Advanced Placement Biology Syllabus 2014-2015 Teacher: Ms. Casey Dziuba Email: cdziuba@dadeschools.net Purpose of Course AP Biology is a high school course designed to be equivalent to a two-semester college introductory biology course usually taken by biology majors during their first year and follows the guidelines established by the College Board. The course aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. In AP Biology there is an emphasis on connecting different topics into several overarching themes or big ideas. Throughout the course, laboratory work will be utilized to connect these big ideas and to solidify student comprehension by putting newly acquired knowledge into action. Critical thinking and problem solving activities will be the main emphasis of these laboratory activities, which require students to anticipate experimental results when changing specific variables within the lab set up. Students will have an assignment from this class every day. These assignments may range from reading and outlining a chapter, to completing a lab report, to reviewing for a test, or another assignment. After completion of the course, skills and knowledge of biology measured throughout will be finalized by taking the AP Biology exam. The Advanced Placement Biology exam is scheduled for May 2015. You are required by the school and district to take this exam. There will be a mock exam that will help to better prepare you for the real exam and this is mandatory for all students in the advanced placement program. This exam is not easy unless you are prepared. In order to be successful in this course you must plant to spend 1-3 hours every day studying for this class. Academic commitment, effort and enthusiasm are all things required for success in this course! Course Prerequisites Students must have completed and received a grade of B or better in their core science course requirements including: earth & space science, biology, and chemistry. The students must also have already taken and passed with a grade of B or better algebra 1 and geometry. The Florida s Comprehensive Assessment Test (FCAT) scores will also be used for placement. Textbook: Campbell, Neil and Reece, Jane B. 2011. AP Edition Biology, Ninth Edition, San Francisco, CA: Pearson Benjamin Cummings.
Required Materials: 1. A composition notebook for lab work 2. Notebook or 3-ring binder for class notes 3. Black or Blue Pens and Pencils Curriculum Framework: The revised AP Biology curriculum allows students to spend more time understanding biological concepts by using essential science practices. This in turn makes it easier for students to develop and refine testable explanations and predictions of natural phenomena. The key concepts and related content that define the revised AP Biology course and exam are structured around the four big ideas and the enduring understandings identified in the Curriculum Framework. The four big ideas, or underlying principles, are as follows: BIG IDEA 1: The process of evolution drives the diversity and unity of life. BIG IDEA 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. BIG IDEA 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. BIG IDEA 4: Biological systems interact, and these systems and their interactions possess complex properties. Students will be given a copy of the big ideas and enduring understandings and will be expected to self-monitor mastery of these major organizing tools. The big ideas and enduring understandings will also be posted on the AP Biology course page of the school website. As new topics are introduced throughout the year, they will be related back to prior chapters and tied into the different big ideas. In addition, the big ideas and enduring understandings will be posted in the classroom. As connections are made across big ideas, these will be referred back to through class discussions and higher order thinking questions. Topics will be physically posted and connected to the big ideas to visually building a web of interconnectedness as the course progresses. In addition, students will be given self quiz questions to evaluate their progress and understanding of the topic being discussed in class. Self quiz questions will be utilized to tie together the big ideas and enduring understandings as the course progresses. The learning objectives for AP Biology will be utilized as a way to aid students in learning biological content through the use of specific scientific process skills. At least one of these skills will be practiced each class period and utilized as ways to introduce the subject area content. Curriculum Schedule READINGS: Class readings will come from the Campbell Biology textbook as well as additional resources assigned in class. ACTIVITY/LABS: Activities and lab will range from a single day lab to a week-long lab. Labs and activities will be taken from the AP Biology Lab Manual. ASSESSMENT: Assessments given in class will mimic the AP exam and will be composed of a variety of question types including multiple choice, mathematical problems or written responses.
