SY 2006-2007
COURSE TITLE: ADVANCED PLACEMENT BIOLOGY
ROOM: B2.12
COURSE DESCRIPTION: 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. After showing themselves to be qualified on the
AP Examination, some students, as college freshmen, are permitted to undertake
upper-level course in biology or to register for courses for which biology is a
prerequisite. Other students may have fulfilled a basic requirement for a
laboratory-science course and be able to undertake other courses to pursue
their majors.
AP
Biology should include those topics regularly covered in a college biology
course for majors. The college course in biology differs significantly from the
usual first high school course in biology with respect to the kind of textbook
used, the range and depth of topics covered, the kind of laboratory work done
by students, and the time and effort required of students. The textbooks for AP
Biology should be those also used by college biology majors. The kinds of labs
done by AP students must be the equivalent of those done by college students.
The
AP Biology Course is designed to be taken by students after the successful
completion of a first course in high school biology and one in high school
chemistry as well. It aims to provide students with the conceptual framework,
factual knowledge, and analytical skills necessary to deal critically with the
rapidly changing science of biology.
Two
main goals of AP Biology are to help students develop a conceptual framework
for modern biology and to help students gain an appreciation of science as a
process. Primary emphasis in an Advanced Placement Biology course should be on
developing and understanding concepts rather than on memorizing terms and
technical details. Essential to this
conceptual understanding are the following: 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 application of biological knowledge and critical thinking to
environmental and social concerns.
COURSE
GOALS/OBJECTIVES/STANDARDS:
A.
INQUIRY SKILLS 1. Students will
design and conduct scientific investigations -
-
Identify questions that can be answered through scientific
investigations
- Use appropriate tools, technology, and
techniques to gather, analyze, and interpret data
-Organize and maintain a journal showing
all phases of investigations
-Develop descriptions, explanations,
predictions, and models using evidence and logic
-Use mathematics to explain, interpret,
and improve investigations and communications
-Construct logical relationships between
evidence and explanations
-Identify and analyze alternative
explanations, models, and predictions
-Demonstrate understanding about
scientific inquiry
2. Students will communicate scientific
procedures and explanations -
-Demonstrate effective methods to
organize and display scientific concepts
-Present investigative procedures and
results to others verbally, graphically, and in
writing
-Communicate science concepts accurately
and clearly, using scientific vocabulary
B.
MOLECULES AND CELLS
1. Students will understand that cellular processes are based on
physical and chemical change -
-Explain how the unique
chemical and physical properties of water make life on earth possible
-Describe the role of carbon in the
molecular diversity of life
-Explain how cells synthesize and break down
macromolecules
-Describe how structures of biologically
important molecules account for their functions
(Examples: carbohydrates, lipids,
proteins, nucleic acids)
-Relate the laws of thermodynamics to the biochemical
processes that provide energy to
living systems
-Explain how enzymes regulate the rate of chemical reactions
and how the activity of an enzyme is
regulated
-Describe how the specificity of an
enzyme depend on its structure
2. Students will understand that cells are
the structural and functional units of life -
-Compare prokaryotic and eukaryotic
cells
-Describe the current model of the
molecular architecture of membranes
-Explain how variations in membrane
structure account for functional differences among
membranes
-Describe how the structural organization of membranes
provide for transport and recognition
-Explain the mechanisms by which
substances cross membranes
-Explain the sub cellar organization (role of
compartmentalization, relation of various sub cellular organelles to functions,
and how organelles function together)
-Describe factors that regulate the cell cycle (role of
mitosis, mechanisms of cytokinesis,
causes for aberrations of the cell cycle, and how the cycle assures
genetic continuity)
3. Students will explain cellular energetics
-
-Explain the role of ATP in coupling the
cell’s anabolic and catabolic processes
-Describe how chemiosmosis function in
bioenergetics
- Explain cellular respiration and fermentation (how organic
molecules are broken down by catabolic
pathways, the role of oxygen in energy-yielding pathways, generation of ATP in
the absence of oxygen)
-Explain photosynthesis (how is light energy converted into
chemical energy, how are chemical products of the light-trapping reactions
coupled to the synthesis of carbohydrates)
- Provide evidences of types of
photosynthetic adaptations to environmental conditions
-Describe the interactions between
photosynthesis and cellular respiration
C.
