AP Biology 2012 2013 Instructor: Mr. Abreu Prinecrest

PPMH AP Biology Syllabus 2012 – 2013

Mr. Abreu

AP Biology 2012 – 2013 Prinecrest Preparatory Middle-High

Instructor: Mr. Abreu

E-mail: [email protected]

COURSE DESCRIPTION In AP Biology, an emphasis is on students making connections between the big ideas

within the AP Biology Curriculum Framework. I teach the equivalent of an introductory college-

level biology course, and it is designed to prepare students for the AP Biology Exam.

My philosophy is to actively engage students in the process of science through class

assignments and discussions, which inform their laboratory experiences. For example, I increase

students’ critical thinking and problem-solving abilities by actively requiring them to anticipate

experimental set ups in group discussions, journal readings and hands-on labs. Emphasis is also

given to journal article readings in order to expose students to present day technologies and

procedures to familiarize them to limitations of testable hypotheses in order to develop better-

designed experimental investigations.

Lab techniques are learned through researching journal papers, hands-on labs which

make up at least 25% of instructional time. Labs emphasize development and testing of the

hypothesis, collection, analysis and presentation of data, as well as discussion of results to

discover unanswered questions about the particular topics addressed. A minimum of two labs in

each big idea will be conducted. Students are required to report on all laboratory investigations.

The student-directed and inquiry-based laboratory investigations used throughout the course

enable students to apply the seven science practices as defined in the Curriculum Framework.

THE EXAM The Biology Exam created by the College Board and Educational Testing Service will be

administered on May 13, 2012 (morning session). The AP Biology Exam consists of two

sections: multiple choice and free response. Both sections include questions that assess students’

understanding of the big ideas, enduring understandings, and essential knowledge and the ways

in which this understanding can be applied through the science practices. The exam is 3 hours

long and includes both a 90-minute multiple-choice section and a 90-minute free-response

section that begins with a mandatory 10-minute reading period. The multiple-choice section

accounts for half of the student’s exam grade, and the free-response section accounts for the

other half.

Section I, Part A, consists of 63 multiple-choice questions that represent the knowledge

and science practices outlined in the AP Biology Curriculum Framework that students should

understand and be able to apply. Part B includes 6 grid-in questions that require the integration

of science and mathematical skills. For the grid-in responses, students will need to calculate the

correct answer for each question and enter it in a grid in the grid-in section on their answer sheet,

as shown below.

In Section II, students should use the mandatory reading period to read and review the

questions and begin planning their responses. This section contains two types of free-response

questions (short and long), and the student will have a total of 80 minutes to complete all of the

questions. Due to the increased emphasis on quantitative skills and application of mathematical

methods in the questions on both sections, students will be allowed to use simple four-function

calculators (with square root) on the entire exam.

COURSE MATERIALS

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1- Campbell, Neil and Reece, Jane B. 2005. AP Edition Biology, Seventh Edition, San

Francisco, CA: Pearson Benjamin Cummings.

2- Laboratory/classroom combination that includes the space, facilities, and equipment to safely

conduct hands-on inquiry-based investigations.

3- Released multiple choice tests and Free Response biology questions.

4- Selected websites and electronic media.

Supplies:

- Three-ringer binder with the

following tabs:

o Notes

o Current events/Articles

o FRQs

o Projects

- 1 composition notebook (you will

need more than 1 for the year)

- Paper

- Pencil

- Pen (dark blue or black)

- Pencils

- Graph paper

***Any other materials will be

requested by the teacher as needed.***

Lab fee: There is a mandatory lab fee for this course of $15.00

ATTENDANCE AND PARTICIPATION You are expected to attend and participate in all class sessions and assignments. You

should complete assigned reading and exercises before the date they are due, and you are

expected to participate fully in labs, fieldwork, and other exercises, whether they be individual or

team-based. See student handbook for school attendance policy.

