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Advanced Placement Biology
Student Handbook 2009-2010
Sargent High School
7090 North Road 2 East
Monte Vista, CO 81144
(719) 852-4025
Major Themes in AP Biology
I. Science as a Process
II. Evolution
III. Energy Transfer
IV. Continuity and Change
V. Relationship of Structure to Function
VI. Regulation
VII. Interdependence in Nature
VIII. Science, Technology, and Society
1
Table of Contents
Preface to the Student.. ........................................................................................................................................... 3
AP Biology General Course Description .................................................................................................................4
Orientation Letter to Students and Parents ............................................................................................................ .5
Grading Policy ......................................................................................................................................................... 6
AP Biology Topic Outline ....................................................................................................................................... 7
AP Biology Course Syllabus ................................................................................................................................... 8
Scientific Article Write-up Guidelines ................................................................................. …………….………11
Laboratory Write-up Guidelines ............................................................................................................................ 12
AP Biology Exam Laboratory Objectives .............................................................................................................13
Past AP Exam Questions Covering the Required Laboratories ......................................................................... …16
Tips on Answering AP Biology Exam Essay Questions ....................................................................................... 17
Classroom Regulations .......................................................................................................................................... 19
Front Cover Illustration: Molarity of Solutions
2
Preface to the Student
Parent Signature:
Welcome to AP Biology. This booklet is a collection of important handouts that have been compiled for your
convenience. You should read every word of them and then put this handbook into your three-ring notebook to be
kept with all your other AP Biology materials.
Give careful attention to the section entitled "AP Biology Course Syllabus". It contains critically important
information about labs and many other expectations. You will be provided with monthly homework calendars
throughout most of the year, but these assignments can sneak up on you if you don't plan ahead. You are responsible
for meeting the due dates for all assignments. If a magazine article is assigned, and you are not given the article to
read in a timely fashion, the due dates will be adjusted.
During the week before you go into the exam next May 10, 2010, you should reread the sections entitled "AP
Biology Laboratory Objectives" and "Tips on Answering AP Biology Exam Essay Questions". The importance of
writing concise, thorough, and well-organized essays cannot be overemphasized.
When you have read through this handbook thoroughly, please show it to a parent to read over and have
him/her sign below. Show me the signature for a homework grade.
I do hope that you have a great year in this and all your other courses.
Mrs. Ronna Cochran
August 2009
I have read and understand the Sargent AP Biology Handbook.
Parent _______________________________ Student _______________________________
" I guess someone should have prepared you for what goes on in there. "
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Sargent High School Advanced Placement Biology General Course
Description
This is a college biology course taught in the high school. At the end of the year, the students are given a
standardized exam which will determine their eligibility for advanced placement and/or credit in college biology
courses. The course covers a vast amount of material and thus makes heavy demands on even the best-organized
student. In addition to a thorough reading of a college biology textbook, the students write several brief papers
summarizing scientific articles which they have been assigned, and perform and write up numerous laboratories.
The textbook used in the course is Biology (7th Edition) by Campbell and Reece.
The class will complete most of its laboratories during the regularly scheduled class period. However, occasionally
students will be required to begin a lab as early as 7:00 a.m. All students in the class are required to take the AP
Biology Exam. This year the exam will be given on Monday morning May 10, 2010.
The course is organized into the four major instructional areas shown below. The material covered and its
sequence reflect the course outline suggested by the authors of the AP Exam.
GENERAL COURSE OUTLINE
UNIT I: Molecules and Cells -25% (Jan 4– Feb 19 )
A. Biochemistry
B. Cells
C. Energy Transformations
D. Cellular Reproduction
UNIT II: Heredity and Evolution-25% (Feb 22 – Apr 23)
A. Heredity
B. Molecular Genetics
C. Evolutionary Biology
UNIT III: Organisms and Populations-50% (Aug 31 – Dec 18)
A. Ecology
B. Animal Behavoir
C. Taxonomy, Prokaryotes, Protists, and Fungi
D. Plants: Diversity, Anatomy, and Physiology
E. Animals: Diversity, Anatomy, & Physiology
UNIT IV: Exam Review (Apr 26 – May 7)
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Sargent High School
August 31, 2009
Dear Prospective AP Biology Student and Parents:
I am very pleased to have you as a member of what promises to be challenging, but fun, year studying Biology.
The following letter is intended to introduce you to this course.
As you are probably aware, the Advanced Placement Program of the College Board is designed to afford students
in high school the potential to obtain college credit and/or advanced placement above the introductory course level
at the college they attend. This is a program of credit by examination. Grades are assigned on a basis of 1 to 5
with a 3 as a lowest score accepted by some colleges for science credit. A grade of 4 or 5 is required by most
colleges, particularly if the entering student is a science major, and many institutions will require the student to test
out of their own introductory course before earning credit.
This course is an in-depth, accelerated study of variety of biological topics. It differs from an introductory biology
course in the depth of study, the pace of the course work, the textbook used, the amount of out-of-class work
required and the level of laboratory work and expertise expected. Most of this year's exam was based on lecture
content, but about 25% was laboratory-based questions. Even if a student has had no laboratory experience at all,
it is quite possible for him/her to do well on the exam. The nation's colleges expect that AP Biology should be a
complete course, however. Indeed, the College Board has mandated 12 college-level laboratories on various
topics that must be performed during the year. Every year there is an essay question on the AP Exam based on
one of these required laboratories.
