Your SlideShare is downloading. ×

AP Biology Syllabus

7,178

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
7,178
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. AP Biology Syllabus Personal Philosophy Science is a field that captivates me with its ever changing and challenging curriculum. It is my wish to possess the opportunity to touch student’s lives with science an offer them an encouraging and supportive network. Students will be active learners that will think critically, take risks, work hard, and have confidence in themselves throughout this AP course. Interpersonal and intrapersonal learning are very important intelligences that will be incorporated into this active learning style. Hands-on activities and inquiry based learning is ideal in order for students to get involved and to be excited about science. Course Overview The textbook for this course is the eighth edition of Neil A. Campbell and Jane B. Reece’s AP Edition Biology. Students will also use the AP Biology Lab Manual for Students. Students will also use the Third Edition of Practicing Biology: A Student Workbook by Campbell and Reece Biology, Eighth Edition. Students will typically be assigned the Student Workbook Activities before a major concept is taught. This will enable students to have prior knowledge of the concept before the class lecture and labs. I have separated out the course into twelve units. Students will knowingly be able to separate out the eight major themes found in the official curricular requirements of AP Biology, when going through the twelve units of this course. Class meets everyday for 50 to 55 minutes. Once a week we may have a lab that will need more time, therefore we will meet for a longer length of time, which will depend on the complicated schedule, at lunch or after school. This will make it possible to not only do all twelve of the AP Biology course labs, but to do others as well. All students are required to do an independent research project outside of class time. I assign the project in September and it will be due at the beginning of March. Students will do most of the work independently and at home. I will spend two to three weeks on each unit. In order to get through all the material, I have to stick to a strict schedule. Typically, the units are organized like this: Day 1 Day 2 Day 3 Day 4 Day 5 Lecture/ Lecture Lecture/ Lecture Review Student Student Workbook Workbook Activity Activity Day 6 Day 7 Day 8 Day 9 Day 10 AP Lab AP Lab AP Lab Question/Review Other Lab/ Writing and Review Response Day 11 Day 12 Day 13 Day 14 Day 15 Lecture/ Lecture/ Other Lab Review Unit Exam Student Other Lab Workbook
  • 2. AP Biology Outline Unit 1 Ecology and Behavior Student Workbook Student Workbook – Activity 51.1 What determines behavior. Pg. 291 Student Workbook – Activity 53.1 What methods can you use to determine population density and distribution? Pg. 303 Student Workbook – Activity 53.2 What models can you use to calculate how quickly a population can grow? Pg. 307 Student Workbook – Activity 54.2 What effects can a disturbance have on a community? 319 Student Workbook – Activity 54.3 How can distance from the mainland and island size affect species richness? Pg. 323 Student Workbook – Activity 56.1 What factors can affect the survival of a species or community? Pg. 33 Textbook Readings Ch. 52, 53, 54, 55, 56 Lecture Topics Biomes – Flora, fauna, and human impacts on the environment Labs Dissolved O 2 and Temperature o AP Lab #12 Choice Chambers o AP Lab #11 Microbes present in pond mud Design a Scientific Experiment Due at the end of March along with presentation Ecosystems and communities – Global warming project and change in climate. Must have at least two current scientific journals for resources. Unit 2 Chemistry of Life