ap biology syllabus.doc

AP BIOLOGY SYLLABUS-written by Mrs. Ruth Heckman – May, 2007-submitted to and approved by the College Board Audit – June, 2007

Course OverviewThe goal of this course is for the students to successfully complete the equivalent of two semesters of introductory college biology including content, concepts and laboratory experiences. The course is designed using the curricular requirements given in the AP Biology Course Description on the AP Biology Course Home Page. Individual units are arranged to emphasize the three overarching topics of Molecules and Cells, Heredity and Evolution, and Organisms and Populations. Into each unit of study, we integrate the eight major themes in the course description: Science as a process; Evolution; Energy Transfer; Continuity and Change; Relationship of Structure to Function; Regulation; Interdependence in Nature; Science, Technology and Society.

Classes are taught using a variety of strategies including lecture, labs, video clips, Internet work, class discussions, and small group work. Our classroom also has 7 computers available for student use. Lectures are supported by DVD and video clips and transparencies. Guest speakers may be invited to talk to students about their work

Laboratory activities are easily scheduled within our double period time blocks. We complete all 12 of the labs recommended in the College Board’s AP Biology curriculum. Many additional hands-on student labs, which are primarily teacher-generated, are included in the course. Our extended classes allow students to also perform inquiry-based labs on topics such as water chemistry, diffusion/osmosis, plant growth and development, and ecology. Students participate in pre-lab and post-lab class discussions as well as performing the actual experiment. Working in lab groups provides students with the opportunity to experience the value of brainstorming ideas and applying their knowledge to experimental design, data collection and analysis of data. Students work in groups of varying sizes depending on the lab objectives and amount of equipment available. For example, microscope work is done in pairs. Gel electrophoresis is done in groups of four. Although lab work is group oriented, each individual student must submit their own reports for evaluation. After the AP exam, students complete a fetal pig dissection lab.

Students entering the course are primarily juniors. For most of them, this is their first high school biology course, however, they have all completed a previous year of chemistry. Admission to the course is based upon grades from 9th and 10th grade science courses (B+ or better), the results of a screening test, and the recommendations of their former science teachers. Crucial assets for student success include having advanced organizational and time-management skills, an excellent work ethic and taking personal responsibility for their own learning. Students are required to take the AP Biology exam, although the teacher may exempt a student with extenuating circumstances. Historically, we have 100% of AP biology students taking the exam. Between 60 and 70 students take AP Biology each year. These students fill 3 sections of AP Biology classes.

Student assessments/evaluations include unit tests and quizzes, formal laboratory reports, essays and typed homework assignments. Homework typically consists of answering a list of questions,

which are teacher-generated and are designed to encourage students to make connections within the topic area as well as with other topic areas (usually addressing the 8 major themes). On some labs, summary analyses of the lab experiments are substituted for formal lab reports. Tests are designed to imitate the AP Bio exam. There is a multiple-choice section as well as a free-response section. Free-response questions often come from released AP exams. At the end of semester one, there is a cumulative exam. Students are also evaluated on a research paper. Cited references must include primary sources. Students may also prepare journals written during their reading of a non-fiction science book, which must come from an approved list or have approval of their teacher. Typically, for each quarter, homework comprises 15-20% of the grade. Tests, labs, and other assignments comprise the other 80-85%.

Students have access to and use a course-related Web site, posted on our school’s Web site under the science department heading. The Web site also includes links to tutorials and information on the topics we study as well as links to self-tests on Web sites provided by institutions such as the University of Arizona and the University of Georgia.

The students’ textbook is: Solomon, Berg, Martin. Biology, 8th edition, 2008, Thomson Brooks/Cole Publishers – The Thomson Corporation

Students also use the College Board AP Biology Lab Manual (2001) which incorporates the 12 AP Biology recommended labs. The sources of additional laboratory activities are workshops, conferences and other teachers and are not documented because their specific references are no longer known. Most laboratory activities other than the 12 AP labs are teacher-generated composites from multiple sources such of Modern Biology and the BSCS Blue lab books that have modified for this class.

Following is the Course Guide for Advanced Placement BiologyNOTE:*Underlined items directly correlate with the course and topic outline from the College Board*All labs listed are hands-on labs for students*The length of each lab, for example (1), represents a 57-minute class session, (2) =2 sessions Approximately 35%-40% of total class time during the year is spent doing laboratory activities.