If your primary reason for enrolling in this course is a desire to accept and tackle a difficult, intellectual challenge,
to take an in-depth college-equivalent course, and/or just to take and “pass” the AP exam, then the AP Biology at
Sargent High School can help you to meet these goals. If, however, an important goal of your is to obtain “credit”
for a college biology course, then please contact the college of your choice to inquire about their views on AP
courses and exam scores. Many colleges accept AP scores, not all of them do. If they do accept AP scores, ask
what scores they require, if they require different scores for science vs. non-science majors, and if they require a
course syllabus, samples of lab write-ups, exam copies, etc. A good grade in an AP course looks exceptional on a
high school student’s transcript.
The AP class meets during Period 1, however, some laboratory activities require two hours which will require
coming into school by 7:00 a.m.. As we approach the end of the year, review sessions may be offered in the
evenings or on Saturdays. No one should be surprised by the requirements of this course – they will be in excess
of what you would expect from an honors-level course. The priority you give this course is important. Success will
depend on your motivation and organization, your ability to read for comprehension and your ability to
communicate well in writing. 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 occasional articles to be read
and summarized in writing. Self-discipline is important because there will not be the kinds of daily checks on your
homework that you are accustomed to in other courses. Although extracurricular activities should be chosen
wisely, past AP Biology students have been able to participate fully in athletics, student government, clubs, and
publications, but they had to plan their time carefully. Please plan 1 hour per night or 5 hours per weekend at the
very least.
If you or your parents have any questions or concerns about the course or the contents of this letter, please
contact me at home (852-3045) or at school (852-4025 x 202). I look forward to working with you and the rest of
the members of this very capable class this year. I feel sure that we will all learn a great deal together. Let's get
started!
Sincerely,
Mrs. Ronna Cochran
A. P. Biology Instructor
5
AP Biology Grading Policy
The final grade in the course will be an average of the two semester grades. Each student's semester grade
will be based on the total number of points that he or she has accumulated relative to the total possible points that
could have been earned. Points are generally earned in the following ways:
Graded Items
a. Exam
40%
b. Scientific Article Reflection /Notes
25%
c. Lab Write-up
30%
d. Attendance
5%
Total
100%
If a student fails a major test, he or she will be given an opportunity to take a retest over the same material.
The final test grade will be the average of the two tests. It cannot be overstressed how important it is for each
student to master the material as it is presented. Retests give the student an excellent opportunity to improve an area
of weakness.
The AP Exam scores are not received until early July. These scores are therefore not used as a part of a
student's average in the course.
Class Materials:
Two 3-ring Notebooks – 1 inch each
Lined paper
Highlighter
$20 lab fee
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AP Biology Topic Outline
Percentage of Course
I. Molecules and Cells .................................................................................................................................. 25%
A. Chemistry of Life .............................................................................................................. 7%
1. Water
2. Organic molecules in organisms
3. Free energy changes
4. Enzymes
B. Cells .................................................................. ................................................................ 10%
1. Prokaryotic and eukaryotic cells
2. Membranes
3. Subcellular organization
4. Cell cycle and its regulation
C. Cellular Energetics ........................................................................................................... 8%
1. Coupled reactions
2. Fermentation and cellular respiration
3. Photosynthesis
II. Heredity and Evolution ........................................................................................................................... 25%
A. Heredity ............................................................................................................................ 8%
I. Meiosis and gametogenesis
2. Eukaryotic chromosomes
3. Inheritance patterns
8. Molecular Genetics. ......................................................................................................... 9%
I. RNA and DNA structure and function
2. Gene regulation
3. Mutation
4. Viral structure and replication
5. Nucleic acid technology and applications
C. Evolutionary Biology... .................................................................................................... 8%
I. Early evolution of life
2. Evidence for evolution
3. Mechanisms of evolution
III. Organisms and Populations .................................................................................................................. 50%
A. Diversity of Organisms.......... ............................................................................................ 8%
I. Evolutionary patterns
2. Survey of the diversity of life
3. Phylogenetic classification
4. Evolutionary relationships
B. Structure and Function of Plants and Animals ................................................................ 32%
I. Reproduction, growth and development
2. Structural, physiological, and behavioral adaptations
3. Response to the environment
C. Ecology............................................................................................................................... 10%
1. Population dynamics
2. Communities and ecosystems
3. Global issues
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Sargent High School AP Biology Syllabus
Course Outline
Semester I
Introduction: Themes of Life (Ch 1)
Graph It Exercise – Campbell Biology’s CD-ROM
A. Organisms and Populations
1. Ecology (approx 11 days) (Ch 50, 52-55)
a. Population dynamics, biotic potential, etc.
b. Community and ecosystem ecology, succession
c. Ecosystem, trophic structure, biogeochemical cycles
d. Human interaction with the environment
Lab: Dissolved Oxygen and Aquatic Primary Productivity (AP Lab 12)
Exam I
Recommended supplemental readings:
 Silent Spring by Rachael Carson
 A Sand County Almanac by Leopold
2. Behavior (approx 5 days) (Ch 51)
Lab: Animal Behavior (AP Lab 11)
Video: Ants
Recommended Readings:
“Swarm Theory”, National Geographic, July 2007
Quiz
3. Principles of taxonomy and systematics (approx 9 days) (Ch 25, 27, 28, 31)
a. Taxonomy and classification – evolutionary basis for classification
i. Students learn how local organisms are classified from a
cladistic/evolutionary perspective
b. Survey of viruses, bacteria, protists and fungi-emphasis is placed on
the characteristics that separate each group and the evolutionary origin
of each.
