Advanced Placement Biology: Narrative

Advanced Placement Biology:

Narrative: Through this course, you will study biology at a higher level than the pre-AP biology course you have taken previously. This course is recommended for those students who have high interest in biological topics ranging from the medical field to environmental studies.

Your study will begin with macromolecules scaffolding your knowledge to a “whole picture” understanding of ecological concepts. Each unit of study will include an integration of the following themes: science as a process, evolution, energy transfer, continuity and change, relationships to structure and function, regulation, interdependence in nature and science, technology, and society. Although the content may change from the molecular level to whole organism study, these themes will be highlighted in each unit. Some examples of how these themes will be studied follow: Science as a process is seen in the methods scientists have experimented or tested possible hypothesis and supported by factual evidence. Evolution will be studied in separate chapters as well as throughout each unit. This includes the evolution or change of understanding over time, micro-evolution through embryonic development, as well as macro-evolution moving from one species to another.

Energy Transfer is seen not only in food chains or life cycles on the organismal level but also the energy needed for cellular processes to continue to support the whole organism. Continuity and change because change is essential to maintain diversity and survival of a species.

There are aspects of biology that must remain constant for the continuation of populations throughout the earth. Relationships to structure and function are studied from each aspect of biology, whether it is macromolecule structure and its function within a chemical reaction to the development of an animal’s digestive tract and the nutritional needs of that animal. Regulation can be seen in the methods organisms and processes maintain homeostasis. Interdependence in nature is simply observed by the symbiosis plants have with nitrogen fixing bacteria. Not only are you looking at two organisms but also cycles that occur in nature to benefit organisms. Science, Technology, and Society has flourished in your life time. Through science and technology, not only have our lives become “more automatic,” but also the investigation of genetics in our criminal system, the understanding of genetic disorders, and the changes to farming procedures have greatly changed our society.

There is also a lab portion of the course. There are twelve College Board required labs which include the following: (1) diffusion and osmosis, (2) Enzyme Catalysis, (3) Mitosis and Meiosis, (4) Plant Pigments and Photosynthesis, (5) Cellular Respiration, (6) Molecular

Biology, (7) Genetics, (8) Population Genetics, (9) Whole Plant Transpiration, (10) Physiology of the Circulatory System, (11) Animal

Behavior, (12) Dissolved Oxygen and Aquatic Primary Productivity. You will find additional labs that we will cover throughout the syllabus.

These labs will incorporate previously learned material from biology courses, physical science courses, chemistry courses as well as an integration of technology.

Average:

Your grade will be weighted by test, daily, and lab reports. Test grades will count as fifty percent of your total average. Tests grades will include research projects, research papers, and chapter tests. Daily work will count as thirty percent of your total average. Daily grades will homework, quizzes, and in-class assignments.

Lab reports will count as twenty percent of your total average. Lab reports will include a type written report that highlights the following:

• Hypothesis

• Control Group or Baseline

• Independent Variable

• Dependent Variable

• Constants

• Data analysis of experiment (with the appropriate graph)

• Conclusion (discussion of accepting or rejecting hypothesis based upon findings)

Quizzes:

Each week you will have a minimum of one quiz over the homework and in-class assignments. These quizzes will include questions in an

AP style multiple choice format, short answer, or essay.

Projects and Research Paper:

During each nine weeks, you will be required to complete a research project or paper. All research papers or projects will include a bibliography page that is type written in 12 point font, Times New Roman, and MLA format. Other requirements of the paper or project will be included in the assignment and rubric.

Semester Exam:

Your semester exam will be comprehensive and will include 100 multiple choice questions and 2 essays. This exam will be in comparison of your AP biology exam. The type of questioning will include themes of biology. It is essential that you learn the units we cover from varying view points and degrees of application.

Complete Bibliography:

1.

Berthelsen, Barbara. AP Biology Multiple-Choice & Free Response Questions in Preparation for the AP Biology Examination, 4e.

United States. D&S Marketing Systems, Inc. 2001

2.

Campbell, Neil and Reece, Jane. AP edition Biology 7e. San Francisco. Pearson Benjamin Cummings. 2005

3.

Campbell and Reece. Preparing for the Biology AP Exam with Biology, Seventh Edition. San Francisco. Pearson. Benjamin

Cummings. 2005.

4.

“Campbell Biology.” Pearson/BenjaminCummings.com. 2004. February 12, 2007 http://occawlonline.personed.com/sms_files/campbell6e_aw/login.html

>.

