Download Syllabus: AP Bio - Glen Ridge Public Schools

AP Biology Syllabus
Course Description:
This course in general biology is offered at the college level for students with a strong interest
in science. For the purposes of study, the AP Biology course focuses on the four big ideas of
Biology as outlined by the College Board:
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
*Note: Every unit/topic we cover in class will reflect all four of these big ideas.
The course follows the description and outline proposed by the College Board. Advanced
Placement serves students who wish to pursue college level studies in science while still in high
school. Students are provided with the factual knowledge and conceptual framework as well as
the conceptual skills to deal with the rapidly evolving field of biology today. Lab work is
required as an important component of the course. These labs include important areas in
modem biology. They are intended to challenge students to understand problems, think
analytically, challenge preconceived notions, develop hypotheses, design and conduct
experiments and draw conclusions.
The goal of the AP Biology course is to provide a thorough grounding in the major principles
and processes of biology, and to construct a framework for the synthesis and integration of
information into conceptual themes. Using a variety of educational experiences, students gain
an appreciation for the unity of the processes of life amid the diversity of its forms. The course
attempts to cultivate student Interest in biology so that they are better able to make informed
and responsible decisions involving themselves, their society and their environment. The course
also prepares the students to perform well on the AP Biology Examination.
Course Information
Supplies Required
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- A 3 ring binder with dividers
A notebook dedicated to labs, such as a composition notebook
- Paper, lined and graph
Expectations
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Students should come to class on time and prepared. Attendance and preparation is
vital to success in class.
Students are to participate in class and be respectful of others.
Homework is expected to be done every day and turned in on time. Homework is
meant to reinforce what is learned in class and prepare for the next day’s class. Late
homework will not be accepted.
In the case of absence, it is the students’ responsibility to see me to turn in homework
checked in their absence and to collect and make up any missed homework. Failing to
do so will result in loss of credit.
Students are to produce their own, original work. This means no plagiarism, no copying
work from other students and working independently unless otherwise permitted. Any
evidence of any of the above will result in loss of credit.
Skills Required
Organizational skills:
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Students are to keep an organized binder with papers kept in neat and chronological
order
Vocabulary words should be defined in a separate area of your binder. Index cards are
strongly recommended. A strong knowledge of the vocabulary terms in Biology is
extremely important in learning the subject.
Study skills:
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Tests and quizzes will be given frequently. There is a strong emphasis on assessment of
progress.
Regular review is required to perform well on the AP Biology test
Lab skills:
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Lab work is a vital part of AP Biology. Students must be in lab on time in order to get the
most out of it. When absent with an excuse, it is the students’ responsibility to make up
lab if and when it is possible. Unexcused absences will result in loss of credit with no
opportunity to make it up.
Students are expected to follow safety procedures as outlined in the lab safety contract.
Failure to do so will result in not being allowed to participate in lab.
Grading Procedure
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Grades are based on a point system. Grades are calculated by taking the points that are
earned and dividing by the total points available.
Evaluation is based on the following: (Please note that point values are subject to
change):
Tests: 100-150 points each
Quizzes: 20-60 points each
Lab reports: 10-20 points
Homework checks: 5-10 points
Various projects: Point values to be determined
Text: Biology, AP Edition, 7th edition; Campbell, Reece
Contact Information:
Email: [email protected]
Phone: (973) 429-8300, ext. 2317
Note: Email is the easiest way to contact me and I will do my best to respond quickly to any
questions or concerns.
Course Outline
I.
Unit: Ecology
Readings:
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Textbook chapters 50-55
Student-selected journal articles
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Ecological interactions – biotic vs. abiotic
Behavior ecology – innate vs. learned and the role of natural selection
Population dynamics – growth and limitations/regulations
Communities and ecosystems – energy flow, nutrient cycles, relationships and
impact on evolution
Human influences – positive and negative
Topics:
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Activities:
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Lab: Measuring dissolved oxygen to determine gross and net productivity of an
ecosystem
Lab: Design and conduct an experiment to determine habitat preferences of isopods
“My Footprint” research assignment
Water sampling activity
Concept maps/Organizational charts
II. Unit: Biochemistry
Readings:
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Textbook: Chapters 2-5
Teacher-selected journal articles
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Polarity of water and its importance to biological systems
Carbon’s role in the molecular diversity of life
Monomers and Polymers - building them up and breaking them down
Organic compounds – Form Fits Function in proteins, carbohydrates, lipids and
nucleic acids
Topics:
Activities:
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Using kits to build macromolecules
Design and conduct an experiment using diagnostic laboratory tests to detect the
presence of proteins, simple sugars, lipids and starches in various food substances
and report on findings.
