AP Biology Syllabus 2012-2013 AP Biology/Concepts of Biology-BIO 101 2012-13 Mrs. Britni Walz Sparta High School/UW Richland Center: Academic Alliance 2.0 Phone: 608-366-3504 ex. 8517 E-mail: bwalz@spartan.org Student Responsibilities: You have the primary responsibility for your learning. I am here to aid you in this process, however you must do the challenging and time-consuming studying on your own. The student is responsible not only for attending class but participating in class through discussion and activities. You are also responsible for the assigned readings (see schedule). DO NOT assume attending class alone will allow you to succeed in this course. You will need to commit a significant amount of time toward studying. A common rule of thumb is for every hour spent in class one needs to spend 2-3 hours studying outside of class (each individual varies, depending on their background). In addition, the student is responsible for coming in for help when needed. If you do not understand the material, after working at it on your own, you need to seek help. Statements on Academic Integrity Although course activities encourage collaboration and shared learning, acknowledging others for their contribution is crucial. Do not copy words, ideas, papers or parts of papers from any source with out giving credit through acceptable forms of documentation. Do not lend out your ideas, papers or parts of papers to others. Passing off someone else’s work as your own or allowing your work to be used in this way is a serious break in academic integrity of this class. It may result in failure. Statement on American with Disabilities Act UW-Richland provides services and/or accommodations for students with physical, learning, or other disabilities. If you have a documented disability and would like to request certain accommodations or services, contact John Poole, Student Services (#480/Melvill Hall). Early notification is important. I will maintain the confidentiality of the information shared with me and make every effort to accommodate the special needs to enable you to fully participate in this course. Biology Assessment Statement A UW Colleges-wide assessment program has been put into place to enhance the quality and effectiveness of the curriculum, programs and services of the institution. The following areas of proficiency will be assessed because they are of primary importance in the education of our students: Analytical Skills, Quantitative Skills, Communication Skills, and Aesthetic Skills. The Biology Department has also determined a number of core proficiencies for students enrolled in biology classes. For more information, go to www.uwc.edu/resources/assess/. Late Work Policy: "Late homework will be accepted through the end of each unit for full credit. At the conclusion of the unit, students will get 50% of the grade earned for late homework turned in prior to the first day of final exams on January 22, 2013." AP Biology Syllabus 2012-2013 Materials: Bring the following materials to class with you every day: Writing utensil, 3 ring binder, and highlighters. Attendance: It is the student’s responsibility to contact the teacher to make arrangements for making up work missed during an absence from school. Check for handouts in the holder above the file cabinet in the form of the room. Talk to you lab partner to find out what was missed. Work will be made up at the rate of two days for each day absent. The day the student returns counts as a day. Work will be due the following day. Work which was due the day the student was absent is due at the start of the day the student returns. Anyone absent on a review day will still have to take the exam on test day!!!! Grading: 60 % Exams and Quizzes 40% Lab work and daily assignments The following scale represents the percentage you must acquire in order to earn a desired grade. It is also our school-wide grading scale. 90-100% = A 80-89% = B 70-79% = C 60-69% = D **The top and bottom 2 percentage points are the + and - Extra Credit: Extra credit is available any time for students. No more than 20 points per quarter will be allowed. Students may complete the Self Quiz at the end of a chapter or any practice quizzes on line. AP Biology Syllabus 2012-2013 In AP Biology, an emphasis is on students making connections between the big ideas within the AP Biology Curriculum Framework. The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and an appreciation of science as a process. Philosophy My AP Biology course is designed to actively engage students in the process of science through class assignments and discussions which inform their laboratory experiences. I teach the equivalent of an introductory college-level