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AP Biology Syllabus 2007

I absolutely love teaching AP Biology. AP Biology is both a hard and a fun course. How could the science of life not be fun! This is a university level course that meets or exceeds the standards of a year­one university level Biology course. Students are held to high expectations and mature responsibilities just like a university freshman taking Introductory Biology. I use an activity­based, hands­on approach to learning throughout the course that encourages students to make better informed decisions about the environment and their health. I also view this course as a team effort. While each person needs to complete and hand in their own work, study groups and cooperative effort are strongly encouraged. You never learn something as well as when you have to explain it to someone else. In promoting self­learning among my students in tandem with the team effort approach the realization that their decisions can and will affect others outside the walls of our school.

I meet with my students five times a week. Regular class periods are 75 minutes long. Labs meet or exceed the 25% time commitment as stressed by the College Board. Labs take place 1­2 times per week during the school year. This allows us to do the 12 labs in the AP Lab Manual along with many other labs to support the curriculum.

The textbook for the course is Campbell and Reece’s Biology 7 th Edition. Labs come from the AP Biology Lab Manual for Students, are teacher­generated or come from other sources. Students also have access to their own account via the Campbell & Reece Gateway. This online resource (www.biology.com) contains a plethora of videos, powerpoints, tutorials, tests,quizzes, labs, and activities that compliment the text to reinforce comprehension of concepts for AP Biology.

The course is divided into five (5) key units. With each unit a variety of teaching strategies and techniques are used to engage my students independently and in group settings.

Eight major themes are incorporated into each unit from the AP Biology Course Description. These themes include:

Sequencing of the Course

Philosophy

Course Overview

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I. Science as a Process­ Science is a way of knowing. It can involve a discovery process using inductive reasoning, or it can be a process of hypothesis testing.

II. Evolution­ Evolution is the biological change of organisms that occurs over time and is driven by the process of natural selection. Evolution accounts for the diversity of life on Earth.

III. Energy Transfer­ Energy is the capacity to do work. All living organisms are active (living) because of their abilities to link energy reactions to the biochemical reactions that take place within their cells.

IV. Continuity and Change­ All species tend to maintain themselves from generation to generation using the same genetic code. However, there are genetic mechanisms that lead to change over time, or evolution.

V. Relationship of Structure to Function­ The structural levels from molecules to organisms ensure successful functioning in all living organisms and living systems.

VI. Regulation­ Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms.

VII. Interdependence in Nature­ Living organisms rarely exist alone in nature.

VIII. Science, technology, and Society­ Scientific research often leads to technology advances that can have positive and/or negative impacts upon society as a whole.

Units 1. The Domain of Biomolecules­ This unit covers the basic concepts of chemistry

which is essential for the study of biology, as it is a multidisciplinary science. 2. The Domain of Cells­ Cells are the basic unit of all living organisms. For this

reason, we must understand cell structure, how it relates to function and how cells communicate with each other at the multi­cellular level.

3. The Domain of Organisms­ Even though all organisms are diverse creatures, they have certain similarities. In this unit we will look at the vast range of form and function of plants and animals along with the physiology and anatomy of the human body. We will also look at the variation found in these systems of other organisms.

4. The Domain of Populations­ In this unit we will go beyond the individual organism and look at the how they interact as groups. We will look at every level of biology, from molecules to ecosystems, and how they have transformed over time and continue to transform in modern medicine, agriculture, biotechnology and conservation biology.

5. The Domain of Communities­ In this unit we will study the interaction of organisms with their environment. We will focus on the ecology and human impacts on a global scale.

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NOTE ~ The “Topics” listed below are listed in the order that they are taught. The number next to each Topic, in parentheses ( ) indicates the Unit number (1­5) noted above.