Week Of Topic Campbell Readings Labs/ Activities August 18 Introduction Summer Packet Summer Reading Test Summer project presentations August 25 Chemistry of Life Macromolecules 4.1-4.3 Macromolecule Modeling Activity September 1 Cell Transport 7.1-7.5 Potato Osmosis Lab September 8 Cell Structure and Function 6.1-6.7 Microscope Lab and Mini- Posters: Comparison of different cell types September 15 Metabolism 8.1-8.5 Enzyme Catalysis Lab Pineapple Enzyme Activity September 22 Cellular Respiration 9.1-9.6 Cellular Respiration Lab September 29 Cellular Respiration 9.1-9.6 Yeast Fermentation Demonstration October 6 Photosynthesis 10.1-10.4 Photosynthesis Lab October 13 Cellular Reproduction 12.1-12.3 Plant Cell Mitosis Microscope Observation Activity October 20 Cellular Reproduction 13.1-13.4 Sordaria Meiosis Lab October 27 Mendel s Gene Idea 14.1-14.4 Population Genetics Lab Using FastPlants November 3 Mendel s Gene Idea 14.1-14.4 Chi Square Calculations November 10 Chromosomal Bases of 15.1-15.5 Karyotype activity Inheritance November 17 Molecular Basis of 16.1-16.2, 17.1-17.3 K NEX Modeling Kit Inheritance November 24 From Gene to Protein 17.4-17.6 Transcription and Translation Practice Questions December 1 From Gene to Protein 17.4-17.6 PBS Video and class discussion on gene based medicine. December 8 Regulation of Gene Expression 18.1-18.5 Lactose Intolerance Case Study December 15 Regulation of Gene Expression 18.1-18.5 Learn Genetics Utah: Lick Your Rats December 23 Winter Break 19.1-19.2, 20.1-20.2, Concept Map Assignment 21.1-21.5 December 30 Winter Break 22.2, 22.3, 23.1 (469- Concept Map Assignment 472)-23.4 January 5 Virus/ DNA Technology, Genomes and their Evolution 19.1-19.2, 20.1-20.2, 21.1-21.5 DNA Gel Electrophoresis Lab
January 12 January 19 January 26 Virus/ DNA Technology, Genomes and their Evolution Descent with Modification, The Evolution of Populations Descent with Modification, The Evolution of Populations 19.1-19.2, 20.1-20.2, 21.1-21.5 22.2, 22.3, 23.1 (469-472)-23.4 22.2, 22.3, 23.1 (469-472)-23.4 Biotechnology: Bacterial Transformation Lab Independent research and class discussion on GM food. Artificial Selection Lab HHMI Rock Pocket Mouse Lab Natural Selection of Bean Hunters Natural Selection Lab Brine Shrimp February 2 The Origins of Species, The 24.1-24.4, 25.1-25.5 History of Life on Earth February 9 Phylogeny and the Tree of 26.1-26.3, 27.1-27.2, BLAST Lab Life, Bacteria and Archaea February 16 Angiosperm Reproduction 38.1, 39.1-39.3, 39.5 Transpiration Lab Response to Internal and External Environment February 23 Basic Principal of Animal Form and Function 40.1-40.4 Comparative Animal Anatomy Activity March 2 The Immune System 43.1-43.4 March 9 Hormones and Endocrine System Neurons, Synapses and Signaling, Nervous System 45.1-45.2, 47.3 48.1-48.4, 49.2 March 16 Animal Behavior, Ecology 51.1-51.4, 52.2-52.3 Fruit Fly Behavior Lab and the Biosphere Energy Dynamics Lab March 23 Spring Break Video Project March 30 Population Ecology 53.1-53.6, 54.1-54.5 April 6 Community Ecology 55.1-55.5 Sharks and minnows fishing down the food web activity. April 13 Ecosystems and Restoration Ecology 55.1-55.5 Student Poster Presentations on Biogeochemical Cycles Ecological footprint calculation activity and class discussion. April 20 Testing Week/ Mock Exam Catch Up Week/ Review April 27 Testing Week Review Week Chi-square review using M&Ms May 4 Review Review Week