NOTE: With the new 2008-2009 schedule, we will have 111 instructional days before the National AP Biology Exam. 108 of these will be used to address the curriculum and 3 days will be used for review of curriculum/test-taking strategies. Efforts will be made to conduct five one-hour voluntary evening review classes during the week prior to the exam.

Unit

Time in 114 min. classes

Chapters in Text;

Readings

(Solomon, Berg,Martin)

(samples of videos)

Unit Content, Labs, Assessments

Correlation to College Board Curricular

Requirements

(selected examples are provided in each section

to show integration of themes)

Unit 1

Summer and

10 classes

(we only go over

selected topics of

their extensive summer

assignment)

Chapters

52

53

54

55

56

Primary source – selection from Rachael Carson’s Silent Spring

Selected readings from science journals and magazines

Videos/clips from “Imprinting”“Do Animals Reason?”

Ecology

Content Survey of Biomes Ecosystems- structure and function Energy flow through ecosystems Trophic structure in ecosystems Biogeochemical cycles Environmental issues in ecosystems Community dynamics Interactions between organisms –

competition, predation, symbiosis Populations –ecological succession Population growth and survivorship curves K and r population strategies Animal Behavior - taxis, conditioning,

habituation, learning Evolutionary basis of behaviors Human impact on the environment Societal and environmental concerns

Hands On Laboratory Experiences

AP Lab #11 – Animal Behavior (2) AP Lab #12 – Dissolved Oxygen and

Aquatic Productivity (4) Lab-Collecting Clover Roots to observe

nodules containing N-fixing bacteria –examination with microscopes (2)

Lab-Comparison of Survivorship Curves of pre-1900 human populations with populations of last five years – teams of students collect data from various sources, construct graphs and analyze data. Much data collection and sharing is done on class computers (4)

Assessments

Homework assignment – 5 chapters

Addresses topic of Organisms & Populations

Provides students with a conceptual framework for biology emphasizing:

Science as a process (labs);

Evolution as basis of biology (discussion of adaptive nature of behavior)

Energy transfer (students create diagrams of energy flow through ecosystems)

Continuity and change (students go on nature

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



Will use segments from Discovery series – Planet Earth

One formal lab report Three abbreviated lab reports Unit test

walk and identify stages of succession and predict future populations)

Interdependence in nature (posters of nitrogen and carbon/oxygen cycles)

Applications of biological knowledge and critical thinking to environmental and social concerns (class discussions of issues such as pollution, global warming and acid raid)

Unit 2

10 classes2

3

Chemistry of Life and Biomolecules

Content

Review of Chemistry concepts Chemical bonds, chemical reactions Properties of Water pH and Buffers Organic molecules in organisms Functional Groups Form/Function at molecular level Characteristics of carbohydrates, lipids,

proteins, and nucleic acids (Note: free energy changes and enzymes

are included in Unit 4)

Addresses topic of Molecules and Cells


Unit


Chapters in Text;

Readings


(samples of videos)



Requirements




Lab - Properties of Water –inquiry based and student designed (needle test, #drops on a penny, capillarity, etc) (2)

Lab – pH and Buffers – students compare swings in pH value of water (the control) with pH changes of biological materials (i.e. liver homogenate) after the addition of acids and bases. (2)

Lab – Building Models of Carbohydrates, Lipids, and Protein Molecule and modeling condensation and hydrolysis reactions (3)

Assessments

Homework assignments – 2 chapters One formal lab report – ph and buffers Two abbreviated lab reports Quiz on functional groups Test on chemistry concepts Test on Biomolecules

Science as a process (labs)

Relationship of form and function (manipulation – building different molecules and pointing our similarities and differences)

Unit 3

10 classes

4

5

video –“Discovering the Cell”

Cells & Cell Membranes

Content

Prokaryotic and eukaryotic cells History of Cell Theory Sub-cellular organization –cell organelles

and their functions Surface Area:Volume ratios Diffusion/Osmosis/Concentration

gradients Use of the microscope Structure of Cell Membranes Passive and active transport Isotonic, hypotonic, hypertonic condition.