Lab: Protist Identification Lab – students identify various protists (from a mixed protist
kit) using a dichotomous key.
Exam II
4. Plants (approx 12 days) (Ch 29, 30 35-39)
a. Diversity and life cycles (emphasis is placed upon the key features that
allowed for the evolution of angiosperms)
b. Anatomy and physiology of vascular plants
c. Transport in vascular plants
d. Seed formation, germination, growth, etc.
e. Hormonal regulation
Flower Dissection Lab–dissect a flower using hands lens and microscope
Transpiration (AP Lab 9)
Exam III
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5. Animals (approx 21 days)
a. Animal Diversity Project*
b. Structure and function of vertebrate systems (a comparative approach
is taken to illustrate the evolutionary relationships)
Lab: Physiology of the Circulatory System (AP Lab 10)
Exam IV Digestive, Circulatory/Respiratory, Immune (Ch 41-43)
Exam V Excretory, and Nervous systems (Ch,44,48,49,)
Exam VI Endocrine, Reproduction/embryology (Ch 45, 46,47)
Class Discussion: Design an experiment to determine why there is an inverse
relationship between body size and metabolism. Use the Research Navigator on
Campbell Biology CD.
*Animal Diversity Project – Students do an independent group project (2-3 per group)
researching the diversity of the animal kingdom. Chapters 32-34, and 40 are their
primary resources, but students are encouraged to do a thorough Internet search as
well. The goal of the project is to create an opportunity to creatively detail their
understanding of the characteristics that separate individual phyla of invertebrates and
vertebrate classes. A significant portion of their grade focuses on how well they
incorporate an evolutionary component.
Winter Break
Semester II
B. Molecules and Cells
1. Biochemistry (approx 9 days) (Ch 2-5 & 8)
a. Review of atoms/molecules
b. Water and carbon
c. Carbohydrates, lipids, proteins, nucleic acids
d. Metabolism /chemical reactions
e. Enzymes
Lab: Enzyme Catalysis (AP Lab 2)
Exam VII
2. Cell Structure and Function (approx 12 days) (Ch 6,7,12,13)
a. Prokaryotic vs eukaryotic
b. Plant and Animal cells
c. Subcellular organelles
d. Membranes/transport
e. Cellular reproduction (mitosis and meiosis)
Mitotic Stage Counts Flashcards
Sordaria Crossing Over Flashcards
Lab: Diffusion and Osmosis (AP Lab 1)
Mitosis and Meiosis (AP Lab 3)
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

Exam VIII
Recommended Readings:
The Lives of a Cell and The Medusa and the Snail by Lewis Thomas
“The Fluid Mosaic Model of the Structure of the Cell Membrane”, by Singer, Science
Feb. 1972
3. Energy Transformation, (approx 12 days) (Ch 9-11)
a. Cellular Respiration ,ATP, energy transfer
b. C3, C4, CAM Photosynthesis
c. Aerobic and anaerobic cellular respiration
Lab:
Cell Respiration (AP Lab 5)
Plant Pigments and Photosynthesis (AP Lab 4)
Exam IX
C. Heredity and Evolution
1. Heredity (approx 9 days) (Ch 14-15)
a. Mendel’s laws (genetics problems)
b. Inheritance Patterns
Lab: Genetics of Organisms (AP Lab 7)
Exam X
2. Molecular Genetics (16 days) (Ch 16-21)
a. Molecular Basis of Inheritance
b. From Gene to Protein
c. Genetics of viruses/bacteria
d. Eukaryotic genomes
e. DNA technology
f. Gene development
Build DNA model
Labs: Molecular Biology – (AP Lab 6)
6a - Bacterial Transformation
6b - Restriction Enzyme Lab (electrophoresis) supplemented with dry lab activities.
Exam XI
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Recommended Readings:
 “The Causes of Down Syndrome: by Patterson, Sci. Americ, August 1987
3. Evolutionary Biology (approx 7 days) (Ch 22-24)
a.
Early evolution
b.
Evidence of Evolution (Hardy-Weinberg Theory and sample problems)
c.
Mechanisms of Evolution
Lab 8 – Population Genetics and Evolution Lab (Hardy-Weinberg Theory)
Exam VI
Recommended supplemental readings:
 The Panda’s Thumb by Stephen J. Gould
 Origins by Richard leaky
AP Biology Review: the last two weeks of class intersperse review time during regular
class time, on Saturdays and as homework. Students are encouraged to go to AP
Central and review as many essays as possible. I go through the rubric of the freeresponse questions available through AP Central. I offer two practice multiple choice
tests on Saturdays.
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Scientific Article Reflection Guidelines
Please organize your write-ups using the following sections, and number them accordingly:
1.
BIBLIOGRAPHICAL INFORMATION - Author, Title, Publication Date, Article Number, web site, etc.
2.
INTRODUCTION - Define or describe the major terms in the title and tell basically why the subject is
important.
3.
CONTENT - What was the article all about? What were the main concepts and ideas that were discussed? What
was the question the author was investigating? What methods did he/she use? What evidence was uncovered to
support a new idea? Were any old ideas overturned? This part should make up the main body of your paper.
4.