CLASS RULES This course is equivalent to a college level course, and you are expected to act as an adult

at all times, whether in class, in the lab, or on a field trip. Disruption of class activities in any

way will not be tolerated and will result in disciplinary referrals as necessary. Per school policy,

cell phones must be kept turned off during school hours or they will be confiscated. Hall passes

are available to make essential trips to the office, media center, etc., but overuse of this privilege

will result in its termination. I expect all students to be responsible and courteous at all times.

MANDATORY LAB FEES:

Be advised that AP Biology students have a $15 Lab fee to pay the school. The monies

collected will be used to purchase science lab materials and to replace broken science

instruments. All lab fees are due during the first two-weeks of school. You may pay cash or

check paid out to PPMH.

ASSIGNMENTS

Classwork Assignments:

Class assignments will include daily home assignments, team projects and research,

reading and written work. Scientist professionals are expected to present their work products in a


Mr. Abreu

timely, neat, accurate and well-organized fashion, and you are expected to do the same in this

course. Work must be submitted on the day it is due, NO LATE WORK WILL BE

ALLOWED.

Laboratories:

Laboratory and field investigations are designed to complement the lecture portion of the

course by providing opportunities to learn about biological procedures through firsthand

observations, to test concepts and principles which have been introduced in class, to explore

specific issues and problems in greater depth, and to gain an awareness of the importance of

confounding variables which exist in the real world. Investigations will be diverse and will

include indoor laboratory activities, outdoor activities, as well as field experience outside the

confines of the campus. The labs are designed to invite students to think critically, to observe

biological systems, to develop and conduct well designed experiments, to utilize appropriate

techniques and instrumentation, to analyze and interpret data, to present data orally and in the

form of statistical and graphical presentations, to apply concepts to the solution of the scientific

world, to form conclusions, and to propose further studies. All activities will be written in the lab

composition book. The teacher will collect the laboratory composition notebook periodically and

students will receive a laboratory grade (20%) toward their final grade for the nine weeks. Some

activities are expected to be performed outside of class time and students are expected to hand in

lab reports for evidence of completion.

Quizzes

Quizzes and mini-assessments will be given often and they will cover material from class,

reading and homework assignments. The assessments are to ensure that the student understands

the material covered in class and from the assignments. Some quizzes, the students will be

grouped in pairs and will work on the quizzes cooperatively; this peer learning strategy helps the

student gain greater understanding of concepts. Other quizzes will be AP format and students

will work independently. Quizzes will prepare you for the essay portion of the AP exam that you

must take on May 13, 2013. Be advised that the teacher reserves the right to give POP QUIZZES

at any point in the course.

Exams

Unit exams will be given after completion of each major topic. They will be announced

about three to five days ahead and will include all material covered in class as well as reading

and homework assignments. The test will range from multiple-choice to AP format essay

questions.

Projects

Students will be doing various projects during the year. The topic, criteria and due date will

be announced at least a month in advance. Project will allow students to further explore and

understand the concepts discussed in class.

Readings

Include textbook/ journal articles. Students are provided with guided reading questions

and are required to take notes.


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NOTE: This is a college-level course and students are expected to engage in readings, activities,

and laboratory reports outside the classroom as instructed by the teacher.

GIZMOS, DISCOVERY EDUCATION, JASON PROJECT AND TECHNOLOGY

Technology is a MUST in a modern science classroom. Technology offers a variety of

resources that are crucial for students to understand AP Biology. Please understand that

technology will be used to further illustrate most of the concepts that will be presented this

school year. Students will need to create a free Gizmo account (I will walk you through it step-

by-step) the first week of school.

GRADING

Students will be evaluated through performance on unit exams (see pacing guide),

chapter quizzes on the reading assigned as homework, laboratory investigations and lab reports,

the AP Biology notebook, current events, group projects, and writing assignments.

Grade Components:

40 % Unit Tests

20 % Laboratories (Composition notebook)

& Class Projects

10% Classwork/ Check Points

25 % FRQ Quizzes (AP Style)

5% Homework

Grading Scale

A 90% – 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F below 59%

NOTE ABOUT WEBSITE POSTINGS

NOTE: The teacher will update the website with current and relevant information about

classroom activities and assignments. Also, most of the work that needs to be done outside the

classroom will also be found on the school website. However, the most important type of

communication is NOT the website but the STUDENT-TEACHER and PARENT-TEACHER

communication. While technology is great, one-on-one communication is the key to a successful

teacher-parent-student relationship. Please feel free to contact me at any time for any questions

regarding assignments and classroom activities.

