Henry W. Grady High School
Advanced Placement Biology Syllabus
2011-2012
Instructor: Dr. Cadence Spearman
Room: C316
School Phone: 404-802-3001
E-mail Address: cspearman@atlanta.k12.ga.us
Class Website: http://sites.goggle.com/site/drspearmanapbiology
Course Overview:
The Advanced Placement Biology curriculum is equivalent to a college course
usually taken by biology majors during their first year of college. Students
obtain weighted credit by successfully completing the AP Biology exam at the
end of the course. The course differs significantly from a first year high school
Biology course 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 by the students. The primary emphasis of the course is on
developing an understanding of concepts; 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
the application of biological knowledge and critical thinking to environmental
and social concerns.
Topics covered in the course include chemistry of life, cells and cell energetics,
heredity, molecular genetics, evolution, diversity of organisms, structure and
function of both plants and animals, and ecology. The course is broken down
into three areas of study: 25% molecules and cells, 25% genetics and evolution,
and 50% organisms and populations. In addition, students will conduct all
twelve of the Collegeboard AP Biology laboratories.
The eight themes identified in the AP Biology Course Description are
woven into the treatment of the course material throughout the
academic year. They form a conceptual framework that unifies
apparently disparate topics and reminds students to look at the big
picture. Some examples are listed below:
1. Science As A Process: analysis of lab data; study of
historical development of a particular topic such s
identification of DNA as the molecule of heredity (Griffin,
Avery, Hershey-Chase, Chargaff, Franklin, Watson-Crick,
Meselson-Stahl, etc.)
2. Evolution: genetic recombination as the “grist” for
evolution; heterozygote advantage in sickle-cell anemia;
phylogenetic pattern
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3. Energy Transfer: conservation of energy; respiration and
photosynthesis; ATP as an energy storage molecule to drive
cell processes; food and energy pyramids
4. Continuity an Change: Mendelin genetics, DNA replication,
mutation, selective advantage, behavioral reproductive
barriers
5. Relationship of Structure to Function: enzyme specificity,
cell type diversity, organ structure and function(ex: inner
ear)
6. Regulation: Positive and negative feedback loops in
metabolic pathways; feedback loops in human endocrine
pathways (ex. thyroid goiter, competition in regulating
population
7. Interdependence in Nature: coevolution, mutualism (ex.
mycorrhizzae, lichen) predator-prey cycles, food webs
decomposers, nitrogen fixation
8. Science, Technology, and Society: lab activities such as DNA
electrophoresis and gene transfer, class discussions on
ethical issues (ex. cloning, designer” babies, environmental
impact of industrial society
A poster listing the eight themes is displayed in the classroom. At
appropriate opportunities during class discussions students will be
challenged to identify connections of the topic at hand to one or
more of the themes.
Goals:
1. To familiarize students with the terminology and concepts of Biology
using a theme-oriented approach that emphasizes concepts and science
as a process over knowledge of facts.
2. To enhance problem-solving skills of students using hands-on
labs, readings, collections, independent projects, and class discussions.
3. To strengthen students’ communication skills with the use of written
assignments, essays, abstracts, and lab reports.
4. To prepare students for further study in the Biological Sciences.
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Timeline
First Semester
Subject
Weeks of Instruction
% of AP Test
Chemistry of Life
2.5
7%
Cells
6.5
18%
Genes
6.5
17%
Second Semester
Mechanics of evolution
2
8%
Biological Diversity
2.5
8%
Plant Form & Function
3.5
12%
Animal Form &
Function
7.0
20%
Ecology
2.0
10%
Textbook & Study Resources (New Textbooks will be given out once they arrive):
Biology 8th ed. By Campbell, Reece, & Mitchell, Benjamin/Cummings
Publishing, 2008.
CD-ROM: Interactive Study Partner, By Campbell, Reece, & Mitchell,
Benjamin/Cummings Publishing, 2008.
Student Study Guide for Campbell's Biology, 8th Edition. 2008.
Benjamin/Cummings Publishing Co., Inc.