SUMMARY AND EVALUATI ON - Restate the main areas of importance in the magazine article and discuss the
quality of it from your perspective as a student of biology. Did you find it interesting? useful? readable? boring? Would
you recommend it to the other members of the class? Please explain the answers that you give to these questions. Do
not leave out this important section.
5.
Remember that these reports are, in their entirety, pledged work. When you are finished, write out and sign the Honor
Statement on the paper.
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Writing Laboratory Reports
Our AP Biology lab activities at Sargent High School arc designed to provide a wide variety of experiences. They
will fall into three general categories: observational or "skill" labs, inquiry labs, and experimental labs. "Observational"
labs will mainly involve "watching" natural phenomena occur or performing some scientific technique. Inquiry labs will
require observation followed eventually by experimental design. The majority of our labs will be "experimental" and will
involve science process skills such as hypothesis formation, manipulation of variables, gathering, tabulating, graphically
displaying, and interpretation of data, etc..
In college, lab report requirements vary greatly. Some arc quite rigorous and require that a review of the pertinent
scientific literature be included in the introduction. Since we are greatly limited by time in this course, our write-ups will
be brief and somewhat less rigorous than ones that you may do in college. They do need to be thorough, however.
Please use the following format and numbering sequence when writing up your lab:
I. TITLE: This should indicate what the lab was all about. Be brief, but indicate the nature of the investigation.
What was the question being investigated? Specifically what was being observed? Please do not exceed 25
words.
II. HYPOTHESES, MATERIALS & METHODS: State the hypotheses that are being investigated in each part of
the procedure. Describe how the procedure will allow you to confirm or reject the hypothesis. What
procedures were followed and what materials and equipment were used? This is not expected to be an
account including minute details, but should be a general overview of what was done. For "experimental"
labs, be sure to describe how the experiment was controlled. It is a good idea to include a diagram
displaying how equipment was used. This section should be written impersonally and in the passive voicenot, "We made a cross section of the plant, and ... ", but rather, "A cross section of the plant was made, and
..... Please leave out the personal pronouns.
III. RESULTS/DATA/OBSERVATIONS: This part of the report will display in tabular form the data that you
collected. It should be neatly and clearly presented. If the lab is "observational" in nature, you would
include diagrams and/or descriptions of structures, chemical reactions, behaviors, etc .. DO NOT FUDGE
YOUR DATA!! Put only the data that you, or your lab group, or the class collected, not what you think that
you should have seen. Use graph paper, or use a computer graphing program to graphically display your data
wherever it is appropriate. You should graph both your lab group's data and the class data. This data is the
only part of your lab write-up that will be shared with your partner(s). The rest, parts I, II, IV & V, will be
pledged work (write out and sign the Honor Statement at the end).
IV. DISCUSSION: Here you present a summary of the data generated by the lab. Put into your own words what
the numbers or observations tell you. How do you interpret the data or observations in light of your
hypothesis or your own expectations? Do not make the mistake of looking for the "right answer", and please
do not ask, "what was supposed to happen?". Nature does not lie, but she is often frustratingly difficult to
figure out. In this section you must discuss YOUR results. If you come up with results that do not make
sense, examine your methods and materials for sources of experimental error, and describe
them here. For purely observational exercises, your discussion should include your personal reactions to
what you have just done and learned.
V. ANSWERS TO QUESTIONS: In this section, put the answers to questions asked throughout,
as well as at the end of the lab protocol. Unless you are told otherwise, use the class mean data to answer the
questions.
Unless otherwise arranged, the lab write-ups are due on the fourth class day following the lab.
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Advanced Placement Biology: Student Laboratory Manual, Version D: Laboratory Overviews and Objectives
Lab 1: DIFFUSION AND OSMOSIS
OVERVIEW
In this lab you will investigate the processes of diffusion
and osmosis in a model of a membrane system. You will
also investigate the effect of solute concentration on water
potential as it relates to living plant tissues.
OBJECTIVES
Before doing this laboratory you should understand:
• the mechanisms of diffusion and osmosis and their
importance to cells , .
• the effects of solute size and concentration
gradients on diffusion across, selectively
permeable membranes
• the effects of a selectively permeable membrane on
diffusion and osmosis between two solutions
separated by the membrane
• the concept of water potential
• the relationship between solute concentration and
press~ potential and the water potential of a solution
• the concept of molarity and its relationship to
osmotic concentration
After doing this lab you should be able to:
•
measure the water potential of a solution in a
controlled experiment
•
determine the osmotic concentration of living tissue
or an unknown solution from experimental data
•
describe the effects of water gain or loss in animal
and plant cells
• relate osmotic potential to solute concentration and
water potential
LAB 2: ENZYME CATALYSIS OVERVIEW
In this lab you will observe the conversion of hydrogen
peroxide (H202) to water and oxygen gas by the enzyme
catalase and measure the amount of oxygen generated and
calculate the rate of the enzyme-catalyzed reaction.