Laboratory Component Students are given the opportunity to engage in student-directed laboratory investigations throughout the course for a minimum of 25% of instructional time. The investigative laboratory component consists of a minimum of eight inquiry-based investigations, two per big idea throughout the course. Additional labs, both inquiry-based and guided, will be conducted throughout the course as well. Students will maintain a laboratory notebook throughout the course that documents all of their laboratory investigations. Universities often require students to show evidence of their laboratory component from an AP science courses before granting college credit for the laboratory portion, therefore, students should retain their lab books, reports, and other materials as evidence. Laboratory Descriptions and Schedule: (Taken from AP Biology Investigative Labs Manual) Lab Time Estimate Level of Inquiry Quantitative Skills Big Idea 1: Evolution Artificial Selection 7 weeks Guided, then open Counting, measuring, graphing, statistical analysis Mathematical modeling Comparing DNA sequences using BLAST 1.5 classes Guided, then open Mendelian genetics equations, H-W equation, Excel and spreadsheet operations 1.5 classes Guided, then open Statistical analysis, mathematical modeling, and bioinformatics Big Idea 2: Cellular Processes: Energy and Communication Diffusion and Osmosis 2.5 classes Structured, then guided Measuring volumes, calculating surface areato-volume ratios, calculating rate, calculating water potential, graphing Photosynthesis 2 classes Structured, then open Calculating rate, preparing solutions, preparing serial dilutions, measuring light intensity, developing and applying indices to represent the relationship between two quantitative values, using reciprocals to modify graphical representations, utilizing medians, graphing Cellular Respiration 2 classes Guided then open Calculating rate, measuring temperature and volume, graphing
Cell Division: Mitosis and Meiosis Biotechnology: Bacterial Transformation Biotechnology: Restriction Enzyme Analysis of DNA Big Idea 3: Genetics and Information Transfer 3 classes Structured, then Measuring volume, guided, then open counting, chi-square statistical analysis, calculating cross over 2.5 classes Structured, then guided 2 classes Structured, then guided, then open Big Idea 4: Interactions Energy Dynamics: 2.5 classes Structured, then guided, then open Transpiration 2 classes Structured, then guided, then open frequency Measuring volume and temperature, calculating transformation efficiency. Measuring volume and distance, graphing/plotting data, using log scale, extrapolating from standard curve. Estimating productivity and efficiency of energy transfer, accounting and budgeting, measuring biomass, calculating unit conversions in simple equations. Measuring distance, volume, and mass; estimating surface area; calculating surface area; graphing; calculating rate Fruit Fly Behavior 2 classes Structured, then open Preparing solutions, counting, graphing Enzyme activity 2 classes Structured, then guided, then open Measuring volume and mass, measuring color change, graphing, calculating rates of enzymatic reaction. Grading Students will receive a grade in AP Biology based on the following grading scale: A = 90-100% Superior Tests 50% B = 80-89% Above Average Quizzes 20% C = 70-79% Average Lab Reports/ Projects/Papers 20% D = 60-69% Below Average Classwork/Homework 10% F = Below 60% Failing *No grades will ever be curved in this course and there will be no extra credit available!