Laboratory Manual:
Advanced Placement Biology Laboratory Manual for Students, College Entrance
Examination Board, 2002.
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Required Materials:
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3-ring binder with pocketed dividers
Standard size, loose leaf notebook paper
Quadrille Composition notebook
Pencils with erasers
Colored pencils
Folder with 2 pockets for Lab Reports
Graph paper
Black ink pens
Typing paper
Access to the internet & a word processor
Graphing calculator
Good collegiate level dictionary
Grading Scale:
Exams (unit tests, major projects, etc.)
Lab Reports, lab tests, & lab practicals
Daily work, abstracts, etc.
45%
40%
15%
90-100% -A
69 and below- F
80-89%-B
70-79%- C
Labs:
Students are required to complete twelve (12) labs set forth by The College
Board Advanced Placement Program. Students are expected to read each lab
carefully before coming to the laboratory and are responsible for following all
correct laboratory and safety procedures. Students should also use the lab aid,
LabBench, to make sure they understand all lab procedures before beginning a
lab exercise. Due to the large amount of time required for laboratory set-up, it is
essential that you are always present on lab days. Please be prepared to stay
after school to finish long labs that you are unable to complete in the allotted lab
time. Additional labs will be included such as bioremediation of oil and
industrial pollutants, gram staining techniques, and dissection of the fetal pig.
Within one week of completing the lab, students will turn in professional
quality, typed lab reports in the format provided by the instructor. Lab reports
will be weighted and count 30% of each nine weeks grade.
Projects:
1. During 1st semester, students will complete and submit an individual
science fair project. Selected students and projects will then proceed to
the district fair in February 2012 and possibly to the International Fair in
.April/May 2012.
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2. During the second semester, students will contact a research scientist or
field biologist in our area and conduct an interview about their current
research. Using their interview notes, they will write a newspaper
article (Who, what, when, where, and Why) about this scientist and their
research. This article is due during the third nine weeks.
3. Students will read and abstract a current article from a scientific journal.
Articles must be chosen from journals published during the 6 months
prior to the abstract due date. The abstract and a copy of the article or
journal must be turned into the instructor in an abstract folder and must
follow the format provided by the instructor.
Mid-Semester Grade: The mid-semester grade will provide information
about a student’s performance during the first half of the semester. However,
the report card and grade issued as this time is merely a progress report. It is
not a final grade and does not appear on the permanent record transcripts.
Progress Reports and Deficiency Notices: issued periodically so
as to monitor the student’s performance. A deficiency notice will be issued when
a student’s grade drops below 80%. It will state the areas that appear to
contribute to the unsatisfactory grade. These notices will be sent home at least
twice a semester according to the APS calendar in September, November,
February, and April. They will also be sent home as needed. Parents, please
make sure that I have your correct mailing and email address.
Progress Reports/ Deficiency Notices Schedule
9/7/2011
11/11/2011
2/3/2012
4/13/2012
Report Card Schedule
10/14/2011
1/10/2012
3/6/2012
6/1/2012
Parent-teacher conferences: Conferences need to be scheduled through the
counseling department. However, questions and concerns can be delivered via
email or by calling the school and leaving a message, if desired.
Tutorials: Students may stay after school and receive additional help or make
up missed work for excused absences, Monday (3:20-4:20pm) or by
appointment.
Class Policies and Procedures:
1. Daily attendance is expected. It is difficult to keep up and be
successful in class when there are numerous absences. It is especially hard to
make up missed lab work. Therefore, IF YOU MISS A SCHEDULED
TEST/LAB YOU WILL BE REQUIRED TO TAKE AN ESSAY FORM OF
THE EXAM AND A SUBMIT A 3-5 PAGE RESEARCH PAPER ABOUT
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THE CONCEPTS COVERED IN LAB AS WELL AS A FORMAL LAB
REPORT.