OBJECTIVES
Before doing this lab you should understand:
• the general functions and activities of enzymes
• the relationship between the structure and function of
enzymes
• the concept of initial reaction rates of enzymes
• how the concept of free energy relates to enzyme
activity
• how pH relates to enzyme activity
• that changes in temperature, pH, enzyme
concentration, and substrate concentration can affect
the initial reaction rates of enzyme-catalyzed
reactions
After doing this lab you should be able to:
• measure the effects of changes of temperature, pH,
enzyme concentration, and substrate concentration
on reaction rates of an enzyme-catalyzed reaction
in a controlled experiment
• explain how environmental factors affect the rate of
enzyme-catalyzed reactions
LAB 3: MITOSIS AND MEIOSIS
OVERVIEW
Exercise 3A is a study of mitosis. You will use prepared ,
slides of onion root tips to study plant mitosis and to
calculate the relative duration of the phases of mitosis in
the meristem of root tissue. Prepared slides of the
whitefish blastula will be used to study mitosis in animal
cells, and to compare animal mitosis with plant mitosis.
Exercise 3B is a study of meiosis. You will simulate the
stages of meiosis by using chromosome models. You will
study the crossing over and recombination that occurs
during meiosis. You will observe the arrangements of
ascospores in the asci from a cross between wild type and
mutants for tan spore coat color in the fungus Sordaria
fimicola, These arrangements will be used to estimate the
percentage of crossing over that occurs between the
centromere and the gene that controls the tan spore color.
OBJECTIVES
Before doing this laboratory you should understand:
• the events of mitosis in animal and plant cells
• the events of meiosis (gametogenesis in animal and
sporogenesis in plant cells)
• the key mechanical and genetic differences
between meiosis and mitosis
After doing this laboratory you should be able to:
• recognize the stages of mitosis in a plant or animal
cell
• calculate the relative duration of the cell cycle stages
• describe how independent assortment and crossing
over can generate genetic variation among the
products of meiosis
• use chromosome models to demonstrate the activity
of chromosomes during meiosis I and meiosis II
• relate chromosome activity to Mendel’s law of
segregation and independent assortment
• calculate the map distance of a particular gene from
a chromosome's centromere or between two genes
using an organism of your choice
• demonstrate the role of meiosis in the formation of
gametes using an organism of your choice, in a
controlled experiment
• compare and contrast the results of meiosis and
mitosis in plant cells
• compare and contrast the results of meiosis and
mitosis in animal cells
15
LAB 4: PLANT PIGMENTS & PHOTOSYNTHESIS
OVERVIEW
In this lab you will separate plant pigments using chromatography.
You will measure the rate of photosynthesis in isolated chloroplasts
using the dye, DPIP. The transfer of electrons during the Iightdependent reactions of photosynthesis reduces DPIP and changes its
color from blue to colorless.
OBJECITVES
Before doing this lab you should understand:
•
how chromatography separates two or more
compounds that are initially present in a mixture
• the process of photosynthesis
• the function of plant pigments
• the relationship between light wavelength or light
intensity and photosynthetic rate
After doing this lab you should be able to:
• separate pigments and calculate their Rf values
• describe a technique to determine photosynthetic
rates
• compare photosynthetic rates at different light
intensities, and different wavelengths of light using
a controlled experiment
• explain why the rate of photosynthesis varies under
different environmental conditions
LAB 5: CELL RESPIRATION
OVERVIEW
Seeds are living but dormant. A seed contains an embryo plant and
a food supply surrounded by a seed coat. When conditions
necessary to begin growth are achieved, germination occurs,
cellular reactions are accelerated, and the rate of respiration
greatly increases. In this laboratory you will measure oxygen
consumption during germination,measure the change in gas
volume in respirometers containing either germinating or
non-germinating pea seeds. In addition, you will measure the
respiration of these peas at two different temperatures.
OBJECTIVES
Before doing this lab you should understand:
• Respiration, dormancy and germination
• how a respirometer works in terms of the gas
laws
• the general processes of metabolism in living
organisms
• how the rate of cellular respiration relates to the
amount of activity in a cell
After doing this lab you should be able to:
• Calculate the rate of cell respiration from
experimental data
• Relate gas production to respiration rate
• Test the rate of cellular respiration in germinating
versus non-germinated seeds in a controlled
experiment
• Test the effect of temperature on the rate of cell
respiration in germinating versus non-germinated
seeds in a controlled experiment
LAB 6: MOLECULAR BIOLOGY
OVERVIEW
In this lab, you will investigate some basic principles of molecular
biology. Plasmids containing specific fragments of foreign DNA
will be used to transform Escherichia coli cells, conferring
antibiotic (ampicillin) resistance. Restriction enzyme digests of
phage lambda DNA will also be used to demonstrate techniques
for separating and identifying DNA fragments using gel
electrophoresis.
OBJECTIVES
Before doing this laboratory you should understand:
• • how gel electrophoresis separates DNA
molecules present in a mixture
• the principles of bacterial transformation
• the conditions under which cells can be
transformed
• the process of competent cell preparation
• how a plasmid can be engineered to include a piece
of foreign DNA
• how plasmid vectors are used to transfer genes
• how antibiotic resistance is transferred between
cells
• how restriction endonucleases function
• the importance of restriction enzymes to genetic
engineering experiments
After doing this laboratory you should be able to:
•
use plasmids as vectors to transform bacteria with a
gene for antibiotic resistance in a controlled
experiment
• demonstrate how restrictions enzymes are used in
genetic engineering
• use electrophoresis to separate DNA fragments
• describe the biological process of transformation in
bacteria
• calculate transformation efficiency
• be able to use multiple experimental controls
• design a procedure to select positively for antibiotic
resistant transformed cells
• determine unknown DNA fragment sizes when
given DNA fragments of known size
.