Water potential (Note: Cell cycle and its regulation are

Addresses overarching topic of Molecules & Cells


Science as a process

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



addressed in Unit 5)


Lab – Surface Area:Volume –investigation on diffusion and cell size using different sized agar cubes infused with phenolphthaline and suspended in NaOH for a specific time (2)

Lab – Microscopic Study of Various Cell types (onion, elodea, tomato skin and pulp, potato, human cheek) Students make labeled drawings and write a summary analysis addressing form/function. (4)

AP Lab #1 – Diffusion & Osmosis (4) Lab – Examining Protists –Amoeba,

paramecium, euglena, Volvox (students observe and draw single-cell organism and are introduced to a colonial organism – emphasizes form and function (2)

Assessments

Homework assignments on two chapters Three lab reports (above labs) consisting

of labeled drawings, answered questions, and summary analyses (for example, students discuss how homeostasis is maintained via passive/active transport)

Unit Test

(labs)

Evolution (observing and writing about the similar basic structure of cells and organelles found across all three domains)

Relationship of form and function (class discussion of how structure of the cell membrane facilitates the many functions of the membrane)

Unit 4 7

Cellular Energetics & Enzymes

Content

Anabolic and catabolic reaction Coupled reactions

Addresses overarching topic of Molecules and Cells

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



4 classes

Free energy changes Exothermic and endothermic reactions Structure and function of ATP Phosphorylation/ NAD+ - energy

transformations Biochemical Pathways Enzymes and their characteristics


AP Lab #2 – Enzyme Catalysis (2)

Assessments

Homework Assignment on Chapter Modified Lab Report Unit Test



Energy Transfer (class discussion of how electrons are energized; students make cards to model transfer of energy from one molecule to another – the cards represent things such as phosphate groups)

Unit 5

6 classes

8

Respiration

Content

Fermentation and cellular respiration Structure of mitochondria Glycolysis Fermentation reactions Krebs Cycle Electron transport chain and

Addresses overarching topics of Molecules and

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



chemiosmosis Pathways of oxygen and carbon dioxide

between lungs and cells Note: Photosynthesis is covered

preceeding plant kingdom study

Hands On Laboratory Experiences AP Lab #5 – Cell Respiration (2)

Assessment

Homework assignment of chapter Quiz – 10 steps of Glycolysis Modified lab report Essay on respiration from past AP exams

– free response questions Unit test

Cells



Evolution (discussion of how glycolysis is a common biochemical pathway in all organisms)

Unit 6

5 classes

10

Cell Cycle and Cell Reproduction

Content Haploid and diploid cells Structure of eukaryotic chromosomes Stages of the cell cycle and its regulation Process of Mitosis Process of Meiosis - gametogenesis How malfunctions of cell cycle may cause

changes in cell function

Hands on Laboratory Experiences

AP Lab #3 – Mitosis & Meiosis (4)

Addresses overarching topics of Molecules and CellsAnd Heredity and Evolution


Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



Videodisc segment from “Visualizing Cellular Processes” – mitosis (onion root tip)

Assessments

Homework assignment on chapter Completed Lab questions

Unit test

Evolution (class discussion of similarities in cell reproduction in all organisms)

Continuity and Change(class discussion of how these processes provide for transmission of genes from generation to generation)

Science, Technology, and Society (student research followed by discussion of how cell cycle changes may be associated with forms of cancer)

Unit 7

9 classes

11

16

Genetics

Content

Mendel and his principles of heredity Introduction to genetics vocabulary Patterns of inheritance Genetics problems: Dominant/Recessive;

X-linked; Co-dominance, Incomplete Dominance; ABO blood groups/Rh factor; Dihybrid crosses; Test crosses/determining gene linkage

Chi-Square Analysis Human genetics Genetic Diseases in Humans

Addresses overarching topics Heredity and Evolution

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



Video segments from series “The Secret of Life”

- “Children by Design” – genetic diseases, gene therapy

-“Accidents of Creation” –sickle cell anemia(hybrid advantage)

Causes of genetic diseases; mutations, translocation, trisomy, etc.

Study of pedigrees and karyotypes Heterozygote advantage Societal and environmental concerns:

Effect of human genetics on society


Lab – Tobacco Seed Lab – students grow seeds (albino trait genetics), determine genotypes of parents and offspring and do Chi-Square Analysis (4)

Lab – Chi-Square Analysis of Dihybrid Corn (count number of kernels of each of 4 phenotypes as data base) (2)

AP Lab #7 Genetics of Organisms (fruit fly lab) (lab exceeds time frame for unit –much work is done outside of class time) (6)

Activities Students use provided charts of selected

human traits to determine if they carry dominant or recessive genes and determine how unique each person is in the class.