BIOLOGY ACTIVITIES TIMELINE

MOLCEULES, CELLS AND ENERGY: Big ideas 1, 2, 3, and 4

Topics Readings Activity/Laboratories Assessments

A.MOLECULES:

Big idea 4

Polarity of water

and its importance

to biological

systems.

Chemistry of Life:

Chapters 2 – 5

(textbook).

Guided reading.

Power-point notes.

Using kits to build

macro–molecule

models.

Exercises: protein

folding.

Student generated

concept maps.

Reading quizzes.

Unit test with free

response practice.


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Carbon’s role in the

molecular diversity

of life.

Monomers,

polymers, and

reactions involved

in building and

breaking them down

considering

polar/nonpolar

interactions.

Various levels of

structures in protein

and carbohydrates.

Enzyme structure as

a special protein.

Cohesion, adhesion,

Specific heat of

water and its

importance to

biological systems.

Acids, bases, and

buffers.

Identifying macro-

molecules in our

foods.

Supplements &

Add-ons:

Cohesion/ adhesion

in nature.

Various

macromolecules in

our foods.

Cycling of chemical

elements in

Portion of Chapter

55.

Acid/base/buffer lab

activity.

Adhesion/ cohesion

lab.

Students will do

variations by adding

different macro-

molecules to solution

to see the effects of

adhesion.

Given the specific

heat equation, in

groups, students will

come up with a way

to determine

specific heat of

water.

Research exploring

how animals use the

properties of water

for survival.

Students will make

posters of the

different element

cycles, including

relative amounts of

transfer.

Written lab reports.

Students compose

chart comparing

structural

differences and how

indicators

physically work.

Student generated

short Power-points

on macro-molecules

and nutrition.


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ecosystem.

B. HISTORY OF

LIFE:

Big idea 1

Theories of how

macro-molecules

joined to support

origin of life was

RNA 1st genetic

material.

Age of earth.

Chapter 25

(textbook).

Guided reading.

Power-point notes.

Discussion of journal

article.

Concept maps.

Reflection on the

development and

reformulation of

scientific theories.

Model or cartoon

explaining the

theories of origin of

life.

C. CELLS:

(structure and

function).

Big idea 1 and 2.

Explain similarities,

differences and

evolutionary

Relationships

between prokaryotic

and eukaryotic cells.

Cell membrane

Structure and

function.

Cell communication

(signals, receptors,

and responses

hormones).

Methods of

transport across

membranes.

Chapters 6,7, and

11 (textbook).

Outline notes.

Guided reading.

Power-point notes.

Posters (models)

comparing structures

of cells from 3

different cell types,

from 3 different

kingdoms.

LAB: Normal vs.

Plasmolyzed

Cells using Plant

cells.

LAB: Osmosis and

diffusion pre-labs,

labs, and post-lab.

Poster Presentations

comparing 3

feedback

mechanisms.

Inquiry lab:

Diffusion and

Osmosis

LAB: Microscope

techniques for

observing and

measuring different

types of cells.

Student generated

concept maps.

Reading quizzes.

Poster comparing

structures of cells

from 3 different

kingdoms.

Unit test with Free

Response practice.

Written lab reports.

Formal Lab report

for Inquiry lab on

Diffusion and

Osmosis.

Microscope

drawings and

calculation.

Analyze and discuss

chart comparing

different types of

cells

and their functions

in the human body.

Discussion of the

endosymbiont


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hypotheses of the

evolution of

eukaryotic cells.

D. IMMUNITY:

Big idea 2 & 3

Innate vs. Acquired

response.

Humoral responses

in B cells vs. T

cells.

Chapter 43

(textbook).

Journal articles

about the anatomy

and physiology of

the human body.

Power-point notes.

Discuss journal

articles about

anatomy and

physiology of the

human body.