A NOTE FROM A PARENT/GUARDIAN REGARDING AN EXCUSED
ABSENCE IS REQUIRED FOR ACCEPTANCE OF LATE WORK
WITHOUT PENALTY( THIS DOES NOT INCLUDE PROJECTS OR ANY
OTHER MAJOR ASSIGNMENT ASSIGNED IN ADVANCE). Tests and
missed work must be made up within three class days after returning from
an excused absence. A student that has been marked truant (cut/skipped) will
not be allowed to make up missing work. A suspended student must follow the
school guidelines to ensure that they get the missed assignments.
2. Come to class prepared daily with textbook, supplies and
assignments.
3. Students may make corrections to any test, excluding the
mid-term and final exams, and receive additional credit. Students
must attend at least one thirty (30) minute tutorial session before
attempting the test corrections. These corrections must be completed
in after school tutorial after the mandated tutorial session within
two weeks after the test has been returned.
4. “Due Date” versus “Do Date”. If a student does not have his or
her assignments completed on the date that it is due, they have until the test
date for that unit to turn in the assignments for a grade of 50. After that day,
the assignments will not be accepted. See the policies for missed work due to
excused absences.
5. Laboratory safety is of vital importance. To encourage
students to practice safe lab procedures and follow safety rules, points will be
deducted for not following the rules of the lab.
6. The AP Biology Exam is required and will be taken in May
14 , 2012, 8am (please report by 7:45am).
7. Respectable behavior is expected at all times.
8. Cheating will not be tolerated. Cheating can be as obvious as
intentionally looking at someone’s test or as simple as copying an answer from
a friend’s homework assignment. Regardless, cheating or plagiarizing will
result in a grade of a “0”. If you are uncertain about what constitutes cheating
or plagiarizing, please ask questions before you receive a zero.
9. Food and drinks are not allowed in class (water bottles are
acceptable.)
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10. Lost or damaged property is to be paid for by the student or
parent/guardian. Students will be responsible for the replacement
costs of any broken laboratory equipment (i.e., glassware, balances,
etc.).
11. All cellular telephones, other communication and electronic
devices are to be turned off and not visible during school hours.
Please see the attached APS policy on electronic devices.
12. Students will not be allowed to leave the classroom to go to their
lockers.
AP Exam Preparation: May 14, 2012, 8am
All students are required to take the Advanced Placement test given in May;
therefore, throughout the course students will use past AP Biology essay
questions to improve their skills in writing answers to scientific, free-response
questions. Also, all major exams will follow the AP testing format of 60%
multiple choice and 40% essay questions. It is strongly recommended that
students purchase an AP Biology test prep book. There are many, many
varieties and they all can be found at a local bookstore. Take the practice tests in
these books so that you can become familiar with what to expect. When trying
to find an AP Biology test prep book, choose one that also lets you see sample
essays. Some books just focus on the multiple choice, and you need to be exposed
to both parts of the exam.
Outline of the AP Biology Exam:
100 multiple choice in 80 minutes = 60% of test
Four (4) Free Response Essay Questions in 90 minutes (10 minutes reading
time) = 40% of test
Essay Section Hints:
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The 4 essay questions are graded equally.
One question is on molecules and cells.
One question is on genetics and evolution.
Two questions are on organisms and populations.
One or more of the questions will be lab-based.
Write in essay form! There is room on the test for you to create an
outline to guide your answer if you'd like but outlines are not graded.
That being said, perfect essay writing is not expected. There aren't
deductions for grammar or spelling mishaps (provided the spelling is
close enough to determine the word you are trying to write).
7. Diagrams are helpful! If you use a diagram, be sure to refer to it in your
essay.
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8. Points are not deducted from your essay score if you give an incorrect
statement. (You just don't receive points for incorrect statements). But
be careful not to contradict yourself, because this can cause you to not
receive points.