Student Workbook Student Workbook – Activity 4.1 How can you identify organic macromolecules? Pg.7 Student Workbook – Activity 4.2 What predictions can you make about the behavior of organic macromolecules if you know their structure? Pg. 13 Student Workbook- Activity 2.1 A Quick Review of Elements and Compounds pg. 1 Student Workbook – Activity 3.1 A Quick Review of the Properties of Water pg.5 Student Workbook – Activity 8.2 How can changes in experimental conditions affect enzyme- mediated reactions? Pg. 31 Textbook Readings Ch.3 section 1 and 2 , Ch. 3 section 3, Ch.2, 4, 5, 8 Lecture Topics Atoms Elements Bonds Water pH
  • 3. Acids and Bases Carbon Compounds – Organic Molecules Enzymes Labs AP Lab #2 Molecular models lab and worksheet How many drops of water can fit on a penny? Cohesion and adhesion. Unit 3 Cellular Structure and Function Student Workbook Student Workbook – Activity 6.1 What makes a cell a living organism? Pg. 17 Student Workbook – Activity 7.1 What controls the movement of materials into and out of the cell? Pg.19 Student Workbook – Activity7.2 How is the structure of a cell membrane related to its function? Pg.21 Textbook Readings Ch.6,7, 11 Lecture Topics Labs Microscope work and review Prokaryotic vs. Eukaryotic lab o Anabaena and heterocysts – Carolina Biological Supply Examine Protists lab o Amoeba, Euglena, Pramecium, Stentor, Blepharisma, volvox – Connecticut Valley Biological Supply Co. (LD 12- mixed Protozoa) Diffusion and Osmosis lab o AP Lab #1 Cell Membrane Model Building Unit 4 Biotechnology with Viruses, Bacteria, and DNA Structure Student Workbook Transformation with pGLO Bacterial Transformation Kit – BioRAD laboratories (166- 0003EDU) Gel Electrophoresis o AP Lab #6 DNA Extraction from Onion Cell lab Virtual Lab Genome Reading from a journal Student Workbook – Activity 16.1 Is the hereditary material DNA or protein? Pg.87 Student Workbook – Activity 19.1 How do viruses, viroids, and prions affect host cells? Pg.111 Student Workbook – Activity 18.1 How is gene expression controlled in bacteria? 103 Student Workbook – Activity 16.2 How does DNA replicate? Pg. 93 Student Workbook – Activity Modeling transcription and translation: What processes produce RNA from DNA and protein from mRNA? 95 Student Workbook – Activity 43.1 How does the immune system keep the body free of pathogens? Pg. 251 Textbook reading – Ch.19, 20
  • 4. Unit 5 Genetics Student Workbook – Activity 12.1 What is mitosis? Pg. 53 Student Workbook – Activity 13.1 What is meiosis? Pg. 57 Student Workbook – Activity 13.2 How do mitosis and meiosis differ? Pg. 61 Student Workbook – Activity 14.1 A genetic vocabulary review. Pg. 65 Student Workbook – Activity 14.2 Modeling meiosis: How can diploid organisms produce haploid gametes? Student Workbook – Activity 14.3 A quick guide to solving genetics problems. Pg. 71 Student Workbook – Activity 14.4 How can you determine all the possible types of gametes? Pg. 77 Student Workbook – Activity 15.1 Solving problems when the genetics are known. Pg. 79 Student Workbook – Activity 15.2 Solving problems when the genetics are unknown. Pg. 81 Mitosis and Meiosis o AP Lab #3 Fruit Fly lab o AP Lab #7 Probability work with AP Statistics class on computers. 