Advanced Placement Biology Papillion-La Vista High School

Course Guidelines and Syllabus 2015-16

Mr. Beran

AP Biology Course Guidelines

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Course Goals:

The purpose and goals of this course are to: Present an in depth, college level study of the biological sciences. Help students develop college level critical thinking skills and study habits Prepare for the comprehensive AP Biology examination.

Welcome to AP Biology! AP Biology is designed to take the place of freshman level biology at a college of superior quality. This course will involve detailed examinations and investigations of all the major areas of modern biology with a special emphasis on the molecular and chemical basis of life. Students will be responsible for keeping their own chapter notes; all class materials and handouts, and completing all assignments on time. . The 13 AP Biology laboratory investigations will part of our course curriculum. Research problems in biology, and various class presentations may be included in the required course work. Course Materials & Resources

This is a college-level textbook. Students should be prepared to spend time reading and studying the text so that we can cover the required material in the time allotted. Some chapters will be covered by student self-study. All Materials must be returned in excellent condition or you will have to reimburse the district for any damage or loss.

Textbook Biology AP Edition - Campbell & Reece (8th Edition) Lab Notebook

Course Description I hope you are ready to undertake an in depth study of Biology. The Advanced Placement Biology course is designed to be the equivalent of a college introductory biology course taken by biology majors during their first year at colleges and universities across the nation. A college biology course differs significantly from the usual high school course in respect to the textbook used, the range and depth of topics covered, the laboratory work done by students, and the time and effort required. Although much of the content will be presented during class, students will be expected and required to cover additional materials on their own. Students in AP Biology will only succeed if they appreciate that this course will be taught at the college level and will be very challenging. It is recommended that students be prepared to spend a minimum of 1 1/2 hours of study time per 1 hour of time spent in class. AP Biology is a course designed for students that have a strong interest in, or desire to pursue a career in, the sciences. The AP Biology course is designed to offer students topics that are covered in a freshman Biology course at the university level (biology majors). Students accepting the challenge of an Advanced Placement course will be required to actively participate in all lectures and laboratory activities that are conducted during the year. It is important that you consider why you are taking this course. If your primary reason is a desire to accept and tackle a difficult intellectual challenge, to take a superior science course, and/or just to take and "pass" the AP exam, then AP Biology can help you meet those goals. If one of your goals is to obtain credit for an introductory college biology course, you should make contact with the colleges you are likely to attend. Find out if they accept AP scores for credit (most, but not all colleges do). If they do accept AP scores, ask what scores they require for credit in their non-majors, general, and/or majors introductory courses.

AP Biology Course Guidelines

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After passing the Advanced Placement Examination with a qualifying score (The standard, i.e. AP exam grade, that is accepted for competency differs from school to school.), some students, as college freshmen, may be permitted to take upper-level courses in biology or register for courses for which biology is a prerequisite. Other students may have fulfilled a basic requirement for a laboratory science course and will be able to take other courses to pursue their major. Some other basic advantages of taking this course are:

An opportunity to take a course that will facilitate the transition from the high school to university level work.

An increase in the probability of being accepted at many universities, since success in this course

demonstrates the capacity to handle college work.

Possible avoidance of much of the pressure of taking a first level biology course when taking other demanding courses at the collegiate level.

Course Pace The course has been designed to complete approximately 40 chapters of the text during 'regular' class time. (Around 2 chapters/week when other activities are factored in) Students are expected to cover additional chapters by self-study. The pace of this course is very challenging. Even with the rapid pacing, we will try and make the course as interactive and discussion based as possible. Reading and Success in AP Biology To succeed in AP Biology students must be highly motivated to learn. Reading requirements for the course are rigorous and require a daily commitment. Exams generally cover 3 -5 chapters in the text and occur every 2-3 weeks depending on the content being covered and the number of labs that are conducted during the unit. Laboratory activities suggested by the College Board are conducted to give the student a fair representation of a university-level Biology course. Each student and parent should not be surprised by course requirements that are in excess of what you would expect from an honors-level course. It is not unusual for a student to be responsible for several assignments at the same time. For example, there will be regular reading assignments, labs to write up, and written homework assignments. Also, some students, accustomed to making all A’s, will make B’s or C’s on tests and start to doubt themselves, their teacher, and their decision to enter the course because they forget that they are taking a college level course with standards that are much higher than usual. Students do not have to make A’s on every test to do very well on the AP Exam. Attendance Since this will be a MUCH faster paced course attendance is a must. Missing class will put you at a huge disadvantage. If you should be absent due to illness, please contact me so we can deal with the situation as efficiently as possible. Do not expect me to be sympathetic to your plight if you chronically miss school or come in late to this class. I am anticipating that many of you will be in involved in many of extracurricular activities. That is a great thing. However, make sure you understand that no matter how busy you are, YOU are responsible for getting your assignments completed and handed in on time and that YOU will be responsible to have yourself prepared for class EVERYDAY. Laboratory Exercises

