Bacon Frenship AP Biology Assignments/Laboratories Goal setting Scientific processes INVESTIGATION 1: ARTIFICIAL SELECTION Assignments/Laboratories Chemistry Review Losing It Activity Free Response: Water Free Response: Biomolecules Lab: Comparing Bond Properties Lab: Properties of Water Demonstrations Contrasting Organic Molecules INVESTIGATION 13: ENZYME ACTIVITY EXAM: INTRO AND UNIT 1 Assignments/Laboratories Intro to cells Page 5 of 10 o Microscopy and Cell Fractionation as Tools to Study Organelles o Prokaryotic vs. Eukaryotic Cell Structure o Endomembrane System o Other Membranous Organelles and the Cytoskeleton o Cell Surfaces and Junctions Membrane Structure and Function o Science as a Process: Evolution of the Membrane Model o Active and Passive Transport o Osmosis and Dynamic Equilibrium Cell Communication o Three Stages of Cell Signaling: Reception, Transduction and Response o G-Protein Linked Receptors, Tyrosine Kinase Receptors, IonChannel Receptors, Intercellular Receptors o Protein Phosphorylation & Second Messengers o Signal Amplification and Specificity UNIT 3: CELLULAR ENERGETICS Resources Concepts Chapter 9-10 Metabolism o Two Laws of Thermodynamics o Free Energy Changes o Exergonic and Endergonic Reactions in Metabolism o ATP o Enzymes o The Control of Metabolism Cellular Respiration o Principles of Energy Harvest o Three Stages of Aerobic Cellular Respiration o Fermentation o Evolutionary Significance of Glycolysis o Feedback Mechanisms Photosynthesis Victoria Bacon Frenship AP Biology Review of microscope technique Cell Review Comparing Cell Parts Edible Cell Build a Membrane Why Don’t Cells Grow Indefinitely? Free Response: Cell Size Cell Signal Analogies INVESTIGATION 4: DIFFUSION AND OSMOSIS EXAM: UNIT 2 Assignments/Laboratories Redox reactions Glycolysis Krebs cycle Electron transport system Cell respiration simulation Fermentation Leaf structure Light reactions Dark reactions CAM photosynthesis AP BIO LAB 5: CELL RESPIRATION AP BIO LAB 4: Page 6 of 10 o Science as a Process: What’s the Source of O2 in Photosynthesis? o Nature of Sunlight o Photosystem I and II; Cyclic vs. Noncyclical Electron flow; Calvin Cycle o Comparison of Chemiosmosis in Chloroplasts and Mitochondria o Photorespiration: An Evolutionary Relic o C3 vs. C4 vs. CAM Plants UNIT 4: CELL SIGNALING AND THE CELL CYCLE Resources Concepts Chapters 11-13 Cell Cycle o Key Events of Mitosis and Cytokenesis o Evolution of Mitosis in Eukaryotes o Regulation of the Cell Cycle Meiosis and Sexual Life Cycles o Basic Vocabulary for Meiosis and Genetics o Sexual vs. Asexual Reproduction o Significance on Independent Assortment and Crossing Over PLANT PIGMENTS AND PHOTOSYNTHESIS EXAM: UNIT 3 Assignments/Laboratories Cell signals – reception Cell signal analogies Share cell signal analogies Mitosis models Haploid/diploid life cycles AP BIO LAB 3: MITOSIS AND MEIOSIS EXAM: UNIT 4 UNIT 5: HEREDITY Resources Chapters 14 -15 Concepts Mendel and the Gene Idea o Basic Mendelian Inheritance o Extending Mendelian Genetics: Multiple Alleles, Pleiotropy, Epistasis, Polygenic Inheritance, Environmental Influence on Genes Victoria Bacon Frenship AP Biology Assignments/Laboratories Mendel’s laws Monohybrid crosses Gene expression Genetic problems Pedigrees and inheritance patterns Page 7 of 10 o Mendelian Inheritance in Humans The Chromosomal Basis of Inheritance o Chromosomal Theory of Inheritance o Linked Genes o Sex Chromosomes and Sex Linked Disorders o Errors and Exceptions in Chromosomal Inheritance Gene sequencing Karyotyping Chi-squared poster AP BIO LAB 7: GENETICS OF ORGANISMS; STATISTICAL ANALYSIS EXAM: UNIT 5 UNIT 6: MOLECULAR GENETICS Resources Concepts Chapters 16-21 The Molecular Basis of Inheritance o Science as a Process: The Search for the Genetic Material o DNA Replication and Repair Gene to Protein o Science as a Process: The Connection Between Genes and Proteins o Protein Synthesis: Transcription and Translation o Comparing Protein Synthesis in Prokaryotes and Eukaryotes o Mutation Types and their Effect on the Protein Genetics of Viruses and Bacteria o Science as a Process: History of Virus Discovery o Viral Genomes o Lytic vs. Lysogenic Cycles o Evolution of Viruses Genetic Recombinations in Bacteria o Regulation of Gene Expression in Bacteria o Organization and Control of Eukaryotic Genomes Eukaryotic Chromosome Structures o Genome Organization at the DNA Level o The Control of Gene Expression o Molecular Biology of Cancer o DNA Technology and Cloning o DNA Fingerprinting Victoria Bacon Frenship AP Biology Assignments/Laboratories DNA Model Manipulative LAB: DNA Extraction DNA Made Easy Manipulative LAB: Transcription/ Translation Virus Poster Operons Gene control Bacterial life cycles Biotechnology AP BIO LAB 6: MOLECULAR BIOLOGY (Substituting the BioRad pGlo) LAB: Restriction Enzyme Cleavage of DNA Page 8 of 10 o Practical Application of DNA Technology UNIT 7: EVOLUTIONARY BIOLOGY Resources Concepts Chapters 22-28; Descent with Modification: A Darwinian 33-34 View of Life o Historical Context for Evolutionary Theory o Darwin’s Voyage and The Origin of Species Natural Selection o Homologies o The Evolution of Populations o Gene Pools, Allele Frequencies, Hardy-Weinberg Theorem o Causes of Microevolution o How Genetic Variation is the Substrate for Natural Selection o Modes of Selection (directional, diversifying & stabilizing) The Origin of Species o What is a Species? o Modes of Speciation Phylogeny and Systematic o The Fossil Record o Modern Phylogenetic Systematics based on Cladistic Analysis Introduction to Animal Evolution o Characteristics of “An Animal” o Traditional Phylogenetic Tree (based on body plan) vs. Molecular Systematists (based on nucleotide sequences) Invertebrates o Basic Characteristics and Representatives of the Major Invertebrate Phyla Vertebrate Evolution and Diversity o Basic Characteristics and Representatives of the Major Vertebrate Phyla UNIT 8: ORGAN SYSTEMS Resources Concepts Chapter 40-49 Introduction to Animal Structure and Function o Animal Form Fits Function Victoria Bacon Frenship AP Biology EXAM: UNIT 6 Assignments/Laboratories Population genetics Evolution review Mammal taxonomy project Phylogenic hypotheses Protein and DNA data bases Prokaryotic evolution Protists Multicellular development Phylogeny mobiles Invertebrates Comparative evolution Vertebrate taxonomy AP BIO LAB 8: POPULATION GENETICS AND EVOLUTION EXAM: UNIT 7 Assignments/Laboratories Tissue Identificaiton Lab Nerve conduction Page 9 of 10 o Interdependence of Body Systems o Homeostatic Mechanisms Bioenergetics of Animals Digestive Circulatory/Respiratory/Immune Regulation Nervous/Behavior Reproductive CNS stimulation Muscle contraction models Sensory organ presentations Water balance and nitrogenous wastes Compare homeostatic and nervous system Digestion self-study Digestive enzyme lab Respiration rate and temperature lab Frog dissection Sea urchin fertilization Pig dissection – review of anatomy AP BIO LAB 10: PHYSIOLOGY OF THE CIRCULATORY SYSTEM EXAM UNIT 8 UNIT 9: STRUCTURE & FUNCTION OF PLANTS Resources Concepts Chapters 29-32; Plant Diversity 35-39 o Overview of Land Plant Evolution o Alternation of Generations in Plants o Avascular vs. Vascular Land Plants o Evolution of Seed Plants o Gymnosperms vs. Angiosperms Plant Structure and Growth Transport in Plants o Transport at (1) cellular level, (2) short distance cell to cell, (3) long distance transport throughout the whole plant o Quantitative Analysis of Water Potential o Transport of Xylem Sap Victoria Bacon Frenship AP Biology Assignments/Laboratories Fungi presentation Plant scavenger hunt Roots, stems, leaves Plant tissues and cellular growth Transport in plants Stomata and water regulation Plant visual dictionary AP BIO LAB 9: TRANSPIRATION Page 10 of 10 EXAM UNIT 9 UNIT 10: ECOLOGY Resources Chapters 50-55 Concepts Assignments/Laboratories Ecology Global climate o Factors Affecting the Distribution Biome dioramas of Organisms Population dynamics Aquatic and Terrestrial Biomes game o Behavior Results from both Genes Human population and Environmental Factors growth calculation o Animal Cognition and Distribution of life on Sociobiology Earth Characteristics of Populations Biodiversity/succession o Population Growth and Food webs Population-Limiting Factors Nutrient cycles Community Ecology o Interdependence in Ecosystems AP BIO LAB 12: DISSOLVED OXYGEN & AQUATIC PRIMARY PRODUCTIVITY AP BIO LAB 11: ANIMAL BEHAVIOR MAJOR EXAM: UNIT 10 Victoria Bacon Frenship AP Biology