HEREDITY AND EVOLUTION 1.
Students will understand that hereditary events control the passage of
structural and functional information to the next
generation -
- Explain the role of meiosis in sexual
reproduction and heredity
- Describe the relationship of meiosis to
gametogenesis
-Compare gametogenesis in animals and
gametogenesis in plants
-Describe how genetic information is
organized in the eukaryotic chromosome
-Explain how eukaryotic chromosomes contribute to continuity
and variability in the genetic information
-Explain how Mendel’s work provided the
foundation of modern genetics
-Explain the principal patterns of
inheritance
2.
Students will understand the structures of molecular genetics -
-Explain the structure and function of
RNA and DNA
-How do the structures of nucleic acids relate to their
functions for information storage and protein synthesis?
-Compare prokaryotic and eukaryotic
genomes
-Determine the mechanisms by which gene expression is
regulated in prokaryotes and eukaryotes
-Describe mutation and potential effects
-Explain viral structure and replication
-Describe nucleic acid technology and applications (current
recombinant technologies, legal and ethical problems arising from applications)
3. Students will explain the mechanism of
evolutionary biology -
-Explain the current biological models
for the origins of biological macromolecules
-Describe the current models for the
origins of prokaryotic and eukaryotic cells
-Provide evidences that support an
evolutionary view of life
-Describe the role of natural selection
in the process of evolution
-Explain mechanisms that account for
speciation and macroevolution
D.
ORGANISMS AND POPULATIONS
1. Students will understand the diversity of
organisms -
-Determine the major evolutionary
patterns of plants and animals
-Describe representative organisms from
the Monera, Fungi, and Protista
-Describe representative members of the
major animal phyla and plant divisions
-Compare the distinguishing characteristics of phylogenetic
classification (kingdoms and the major phyla and divisions of animals and
plants)
-Provide evolutionary evidence that
organisms are related to each other
-Use evolutionary evidence and
relationships to classify organisms
2. Students will explain the relationship between structure and
function of plants and animals -
-Explain patterns of reproduction and development in plants
and animals and how they are regulated
-Describe the adaptive significance of
alternation in major plant groups
-Investigate how the organization of cells, tissues, and
organs determine structure and function in plant and animals
-Explain how organ systems of animals
interact
-Determine adaptive features that contribute to the
successful survival of plants and animals
-Describe the role of hormones in mediating the responses of
plants and animals to environmental cues
3. Students will apply biological principles
to the study of ecology -
-Create models to describe the growth of
a population
-Explain how population size is
regulated by abiotic and biotic factors
-Determine how energy flow through an
ecosystem relates to trophic structure
-Compare the cycles of elements within an ecosystem
(examples: carbon, nitrogen, phosphorus, sulfur, oxygen)
- Explain how organisms affect the
cycling of elements and water through the biosphere
-Describe the biotic and abiotic factors that affect
community structure and ecosystem function
-Determine human factors that affect the biogeochemical cycles
SCOPE & SEQUENCE:
A.
Chemistry
of Life
1.
Water
2.
Organic
molecules in organisms
3.
Free
energy changes
4.
Enzymes
B.
Cells
1.
Prokaryotic
and eukaryotic cells
2.
Membranes
3.
Sub
cellular organization
4.
Cell
cycle and its regulation
C.
Cellular
Energetics
1.
Coupled
Reactions
2.
Fermentation
and cellular respiration
3.
Photosynthesis
II.
Heredity
and Evolution
A.
Heredity
1.
Meiosis
and gametogenesis
2.
Eukaryotic
chromosomes
3.
Inheritance
patterns
B.
Molecular
Genetics
1.
RNA
and DNA structure and function
2.
Gene
regulation
3.
Mutation
4.
Viral
structure and replication
5.
Nucleic
acid technology and applications
C.
Evolutionary
Biology
1.
Early
evolution of life
2.
Evidence
for evolution
3.
Mechanisms
of evolution
III.
Organisms
and Populations
A.
Diversity
of Organisms
1.
Evolutionary
patterns
2.
Survey
of the diversity of life
3.
Phylogenetic
classification
4.
Evolutionary
relationships
B. Structure
and Function of Plants and Animals
1. Reproduction, growth, and development
2. Structural, [physiological,
and behavioral adaptations
3. Response to the environment
B.