biology course, and it is designed to prepare students for the AP Biology Exam. I believe the study of biology is important to the understanding of ourselves and the environment in which we live. Through new discoveries, biology is an ever changing course that allows the student to see how the acquisition of this knowledge can influence future generations. To emphasis this, journal article readings will be used in order to expose students to present day hypotheses in order to develop better designed experimental investigation. Students will be held to high expectations and mature responsibilities just like a college freshman taking Introduction to Biology. Course Overview This course is designed based on the three overarching topics of Molecules and Cells, Heredity and Evolution, and Organisms and Populations. The recurring thread throughout the text is evolution as the foundation of modern biological models and thought. The eight major themes are discussed and reemphasized through the course. The course is taught to constantly review the themes and relate the biological concepts to real world examples and explanations to the students and society. The 8 major themes put forth by the College Board are: Science as a Process Evolution Energy Transfer Continuity and Change Relationship of structure and function Regulation Interdependence in nature Science, Technology and Society During the first semester, classes meet 5 days a week for 90 minutes. During second semester, classes meet 3 days a week for 47 minutes and 1 day for 90 minutes. The textbook for the course is the seventh edition of Neil A. Campbell and Jane B. Reece’s Biology. A minimum of two labs in each big idea will be conducted and make up at least 25% of instructional time. The student-directed and inquiry-based laboratory investigations used throughout the course enable students to apply the seven science practices as defined in the Curriculum framework. The labs are from the AP Biology Investigative Labs: An Inquiry-Based Approach and Advanced Placement Biology Lab Manual for Students. During labs, analysis, reports, and discussion the process of science is emphasized. Students begin each unit with a list of enduring understandings and big ideas to guide them throughout the main points of the unit and to frame students’ class notes. Students are encouraged to add to these notes during class discussions, listing all of their questions that arise as the class discusses each topic. Big Ideas: 1. The process of evolution drives the diversity and unity of life. 2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. 3. Living systems store, retrieve, transmit and respond to information essential to life processes. 4. Biological systems interact, and these systems and their interactions possess complex properties. AP Biology Syllabus 2012-2013 Lab Component Big idea 1: Evolution BLAST Activity: Students use NCBI to compare DNA and protein sequences for organisms to test student-generated hypotheses on their relatedness. Hardy-Weinberg: Spreadsheet development to investigate factors affecting Hardy-Weinberg Equilibrium. Artificial Selection: Students will grow organisms such as Fast Plants and select for specific traits over several generations. Big idea 2: Cellular Processes; Energy and Matter Cellular Respiration: Students investigate some aspect of cellular respiration in organisms. Photosynthesis Students investigate photosynthetic rate under a variety of student selected conditions. Diffusion/Osmosis: Students investigate diffusion and osmosis in model systems and in plant tissue. Big idea 3: Genetics and Information Transfer Cell Division: Mitosis and Meiosis. Students compare mitotic rate after exposure to lectin or other substances presumed to affect mitotic rate. Bacterial Transformation: Students investigate bacterial transformation. Restriction Enzyme Analysis: Students investigate restriction enzyme analysis. Big idea 4: Interactions Energy Dynamics: Students develop and analyze model systems that describe energy flow. Fruit Fly Behavior: Students investigate chemotaxis in fruit flies. Transpiration: Students investigate the movement of water through plants in a model system. Enzyme Investigation: In an open inquiry lab, students will investigate and quantify factors that affect enzyme action. AP Biology Syllabus 2012-2013 Molecules, Cells & Energy Big Ideas 1,2,3 & 4 Topics I. Readings Activity/Labs Biochemistry PymoL Polarity of water & its importance to biological systems Chapters 2,4,5 Acid/Base/Buffer lab investigation U Carbon’s role in the molecular diversity of life N I Monomers, polymers & reactions involved in T building & breaking them down considering polar/nonpolar