Topic 1(1) ­ Biochemistry (3 weeks)

Readings: • Chemical basis of life, protein and enzymes, chapters 2–5 of text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • Elementary principles of inorganic chemistry (e.g., atoms,

molecules, etc.) • Role of water and carbon and the functional groups • Macromolecules: carbohydrates, lipids, proteins, nucleic acids • Proteins and enzymes

Activities: • Introductory Protein Activity using Pop­It beads (see link below) • “Toothpickase” (teacher generated) • Campbell & Reece Online Activities and Self Quizzes

Labs:• Hydrogen bonding lab using a variety of fabric swatches (teacher generated) • Properties of Water

(http://www.biologylessons.sdsu.edu/ta/classes/lab1/lab1.html) • See http://www.horton.ednet.ns.ca/staff/jfuller/selig/LABS/labbenchap.htm for

downloadable and/or virtual labs titled: Enzymes and Metabolic Reactions, AP Lab 2, Carbohydrate Lab.

• Milk & Eggs Lab (teacher generated) • McMush Lab (teacher generated; available from many websites)

Topic 2 (4) : Evolution & Past Diversity of Life (2 weeks)

Readings: • Evolution, chapters 22–30 of text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • Historical background behind Darwin’s theory; voyage of the Beagle

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• Evidences for evolution • Evolution in action today • Modern synthesis, population genetics, Hardy­Weinberg law of genetic

equilibrium, problems • Natural selection, microevolution events, types of selection, preservation of

variation, mutations • Speciation, prezygotic and postzygotic mechanisms, allopatric and sympatric

speciation • Gradualism/punctuated equilibrium • Fossil record, extinctions, dating of fossils • Phylogeny & Systematics, Diversity of Life • Fossil records • Classification • Phylogenetic trees; cladistics • Genome evolution • Tree of life • Synthesis of organic compounds­ early Earth

Independent work: • An Independent Study Unit (ISU) is assigned to students early on in the semester.

The url is http://www.horton.ednet.ns.ca/staff/jfuller/selig/isu/evolution/assignments.htm and students work away at the five major assignments on their own time away from class. There are specific due dates for each assignment. This work is being done in tandem with other work (another Topic) being done in class. The response has been very positive using this approach. Students like that they can ‘go away’ for some time and learn the material on their own and then we consolidate it all together in class lecture/lab. Time is spent more on unearthing the more difficult concepts in lecture rather than me going over the ‘easier’ content.

• Campbell & Reece Online Activities and Self Quizzes

Labs:• Population genetics and evolution (AP Lab #8) • Hardy­Weinberg Activity • Natural Selection Activity

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Topic 3 (2) ­ Cells, Cell Membranes, Transport, Cell Communication (3 weeks)

Readings: • Architecture of cells (includes bacteria and viruses), chapters 6 ,7, 8, 11, 27, 18 of

text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • Review of cell structure • Fluid mosaic model of plasma membrane • Cellular transport mechanisms • Cell communication • Prokaryotic to eukaryotic (comparisons and distinctions) • endosymbiotic theory • Permeability • Introduction to Metabolism

Class Activities: • Campbell & Reece Online Activities and Self Quizzes

Labs:• Diffusion and Osmosis (AP Lab #1) • Examination of different cell types (teacher generated) • Gram­staining techniques and the effect of antibiotics on bacteria (teacher

generated)

Topic 4 (3) ­ Mitosis & Meiosis (1 week)

Readings: • Reproduction: mitosis and meiosis, chapters 12 and 13 of text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • Significance of mitosis and meiosis • Cell cycle • Mitosis in plants and animals • Meiosis in plants and animals

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• Chromosomal abnormalities due to non­disjunction • Cancer

Class Activities: • Karyotyping activity (teacher generated; my site) • Meiosis Yarn activity – a simulation (teacher generated; my site) • Marshmellow Meiosis (teacher generated) • Campbell & Reece Online Activities and Self Quizzes

Labs:• Onion Root­tip Lab (AP Lab #3) • Crossing over in Sordaria (AP Lab #3)

Independent work: • eBio worksheets specific to mitosis and meiosis (my site)

Topic 5 (3): Reproduction & Embryology (2 weeks)

Readings: • Reproduction: human reproduction and embryology, chapters 46 and 47 of text. • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • Gametogenesis • Basic embryological terms • Comparison of development stages in echinoderm, frog, chicken, and human • Extra embryonic membranes in chicken and human, and their importance • Human anatomy, male and female • Menstrual cycle • Human development to birth

Class Activities: • Video: Chick Embryology • Video: The Miracle of Life (NOVA) • Campbell & Reece Online Activities and Self Quizzes

