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Rocky River High School AP Biology Syllabus 2014-2015 Course: Advanced Placement (AP) Biology Room: A101 Website: drcaobiology.cmswiki.wikispaces.net After-school tutoring: Thursdays 2:30-3:30 PM Instructor: Dr. Nhi Cao E-mail: [email protected] Text: Campbell Biology AP Edition By Reece et al. Campbell (Pearson), 9th edition Course Description: AP Biology is equivalent to one year of college-level Biology. This course uses a college text book, requires college-level skills, and prepares high school students for the national AP exam. AP Biology aims to provide students with the conceptual framework and analytical skills necessary to understand and assess the growing science of biology. This course includes laboratory work in which students will collect and analyze data, then write complete scientific lab reports. These labs are an essential component for learning about science as a process. Exam Date: The AP Biology exam will be on Monday, May 11, 2015 at 8 AM at Rocky River High School. Course Outline: The course is centered on four Big Ideas, which encompass the core scientific principles, theories, and processes governing living organisms and biological systems. Within each of these Big Ideas are Enduring Understandings, which incorporate the core concepts that students should retain from their learning experiences in class. The Big Ideas and accompanying Enduring Understandings are listed in the table attached at the end of this syllabus, along with the tentative outline of topics for the year. Laboratory Component: Students will be given the opportunity to engage in student-directed laboratory investigations throughout the course for at least 25% of instructional time. Students will conduct at least eight inquiry-based investigations. Students will be given the opportunity to develop, record and communicate the results of their laboratory investigations. Committment: 1. This college-level course is intense and fast paced by nature! Thus, students will be expected to keep up with readings from the text book and review notes outside of class. Commitment and persistent studying are key elements for succeeding in this course. We will cover 2-3 chapters per week. Students have reported spending an average of 7-10 hours per week studying outside of class. 2. Labs comprise at least 25% of the course. In the event that longer labs run outside of the class timeframe, students may have to come in during lunch or after school to complete the labs. Classroom Conduct: I expect college-level behavior for a college-level course! 1. Show respect for your school, teacher, classmates, and yourself at all times. Disrespect and misconduct will not be tolerated. 2. Come to class prepared, on time, and ready to learn. This means come ready to take your warm-up quiz, and have your necessary materials each day. 3. Follow directions the first time. 4. Adhere to all school and classroom policies and procedures. 5. Always participate in class and be ready to provide answers. 6. Make-up/late Work: If you are absent on the day of a formal assessment or when a formal assignment/project is due, you must provide documentation for an excused absence and the assignment must be handed in within five school days upon your return. If it is a formal assessment that you miss, you must arrange a test day and time with Dr. Cao upon your return, and the assessment must be taken within five days of your return. If you have an unexcused absence on the due date of a formal assessment/assignment, you have one day to make it up or hand it in, for a maximum grade of 70%. If you are in class but do not hand in an informal assignment on that due date, you will have one day to hand it in for a maximum grade of 50%. The College Board requires all AP students to participate in the AP Exam on the assigned date, unless an extenuation circumstance arises. Evaluation: 1. Each class period will begin with a short ‘warm-up’ quiz that will be based on the previous lecture and/or assigned readings. 2. There will be occasional in-class assignments. 3. There will be 8 exams throughout the whole year. 4. The components for the quarterly grades are as such: 70% Formal assessments: exams/projects/lab write-ups 30% Informal assessments: warm-up quizzes, homework, classwork, notebook checks Required Materials: 1. Campbell Biology text 2. AP Biology lab manual 3. 1.5” or 2” three-ring binder 4. Loose-leaf notebook paper 5. Lab book with graphing paper – keep in mind that some colleges may require a copy of this in order for student to receive credit. 6. Blue or black ink pens- all labs must be written in ink. Course Policies: 1. Class attendance and participation is essential for success. You are also responsible for making up any missed ‘warm-up’ quizzes and in-class assignments. All of my lecture notes and homework assignments will be posted on my wiki website 2. All excused absence work, including labs, must be made up within the excused absence time frame of 5 days. 3. If you miss more than 10 days of class, it results in an automatic failure. You will need to attend recovery in order to pass. It is your responsibility to keep track of your attendance and seek recovery before the end of the semester. 4. Assignments must be turned in at the beginning of class on the due date. 5. Requests for exceptions to these policies must be discussed with me in advance. 6. Students are to submit only their own work for evaluation, to acknowledge the work and conclusions of others, and to do nothing that would provide an unfair advantage in their academic efforts. Students who fail to comply with the Rocky River High School Academic Honor Code are subject to disciplinary action. 7. Plagiarism and cheating will not be tolerated and may lead to failure on an assignment, in the class, or loss of credit for the class. Classroom Rules: 1. Turn off cell phones and mp3 players during class. 2. All policies set forth in the Student Handbook must be adhered to. 3. Safety is a primary concern and all students must comply with the Laboratory Safety Contract. 1. 2. 3. 4. 5. 