LAB 7: GENETICS OF ORGANISMS
OVERVIEW
In this laboratory you will use fruit flies to do genetic crosses.
You will learn how to collect and manipulate fruit flies,
collect data from F1 and F2 generations, and analyze
the results from a monohybrid, dihybrid, or sex-linked
cross.
OBJECTIVES
Before doing this laboratory you should understand:
• chi-square analysis of data
• the life cycle of diploid organisms useful in genetics
.
After doing this laboratory you s1wuld be able to:
•
investigate the independent assortment of two genes
and determine whether the two genes are autosomal
or sex-linked using a multi-generation experiment
• analyze the data from your genetic crosses using chi
square analysis techniques
16
Lab 8: Population Genetics & Evolution
Overview
In lab 8 you will learn about the hardy-Weinberg law of
genetic equilibrium and study the relationship between
evolution and changes in allele frequency by using your class
to represent a sample population.
OBJECTIVES
Before doing this laboratory you should understand:
•
how natural selection can alter allelic frequencies in
a population
• the Hardy-Weinberg equation and its use in
determining the frequency of alleles in a population
•
the effects on the allelic frequencies of selection
against the homozygous recessive or other
genotypes
After doing this laboratory you should be able to:
• calculate the frequencies of alleles and genotypes in
the gene pool of a population using the HardyWeinberg formula
•
discuss natural selection and other causes of .
microevolution as deviations from the conditions
required to maintain Hardy-Weinberg equilibrium
LAB 9. TRANSPIRATION
OVERVIEW
In this laboratory you will apply what you learned about
water potential from Laboratory I (Diffusion and Osmosis) to
the movement of water within the plant. You will measure
transpiration under different lab conditions. You will also
study the organization of the plant stem and leaf as it relates
to these processes by observing sections of tissue.
OBJECTIVES
Before doing this laboratory you should understand:
•
how water moves from roots to leaves in terms of the
physical/chemical properties of water and the forces
provided by differences in water potential
• the role of transpiration in the transport of water
within a plant
• the structures used by plants to transport water and .,.
regulate water movement
After doing this laboratory you should be able to
•
test the effects of environmental variables on rates of
transpiration using a controlled experiment
•
make thin section of stem, identify xylem and phloem
cells and relate the function of these vascular tissues
to the structures of their cells
LAB 10: PHYSIOLOGY OF THE CIRCULATORY
SYSTEM
OVERVIEW
In Exercise 10A you will learn how to measure blood
pressure. In Exercise 10B you will measure pulse rate under
different physiological conditions: standing, reclining, after
the baroreceptor reflex, and during and immediately after
exercise. The blood pressure and pulse rate will be analyzed
and related to a relative fitness index. In Exercise 10 C you
will measure the effect of temperature on the heart rate of the
water flea, Daphnia magna.
OBJECTIVES
Before doing this laboratory you should .
understand:
.
.
• the relationship between temperature and rates of
physiological processes
• basic anatomy of various circulatory systems
After doing this laboratory you should be able to:
• measure heart rate and blood pressure in a human
volunteer
• describe the effect of changing body position on heart
rate and blood pressure
• explain how exercise changes heart rate
• determine a human's fitness index
• analyze cardiovascular data collected by the entire
class
• discuss and explain the relationship between heart rate
and temperature
Lab 11. Animal Behavoir
In this laboratory you will observe some aspect of animal
behavior. In laboratory 11A you will observe pill bugs and
design an experiment to investigate their responses to
environmental variables. In laboratory 11B, you will observe
and investigate mating behavior in fruit flies.
OBJECTIVES
Before doing this laboratory you should understand:
• the concept of distribution of organisms in a resource
gradient
• the difference between a kinesis and a taxis
After doing this laboratory you should be able· to:
• describe some aspect of animal behavior, such as.
orientation behavior, agonistic behavior, dominance
display or mating behavior
• Understand the adaptiveness of the behaviors you
studied
LAB 12: DISSOLVED OXYGEN & AQUATIC
PRIMARY PRODUCITVITY
OVERVIEW
In Exercise 12A you will measure and analyze the dissolved
oxygen concentration in water samples at varying temperatures.
In Exercise 12B you will measure and analyze the primary
productivity of natural waters or laboratory cultures as. a
function light intensity.
OBJECTIVES
Before doing this laboratory you should understand:
• the biological importance of carbon and oxygen
cycling in ecosystems
• how primary productivity relates to the metabolism
of organisms in an ecosystem
• physical and biological factors that affect the
solubility of gasses in aquatic ecosystems
• the relationship between dissolved oxygen and the
process of photosynthesis and respiration as they affect
primary productivity
After doing this laboratory you should be able' to:
• measure primary productivity based on changes in
·dissolved oxygen in a controlled experiment
• investigate the effects of changing light intensity primary
productivity in a controlled experiment 17
AP Biology Exam Essay Questions Covering the Required Laboratories
YEAR
LAB #
LAB NAME
1988
2
1989
8
Population Genetics & Evolution
1990
5
Cell Respiration
1991
9
Transpiration
1992
1
Diffusion and Osmosis
1993
10
1994
2
Enzyme Catalysis
1995
6
Molecular Biology
,
Enzyme Catalysis
Physiology of the Circulatory System
(DNA Electrophoresis)
1996
3
Mitosis and Meiosis
1997
11
Behavior
1998
6
Molecular Biology
(Bacterial Transformation)
1999
4
Plant Pigments and Photosynthesis
2000
2
Enzyme Catalysis
2007
2009
Population Genetics and Evolution
12
Dissolved Oxygen and Aquatic Productivity
LABS YET TO BE TESTED
Lab 7: Genetics of Organisms (Drosophila)
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Tips For Writing AP Biology Exam Esays1
DO's
The first thing that you should do is to carefully read the question. The second thing you should do is read the question,
and the third thing you should do is read the question. Be sure that you answer the question that is asked and only that
question, and that you answer all parts of it. If you are given a choice of parts to answer, choose carefully. Don't answer
all parts in that case.