AP Biology Course Guidelines

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The AP Biology course requires 13 laboratory exercises. These labs are part of the national AP Biology exam. Additional lab activities beyond the 13 required AP Biology labs will be conducted. If additional labs are used they will be designed to supplement the lecture coverage of various topics. Making up lab work in particular is difficult and in some cases impossible. If you have an excused absence and it is possible for you to make up the lab, it must be made up within a week. Lab & Lab Reports

Labs are a very important part of biology and should not be missed unless completely necessary. Some of the lab assignments will require you to hand in a written procedure or lab write-up. Detailed instruction on how to correctly complete a lab write-up will be given to each student as needed.

Exams

We are preparing for the national AP Biology exam. The exams used in the course will attempt to reflect the style and difficulty level of the actual AP Biology exam. Quizzes will be given after each chapter. Tests will be given after each unit (several chapters) with approximately 3-5 tests given each quarter. If you are absent from class the day of a test or quiz you will be expected to take that examination the day you return to class.

Grading Since the purpose of the AP Biology course is to prepare for the national exam, calculation of grades will be predominantly based on the exams. Course grades will be base approximately on the following items and percentages. Summative: Tests/Quizzes/Labs - 70% Formative: Assignments- 30% Grading Scale Percentage-Grade 95.0 - 100 A+ 94.9 - 90.0 A 89.9 - 85.0 B+ 84.9 – 80.0 B 79.9 – 75.0 C+ 74.9 – 70.0 C 69.9 – 65.0 D+ 64.9 – 60.0 D 59.9 – 0.00 F Late Work Make certain that all assignments, reports, and evaluations are completed on time. No Late work will be accepted. Late work is any work not handed in at the moment it is due. If you are absent and we turn in homework and/or other assignments you will be expected to hand in your homework and/or other assignments the day you return to class. On-line assignments: The website Mastering Biology (http://www.masteringbiology.com/) will be used as part of this course. Students will be expected to complete these assignments on time.

COST: $30 On-line Tests: Some Quizzes & tests will be given on-line. These tests have time constraints.

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Cheating Students are expected to do and submit their own work and act in an academically honest and responsible manner. Acts of cheating and/or plagiarism will not be tolerated. These can include, but are not limited to, copying/submitting work done by someone else, giving/receiving information about exams & quizzes; having/using unauthorized study aids during exams & quizzes, or changing/modifying answers during a post-exam review. All suspected cases of academic dishonesty will be brought to the attention of the school administration, parents will be notified, and the assignment(s) in question will receive a 0%, no exceptions. Classroom Courtesy: You are now adults and therefore you are expected to behave and act like responsible adults. When everyone is listening, paying attention, and focused while they are in class, biology becomes more enjoyable and easier to learn. Good listening and working habits in class always pay off when you take an exam or quiz. Please show me the courtesy by not talking in class when I am. I expect everyone in the class to treat each other with consideration and respect. Materials to bring to class

Text Book All handouts Calculator Pencil/Pen Other materials as assigned

Useful Websites The following is a list of useful websites that may help you in your studies:

Campbell Biology Gateway: this is the gateway to the website for our textbook. http://www.aw-bc.com/campbell/

The College Board: this is the company who creates and administers the AP Biology exam. http://www.collegeboard.com/ap/students/biology/

AP Biology —The Exam From: http://apcentral.collegeboard.com The AP Biology Exam consists of two sections: multiple choice and free response. Both sections include questions that assess students’ understanding of the big ideas, enduring understandings, and essential knowledge and the ways in which this understanding can be applied through the science practices. These may include questions on the following:

The use of modeling to explain biological principles;

The use of mathematical processes to explain concepts;

The making of predictions and the justification of phenomena;

The implementation of experimental design; and

The manipulation and interpretation of data. The exam is 3 hours long and includes both a 90-minute multiple- choice section and a 90-minute free-response section that begins with a mandatory 10-minute reading period. The multiple-choice section accounts for half of the student’s exam grade, and the free-response section accounts for the other half.

AP Biology Course Guidelines

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Section I, Part A, consists of 63 multiple-choice questions that represent the knowledge and science practices outlined in the AP Biology Curriculum Framework that students should understand and be able to apply. Part B includes 6 grid-in questions that require the integration of science and mathematical skills. For the grid-in responses, students will need to calculate the correct answer for each question and enter it in a grid in the grid-in section on their answer sheet, as shown below

In Section II, students should use the mandatory reading period to read and review the questions and begin planning their responses. This section contains two types of free-response questions (short and long), and the student will have a total of 80 minutes to complete all of the questions.