Create an organizational chart/concept map relating the organic compounds, their
structure and function
Tests of adhesion and cohesion
Determine the specific heat of water
III. Unit: Cells and Cellular Processes
Readings:
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Textbook: Chapters 6, 7, 11, 12 and 13
Teacher-selected journal articles
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Prokaryotic vs. Eukaryotic cells – evolutionary connection
Cell structures/organelles and function – protein factory
The plasma membrane – Form Fits Function
Modes of cellular transport – passive vs. active
Cell communication – Reception, transduction and response
Mitosis and The Cell Cycle – significance of regulation
Meiosis – sources of variation and inheritance
Topics:
Activities:
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Use light microscope to observe prepared and temporary slides of plant and animal
cells
Mini-poster/models comparing structures from 3 different cell types
Use dialysis tubing to investigate the relationship between solute concentration and
the osmotic movement of water through a semi-permeable membrane.
Determine the water potential of potato cells using potatoes and sugar solutions.
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Study the phases of plant Mitosis in prepared slides of onion root tips and of animal
mitosis in prepared slides of whitefish blastulae or using a virtual simulator.
Design and conduct an experiment to test the effects of common soft drinks and
energy drinks on the process of growth using garlic roots and report findings
Research and report on how lack of regulation/disruptions to cell signaling in mitosis
can lead to cancer and how researchers can use this knowledge to personalize
treatments
Study the process of meiosis using chromosome simulation kits, and compare the
resultant calls to those produced by mitosis.
IV. Unit: Energy Transformation in Cells
Readings:
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Textbook: Chapters 8, 10, 9
Teacher-selected journal articles
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Gibbs Free Energy – exergonic vs. endergonic reactions
Enzyme action – activation energy and the induced fit model (Form Fits Function)
The ATP-ADP cycle
Redox reactions and their role in photosynthesis and cellular respiration
Photosynthesis – the chloroplasts’ structure, the light reaction and the Calvin cycle
Cellular respiration – the mitochondrial structure and aerobic vs. anaerobic
respiration
Topics:
Activities:
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Design and conduct an experiment to measure the effect on enzyme activity
produced by changes in temperature, pH, enzyme concentration, and substrate
concentration and graph and report findings
Research and report on how a change in enzyme structure can lead to diseases in
humans
Predict the effect of environmental change on enzymatic protein conformation.
Design and conduct an experiment to test environmental factors, such as
temperature, light intensity, wavelength of light and pH, on the rate of
photosynthesis and report findings
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Compare the respiration rate, as measured by relative volumes of oxygen
consumed, of germinating and non-germinating peas at different temperature
conditions.
Design and conduct an experiment to test the effects of sugar concentration or
various environmental factors on the rate of cellular respiration/fermentation
V. Unit: Heredity
Readings:
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Textbook: Chapters 14-15
Teacher-selected journals
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Mendel and his experiments in heredity – Patterns of inheritance
Predicting genetic outcomes – Punnett squares, pedigree charts and karyotyping
Gene linkage and mapping
Chi2 analysis of genetic outcomes – observed vs. expected
Mutations and chromosomal abnormalities – causes and results
Topics:
Activities:
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Observe the effects of crossing over in Sordaria and calculate the distance between
the gene for spore coat color and the centromere. Analyze the results using the chisquare test.
Observe the life cycle of Drosophila melanogaster and analyze the phenotypic ratios
of offspring of known crosses.
Using computer simulations, determine the inheritance pattern and the parental
genotypes from the phenotypic ratios of offspring.
Perform a Chi Squared analysis on expected results of various statistical predictions,
such as Wisconsin Fast-Plant traits, M&M colors, or flipping a coin and report
findings.
Design and conduct an experiment to test the effects of various environmental
conditions on the inheritance of traits in certain species, such as Wisconsin FastPlant and other plants and report findings
Examine the kernels an ear of hybrid corn, determine a phenotypic ratio, and
suggest the inheritance pattern and parental genotypes.