Learner Objectives:
Chemistry of Life
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To understand the unique chemical and physical properties of water and
to know how these properties make life on earth possible
To explain the role of carbon in the molecular diversity of life
To explain how cells synthesize and break down macromolecules
To explain the structure of biologically important molecules
To explain how enzymes regulate chemical reactions
Cells
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To explain the similarities, differences and evolutionary relationships
between prokaryotic and eukaryotic cells
To understand the current model of membrane structure and to explain
how different molecules pass across the membrane
To show how cells use compartmentalization to organize the various
cellular function
To understand which factors limit cell size and to explain how and why
cells divide
Cellular Energetics
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To demonstrate the role of ATP and the chemiosmotic theory in cellular
energetics
To show how organic molecules are catalyzed
To explain the photosynthetic process and to show how it compares and
contrasts with cellular respiration
Heredity
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To explain which features of meiosis are most important to sexual
reproduction
To follow the paths of chromosomes and individual genes through
gametogenesis
To explain how genetic information is organized
To demonstrate and understanding of the importance of Mendel’s Laws
of inheritance
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Molecular Genetics
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To know the major types of nucleic acids and explain how their structure
is related to their function
To understand the various mechanisms of gene expression
To show the forms of gene mutation
To explain viral structure and replication
To understand modern biotechnological advances and how they may
impact human lives
Evolutionary Biology
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To show and understanding of the current models for the origin of
biological macromolecules
To explain the evidence of evolution
To demonstrate an understanding of the mechanics of evolution at work
Diversity of Organisms
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To explain the main body plans of plants and animals
To identify a representative organism for the major taxa
To explain the major characteristics in each primary taxon
To show evolutionary similarities among related groups
Structure and Function of Plants and Animals
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To show what patterns of reproduction are found in plants and animals
and to show how they are regulated
To understand physiological organization among living things
To explain how organisms respond to their environment
Ecology
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To show how models can be used to demonstrate population growth
To show how energy flows through ecosystems
To explain how humans may impact the ecosystem around them
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Scope & Sequence: Based on alternating A/B classes that meet for 88 minutes
First Nine Weeks - Molecules and Cells
Date
Topic of
Study
Chapters to
read
Chapter 1
10 days
Chemistry &
Biochemistry
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Labs/Projects
Tutorial Links
Lab 2: Enzyme Catalysis
Periodic Table
Students will observe
enzymatic reactions;
demonstrate the effect of
boiling on enzymatic
activity; demonstrate the
presence of catalase in living
tissue; determine the amount
of H2O2 initially present in a
1.5% solution
Chemistry Review
Macromolecule Problems
Acids & Bases
pH Problems
Organic Models
Unit one Test - Biochemistry
Lab 1: Osmosis &
Diffusion
Cell Size
Cells Alive!
7 days
Cells
Chapter 6
Chapter 7
Chapter 11
Chapter 12
Chapter 13
Students will measure
diffusion of small molecules
through dialysis tubing, an
example of a semi
permeable membrane.
Students will use dialysis
tubing to investigate the
relationship between solute
concentration and the
movement of water through
a semi permeable membrane
by the process of osmosis
Cell Cycle & Mitosis
Meiosis
Onion Root Tips
Microscopy Lab
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Unit 2 Test over Cells (chapters 7,8,11,12,13)
6 days
Chapter 8
Cellular
Energetics
Chapter 9
Chapter 10
Lab 5: Cell Respiration
Photosynthesis Problem Set 1
Students will measure
oxygen consumption during Photosynthesis Problem Set 2
germination; measure the
change in gas volume in
Metabolism Problem Sets
respirometers containing
either germinating or nongerminating pea seeds; and
measure the rate of
respiration of these peas at
two different temperatures.
Lab 4: Plant Pigments &
Photosynthesis
Students will separate plant
pigments using
chromatography and
measure the rate of
photosynthesis in isolated
chloroplasts.
Unit 3 Test over Cellular Energetics (chapters 6, 9, & 10)
Second Nine Weeks - Genetics
The Cell Cycle & Mitosis Tutorial
Lab 3: Mitosis & Meiosis
7 days
Chapter 14
Heredity
Chapter 15
Students will observe
mitosis in plant and animal
cells onion root tip and
whitefish blastula. Students
will determine how much
time a cell spends in each
phase of cell replication
from a slide of dead cells.