Student generated

concept maps.

E. CELL ENERGY:

ATP structure &

Function.

Redox reactions in

relation to cellular

respiration.

Enzyme catalysis

Activation energy

and specificity.

Cellular respiration

glycolysis, citric

acid cycle, electron

transport

chain, and

chemiosmosis.

Mitochondria form

and function.

Photosynthesis

mechanisms; light/

dark.

Compare/contrast to

respiration.

Alternative

mechanisms.

Understanding light

Chapters 8, 9, and

10 (textbook).

Outline notes.

Guided reading.

Power-point notes.

Investigative lab

#13: Enzyme

activity.

Investigative Lab:

Enzymes: Factors

affecting the rate of

activity.

Investigative Lab #6:

Cellular Respiration.


Photosynthesis.

Internet activity

comparing different

wavelengths of light

in relation to

photosynthesis.

Student generated

concept maps.

Reading quizzes.

Unit test with free

response practice.

Presentation of

students’ group lab.

results to class.

Presentations of lab

data and results.

Lab report and

analysis.

Students’ chart

comparing sizes of

cellular parts and

larger items to

evaluate range of

metric distance

measurements down

to the nano scale.


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energy and the nano

scale (the size of

small things inside

cells).

HEREDITY, GENETICS & EVOLUTION: Big ideas 1 and 3


A. MOLECULAR

BASIS OF

INHERITANCE:

DNA structure and

Replication.

RNA structure.

Protein Synthesis

transcription and

translation.

Mutations – basis

for natural selection.

Chapters 16 and 17

(textbook).

Journal Article:

Watson and

Crick’s original

paper from 1953.

DNA extraction.

Comparing DNA and

protein sequences

from an internet

based computer

database in

discussing

evolutionary

implications of

mutations.

Student generated

concept maps.

Reading quizzes.

Journal article

discussions.

Unit test with free

response practice.

B. MITOSIS AND

MEOSIS:

Cell Cycle

Mechanism and

control.

Chromosomes.

Sexual vs. asexual

reproduction and

evolutionary

advantages.

Stages of meiosis.

Genetic variation in

offspring,

mechanisms and

impact on evolution.

Investigating

Chapters 12 and 13

(textbook).


Mitosis and Meiosis.

Karyotyping

exercise

(take home).

Student generated

concept maps.

Reading quizzes.

Unit test with free

response practice.

Investigative

laboratory

analysis.

Karyotyping results.


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genetics:

environmental

influences.

C. MENDELIAN

GENETICS

MENDEL’S

LAWS:

Patterns of

inheritance.

Predicting genetic

outcomes.

Genetic counseling.

Gene linkage and

mapping.

Mutations revisited.

Chapters 14 and 15

(textbook).

Scientific American

Article.

Mini-lab activity:

Looking at corn

crosses and

analyzing results.

Student generated

concept maps.

Reading quizzes.

Journal article

discussions.

Unit test with free

response practice.

D. MOLECULAR

GENETICS:

Regulation of gene

expression.

Viruses

Gene expression in

bacteria.

Biotechnology.

DNA Technology,

Recombinant DNA,

PCR, Gel

electrophoresis.

Applications of

DNA technology.

Use of

bioinformatics to

analyze genomes.

Comparing and

Chapters 18 – 21

(textbook).

Journal Article

Reading.

Article by Kary

Mullis on PCR.

Virtual-lab: DNA

Electrophoresis.

Investigative lab #9:

Biotechnology I and

Biotechnology II.

Bacterial

Transformation and

Restriction Enzyme

Analysis of DNA.

Student generated

concept maps.

Reading quizzes.

Journal article

discussions.

Unit test with free

response practice.

Analysis and group

presentation of

Investigative lab.


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discussing genomic

sequences in

relation to

evolution.

E.

EVOLUTIONARY

BIOLOGY:

Darwin’s

explorations and

theory of descent

with modification

and natural

selection.

Galapagos Islands

overview.

Evidence for

evolution

(molecular analyses

and morphological

analyses.

Phylogeny and

systematics.

Evolution of

populations.