5.

Carson, Rachel. Silent Spring. Boston. Houghton Mifflin Company. 1962

6.

Colborn, Theo. Et al Our Stolen Future. New York. Penguin Books, Ltd. 1997

7.

College Board. Biology Lab Manual for students. United States. College Board. 2001

8.

Vernier Software and Technology. Biology with Computers. United States. Vernier Software and Technology. 2003.

I. Molecules & Cells (completed the 1 st

A. Biological Chemistry

1. Water & Organic Molecules in organisms

C. Energy Transformation

1. ATP, energy transfer, coupled reactions, chemiosmosis

2. Fermentation and Cellular Respiration

9 weeks)

2. Chemical Reactions, free energy changes & enzymes

B. Cells

AP Biology Unit

1. Prokaryotic and Eukaryotic Cells

2. Structure and Function of Cell Membranes

3. Subcellular Organization

4. Cell cycle (mitosis) and its regulation

Text

Chapter

2-5

8

6

7

6

12

8

9

Activities & Assignments

• chapter readings

• nutritional needs research assignment


• reading quizzes







• organelle advertisement



• Design mitotic cell division action/story based upon learning style





• analogous story

Laboratories

• Macromolecule Identification lab

• Enzyme Catalysis (2)

•

Gram staining

•

Diffusion/Osmosis (1)

• Mitotic Division Identification in Plant Cells

* Cell Respiration (5)

- Vernier Sensors

3. Photosynthesis

II. Genetic and Evolution (completed the 2 nd

9 weeks)

A. Molecular Genetics

1. RNA and DNA structure and function

2. Eukaryotic chromosomal structure, nucleosome, transposable elements

3. Regulation of gene expression

4. Mutation

5. Nucleic acid technology and applications

B. Heredity

1. Meiosis and gametogenesis

10

16

15, 18

19

16

20

13





• Reading of Historical

Scientist

Contributions

Griffith

Avery

McCarty

McLeod

* Making Protein Activity






• Research Paper using

Historic References to genetic mutation





• Piecing together

Karotypes with variations

• Make changes from

Mitotic Action to

• Plant Pigments &

Photosynthesis lab (4)

- Vernier Lab Pro

• Bacteria Transformation (6)

• Gel Electrophoresis (6)

2. Inheritance patterns

3. Chromosomes, genes, alleles, interactions

C. Evolution

1. Origin of Life

2. Evidence for evolution

14, 15

14,15

26

22, 26 appropriately represent Meiosis



• Monohybrid, Dihybrid crosses

• Case studies on inheritable diseases report



* Chi Square Lab

- corn analysis

- M&M analysis

• Fruit Fly Lab (v) (7)

- virtual lab





• out of Africa Map and

Research Paper



3. Mechanisms of Evolution

III. Organisms and Populations

(completed the 2 nd

Semester)

A. Principles of taxonomy and systematics, sixkingdom system

B. Survey of Monera, Protista, and Fungi, plants and animals including diversity, classification, and evolutionary relationships

C. Plants

1. Structure and physiology of vascular plants

2. Reproduction, growth, and development

22,23,

24

26

27-34

•

•

•

• chapter readings reading quizzes chapter readings reading quizzes

35, 36,

37

38 & 39



• pictorial summary of plant structures project


Plant Structure Identification

Lab

3. Response to the environment

D. Animals

1. Structure and function of tissues, organs, and systems, and homeostasis

2. Gametogenesis, fertilization, embryology, and development

3. Response to the environment

E. Ecology (review of summer project)

1. Population dynamics

2. Communities and Ecosystems

3. Global Issues

Text Chapters from: Biology 7e by Campbell & Reece

39

40-45,

48, 49

46, 47

51










50, 52

53

54







• Assigned readings

Silent Spring

Our Stolen

Future

Whole Plant Transpiration (9)

Physiology of the Circulatory

System (10)

Dissovled Oxygen and Aquatic

Primary Productivity (12)

- Vernier Senors

Population Genetics (8)

Animal Behavior (11)

Laboratories

Diffusion & Osmosis (1)

Enzyme Catalysis (2)

Mitosis & Meiosis (3)

Laboratory Objectives

•

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

• 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

• Make a hypothesis and then evaluate the validity of that hypothesis based on collected data

• 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 Mendelian segregation and independent assortment