interactions 1 Various level of structures in protein, lipids, & carbohydrates Acid-Base Solution Online Simulation pH scale simulation Eating & Exercise Online Lab: PhET Enzyme structure as a special protein Lab: Using and understanding how different indicators are used to identify proteins, lipids and carbohydrates using Biuret, Benedict’s, Sudan etc. Cohesion, adhesion, specific heat of water & its importance to biological systems Acids, bases, and buffers Using kits to build macromolecules II. The Cell Explain similarities, differences & evolutionary U relationships between prokaryotic and eukaryotic N cells I T Cell membrane structure and function (Fluid mosaic fluid) 2 Subcellular organization Chapters 3,7,8 & 11 Diffusion & Osmosis Investigative AP Lab 4 Membrane Channels Online Lab: PhET Lab: Microscope techniques for observing & measuring different types of cells. Cell communication (signals, receptors, response, hormones) Methods of transport across membranes III. Cell Energy & Metabolism ATP structure and function Redox reactions in relation to cellular respiration Enzyme catalysis Activation energy and specificity U Cellular respiration glycolysis, citric acid cycle, N electron transport chain & chemiosmosis I T Mitochondria form and function Chapters 6,9,10 Photosynthesis Investigative AP Lab 5 Cellular Respiration Investigative AP Lab 6 AP Biology Syllabus 3 2012-2013 Photosynthesis mechanisms; light/dark Compare/contrast to respiration Alternative mechanisms Understanding light energy Heredity, Genetics & Evolution Big Ideas 1 & 3 IV. Molecular Basis of Inheritance & Molecular Genetics DNA structure and replication U RNA structure N I Protein synthesis, transcription & translation T Mutations-basis for natural selection 4 Viral structure and replication Chapters 16-21 Watson & Cricks original Science article Stretching DNA simulation: PhET Investigative Lab: Students generate an experiment to extract DNA Gene Machine: The Lac Operon simulation Gel Electrophoresis Biotechnology and applications to society Biotechnology: Bacterial Transformation Investigative Lab 8 Regulation of gene expression Gene expression in bacteria Biotechnology: Restriction Enzyme Analysis of DNA Investigative Lab 9 V. Mitosis & Meiosis U N Cell Cycle I T Chromosomes 5 Stages of meiosis Asexual vs. Sexual reproduction and evolutionary advantages Genetic variation in offspring and impact on evolution Investigating genetics: environmental influences Antibiotic Resistance and the Problems with Improper Antibiotic Use Chapters 12-13 & 46-47 Cell Division: Mitosis and Meiosis Investigative Lab 7 (Connects to BI 1) AP Biology Syllabus VI. Mendelian Genetics U Patterns of Inheritance N I Predicting genetic outcomes & genetic T counseling 6 2012-2013 Chapters 14, 15 Gene linking & mapping Mutations revisited VII. Evolutionary Biology Darwin’s explorations and theory of descent with modification & natural selection U Galapagos Islands Overview N I Early evolution of life T Evidence for evolution 7 Phylogeny Chapters 22-25, 26 “Welcome to Evolution 101” Lamb, Trevor D., “Evolution of the Eye” Natural Selection Online Simulation Artificial Selection Investigative Lab 1 Mathematical Modeling: Hardy-Weinberg Investigative Lab 2 Evolution of populations Hardy-Weinberg Law Organisms & Populations Big Ideas 1, 3 & 4 VIII. Biological Diversity & Microbiology U Early life on earth N I Evolution of prokaryotes and eukaryotes T Phylogenetic classification 8 Evolutionary patterns Chapters 26-28, 31 BLAST Investigative Lab 3 Gram-Staining Investigation lab: Culturing Bacteria Hypothesizing where bacteria population would be the highest Protists Fungi IX. Plants & their diversity How plants colonized land U N Evolution of seed plants I T Structure, growth & development 9 Plants responses to internal & external stimuli Plant nutrition Angiosperm reproduction Chapters 29, 30, 3539 Transpiration Investigative AP Lab 11 (connects to BI 4) Lab: Plant Dissection Investigation Lab: Plant growth under different conditions AP Biology Syllabus X. Animal Diversity U N Characteristics of Invertebrates & Vertebrates I T Analysis of structure & function of body systems 1 0 2012-2013 Chapters 32-34, 4049 Pig Dissection Hands-on and virtual simulation Anatomy Online Lab Bioweb.wku.edu Body systems Response to the environment Fruit Fly Behavior Investigative AP Lab 12 Reproduction, growth, and development XI. Ecology & Interactions Chapters 50-55 U Population dynamics N I Communities and ecosystems T Global issues 1 1 Energy Dynamics Investigative AP Lab 10 “My Footprint” Investigative Lab: Brine Shrimp and their response to toxicity of environmental pollutants Investigative Lab: Lake Eutrophication