Hardy-Weinberg

Law.

Chapters 22–25

(textbook).

Journal Article

Reading.

Beak of the Finch

by

Jonathan Weiner.

Activity: Genetics

survey.

Project analyzing

traits of those around

us.

Lab Investigation #2:

Mathematical

Modeling:

Hardy-Weinberg.

Activity: Students

create

Geologic timeline.

Activity: Hands on

fossil analysis.

Student generated

concept maps.

Reading quizzes.

Unit test with free

response practice.

ORGANISMS & POPULATIONS: Big ideas 1, 3 & 4


A. BIOLOGICAL

DIVERSITY AND

MICROBIOLOGY:

Early life on earth

Evolution of

prokaryotes and

eukaryotes.

Chapters 25, 26, 27,

29, and 30

(textbook).

Students will read an

article involving

genetic

recombination using

prokaryotes and

present to class

(students will have

different articles).

Investigative LAB #

Article presentation

to class.

Student generated

concept maps.

Unit test with free

response practice.


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3:

Analyzing Genes.

B. PLANTS AND

THEIR

DIVERSITY:

How plants

colonized land.

Evolution of seed

plants.

Structure, growth

and development.

Plants responses to

internal and external

stimuli.

Plant nutrition.

Angiosperm

reproduction.

Chapters 35 – 39

(textbook).

Investigative LAB #

11:

Transpiration.

LAB: Flower

dissection.

LAB: Students

conduct a long-term

lab investigation

plant growth from

seeds under various

conditions in our

garden.

Practical Test

specimen

identification and

placing on

phylogenetic tree.

Student generated

concept maps.

Investigative labs.

analysis.

Formal lab. report

for students’ own

plant lab.

C. ANIMAL

DIVERSITY:

Characteristics

(body plans and

systems) of

invertebrates as you

go up the

phylogenetic tree.

Basic anatomy

principles.

Analysis of

structure and

function of body

systems.

Digestive,

Circulatory,

Respiratory,

Excretory,

Endocrine, Nervous,

Chapters 32– 34 and

40–49.

Survey of animal

phyla in concept

map/chart form

generated by

students.

Human Biology:

Circulation and

Blood Pressure

(article).

Lab: Dissection: cat.

Student generated

concept maps (one

for each system and

animal diversity

examination).

Reading quizzes.

Unit test with free

response practice.

Practical quiz

observing various

specimens and

classifying them

using students’ own

made chart of

animal phyla.


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Muscular Systems.

D. ECOLOGY:

Ecological

interactions- biotic

vs. abiotic.

Behavioral ecology-

natural selection

involvement.

Population

dynamics- growth

and its regulations.

Communities and

Ecosystems energy

levels and flows,

cycles, symbiosis

and impact on

evolution.

Human influences-

positive and

negative.

Chapters 50– 55

(textbook).

Investigative LAB

#12:

Fruit fly behavior.

Animal Behavior:

Taxis,

Kinesis, and

Agonistic

Behavior.

LAB: Dissolved

Oxygen and Aquatic

Primary

Productivity.

Activity: “My

footprint.”

Student generated

concept maps.

Reading quizzes.

Unit test with free

response practice.

Investigative Lab

#11 formal lab

report.

Presentation:

students present lab

results to class with

ways to improve

water quality of

their local river.

Personal project:

students complete

“My Footprint”

online and write a

paper discussing

their individual

impact on

Earth.


Mr. Abreu

Parents and Students,

Please sign and return to Mr. Abreu by Friday, August 27, 2012. It is a required document for

student files.

Thank you,

Mr. Abreu

We the parent/guardian(s) and the student, have fully read, understood, and agree to abide by

these expectations.

Science Period ______

_____________________ _________________ ____________

Print Student name Student’s signature Date

_______________________

Student e-mail address

_______________________ _______________________ ____________

Print Parent/Guardian name Parent/Guardian’s signature Date

Teacher Use Only: Received / / Lab Fee Paid yes no Teacher Initials

Documents

AP Biology 2012 2013 Instructor: Mr. Abreu Prinecrest