Probability – Coin toss – to demonstrate that as numbers of sample become larger, the closer you approach predicted ratios.

Assessments

Completion of sets of genetics problems –Homework – develops critical thinking skills

Formal lab reports on fruit fly lab and tobacco seed lab

Modified lab report on Dihybrid corn Unit test



Evolution (class discussions on how the science of genetics explains processes of evolution – for example: how mutations and genetic recombination provide variations in populations)

Continuity and Change (class discussion of how genes/traits can be passed from generation to generation unchanged or changed by mutations) (lab observations from tobacco seed lab and fruit fly lab)

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



Applications/Critical Thinking/social concerns (Students research and discuss topics such as: why 1st cousin marriages are prohibited in the US; cases of genetic discrimination)

Unit 8

8 classes

12

13

14

15

primary source – The Double Helix –James Watson

selected articles from science journal

Molecular Genetics and BiotechnologyContent

History of scientific research leading to discovery of DNA structure

RNA and DNA structure and functions Gene Regulation - operons Mutations Replication of DNA; replication

enzymes Protein Synthesis – transcription and

translation RNA editing – introns, exons Viral structure and replication Nucleic acid technology and

applications – recombinant DNA technology; restriction enzymes; gel electrophoresis

Societal and environmental concerns: Effect of advances in biotechnology on the environment and society


Addresses overarching topics of Heredity and Evolution



Evolution (class discussion on how the common genetic code provides a means for

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



and magazines

video –“Anastasia, Dead or Alive” history/DNA technology

videodisc “Visualizing Cellular Processes” – replication of DNA and replication enzymes –operons/gene expressions

Video series “The Secret of Life” - “The Mouse that Laid the Golden Egg” – (about

Lab – Build Models of DNA and model DNA replication

AP Lab #6 - pGLO Bacterial Transformation Kit from Bio-Rad Biotechnology Explorer (2)

AP Lab #6 - Restriction Analysis Kit (gel electrophoresis) from Bio-Rad Biotechnology Explorer (2)

Assessments Homework questions from selected areas

of the listed chapters Successful completion of DNA models lab Completion of all answers on the

transformation and gel electrophoresis labs

Unit test

scientists to create transgenic animals and to use viruses to deliver genes to cells for gene therapy; also discussion on how knowledge of bacteria biology led to the use of restriction enzymes)

Apply knowledge and critical thinking to environmental and social concerns (student research and discussion on the controversial issues that result from advances in biotechnology; for example: stem cell research, cloning, use of (transgenic) animals to produce human proteins for medical use)

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



transgenic animals)

Unit 9

8 classes

18

19

20

21

22

primary source segments of Charles Darwin’s Origin of Species

video portions from the Evolution series from WGBH Boston –“Extinction”

Evolutionary Biology

Content

Early evolution of life Bodies of evidence for evolution Lamarck’s ideas about evolution Darwin’s theory of Natural Selection Population Genetics – Hardy-

Weinberg principle Mechanisms of evolution – mutation;

genetic drift; gene flow; natural selection; speciation; macroevolution; extinction

Evolution of primates Evolutionary history of modern

humans Human Cultural Evolution


AP Lab #8 – Population Genetics and Evolution (2)

Lab – Timeline – students create a timeline – use 6 meters of adding machine tape and record major events such as appearance of plants on land and animals on land, at appropriate positions. Demonstrates the vast amount of time during which evolution has occurred (2)

Lab – Determining Human History by Fossil Evidence – a comparative study of primate fossils –shows how our features have changed from those of our ancient ancestors (2)

Addresses overarching topics of Heredity and Evolution


Evolution & Continuity and Change(completing the lab which compares fossils of primates demonstrates to students the progression of characteristics which led to modern human anatomy) and (the study of maps that show the movement of continents, helps students to understand how geographic isolation can lead to speciation)

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



video clips from the “In Search of Human Origins” series

Assessments

Homework sets of Hardy-Weinberg problems – develops critical thinking skills

Answers to questions on Lab#8 Essays on past free-response

questions from AP exams Unit test

Unit 10

3 classes

23

24

25

26

Discovery videos “Understanding Viruses” and “Understanding Bacteria”

Diversity of Life

(beginning of the survey of organisms)

Content

Systematics/Taxonomy Linnaeus/taxons Evolutionary patterns Phylogenetic classification Evolutionary relationships Viruses (revisited)(life cycles) Domains of Bacteria Kingdom Protista Kingdom Fungi Societal and environmental concerns:

Positive and negative effects of Bacteria, Protista, and Fungi

Hands On Laboratory Experiences Lab – Dichotomous Key – students

create a dichotomous key, using students in the class as a sample population. (2)

Lab – Microscopic Observation of

Addresses overarching topics of Organisms and Populations


Evolution(students brainstorm on relationship between the prokaryotic and eukaryotic cells of

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



Protist Organisms (spirogyra, prepared slides such as malaria plasmodium) (3)

Activity Transmission of Infectious Disease

(Epidemiology) Students get beakers with water;( one has some drops of NaOH – the infection). Several rounds of random exchanges ensue. An indicator is added to all cups to see who is infected. Then students use critical thinking skills to determine the source of the infection - epidemiology

Assessments

Take home test on the Fungi Kingdom Completion of Dichotomous Key Lab Drawings and Summary focusing

on form/functions of organisms Essay on Effects of

Bacteria/Protists/Fungi on environment and society

Unit test

organisms in this unit)

Interdependence of Nature( students find examples of symbiotic relationships involving bacteria and fungi and higher organisms)

Application of biological knowledge and critical thinking to environment and social concerns (the essay described in assessments)

Survey of the Animal Kingdom(Nine major phyla)

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



Unit 11

11 classes

29

30

31

50

51

video segments from the Burbank Publishers series “The Shape of Life”

video – “Alien Empire” from Time Life

Content

Overview (flow chart) of major phyla focusing on evolutionary relationships

Common stages of Embryology Structure and function of animals Growth and development Reproduction Structural, physiological, and behavioral

adaptations Animal responses to the environment Evolutionary trends in invertebrates Evolutionary trends in vertebrates


Lab – Embryology Slides of Sea Star –microscopic study of stages from fertilized egg blastulagastrula embryo (students make drawings and answer questions; note similarities of stages in embryonic stagesevolution) (2)

Labs – Animals: labs are done everyday where students observe preserved specimens of each phylum and make microscopic observations of prepared slides of representative organisms in each phylum. Students make drawings of slides and write about the functions of the structures they observe. They also answer questions about each phylum. Phyla included are: Porifera, Cnidaria, Platyhelminthes, Nematoda, Molluska, Annelida, Arthrpoda, Echinodermata, and Chordata (12)

Lab – Dissection of the Earthworm (2) Lab –Dissection of the Crayfish (2)

Addresses overarching topic of Organisms and Populations


Evolution( through completion of their labs, students recognize the evolutionary relationships and advances in organ systems such as the development of the nervous system)

Continuity and Change (class discussions of embryology point out similarities in early human development with that of earlier organisms – for example, humans have a tail and gill pouches in

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



Activity Create/Analyze phylogenetic trees

Assessments

Embryology Lab -completion/questions Earthworm Dissection Lab

–completion/questions Crayfish Dissection Lab

–completion/questions Lab Packet consisting of the labs on each

of the nine phyla studied. Test on Embryology, Porifera, Cnidaria Test on Platyhelminthes, Nematodes, and

Annelide Lab Practical Exam on all nine phyla

early development)

(whole chapters or

selected portions of the

following chapters are

used)

38

39

40

43

44

Anatomy & Physiology

Content

Digestive system Cardiovascular system Respiratory system Immune system Endocrine system (Homeostasis) Excretory system (kidney physiology) Muscle anatomy & physiology Overview of the nervous system


AP Lab #10 – Physiology of the Circulatory System (2)

Lab – Build a model of a Muscle – relates form/function (2)

Lab – Reflex Arc Study – students use reflex hammers to test knee and ankle reflexes; research causes of these types

Addresses overarching topics Organisms and Populations


Relationship of Structure to Function (for example, how the structure of the villi in

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



45

46

47

48

video segments from “The Universe Within” on selected organ systems

of reactions (1)

Assessments

Questions on AP Lab #10 Completion of Muscle Model Modified lab report on reflex arc – a

summary analysis Homework assignment on selected

sections of the chapters Test on Digestive, Cardiovascular, and

Respiratory systems Test on the Immune system Test on Endocrine, Kidney, Muscle, and

Nervous systems (selected material)

the small intestine facilitate absorption of nutrients and how the structure of the Loop of Henle cells help kidneys to maintain a salinity gradient)

Regulation (students learn how negative feedback systems help to maintain homeostasis in the body – for example, how the production of insulin and glucagons by the beta and alpha cells of the Islets of Langerhans regulate blood glucose levels)

Unit 13

(whole chapters or

selected portions of

Photosynthesis

And

Survey of the Plant Kingdom

Addresses overarching topics of Organisms and Populations

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



10 classes these chapters are used)

9

27

28

32

33

34

35

36

37

video segments from BBC series “The Private Life of Plants”

Content

Overview of Photosynthesis Nature of Light Structure of chloroplast /membranes Photosynthesis as Redox reaction Light dependent reactions Calvin cycle reactions Cycle vs. non-cyclic photophosphorylation C3, C4, and CAM plants Overview (flow chart) of major groups of

plants focusing on evolutionary relationships

Structure and functions of plants Growth and Development Reproduction Structural, physiological, and behavioral

adaptations Plant responses to the environment Mosses and ferns Alternation of generations Gymnosperms and angiosperms Societal and environmental concerns

Hands On Laboratory Experience

AP Lab #4 – Plant Pigments and Photosynthesis (Spectrophotometer) (4)

AP Lab #9 – Whole Plant Transpiration (whole plant lab done over several days) (2)

Lab – Comparison of Monocot and Dicot Leaf Anatomy (X-sec of leaves) (2)

Lab – Mosses –Structure; Alternation of Generations – students collect moss on school grounds and examine live plants and prepared slides of reproductive structures (2)

Lab – Seed structure-Monocot/Dicot (1)


Science as a process (AP labs)

Energy transfer (students draw and explain the electron transport chain on white boards and make movable electrons – showing how energy is transferred from light, through the ETC to chemical energy in ATP and NADPH)

Relationship of Structure to Function (students draw diagrams of differences in structure of a C3 and C4 plants and see that

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



Lab – Flower Structure and Double Fertilization (daffodils) (1)

Lab – Comparison of Monocot and Dicot Root Anatomy (X-sec of roots) (1)

Lab – Comparison of Monocot and Dicot Stem Anatomy (X-sec of herbaceous and woody stems) (2)

Activity Create and analyze phylogenetic tree

Assessments

Lab reports on the two AP labs Lab – Mosses (completed ) Consolidated lab packet handed in

containing the labs on leaves, seeds, flowers, roots and stems

Unit test on both photosynthesis and the plant kingdom

the different structure – presence of bundle shealth cells in C4 – is responsible for an adaptation in function)

Environmental and Social Concerns (students research and discuss controversial issues concerning plants – for example – whether genetically engineered foods are safe or whether they should be labeled)

3 classes

Studying for the National Exam

Class session on test-taking strategies. Students practice with two released AP

multiple choice tests – question/answer debriefing

Students work in small groups with packets of released AP free-response essays. They brainstorm using white board to outline answers. (Note: released AP free response questions have been answered by students all year long as part of every unit test)

Open question/answer sessions after

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



school Review of 8 major themes – students

review in small groups, the unit theme work (described earlier in this document)

Review of laboratory experiences using: The Biology Place – Lab Bench

Time remaining in school year

After the National Exam

Content

Dissection of the Fetal Pig (ten 45 minute periods) The lab is assessed by completion of the fetal pig lab questions as well as a lab practical on pig anatomy, taken by each student individually.

Each student will write a research paper. The recommended topic area is genetics/biotechnology although other topics of particular interest to the student are acceptable with teacher approval.

Each student will give an oral presentation to the class about their research paper.

Students will view the PBS video “The Journey of Man” and write a summary of the video based on guiding questions. Their summary also includes a reaction paragraph. “The Journey of Man” deals with DNA research of genetic markers on Y chromosomes used to determine the migration routes of modern man out of Africa.

Students work in small groups to redesign a human body system to make it more efficient.

This time is also used to try lab activities that may be integrated into the curriculum in subsequent years or to complete lab activities that were not done in the time before the national exam.

This time is used most years to try lab activities that I might want to integrate into the curriculum in subsequent years or to complete lab activities that were not done in the unit time.

Unit


Chapters in Text;

Readings


(samples of videos)



Requirements



ap biology syllabus.doc

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