VI. Unit: Molecular Genetics and Biotechnology
Readings:
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Textbook: Chapters 16-21
Student-selected journal articles
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DNA structure – discovery, Form Fits Function and replication
RNA structure – More significant than originally thought! (gene regulation and
evolution)
Protein synthesis – transcription and translation
Mutations – good or bad?
Bacteria and viruses – diversity, roles in nature
Regulation of gene expression – prokaryotic vs. eukaryotic
Biotechnology and its applications
o Recombinant DNA and GMO’s
o DNA fingerprinting
o Applications – industrial, medical, agricultural
o Bioinformatics
o Evolutionary significance
Development of an organism – regulation, role of gene expression and stem cells
Topics:
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Activities:
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Use a sequence of DNA nucleotide to demonstrate base pairing in DNA replication,
and to show the process of transcription and translation in protein synthesis using
either paper models or computer simulations
Extract DNA from a cell culture.
Using paper plasmids, demonstrate how restriction endonucleases produce "sticky
ends" necessary for many recombinant DNA technologies.
Perform bacterial transformation using competent cells and commercially prepared
plasmid DNA, and demonstrate the presence of transformed cells using antibiotic or
Lac+ plates.
Use bacterial restriction endonucleases to "cut" DNA and separate the fragments
using gel electrophoresis.
Calculate the approximate size of DNA fragments in an electrophoresis gel.
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Prepare a presentation based on research into GMOs, describing pros and cons of
their use
Research and debate the issues surrounding embryonic stem cell research
VII. Unit: Evolution
Readings:
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Textbook chapters: 22-25
Teacher-selected journal articles
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Darwin’s theory of evolution by natural selection and descent with modification
Evidence for evolution – molecular and morphological analyses
Evolution of populations – Hardy-Weinberg Laws of Genetic Equilibrium
Speciation – role of isolating mechanisms and molecular changes
Phylogeny and systematics
Topics:
Activities:
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“Sounding Smart: Evolution” essay prompt
Using a computer simulation, design and conduct an experiment to test the effects
of mutations, gene flow, genetic drift, etc. have on the evolution of a population and
report findings.
Using class as a sample population, simulate the evolutionary process to observe
how selection changes allele frequency.
Estimate the frequency of an allele using data form a sample population and the
Hardy-Weinberg equation.
Design an conduct an experiment to test the effects of disrupting genetic
equilibrium on a population of Wisconsin Fast-Plants
Interpret phylogenetic trees and cladograms to determine relationships and derived
characters among related organisms
Construct a phylogenetic tree using a simulated population and simulated
mutational rates
VIII. Unit: Diversity of Life
Readings:
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Textbook: chapters (in depth) 26, 27 (section 1), 38, 39, 43, 45 and 48 and parts of
chapters (brief review) 29, 30, 32, 36, 40.
Teacher-selected journal articles
Topics:
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Early Earth atmosphere and the formation of life – Primordial soup
Origins of prokaryotes and eukaryotes – serial endosymbiosis
Bacteria and viruses – diversity and characteristics
Basic plant characteristics and diversity (quick review)
Transpiration in plants
Angiosperm reproduction – alternation of generations
Plant responses – plant hormones and the signal transduction pathway
Basic animal characteristics and diversity (quick review)
Animal organization – cells and tissues, development from the embryo (quick
review)
Immunity – Humoral response vs. cell-mediated response and maintaining
homeostasis
The endocrine system – maintaining homeostasis through cell-cell communication
The nervous system – maintaining homeostasis through cell-cell communication
Activities:
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Construct a timeline of events listing the steps of the origins of life on Earth
Illustrate the theory of serial endosymbiosis
Design and conduct an experiment using a photometer to measure the rate of
transpiration per unit area of leaf tissue under varying conditions of light, humidity
and air circulation and report findings
Illustrate the angiosperm reproductive cycle and display it to class
Dissect a flower and identify its structures
Design and conduct an experiment to test the effects of varying light positions on
growth of plants and report findings
Examine prepared slides of vertebrate tissues and make representative sketches.
Operation: Antibody activity - Group project outlining the steps of immunity
Create a concept map of the nervous system and its organization
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Create an organizational chart on the parts of the brain
Dissect a sheep brain and identify its structures
Lab: Circulation and blood pressure
Design and conduct an experiment to determine the effects of environmental
changes on circulation in goldfish