1.
2.
Briefly outline the answer to avoid confusion and disorganization. Pay close attention to the verbs used in the
directions (such as "describe", "explain", compare", "give evidence for", "graph", "calculate", etc.) and be sure to
follow those directions. Thinking ahead helps to avoid scratchouts, astrices, skipping around, and rambling.
3.
Write an essay. Outlines and diagrams, no matter how elaborate and accurate, are not essays and will not get you much,
if any, credit by themselves. Exceptions: If you are asked as a part of an essay on a lab to calculate a number, this part
does not require an essay, but be sure to show how you got your answer (show the formulas you are using, the values
you have inserted into those formulas and display the proper units on the answer); or, if you are asked to draw a diagram
in the question, do so, but be sure to annotate it carefully and thoroughly.
4. Define and/or explain the terms you use. Say something about each of the important terms you use.
The AP Exam will not ask for a list of buzzwords. Use high-level vocabulary but use it in context.
Answer the question parts in the order called for and use the question's labels them ("a", "b", etc.), just like they are
labeled in the question. It is best not to skip around within the question. The essays will appear on separate paper and
will be reprinted in the essay book for you. Answer the questions right where they appear.
5.
6. Write clearly and neatly. It is foolhardy to antagonize or confuse the reader with lousy penmanship.
7.
Go into detail that is on the subject and to the point. Be sure to include the obvious (for example, "light is necessary for
photosynthesis'.'). Answer the question thoroughly.
8.
If you cannot remember a word exactly, take a shot at it--get as close as you can. Even if you don't remember the
name for a concept, describe the concept.
9.
Use a ball point pen with dark black ink. If your ink "bleeds" through to the other side of the paper, don't write on the
back of that page--go to the next one. That will make it make it easier for the reader.
10. Remember that no detail is too small to be included as long as it is to the point. Be sure to include the obvious--most
points are given for the basics anyway.
11. If you use a diagram, carefully label it (it will get no points otherwise) and place it in the text at the appropriate
place--not detached at the end. Be sure to refer to the diagram in your essay.
12. Widen your margins a little. This will make the essay easier for most folks to read.
13. Bring a watch to the exam so that you can pace yourself. You have four essays with about 22 minutes for each
answer. The proctor will not give you time cues. You should have enough time, but keep an eye on the clock just in
case.
14. Understand that this exam is written to be hard. The national average for the essay section will be less than 20 points out
of a possible 40. That is less than 5 points out of a possible 10 on each essay. It is very likely that you will not know
everything. This is expected, but you will know something about each essay. So relax and do the best you can. Write
thorough answers.
1
Many thanks to Louise Huey of D. W. Daniel High School in South Carolina for her suggestions for significant
improvement of this document.
19
15. If you arc asked to design or describe an experiment, include these things:
a. hypothesis and/or predictions--call attention to it by calling it by name or using "if ..... then"
b. identify the independent variable(s)--what treatments will you apply
c. identify dependent variable(s)--what will measure to see if the independent variable had an effect
d.describe how you will measure the independent variable, AND why it will work in this case c. identify several
experimental variables to be controlled, and how you will control them.
e. describe the organism/materials/apparatus to be used--why are each of the parts important?
f. describe what you will actually do (how will you apply the treatment)
g. describe how the data will be graphed and analyzed--how will the rate be determined?
h. state how you will draw a conclusion (compare your results to hypotheses & predictions)
i. Your experimental design needs to be at least theoretically possible and it is very important that your
conclusions/predictions be consistent with I) the principles involved and 2) with thc way you set up the experiment.
Make sure the experiment is internally consistent.
16. If you are asked to draw a graph, include these things:
a. set up the graph with the independent variable (manipulated variable) along the x-axis and
dependent variable (responding variable) along the y-axis.
b. mark off axes in equal (proportional) increments and label with proper units
c. plot points and attempt to sketch in the curve (line).
d. if more than one curve is plotted, write a label on each curve (this is better than a legend)
e. label each axis with the variable name and include the units in which it is measured (CO, min, etc)
f. give your graph an appropriate title (What is it showing? Try: "Y" as a function of "X").
DON'Ts
1. Don't waste time on background information or a long introduction unless the question calls for historical
development or historical significance. Answer the question.--don't rewrite it!!
2.
Don't ramble--get to the point, and don't shoot the bull--say what you know and go on to the next question. You
can always come back if you remember something.
3.
Don't use a pencil, and don't use a pen with an ink color other than black. Don't use a felt-tip pen because the ink seeps
through the page and makes both sides of the paper hard to read. Don't scratch out excessively. One or two lines through
the unwanted word(s) should be sufficient, and don't write more than a very few words in the margin. Finally don't write
sloppily. It is easy for a grader to miss an important word when he/she cannot read your handwriting.
4.