Online Onion Root Tip Activity
Cell Division Laboratory Tutorial
Problem sets Genetics
Problem sets Human Biology
Genetics
On-line Activity Web
Karyotyping
Unit 4 Test over Heredity (chapters 14 & 15)
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Lab 6: Molecular Biology
Chapter 16
chapter 17
10 days
Molecular
Genetics
Chapter 18
Chapter 19
Chapter 20
Chapter 21
Students will insert a
plasmid that contains a gene
for the resistance to
ampicillin , an antibiotic that
is lethal to many bacteria,
into competent E.coli cells.
DNA fragments will be
separated by using gel
electrophoresis
Bioremediation of Spilled
Oil & Industrial
Pollutants
J. Watson bio
DNA diagrams
Nucleic Acids Practice Test
Molecular Biology
Bacterial Genetics and
Recombinant DNA
Unit 5 Test over Molecular Genetics (chapters 16 - 21)
Third Nine Weeks - Evolution, Taxonomy, Plants
Chapter 22
7 days
Chapter 23
Evolutionary
Biology
Chapter 24
Chapter 25
Lab 7: Genetics of
Drosophila
Students will make
The Museum of Paleontology
observations and keep
(UCMP)
records concerning what
happens as mutant traits are Galapagos Website
passed from generation to
the next.
Unit 6 Test over Evolution (chapters 22-25)
Chapter 26
6 days
Diversity of
Organisms
Chapter 27
Chapter 28
Chapter 31
Lab 8: Population
Genetics & Evolution
Students will estimate the
allele frequency of a gene
controlling the ability to
taste the chemical PTC;
estimate the allele
frequencies of an ideal
Hardy-Weinberg
community; and modify the
simulation to imitate
Introduction to Viruses
Introduction to Protists
Protist Image Data
Introduction to the Fungi
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selection against a trait
Gram Staining Lab
Unit 7 Test over Taxonomy, Prokaryotes, & Simple Eukaryotes
(chapters 26, 27,28, and 31)
11 days
Structure &
Function of
Plants
Chapter 29
Chapter 30
Chapter 35
Chapter 36
Chapter 37
Chapter 38
Chapter 39
Lab 9: Transpiration
Students will measure
transpiration under various
Angiosperm Structure and
laboratory conditions using a
Function
potometer
Units 8A & 8B Tests over Plants ( Chapters 29 & 30, 35 - 39 )
Fourth Nine Week - Animals & Ecology
Interactive Animal Diversity Test
8 days
Chapter 32
Invertebrates
&
Vertebrates
Chapter33
Invertebrate/Vertebrate
Dissections
Insects
Netfrog
Chapter34
Whole Frog Project
Unit 9A & 9B Test over Vertebrates & Invertebrates (chapters 32-34)
7 days
Structure &
Function of
Animals
Chapter 40
Chapter 41
Chapter 42
Chapter 43
Chapter 44
Chapter 45
Chapter 46
Chapter 47
Chapter 48
Chapter 49
Lab 10: Physiology of
Circulatory System
Arteriosclerosis
Explore the brain
Students will measure the
blood pressure of classmates
and determine the fitness
level of classmates.
Human Biology
Human Anatomy Online
Human Developmental Biology
Fetal Pig Dissection
Units 10A & 10 B Tests over Animal Systems ( Chapters 40 - 49 )
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Chapter 50
Chapter 51
Chapter 52
Chapter 53
Chapter 54
Chapter 55
3 days
Lab 11: Behavior
Tall-grass prairie
Students will make general
observations of animal
behaviors; evaluate kinesis
in pillbugs; and design an
experiment to investigate
pillbugs' response to
temperature, pH,
background color, light or
another variable.
Tundra Biome
Taiga
Major world biomes
Lab 12: Dissolved Oxygen
& Aquatic Primary
Productivity
Ecology
Students will measure and
analyze the dissolved
oxygen concentration in
water samples at varying
temperatures; and measure
and analyze the primary
productivity of natural
waters or laboratory cultures
as a function of light
intensity.
Unit 11 Test over Ecology ( Chapters 50 - 55 )
AP Exam - May 14
Study Sites For AP Test
Final Project/Exam - May 23-24
*This syllabus may be amended at anytime. Written notice will be given for any additions
or changes.
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