Section Question Type Number of Questions Timing

I Part A: Multiple Choice 63 90 minutes

Part B: Grid -in 6

II Long Free Response 2 80 minutes + 10 minutes reading period Short Free Response 6

Due to the increased emphasis on quantitative skills and application of mathematical methods in the questions on both sections, students will be allowed to use simple four-function calculators (with square root) on the entire exam. Students will also be supplied with a formula list as part of their testing materials.

AP Biology Course Guidelines

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AP Biology — Topic Outline (Percentage of Course)

The AP Biology Curriculum is framed around four Big Ideas. For each of these Big Ideas, there is a set of core concepts called Enduring Understanding, which will be used to guide the AP Biology course curriculum. Below is an outline of the AP Biology Curriculum Big Ideas and the Enduring Understandings topics covered in this course. AP Biology is a rigorous course, which demands personal responsibility from the student. In order for students to plan effectively, they are provided with due dates for all major projects, labs and tests They are strongly encouraged to complete nightly readings and study each day’s lecture notes on their own time.

These are from the College Board web site at: http://www.collegeboard.com/ap/students/biology/cours002.htm

Big Ideas Enduring Understanding

One: 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.

Two: Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain 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 to 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.

Three: Living systems 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.

Four: Biological systems interact and these interactions possess complex properties

A. Interactions within biological systems lead to complex properties.

B. Competition and cooperation are important aspects of

AP Biology Course Guidelines

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biological systems. C. Naturally occurring diversity among and between

components within biological systems affects interactions with the environment.

AP Biology Syllabus

First Semester

Unit Big Idea # Resources, Materials & Activities Estimated # of

Days/Weeks

1 Ecology

Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.

Campbell and Reece, Biology 8th o Chapter 52: “An Introduction to Ecology and the

Biosphere”; 52.1-52.2 o Chapter 53: “Population Ecology”; 53.1- 53.6 o Chapter 54: “Community Ecology”; 54.1-54.6

and o Chapter 55: “Ecosystems” 55.1-55.5 On-line

o Students complete on-line HW for Chapters 51-55

Labs & Activities o Field Trip to UNO Allwine Prairie – students

will collect, analyze and evaluate, plant and animal life and the ecosystem of a natural grass prairie.

o Field Investigation – Centennial Road –Students will measure the productivity of an ecosystem.

o Lab 10: Energy Dynamics (AP 2012)

3 weeks

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2 The Chemistry of Life

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties

Campbell and Reece, Biology 8th o Chapter 2: “The Chemical Context of Life”;

(On-Line only) o Chapter 3: “Water and the Fitness of the

Environment”; o Chapter 4: “Carbon and the Molecular

Diversity of Life”

o Chapter 5: “The Structure and Function of Macromolecules

On-line o Students complete on-line HW for Chapters

2-5 Labs & Activities

o AP Biology Lab 2: Enzyme Catalysis o Lab 4: Diffusion and Osmosis o Pasco Water Properties Lab – students will

study the chemical & physical properties of water and be able to explain how these properties influence living systems Water Molecule Design Lab

3 weeks

3 The Cell and Cell Communications

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

Campbell and Reece, Biology 8th o Chapter 6: “A Tour of the Cell” 6.1-6.5 o Chapter 7: “Membrane Structure and Function” o Chapter 11: “Cell Communication” On-line

o Students complete on-line HW for Chapters 6-7, 11

Labs & Activities AP Biology Investigative Labs #4 - Diffusion and Osmosis – students will examine the processes of diffusion and Osmosis, then analyze & explain their effect on to maintain homeostasis

3 weeks

4 Cell Processes: Energy

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

Campbell and Reece, Biology 8th o Chapter 8: “An Introduction to Metabolism,” o Chapter 9: “Cellular Respiration: Harvesting

Chemical Energy”

o Chapter 10: “Photosynthesis,” On-line

o Students complete on-line HW for Chapters 8,9, & 10

Labs & Activities AP Biology Investigative Labs o (2012), Investigation 6: Cellular Respiration -

Students use microrespirometers or gas pressure sensors to investigate factors that affect the rate of cellular respiration in multicellular organisms. This lab is student directed and teacher facilitated.

o AP Biology Investigative Labs (2012), Investigation 5: Photosynthesis - Photosynthesis. Using the floating leaf disk procedure, students investigate factors that affect the rate of photosynthesis in living leaves. This lab is student directed and teacher facilitated.

3 weeks

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5 Cell Cycle: Mitosis & Meiosis

Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes.