• Demonstrate the role of meiosis in the formation of gamete or spores in a controlled experiment using an organism of your choice

• Calculate the map distance of a particular gene from a chromosome's center for between two genes 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

Lab time

*Lab type

2

2

2

S

S

S

Laboratories

++Plant Pigments &

Photosynthesis (4)

Vernier Sensors

++Cell Respiration (5)

Vernier Sensors

++Molecular Biology (6)

Bio Rad Bacteria

Transformation

And Bio Rad Gel

Electrophoresis

(3 days for each lab at different times within the course)

Genetics of Drosophila (7)

Population Genetics (8)


• Separate pigments and calculate their Rf values

• Describe a technique to determine photosynthetic rates

• Compare photosynthetic rates at different temperatures, different light intensities, and different wavelengths of light in a controlled experiment

• Explain why the rate of photosynthesis vary under different environmental conditions

• Students will design their own experiment using the information they have learned concerning photosynthesis to determine not only the rate of photosynthesis under different environment conditions but also determine if their plant would fall under a typical photosynthesis pattern or an alternative pathway.

• Test the effects of temperature on the rate of cell respiration in ungerminated versus germinated seeds in a controlled experiment

• Use a carbon dioxide gas sensor to measure the concentration of carbon dioxide

• Calculate the rate of cell respiration from experimental data

• Relate gas production to respiration rate

• Use plasmids as vectors to transform bacteria with a gene for antibiotic resistance in a controlled experiment

• Demonstrate how restriction 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

•

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 chi-square analysis techniques

• Describe the different types of insect mating behaviors

• Calculate the frequencies of alleles and genotypes in the gene pool of a population using the Hardy-Weinberg formula

• Discuss natural selection and other causes of microevolution as deviations from the conditions required to maintain Hardy-Weinberg equilibrium

Lab time

*Lab type

1

1

3

2

2

S

S

S

V

S

Laboratories

Whole Plant Transpiration

(9)

( week long data collection, with one day of data analysis )

Physiology of the

Circulatory System (10)

Vernier Sensors

Pillbugs (11)

Dissolved Oxygen &

Aquatic Primary

Productivity (12)

Vernier Sensors

Macromolecule

Identification Lab

Gram Staining

( 3 day incubation period and colony observation, 1 day actual staining )

Chi Square Lab

corn analysis

M&M analysis


• Test the effects of environmental variables on rates of transpiration using a controlled experiment

• Make thin sections of stem, identify xylem and phloem cells, and relate the function of these vascular tissues to the structures of their cells

• 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 pooled cardiovascular data

• Discuss and explain the relationship between heart rate and temperature

• Describe some aspects of animal behavior, such as orientation behavior, agnostic behavior, dominance display, or mating behavior

• Understand the adaptiveness of the behaviors you studied

• Measure the effects of environmental variables on habitat selection in a controlled experiment

• Make a hypothesis and then evaluate the validity of that hypothesis based on collected data

• Measure primary productivity based on changes in dissolved oxygen in a controlled experiment

• Investigate the effects of changing light intensity and/or inorganic nutrient concentrations on primary productivity in a controlled experiment

• Determine whether specific nutrients are present in a solution of unknown composition.

• Perform chemical tests using substances called indicators.

• Students will use the gram staining method to stain bacteria that they have collected from around the school.

• From the analysis of the test, students will determine if the bacteria is gram positive or negative and determine the physical structures of the cell.

• The students will be able to determine the chance of a particular event occurring through the use of dice, ears of corn, etc.

• Students will be able to determine using the chi-square analysis if an event occurred by chance.

• Students will be able to complete the chi-square test using Excel.

Lab time

1

1

1

1

1

1

2

*Lab type

S

S

S

S

S

S

S

Laboratories Laboratory Objectives

Lab time

Plant Structure

Identification Lab

• Identify plant structures ranging from alternative root systems, root internal structures and cells, alternative stem systems, stem structures and cell, primary and secondary growth structures, leaf systems, internal leaf structures and cells.

• Understand the adaptiveness of plant structures for survival

*Lab Type: S = student conducted or V = Virtual (Computer Simulation)

1

Lab time

(number of 50 minute periods) = # of class days

++After school requirements: there will be an after school requirement for students to complete the following labs: gel electrophoresis, photosynthesis, and cellular respiration

*Lab type

S

Advanced Placement Biology: Narrative

*Lab Type: S = student conducted or V = Virtual (Computer Simulation)

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