Don't panic or get angry because you are unfamiliar with the question. You probably have read or heard something
about the subject--be calm and think.
5.
Don't worry about spelling every word perfectly or using exact grammar. These are not a part of the standards the
graders use. It is important for you to know, however, very poor spelling and grammar can hurt your chances.
6.
There is no need to say the same thing twice. While introductory paragraphs may be important in formal essays for
English class, on the AP Exam they are a waste of valuable time. This also goes for restating the question. Don't restate
it, just answer it.
7.
If you are given a choice of two or more topics to write about, understand that only the first one(s) you write about will
count. You must make a choice and stick with it. If you decide that your first choice was a bad one, then cross out that
part of the answer so the reader can easily tell which part(s) you wish to be considered for credit.
8.
Don't leave questions blank. Remember that each point you earn on an essay question is the equivalent of two correct
multiple choice questions, and there is no penalty for a wrong guess, baad spelig; or bad
grammar. Make an effort on every question! Don't Quit!
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Classroom Regulations
1.
Classes and laboratory sessions will begin promptly, so please enter the classroom quickly, go directly to
your seat, and prepare for class. When the bell rings at the end of the period, please remain in your seat until
dismissed.
2.
Talking or other misbehavior while another student or the teacher has the floor reflects a lack of respect for
the teacher and fellow students and should not be tolerated by anyone in the class. In that same spirit of
encouraging mutual respect, to respond in a negative or sarcastic manner to another student's questions,
answers or comments is always inappropriate. Remember, no "put-downs".
3.
Please do not to enter any drawer, cabinet or closet, or handle any equipment on the counter tops without the
expressed permission of a teacher. Please treat the plants and animals in the room with care. Please don't tap on
their glass enclosures, and never open their enclosures or feed them without Mrs. Cochran's supervision.
4.
Please be careful to pick up any trash in and around your desk at the end of the period, and put it in the trash can
on your way out. You should also be sure to push in your chair as you leave so that other people can move
easily through the aisle.
5.
Be sure to use your breaks and the time between classes for visits to the bathroom, water fountain. and pencil
sharpener.
6.
You may not eat any food or candy, or drink soft drinks in the classroom unless it is at a teacher's
invitation during a meeting. You may bring drinking water to class as long as it is in a closed container.
7.
You are required to have a notebook in which you keep all class notes, tests, homework, assignments, and
lab write-ups. For AP Biology you will need a large loose leaf notebook with a minimum of 1 inch rings
(2-inch rings are strongly recommended for AP Biology. (requirement subject to change)
8.
Bring your AP notebook, tablet and your own Campbell book to class every day. I know the textbook
is heavy but bring it anyway.
9.
Your safety in the lab is of upmost importance to Sargent High School. Listen carefully to all instructions and
then follow them. If you break some glass, don't pick it up. Notify the teacher and then go get the broom and
dust pan. If you should spill water or other liquids on the floor of counter top, get a sponge or mop to clean it
up. If you or a fellow student should get cut, burned or injured, you are required to let the teacher know
immediately to receive prompt first aid. Be sure to wash your hands if you think that they may have come
into contact with another person's body fluids.
10. If you are absent from a class period in which a test is given, you must make up the test at the earliest
opportunity. Unless illness or personal difficulties (these must be confirmed by a parental note) have prevented
you from studying thoroughly, you are expected to be ready to take the test as soon as you return to school. This
may mean the very same day. Remember, if you know ahead of time that you will miss a test, you must notify
Mrs. Cochran immediately.
11. Whenever you are aware ahead of time that you will miss a class in which a test will be given or an assignment
will be due, make arrangements to take the test or turn in the assignment before you leave. This would of
course apply to all athletic event absences, doctor's appointments, etc ..
12. After they are graded, all major tests will be taken home and signed by a parent. The parent signature will
count as a homework grade (5 points) as will the test corrections (5 points). AP Biology test essays that have
received less than 90% of the possible points must be completely rewritten. Those essays with 90% or better
need only their weak areas or sections rewritten. Corrections of written questions will be on separate paper
attached to back of the test.
13.
Keep all your major tests. They will be helpful in studying for the AP Exam in May.
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14. It is your responsibility to make every effort to make up the work missed due to absence from class. It is to
your advantage to do so. As a member of extracurriculuar activities you must use your free time wisely to study
for tests and to do your assignments because you will have less time and energy after school.
15. On several occasions, a substitute teacher will be called upon to fill in for Mrs. Cochran.
Every student is expected to treat this visiting teacher with the full measure of respect and helpfulness
extended to any teacher or honored guest.
19. During laboratories, you are to wear safety glasses whenever we are working with any chemicals,
glassware or a heat source. Remember, any accidental (or otherwise) spillage, breakage, wound, or other
mishap should be immediately reported to Mrs. Cochran.
20. The Honor System will be rigidly enforced in this class. The work that you present must be your own.
This includes almost all homework assignments, all lab write-ups, and essays, and, of course, tests and
quizzes. Copying another student's work will be treated as a possible violation of the Honor Code. If you
are not sure if some action you are considering mayor may not be a violation of the Honor Code, ASK! Be
certain that you do nothing during a test or quiz that would bring your integrity into question. Also, when
writing papers, homework assignments, and/or extra credit where you have had to consult a source other
than your textbook, be sure to give credit by proper reference citation to the author(s) of your source(s),
and include all the bibliographical information.
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