2 Day project. Human Genetics Presentation, topic of choice. Must contain 2 sited journals. At least 5 power point slides and 5 minute presentation. Textbook reading – Ch. 12, 13, 14, 15, 16, 17, 18 Unit 6 Evolution Hardy-Weinberg Law of Genetic Equilibrium o AP Lab #8 Dating lab (Neo/sci E2-20-2213) Dating Foraminiferans Student Workbook – Activity 22.1 How did Darwin view evolution via natural selection? Pg. 123 Student Workbook – Activity 22.2 How did Darwin and Lamarck’s ideas about evolution differ? Pg. 127 Student Workbook - Activity 23.1 A quick review of Hardy – Weinberg population genetics. Pg. 133 Student Workbook – Activity 23.2 What effects can selection have on populations? Pg. 139 Student Workbook – Activity 23.1 What factors affect speciation? Pg. 145 Student Workbook – Activity 32.1/33.2 What can we learn about the evolution of the animal kingdom by examining modern invertebrates? Pg. 195 Text book readings – Chapter 1, 21, 22, 23, 24, 25 Unit 7 3 Domains Phylogenetic Tree Classification lab Dissections of fish and squid Student Workbook – Activity 27.1 How diverse are the Archea? Pg. 167 Student Workbook – Activity 27.2 How has small size affected prokaryotic diversity? Pg. 171 Student Workbook – Activity 28.1 How has endosymbiosis contributed to the diversity of organisms on Earth today? Pg. 175 Textbook readings – Ch.26, 27, 28 Unit 8 Cellular Respiration and Photosynthesis Student Workbook – Activity 9.1 A quick review of Energy Transformations. Pg. 35
  • 5. Student Workbook – Activity 10.1 Modeling photosynthesis: How can cells use the sun’s energy to convert carbon dioxide and water into glucose? Pg. 45 Student Workbook – Activity 9.2 Modeling Cellular Respiration: How can cells convert the energy in glucose to ATP? Pg. 37 Photosynthesis and Plant Chromatography o AP Lab #4 Cell Respiration o AP Lab #5 Zebrina leaves lab with stomates Student Workbook – Activity 10.2 How do C3, C4, and CAM photosynthesis compare? Pg. 49 Textbook reading – Ch.9, 10 Unit 9 Plants Transpiration o AP Lab #9 Flower Dissection lab Fruits Tropisms – demos Student Workbook - Activity 35.1 How does plant structure differ among monocots, herbaceous dicots, and woody dicots? Pg. 211 Student Workbook – Activity 36.1 How are water and food transported in plants? Pg. 215 Student Workbook – Activity 37.1 What do we need to consider in order to grow plants in space (or anywhere else for that matter)? Pg. 221 Student Workbook – Activity 38.1 How can plant reproduction be modified using biotechnology? Pg. 223 Student Workbook – Activity 39.1 How do gravity and light affect plant growth responses? Pg. 225 Textbook reading – Ch. 29, 30, 31, 35, 36, 37, 38, 39 Unit 10 Animals Pulse Rates o AP Lab #10 Daphnia Fetal Pig Dissection Textbook reading – Ch.32, 33, 34, 40, 41, 42 Unit 11 Reproduction and Hormones Student Workbook – Activity 45.1 How do hormones regulate cell functions? Pg. 259 Student Workbook – Activity 46.1 How does the production of male and female gametes differ in human males and females? Pg. 263 Textbook readings – Ch. 45, 46, 47, Unit 12 Systems Circulatory Nervous Muscles Immune System Sense Organs Owl Pellet Investigation
  • 6. Student Workbook – Activity 40.1 How does an organism’s structure help it maintain homeostasis? Pg. 229 Student Workbook – Activity 41.1 How are form and function related in the digestive system? Pg. 233 Student Workbook – Activity 42.2 How do we breathe, and why do we breathe? Pg. 243 Student Workbook – Activity 42.3 How are heart and lung structure and function related to metabolic rate? Pg. 247 Student Workbook – Activity 44.1 What is nitrogenous waste and how is it removed from the body? Pg. 253 Student Workbook – Activity 48.1 How do ion concentrations affect neuron function? Pg. 271 Student Workbook – Activity 49.1 How is our nervous system organized? Pg. 281 Student Workbook – Activity 50.1 How does sarcomere structure affect muscle function? Pg. 285 Student Workbook – Activity 50.2 What would happen if you modified a particular aspects of muscle function? Pg. 289 Textbook reading- Ch. 43, 44, 45, 47, 48, 49, 50 Textbook Readings Ch. 41, 43, 44, 45, 47, 48, 49, 50 Lecture Topics Circulatory Nervous Muscles Immune System Sense Organs Labs/Projects Owl Pellet Investigation Howard Hughes Medical Institute The Virtual Lab Series – Cardiology Lab and Immunology Lab

×