Class Assignments/Homework Work will be assigned on a daily basis. This work may include worksheets, math problems, lab write-ups, study time and/or other selected activities. Work is expected to be completed and turned in on or before the due date. NO LATE WORK IS ACCEPTED FOR UNEXCUSED ABSENCES. Work that is turned in without a name or is not legible will not be graded and marked as a zero. Red ink is not to be used for any work in this class. Plagiarism Students will be researching others work, whether it is for a lab, project, or research paper. Plagiarism will not be tolerated under any circumstances! Plagiarism also includes copying another student s work or giving your work to another student to copy. If a student is caught plagiarizing, they will receive an F for that assignment and an F in conduct for the nine weeks. They will receive a failure notice immediately for the F in conduct that will reflect as their conduct grade for that 9 week period. This is a science department policy. Make-Up Work Only students that have an excused absence will be permitted to make-up work. All unexcused absences will result in a zero for the missed assignment. 1. The student s name must appear on the excused absences report within two days of absence. 2. Tests and quizzes must be made up before or after school, per approval by teacher. 3. It s the student s responsibility to check the school s website for any missed work, get notes from a classmate, and to get any handouts from the teacher. 4. Make-up work is due no later than two class period days after returning to school. For extended excused absences and/or illnesses, you will be given time equal to the time you were absent to turn the work in. As unexpected events occur in everyone s life, it is understandable that there may be a time in which a student is unable to complete an assignment due to reasons beyond their control. In this event, a student may arrange with the teacher times before and/or after school to review missed material. Tests/Quizzes A test should be expected at the end of each unit. They may include multiple choice, short answer, matching, identification, and essay questions. It is expected that students prepare well in advance for these tests. Students that are absent for a test will be required to take a make-up test which may be different than the original test given within one week of a missed test. All tests must be made-up before or after school. Quizzes may be given at any time. They may be announced in advance, which will be posted on the school s website or they may be a pop quiz. Lab Reports/Special Projects Labs will be conducted during class periods, as well as on the scheduled, mandatory Saturdays, as stated in the course purpose. These are learning opportunities, not social meetings. Students that are not able to work in a group or stay focused will be removed from the class, this is not a regular science class and you are expected to perform at a higher, more mature level. Students
that miss a lab and are excused will receive a supplemental assignment as make-up, if the lab is unable to be made-up. Special projects may also be assigned during the school year. Sufficient time will be provided for students to complete these projects. They will involve research beyond the school day and may be turned in before or on the due date. Please refer to the lab and project schedule found in a prior section of this syllabus. Specific due dates and check-points will be posted under the course page on the school s website. No project will be accepted after the due date, whether the absence is excused or unexcused. AP Biology Exam: The exam is 3 hours long with two sections, ninety minutes each, consisting of a multiple-choice section and a free-response section. The multiple-choice section (50 percent of the final grade), consists of approximately 63 multiple-choice and the free-response section, consists of 8 questions (50 percent of the final grade), which include 2 long free response and 6 short free response questions. The Advanced Placement Biology exam is scheduled for May 2015. Classroom Code of Conduct All students are expected to adhere to the rules set forth in the school s student handbook. In addition, the following policies apply in the classroom: 1. Have all appropriate materials and supplies at your desk and be seated when the bell rings. a. Students shall remain in their seats at all times, unless otherwise noted. b. Do NOT sit on top of the desks or lab tables c. Students are dismissed by the teacher, not the bell. 2. Respect everyone and everything in the classroom. a. Use appropriate language with everyone. b. Vandalism will not be tolerated. c. Writing on desks, lab tables, and/or stools will be an immediate referral. 3. Cell phones are to be turned off prior to entering the class and are not to be visible during class. Cell phones are NOT to be used as a calculator. They will be confiscated by the teacher if visible and turned into administration. 4. IPods and other mp3 devices are not permitted in the classroom and will be confiscated by the teacher if visible and turned into administration. Each action is a choice and there are positive and negative consequences for each choice. Parent Conferences All parent conferences should be scheduled through the guidance department. I am available for parent conferences immediately before or after school. You may also contact me by email at cdziuba@dadeschools.net.
PARENT/STUDENT CONTRACT I have read the class expectations as set forth on the syllabus for AP Biology. I understand that it is my responsibility to ask questions for any policy that seems unclear. As a student, I understand that my success in this class is based on my performance. I also understand that I am to check the on-line portal and/or website on a daily basis for important information and refer to any hand-outs that I may receive. As a parent, I understand that I am also responsible for my child s success in this class. I further understand that it is my responsibility to ask for progress reports, monitor homework, and check my child s on-line portal regularly for information about their progress in the class. Students Name (Print): Student Signature: Date: Student email: Parent/Guardian Name (Print): Parent Signature: Date: Parent phone: Parent email: