AP-BIOLOGY – SYLLABUS (Revised)
September 2009–June 2010
E. Gonzalzles-Instructor
E-mail: eddiegonzalzles@cps.k12.il.us
Website: www.morganparkcps.org
Phone: Main Office773-535-2550
Biology Office: 773-535-2644
Office Hours: Monday—Friday
7:45am—2:36pm
1ST AP Biology /IB Biology
2nd IB Biology
4th Biology
5th Biology
DESCRIPTION: (1) Credit for the course.
Students in higher level biology will develop a conceptual framework for modern biology to help
them gain an appreciation of science as a process. Essential to this understanding is the
following: 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; an application of biological and critical thinking to environmental and social concerns.
There are four basic biological concepts that run throughout the course: structure and function,
universality versus diversity, equilibrium within systems, and evolution.
Classes meet every day for 46 minutes. Lab periods will require two class sessions of 92
minutes, to complete required labs. Additional needed lab time is assigned to after school for 92
minutes on Mondays and Wednesdays.
THEMES and CONCEPTS: There are 12 units in this course. Each unit will have lecture,
animation analysis, lab work, vocabulary, discussion on how the topic is relevant to our lives, and
at least one practice Free Response Question (FRQ). We will finish each unit by relating the topic
to as many themes of AP Biology as we can. The following lists the eight major themes identified
by the AP Biology Development Committee:
1. Science as a Process– Students will engage in a project to demonstrate the use of the scientific
method to solve a problem.
2. Evolution–Students will compare ecological time with evolutionary time and examine how they
correspond.
3. Energy Transfer– Students are asked to describe the movement, conversion, and storage of
energy within an ecosystem, usually originating with the sun, then stored and converted to
chemical energy by autotrophs and then passed on to heterotrophs and lost as heat.moving
through the trophic levels.
4. Continuity and Change– Students are asked to consider how specific changes to an ecosystem
(geological, climatic, introductions of new organisms) can affect the organisms that live
within it,
5. Relationships of Structure to Function– Students consider how organisms are physically
adapted to survive and reproduce in their environment.
6. Regulation– Students are to understand how an organism’s regulatory mechanisms (such as
those that control body temperature) serve to aid or hinder its survival in particular
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environments.
7. Interdependence in Nature– Students will evaluate how organisms interact within their
environment, and how they cannot survive without such interactions.
8. Science, Technology and Society– Students are asked to consider how the population growth of
human beings has influenced local ecosystems throughout history, and how it continues to
do so, even to the extent of affecting the entire biosphere.
LABORATORY ----REQUIREMENTS: Class fee per year is $30.00
Laboratory assignments offer the opportunity for students to learn about problem solving, the
scientific method, the techniques of research, and the use of scientific literature. As a standard the
AP Biology Development Committee has produced a set of 12 laboratory exercises to provide a
standard with which we can begin integrating laboratories more efficiently into the AP Biology
curriculum. We will do all 12 of the labs in addition to smaller class labs; such as, dissection
specimen: earthworm, frog, fetal pig, dogfish shark, and cat. Observation/ drawings of preserved
slides: protozoan, onion root tip, mitosis, meiosis cells.
RESOURCES:
TEXT:
Laboratory Manuel
AP Edition, Biology, 7th Edition 2005
Investigating Biology– 3rd Edition
Campbell, Reece, & Mitchell
Morgan and Carter
Interactive Study Partner with the textbook
Review Guide: Biology (Cliff’s AP), Pack, Philip E., can be purchased at places like
http://www.amazon.com for cheaper prices.
Newspaper articles, Internet, Journal articles
Illinois State Standards: Biology is based on the Illinois Learning Goals 11-13:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to
investigate
State Goal 12: Understand the fundamental concepts, principles and interconnection of the life,
physical and earth/space.
State Goal 13: Understand the relationship among science, technology and society in historical
and contemporary contexts.
www.isbe.state.il.us/ils/science/standards.htm
Materials:
Pen and Pencil
Scientific calculator, Lab notebook, graph format
Essay notebook (bound composition)
Colored pencils (small set)
3-ring binder/ folder to organize notes and handouts (3 inches)
Tutorial sessions are available for students before or after school. Saturday school sessions are
available for making up missed assignments, tests, quizzes, labs, and projects.
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GRADING SCALE:
Tests
Labs/ Design labs, projects
Class work
Midterm/ Final exams
Homework
Quizzes
Binder/Notebook
15%
15%
25%
15%
10%
15%
5%
100-90 (A)
89-80 (B)
79-70 (C)
69-60 (D)
59-00 (F)
AP EXAM FORMAT
The exam is three hours long and divided into two sections.
Section I: 100 multiple-choice questions, 80 minutes = 60%
Section II:
a) you get 10 minutes to read the FRQ’s and make answer outlines
b) Four Free Response Questions (FRQ), 90 minutes = 40%
We will discuss more details about the exam and review test taking strategies throughout the year.
For more information and sample exam questions, check out this website:
www.collegeboard.com/ap/student/biology/index.html
MAJOR TOPICS IN AP BIOLOGY
1. Molecules and cells
25%
The Chemistry of Life 7%
·
Water
·
·
·
Free energy changes
·
·
Cells
10%
·
·
·
·
Membranes
·
·
·
·
·
Cell Energetics
Coupled reactions
LAB TOPICS
1. Diffusion and Osmosis
Properties of water lab
Organic molecules in organisms
Building Macromolecules
Enzymes
2. Enzyme catalysts
Microscope study-use of microscopic
Prokaryotic and Eukaryotic
cell/measurement: cheek, onion, plant
Zebrina, Elodea
Sub-cellular organization
Examining Protists
Cell size and diffusion
Cell Cycle and its regulation
3. Mitosis and Meiosis
8%
Fermentation and cellular
respiration, Measuring CO2 levels of
Yeast
Photosynthesis
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·
4. Plant pigments and Photosynthesis
5. Cell respiration
2. Heredity and Evolution
Heredity
·
Meiosis and gametogenesis
·
Eukaryotic chromosomes
·
·
Molecular Genetics
·
·
·
·
·
25%
8%
Probability lab- flip a coin
Inheritance patterns
6. Molecular biology
DNA models-kits
RNA and DNA structure and function
DNA extraction of Wheat Germ
DNA sequencing lab-paper lab
9%
Gene regulation
Mutation
Viral structure and replication
7. Genetics of Organisms-Fruit fly lab
Nucleic acid technology and application
Evolutionary Biology
8%
8. Population Genetics and Evolution
Early evolution of life
Hardy-Weinberg
·
·
·
Evidence for evolution
Mechanisms of evolution
3. Organisms and Populations
50%
Diversity of organisms
8%
·
·
·
Survey of the diversity of life
·
Phylogenetic classification
·
Evolutionary relationships
Structure and Function of Plants and Animals
Dissections: Earthworm
Crayfish, Grasshopper, Clam, Perch
Evolutionary patterns
Frog, Fetal Pig
32%
Reproduction, growth and development
9. Transpiration
Structural, physiological and
behavioral adaptations
10. Physiology of the responses to the
environment
Ecology
10%
Population dynamics
11. Animal behavior
Communities and ecosystems
12. Dissolved oxygen and Global issues
Aquatic primary productivity
Dissection: Dogfish Shark, cat
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AP BIOLOGY COURSE SCHEDULE
UNIT/TIME
September
(1 week)
Scientific
Process
September
1.
Biochemistry
(2 weeks)
2. Cell
Structure and
Function
(2 weeks)
CHAPTERS
Intro to AP Biology
Chapters 1-2
Vocabulary pretest
Chapters 2-6
Chapters 7-8,12, 20
Vocabulary- Post-test
Evolution connection
Summarization of
key concepts
Progress
Report (5th
week)
TOPICS
Outline and define 8 major themes.
Scientific Method: steps and controlled
experiments.
Design an experiment to test the affect if salt on
water’s boiling and freezing points
(purpose is here is not to have great discovery but
to carry out a controlled experiment)
Activity: Mystery Box, Connections
The Chemistry of Life (11A, 12A, 13A)
Chemicals, Carbon Compounds, Water Properties,
Acids and Bases, Functional Groups , Enzymes,
Regulators and Inhibitors & Macromolecules
Lab 2: Enzyme Catalysis- 2days
Activity: Toothpickase 1 days
Activity: Graphing Metabolism Rates
Lab: Enzyme Pectinase-Jello Lab-2 days
Cells (10%); Prokaryotic–eukaryotic cells;
Membranes; Organelle structure and function;
Membrane structure and function; Membrane
transport in depth;
Endosymbiosis and 1st eukaryotes; Using
mitochondrial DNA to analyze human evolution
and migration of early hominids;
Cell cycle and its regulation.