Ecology
1.
Population
dynamics
2.
Communities
and ecosystems
3.
Global
issues
COURSE GRADING/ASSESSMENT:
Quarter
grades are determined by:
1. Unit
Exams
-- 50%
2. Course work consisting of the 12 required AP labs, as well as
additional labs as time permits, as well as various homework assignments.
-- 40%
3. Two additional assignments will be given each quarter to include an abstract assignment and a TV program summary/ reaction paper. -- 10%
Students enrolled in an Advanced Placement course at AFNORTH must take the AP exam for the course enrolled. The school will pay for the exam fee for U.S. students. Students from other nations should contact their counselor for additional information concerning payment. If a student chooses not to take the exam, they will not receive AP credit for the course.
Advantages of AP Courses and AP Exams:
- Experience of writing a college level exam
- AP designation appears on transcript
- Weighted credit provides significant support to GPA
- Most all universities give college credit for successful completion of the AP exam
- Substantial savings in college tuition expenses and reduction in college time
- AP exam prepares student for course final examination
I
will use the AFNORTH grading scale
published in the Student Handbook.
The final semester grade is calculated using 80% of the average of the
two-quarter grades, plus 20% of the semester exam grade.
CONTINUOUS
SCHOOL PROGRESS:
AFNORTH International Middle/High School’s CSP goal is, “All students will improve their written communication skills across the curriculum.” The 6+1 Trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement in lab reports, scientific journals and assessment.
CLASSROOM
EXPECTATIONS/CONSEQUENCES:
1. Do give your best effort. Take responsibility for your own learning.
2. Do take notes and ask questions at the
appropriate time.
3. Do ask permission before touching any
chemicals and lab equipment.
4.
Don’t
bring food or drink into the classroom.
5.
Do
respect another person by listening while they talk.
6.
Don’t
leave class without permission.
7.
Do
ask permission to get out of your seat in large group settings such as
lecture/discussions.
8.
Do
bring your materials to class and get them ready before class begins.
9.
Do
conduct yourself as a scientist and help others as much as possible during
labs.
10. Do remain seated until signaled by the
instructor to leave.
11. Do your own work, cheating will not be
tolerated.
12. Do all required assignments
and turn them in on time.
13. Do use the restroom during passing time.
14. Do have a great, safe year!
If
a student chooses not to follow my classroom expectations, I will talk to the
student individually first. If the
action is not corrected, I will contact the parent. Following this, administrative action may be necessary.
TEXTBOOKS: BIOLOGY, Campbell (6th Edition)
SUPPLIES
(REQUIRED/RECOMMENDED)
1.
Large
3 – ring binder with dividers
2.
Loose
leaf paper
3.
Calculator
4.
Colored
pencils
HOMEWORK POLICY:
Homework is generally given daily and is expected to be
completed in order to adequately learn the material as well as prepare for
examinations. Students should schedule
5-6 hours per week for AP Biology homework.
Homework must be completed on regular paper and must be done in pen (lab
write-ups may be completed in pencil) to be acceptable. If sentences are not complete, no credit
will be given. Assignments/labs are due
at the beginning of class. All
assignments must have your name and the assignment at the top of the first
page. Late work will receive a penalty
of 10% off for each school day that it is late.
MAKE-UP WORK POLICY:
1.
Exams
– If announced prior to your absence, exams will be made up upon your return
during seminar. Any missed test must be
made up during the next seminar period.
2. Homework – Student handbook
3. Labs will be made up during seminar. Please consider that many experiments
need extensive preparation time, so
please notify the instructor in advance of which lab you will be making
up. If you were absent for an entire
lab period (85 minutes) you will need to request a permission slip prior to
seminar (preferably the day before) releasing you from SSR, so that the entire
lab can be completed during seminar.
LAB WRITE-UP PROCEDURE:
I.
NAME
II.
DATE
III.
PERIOD
IV.
TITLE
V.
PURPOSE
VI.
MATERIALS
VII.
RESULTS
-- In this section, you will describe the results you have obtained and the
observations that you have made. Any
questions should be answered, charts should be drawn, drawings made, data
compiled, computations, etc.
VIII.
CONCLUSIONS -- Write a minimum
five-sentence conclusion, indicating what you have learned and any questions
left unanswered or generated by this lab.