Campbell and Reece, Biology 8th o Chapter 12: “The Cell Cycle”; o Chapter 13: “Meiosis and Sexual Life Cycles” On-line

o Students complete on-line HW for Chapters 12 & 13

Labs & Activities o AP Biology Investigative Labs (2012),

Investigation 7: Mitosis and Meiosis After exploring and modeling mitosis and meiosis, students conduct independent investigations to determine the effect(s) of biotic or abiotic factors on the rate of mitosis in plant roots.

o AP Biology Investigation 3 Mitosis and Meiosis

2 weeks

6 Mendelian Genetics, Chromosomes, & DNA

Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties

Campbell and Reece, Biology 8th o Chapter 14: “Mendel and the Gene Idea”;

o Chapter 15: “The Chromosomal Basis of Inheritance”

o Chapter 16: “The Molecular Basis of Inheritance”

o Chapter 17: “From Gene to Protein” On-line

o Students complete on-line HW for Chapters 14, 15 & 16

Labs & Activities o Punnet Square & Genetics Problems: Students

work in pairs to solve a daily genetics problem (e.g., monohybrid, dihybrid, test cross, co-dominance versus incomplete dominance, sex-linkage, crossing over, pedigrees). The first pair with a solution comes to the board and works the problem for peer review

o AP Biology Investigation Lab 7: Genetics of Organisms

o M & M Chi Square Lab: Students make predictions

about expected phenotypic ratios in genetic crosses and then use the chi-square test to explain any

deviations between the expected and observed ratios.

3 weeks

First Semester Final Examine

1 week

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Second Semester

7 From Gene to Protein, Gene Expression, Viruses

Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties

Campbell and Reece, Biology 8th o Chapter 18: “Regulation of Gene Expression”;

18.1 – 18.4 o Chapter 19: “Viruses”; 19.1-19.2 On-line

o Students complete on-line HW for Chapters 17, 18 & 19

Labs & Activities o AP Biology Investigation Lab 6A – Bacteria

Transformation (AP 2012 Lab 8) Students investigate how genetic engineering techniques can be used to manipulate heritable information using Escherichia coli. After learning fundamental skills, students can design their own experiments to manipulate DNA.

o AP Biology Investigation Lab 6B - DNA Electrophoresis @ UNO. This field trip presents a great opportunity for students to work in a college setting while completing the DNA Electrophoresis. A tour of Lab research facilities on UNO’s Campus and a chance to view & listen to Professors explain the research currently being conducted gives students a wonderful chance to see biology “in action”.

3 Weeks

8 Evolution Big Idea 1 The process of evolution drives the diversity and unity of life

Campbell and Reece, Biology 8th o Chapter 22: “Descent with Modification: A

Darwinian View of Life,” o Chapter 23: “The Evolution of Populations”; o Chapter 24: “The Origin of Species 24.1-24.2,

24.4 o Chapter 25: “Phylogeny and Systematics” o Chapter 26: “The Tree of Life: An Introduction

to Biological Diversity, o Chapter 27: Bacteria & Archaea 27.1-27.2 On-line

o Students complete on-line HW for Chapters 22-27.

Labs & Activities o AP Biology Lab Manual (2001), Lab 8:

Population Genetics and Evolution • o AP Biology Investigative Labs (2012),

Investigation o 1: Artificial Selection • Using

Wisconsin Fast Plants, students explore evolution by conducting an artificial selection investigation. Students then can apply principles to determine if extreme selection can change expression of a quantitative trait.

5 Weeks

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o 2: Mathematical Modeling: Hardy-Weinberg. Provided with data from real or simulated populations, students apply the Hardy-Weinberg mathematical model to determine if selection is occurring. If it is determined that the populations are not in H-W equilibrium, students should describe possible reasons for the deviation(s).

o 3: Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST 3: Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST. Students use BLAST to compare several genes from different organisms and then use the information to construct a cladogram to visualize evolutionary relatedness among species. This lab introduces students to methods of bioinformatics with many applications, including to better understanding genetic disease. This lab is student directed and teacher facilitated

9 Plant Reproduction & Responses

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties

Campbell and Reece, Biology 8th

o Chapter 38: “Angiosperm Reproduction Signals,”

o Chapter 39: “Plants Responses to Internal and External Signals,”

Labs & Activities o AP Lab 9 Transpiration (2012- Lab

11) On-line

o Students complete on-line HW for Chapters 38 & 39

2 weeks

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10 Animal Form, Structure and Function

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties

Campbell and Reece, Biology 8th o Chapter 40 “Basic Principles of Animal Form

and Function” o Chapter 43 - The Immune System o Chapter 45 - Hormones & the Endocrine 45.1-

45.2 o Chapter 48 - Neurons, Synapses, Signaling o Chapter 49 - Nervous System 49.1-49.2

o Chapter 51: “Animal Behavior”; 51.1- 51.3 o Labs & Activities o AP Lab 10 (2012): Energy Dynamics o AP Biology Lab Manual (2001), Lab 11: Animal

Behavior (transitioned to be inquiry based and student directed)

4 weeks

Review Final Examine

AP Examine is Monday, May 9th 2016 @ 8:00 AM 2 weeks