Lab 1: Diffusion and Osmosis -4 days
Activity: Techniques for Better Microscope Use
Activity: Cell Commercial Presentation
Lab 3: Mitosis and Meiosis-Onion root tip 2 day
Activity: Modeling meiosis using cardboard
chromosomes.
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3. Cellular
Energy
Transfers
(3 weeks)
Chapter 9 & 10
Summarization of
key concepts
#3 Vocabulary test
Report card
pick-up
Nov.14,2008
4. Genetics
(3 weeks)
5. Molecular
Biology
(2 week)
6.Evolutionary
Biology
(2 weeks)
Progress
Report
7. Taxonomy
including
Chapter 13, 14, 15,
16,19, 20
Vocabulary
(5 weeks)
Heredity (8%) Meiosis and gametogenesis;
Eukaryotic chromosomes; Inheritance patterns
Lab 7: Genetics of Drosophila
Molecular genetics (9%)
#4 Vocab test
Lab 6: Molecular Biology
Chapter 22,23,24,25
Vocabulary
Chapters 26,27,28,29
(viruses, prokaryotes,
protista, fungi)
Cellular energetics (8%); Coupled reactions;
Fermentation and cellular respiration;
Photosynthesis
Activity: Paper Chromatography-1day
Lab 4:Plant Pigments and Photosynthesis- 1 day
Lab 5: Cellular Respiration -1 day
Activity: Fermentation Balloon Lab ( choose
independent variable to test using yeast , sugar
source, test tubes and balloons) 1 day
#5 Vocab test
Population dynamics, Evolutionary Biology (8%)
Activity: Population Genetics
Activity: Hardy Weinberg Equilibrium
Lab 8: Population Genetics and Evolution
Evolutionary Patterns, Survey of the diversity of
life, Phylogenetic classification, Evolutionary
relationships (8%);
Activity: Protista pond water identification
1st Semester
Jan.23,2009
8. Survey of
Plants –1 week
Chapter 30
Survey of four main plant divisions: Bryophyta,
Pterophyta, Gymnosperm, Angiosperm.
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9. Plant
Structure/
function
(2 weeks)
Chapters 35–39
Vocabulary
10. Animal
Diversity
(3 weeks)
Progress report
Chapters 40,
41,42,43 44
11. Animal
structure and
function
(mostly human
systems)
(5 weeks)
Report Card
pick-up
April 4, 2009
Structure & Function of Plants and Animals 32%
Lab 9: Transpiration 4 days
Activity: Plant and seed identification using a
dichotomous key
Activity: Leaf structure, stomata (Zebrina), Elodea
Physiology Response to environment
Lab 11: Behavior –habitat selection 1 day
#6 Vocab test
Chapters 45,46,48,49
Vocabulary
Lab 10: Physiology and Circulatory system 3days
Daphnia- 1 day
Activity: Goldfish blood vessels in tail-1 day
Reproduction, growth, development;
#7 Vocab test
12. Ecology
(2 weeks)
Chapter 50-54
Ecology (10%); ( 11A, 12A, 13A) and Behavior:
Communities and ecosystems, Global issues
Lab 12: Dissolved Oxygen and aquatic primary
productivity
CLASS EXPECTATION and REQUIREMENTS:
REMEDIATION/ ASSISTANCE POLICIES:
Each student will complete the following: common assessments, weekly laboratory experiments,
laboratory reports, laboratory fee $30.00, homework assignments, and special projects.
REMEDIATION:
Tutorial sessions are available for students before and after school at no cost to the student.
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Science fair project tutoring will be completed during the Science Club.
Missed Tests, Quizzes, Labs, and Projects – If a student misses a test, quiz, or lab for a CPS
approved excuses; they will have to make it up during tutoring sessions; immediately following
the assignment. If the student fails to attend the tutoring session they will receive a zero for the
test, quiz, lab, or project. Students may re-test on any tests where the score is below 60%.
ATTENDANCE POLICY & HOMEWORK POLICY:
Please follow the Student Code: In accordance to Chicago Public Schools Policy and as outlined
in the Parent Letter, and distributed by the class instructor.
Late work – due to a CPS approved absence make be submitted within two days of your return.
EXPECTIONS:
Attendance – This is a lab intensive and discussion driven course. Therefore it is essential that
your child maintains good attendance. This includes coming to class on time and prepared
everyday.
Student Responsibilities When Absent:
 It is also the student’s responsibility to get any class notes or discussion information
missed.
 It is the student’s responsibility to contact the instructor and determine what work was
missed while absent this includes class notes, homework assignments, tests, quizzes, labs,
and projects.
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