Independent work (all posted on my site): • Human Reproductive Anatomy eBio worksheet

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• The Miracle of Life Video eBio worksheet • Fertilization and Development eBio worksheet • Infertility and Assisted Technologies eBio worksheet • Contraception WWW activity and worksheet • Sexually Transmitted Infections WWW activity and worksheet

Topic 6 (3) : Mendel & the Gene Idea (2 weeks)

Readings: • Genetics, chapters 14 and 15 of text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • Mendelian genetics, probability, segregation, independent assortment • Non­Mendelian patterns, codominance, pleiotropy, epitasis, polygeny • Human genetics, pedigree analysis • Sex linkage, autosomal linkage, linkage maps • Drosophila genetics, setting up a cross • Chi­square analysis • Eukaryotic chromosome • Control of gene expression, Lac Operon

Class Activities: • Students solve several problems using the eBio worksheets posted on my site.

These include monohybrid, dihybrid, sex­linked, and pedigree analysis. • Students also work through problems concerning linked and unlinked genes,

creating gene maps where appropriate based on recombination frequencies. • Chi­square analysis using M&M’s (teacher generated) • Campbell & Reece Online Activities and Self Quizzes

Labs:• Genetics of Organisms (AP) • Genetics of Corn (monohybrid and dihybrid); students also apply their Chi­square

analysis skills here. • Fruit Fly Lab (AP Lab #7)

Independent work (this goes beyond the 2 week window noted above): • Brochure assignment – research a genetic disorder • Drosophila Genetics (“Are you my mommy?”). I have partnered with a genetics

professor (Dr. Marlene Snyder) at Acadia University. Dr. Snyder and myself are collaborating to provide AP students with a special opportunity to partake in the

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same research as her Biology 3613 students from Acadia. Dr. Snyder provides the F1 generation for the Horton students. The Horton students, working in teams of two then have to do the F2 cross while collecting phenotypic data for both. Students have to determine whether or not the traits (eye color, wing length, bristle shape, eye surface (lozenge)) are autosomal or sex­linked and then figure out what the original parental generation was based on the F1/F2 data. Lastly, the students must determine the recombination frequencies for the genes of study and construct a gene map. Work is written up according to the Research Paper Format outlined on my site.

Topic 7 (3): DNA Structure and Replication, RNA, Protein Synthesis, Gene Regulation, Viruses, Bacterial Genetics, Biotechnology (2 weeks)

Readings: • Chapters 16 ­ 20 of text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • DNA historical background, experimental evidence • DNA & RNA structure and function • DNA replication in detail, experimental evidence • Protein synthesis, transcription, and translation • Mutations • Emerging viruses • Bacterial genome • Operons • Gene regulation • Biotechnology techniques: cloning, PCR, principles of electrophoresis, RFLP

analysis, Sanger sequencing

Class Activities: • DNA Historical Timeline activity (use www.dnai.org) • Discovering the Role of DNA (teacher generated) • Video: Discovering DNA (www.unitedstreaming.com) • Protein synthesis simulation/role play (teacher generated) • Video: The Clone Age (reaction piece of writing – pros/cons of cloning) • PCR simulation (teacher generated) • Sanger sequencing simulation using Pop­It beads • Restriction enzyme simulation using MS Word and Lambda DNA (teacher

generated)

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• Ethics of DNA applications • Campbell & Reece Online Activities and Self Quizzes

Labs:• DNA extraction & quantification using a spectrophotometer • transformation, and electrophoresis (AP Lab #6)

Topic 8 (5): Ecology and Behavior (2 weeks)

Readings: • Ecology, chapters 50 ­ 55 of text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • Biomes: aquatic and terrestrial biomes and the factors that influence them • Environmental interactions • Community ecology, ecological succession, soil and its role in succession • Organisms and Populations • Ecosystem ecology, trophic structure, and productivity • Population ecology • Energy flow • global warming • habitat removal, decrease in species • Concepts of behavior

Labs:• Field Trip to The Harriet Irving Botanical Gardens on the campus of Acadia

University in Wolfville, Nova Scotia. The gardens occupy more than 6 acres and provide a meeting place for science and nature.