6. Outline of Course Units and Topics Unit 1: Introduction Unit (5 days) a. Chapters 1-3 b. Overivew of topics: i. Darwin and the Theory of Natural Selection ii. Inquiry as a way to learn Science iii. Structure of Atoms iv. Emergent Properties of Water Unit 2: Evolution (19 classes) a. Chapters: 22-27 b. Overview of topics: i. How natural selection serves as a mechanism for evolution ii. Scientific evidence supporting evolution iii. Hardy-weinberg concept iv. How allele frequencies can be altered in a population v. Concepts of speciation vi. Origin of life; fossil records vii. Events in the “history of life” (origin of single-celled and multicellular organisms; mass extinctions; adaptive radiations) Unit 3: Biochemistry and introduction to cell (11 days) a. Chapters 4-7 b. Overview of topics: i. The impact of carbon as the “backbone of life” ii. How monomers build polymers, including the role of nucleic acids iii. Examples of organelles that are membrane bound to compartmentalize their functions iv. Membrane structure and function Unit 4: Cellular Energy (14 classes) a. Chapters: 8-10 b. Overview of topics: i. Metabolic pathways ii. Laws of Energy Transformation iii. How ATP powers cellular work iv. Enzyme structure and function v. Harvesting chemical energy: glycolysis, citric acid cycle, oxidative phosphorylation vi. Light reactions and the Calvin cycle vii. Evolution of alternative mechanism of carbon fixation Unit 5: Cell Communication and the Cell Cycle (9 classes) a. Chapters: 11-12 b. Overview of topics: i. Evolution of cell signaling ii. Reception, transduction, response iii. Apoptosis iv. How mitosis produces genetically identical daughter cells v. Evolution of mitosis vi. How eukaryotic cell cycle is regulated by a molecular control system vii. Origin of cell communication Unit 6: Genetic Basis of Life (7 classes) a. Chapters 13-15 b. Overview of topics: i. Genes are passed from parents to offspring by the inheritance of chromosomes ii. iii. iv. v. 7. 8. 9. How meiosis reduced the number of chromosomes (diploid to haploid) Evolutionary significance of genetic variation that results from sexual life cycles Concepts of Mendelian genetics (laws of probability, inheritance patterns) Genes are located along chromosomes (concepts of gene linkage, mapping distance between genes, causes of genetic disorders) Unit 7: Gene Activity and Biotechnology (13 classes) a. Chapters: 16-21 b. Overview of topics: i. DNA is the genetic material (historical experiments, DNA structure and function, DNA replication) ii. Flow of genetic information (genetic code, role of other polymers, transcription, translation) iii. Mutations iv. Gene expression (operon systems in prokaryotes, eukaryotic gene expression) v. Virus structure and activity vi. Restriction Enzymes, plasmids, transformation vii. DNA technology (how gel electrophoresis works and application of this technology) Unit 8: Diversity in the Biological World: Organisms Form and Function (22 classes) a. Chapters: 40, 43, 49.2 (28-49 will be used for examples to supplement new information) b. Overview of topics: This section covers a broad survey of the diversity of life; specific topics will connect big ideas and enduring understandings i. Evolutionary trends (endosymbiosis, adaptations that allowed plants to move from water to land, reproductive adaptations of angiosperms, environmental roles of fungi, animal body parts, progressively complex derived characteristics in animal groups) ii. Unique features of the angiosperm life cycle iii. Signal transduction pathways (plants and animal hormones) iv. Photoperiodism in plants v. Feedback control loops in animals vi. Thermoregulation in animals vii. Energy allocation and use in animals viii. Examples ix. Of functioning units in mammal systems (alveoli in lungs, villi of small intestines, nephrons in kidneys) x. Structure and function in the immune system xi. Structure and function in the nervous system (neurons, resting potential, action potential, synapses) xii. Structure and function in the human brain Unit 9: Ecology (17 classes) a. Chapters: 51, 52.2, 53-56 b. Overview of topics: i. Aspects of animal behavior ii. Aspects of biomes iii. Models of describing population growth iv. Regulation of population growth v. Community interactions vi. Species diversity and composition vii. Community biodiversity viii. Energy flow and chemical cycling in ecosystems ix. Primary productivity x. Energy transfer between trophic levels xi. Human activities that threaten biodiversity Big Ideas Enduring Understandings 1. The process of evolution drives the diversity and unity of life. A. Change in the genetic makeup of a population over time is evolution. B. Organisms are linked by lines of descent from common ancestry. C. Life continues to evolve within a changing environment. D. The origin of living systems is explained by natural processes. 2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. A. Growth, reproduction, and maintenance of the organization of living systems require free energy and matter. B. Growth, reproduction, and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. C. Organisms use feedback mechanisms that regulate growth and reproduction, and to maintain dynamic homeostasis. D. Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment. E. Many biological processes involved in growth, reproduction, and dynamic homeostasis include temporal regulation and coordination. 3. Living systems store, retrieve, transmit, and respond to information essential to life processes. A. Heritable information provides for continuity of life. B. Expression of genetic information involves cellular and molecular mechanisms. C. The processing of genetic information is imperfect and is a source of genetic variation. D. Cells communicate by generating, transmitting, and receiving chemical signals. E. Transmission of information results in changes within and between biological systems. 4. Biological systems interact, and these systems and their interactions possess complex properties. A. Interactions within biological systems lead to complex properties B. Competition and cooperation are important aspects of biological systems. C. Naturally occurring diversity among and between components within biological systems affects interactions with the environment.