• The main collection of the Gardens is laid out in nine native habitats of the Acadian Forest Region. All of the plants found in these habitats are native species to the region. Other features of the Gardens include a Medicinal and Food Garden, Conservatory, formal Walled Garden and an Experimental Garden.

• Teacher generated lab focused specifically on the nine native habitats of the Acadian Forest Region.

• Dissolved oxygen and aquatic primary productivity (AP Lab #12). • Animal Behavior Lab (AP Lab #11)

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Independent work: • Students use the Internet and chapter 50 in their textbooks to find the latitude,

temperature range, rainfall, flora, fauna, and anything that is unique about their assigned biome. They provide their classmates with a one­half­ to one­page handout and give a presentation that lasts for five minutes or less.

• AP Biology Trip to Costa Rica is being planned for March 2008! Students will do a comparative study between the Acadian Forest Region noted above and that of a tropical country.

• Campbell & Reece Online Activities and Self Quizzes

Topic 9 (3): Photosynthesis & Respiration (2 weeks)

Readings: • Photosynthesis and respiration, chapters 8, 9 and 10 of text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • Angiosperm leaf anatomy • Chloroplast structure and function • Light reactions/light­dependent reactions • Light­independent reactions/Calvin cycle • C3 and C4 cycles • Overview of aerobic and anaerobic respiration • Mitochondrion structure • Glycolysis/Krebs cycle • Chemiosmosis in respiration and photosynthesis • The role of photosynthesis and respiration in global warming • Oxidation and reduction • Photophosphorylation & chemiomosis • Plant adaptations

Class Activities: • I use some wonderful manipulatives from WARDS for both photosynthesis and

cellular respiration. The students really find them useful in helping them understand a very heavy topic.

• Campbell & Reece Online Activities and Self Quizzes

Labs:• Plant pigments and photosynthesis (AP Lab #4). • Logal Explorer Series: Photosynthesis software—interactivity on various factors

affecting photosynthesis • Cell respiration (AP Lab #5)

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• ATP Muscle Lab

Unit 10 (3): Plants: Growth, Structure, Transport, Nutrition, Reproduction, Responses (2 weeks)

Readings: • Chapters 29, 30, 35, 36, 37, 38, 39 of text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics: • Alternation of generations • Angiosperm structure and growth • Angiosperm reproduction and growth • Plant control systems • Organs & Tissues • photosynthesis • Primary & secondary growth • Biotechnology • plant reproductive evolution

Class Activities: • Really a hands­on approach. Both the students and myself bring in samples from

home. They get to “look, see, and feel” much of what they are reading about here.

• Ten different centers (stations) specific to plants. (teacher generated) • Campbell & Reece Online Activities and Self Quizzes

Labs:• Transpiration (AP Lab #9) • Nutrient Deficiency in plants (teacher generated) • Soil erosion lab (teacher generated)

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Topic 11(3): Animals (with a focus on human systems): Nutrition, Circulation, Respiration, Immune Response, Nervous System, Endocrine System, Locomotion, Reproduction, Development (4 weeks)

Note: All of my AP students have taken Biology 11 (which I teach as well). Part of Biology 11 involves studying the digestive system (structure and function), heart and circulatory system, and the respiratory system. As much of this material is a review from grade 11 I don’t go into the detail here although there are online notes and review questions available for review. I do however take the time to do a couple of labs (see below) involving the heart and circulatory system that are not done in Biology 11.

Readings: • All systems (human and animal) chapters 40–49 of text • Receive outline notes and guidance on the textbook readings in addition to

chapter specific questions.

Lecture Topics (* items are primary focus):

• *evolution of systems in vertebrates and invertebrates • *basic principles of anatomy, with an emphasis on mammalian systems • digestive system structure and function • heart and circulatory system • *cellular respiration (exercise and cardiovascular health) • *cell organelles (in relation to their function) • respiratory system • *immune system • *osmoregulation and the excretory system • *endocrine system: homeostasis, sugar and calcium control, review of sexual

hormones • *nervous system: plan of the nervous system, neuron structure, reflex arc,

transmission of nerve impulse • *muscular system: voluntary and involuntary muscles, muscular contraction • *structure and function • *maintaining homeostasis (in relation of all systems) • *response to stress

Class Activities: • I use a wonderful manipulative set from WARDS for the immune response.

Students really ‘get it’ once they have completed the Immune System ISU found at http://www.horton.ednet.ns.ca/staff/jfuller/selig/isu/Immunity/indexnew.htm

• Modeling the Endocrine system using plasticine. • I use a number of the online lessons from the National Institute of Health (NIH)

called “Studying Neurobiology and the Brain through Addiction”.

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• Ecstasy: Delight or Danger? – issue based analysis • Campbell & Reece Online Activities and Self Quizzes

Labs (all linked from my site): • Pig Heart Anatomy • Wet pig dissection (teacher generated lab) using Virtual Pig Dissection as guide • AP Circulatory Physiology Lab (on­line; Pearson Lab Bench) • Blood Pressure Lab • EKG Lab using Vernier probeware • Blood Typing Lab (done when we cover multiple alleles) • Reflex arcs and Reaction Rates • Vision Lab (teacher generated) • Endocrine Physiology Dry Lab (teacher generated) • Urinalysis Lab (teacher generated)

My main goals are for my students to have a good understanding of the concepts in biology and a grasp of its relevance to themselves and society. In order to cover so much information, I must be very organized and stick to the deadlines I have set. I provide my students with several planning tools that include but are not limited to: Course Outline, Monthly Calendars and Reading and Lecture Guidelines. In order to prepare students for the AP examination, they are supported with a wide variety of resources. eBio @ Horton (www.horton.ednet.ns.ca/staff/jfuller/selig/courses/Bio12ap.htm) is one such resource where all chapter notes, chapter reviews, lab support, test outlines, tutorials, animations, course handouts and worksheets can be accessed through my site. Most class time is spent either in lecture, class discussion or doing lab activities. Students are required to read the textbook chapters prior to each class. In addition to this, research articles are assigned as required readings. Lectures are designed to cover select topics from the textbook and are supplemented with diagrams, explanations, visuals and examples. Occasionally video clips or movies are shown to help support the topics being covered. Students are given an exam consisting of 50 multiple choice type questions and a free response question at the end of each Topic. I will often provide students with additional free response type questions in the middle of a Topic as homework to provide practice in writing such responses at the expected level. I purposely avoid using the word “test” to detach the stereotypical “fear” associated with writing THE AP EXAM in May. By calling all of our end of Topic “tests” exams, and administering the exam as it would be in May simulates the process for them. All students who take AP Biology will be required to do an independent research project outside of class time. They must design an experiment, test the variables, analyze and discuss their data, and present their findings

Teaching Strategies

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according to the local science fair criteria. This will be assigned in the beginning of September and due after March break. Projects will be submitted into the local regional science fair.

Assignments, homework, labs…………………..40% Topic Exams……………………………………….50% Research project/paper………………………….10%

Throughout the school year, students will be given a number of assignments to be handed in on a certain date. In the event of late receipt of work, marks will be deducted at the rate of 25% of total mark available per day. Work will be passed back to students when it has been marked. Once work has been returned, late assignments will usually receive a mark of zero. Various questions will be assigned for homework to review materials covered in class. These questions are checked, in class, periodically for completion. Students receive full value, if homework is completed, and a zero, if it is not done.

Students work in pairs or groups of three (depending on the lab) 1­2 times per week. Students are given the lab outline two days prior to the lab and are required to do a pre­ lab write­up of the procedure. Students prepare all portions for the lab, gather materials for set­up, prepare stock solutions, and complete the lab. Students prepare and complete all portions of the lab with very little assistance from the teacher. All labs are graded individually and are submitted as formal lab work. For the AP labs, students also answer the questions in the AP Biology Lab Manual.

To ensure students complete textbook chapter reviews the online quizzes and student activities are assigned through the textbook Gateway. Grades are recorded and saved for viewing by the teacher once they are satisfied with there mark. Thus, it would be possible to get 100% on all quizzes.

Student Evaluation

Assignments/Homework

Labs

Quizzes/Activities

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Similar to assignments, students are tested on each section of the unit outline. They are set­up in a similar fashion to the AP examination with a few exceptions. Each test is comprised of 30­50 multiple choice questions, free­response questions taken from the AP Released Exams and short answer questions.

Tests