Advance Placement Biology - SCI 04301 and 04302,

Dual Credit for BSU BIO-111 and BIO-112

Instructor – Cheryl Henderson Kellogg Office –Elliot Hall 009H)

Contact Information – 765-285-7726 or [email protected]

Office Hours – MWF: 4-6  for other open times, please see My Schedule on Blackboard (posted under “Information”). Please arrange all others by appointment.

Instructional Resources

1. Campbell, Reece et al., Biology 9th ed. 2011. Pearson Benjamin Cummings. Other editions of Biology are acceptable, but should be approved by the instructor. This is the main text we will be using. 2. Hillis, Sadava, et al., Principles of Life 2nd ed. 2014. Sinauer Assoc. Inc. Supplemental textbook 3. Preparing for the AP Biology Exam, Preparation manual for the National Exam. 4. AP Biology Investigative Labs: an Inquiry Based Approach – this is lab manual for AP Biology. Many of our labs will be taken or modified from this source. All lab materials will be posted through BlackBoard so a hard copy of the lab manual is NOT required.

Course Overview

This AP Biology course is designed to offer students a solid foundation in introductory college-level biology. By structuring the course around the four Big Ideas, Enduring Understandings and Science Practices, the students will be assisted in developing an appreciation for the study of life and helped to identify and understand unifying principles within a diversified biological world. Science is a way of knowing. Therefore, knowing about Biology requires that students learn the process of inquiry and develop critical thinking skills. The course will focus not only on knowing science content, but also learning skills to analyze and interpret data, and to communicate information in a meaningful way to others. At the end of the course, students will have an awareness of the integration of other sciences into the study of Biology, understand how our own species is similar, yet different from other species, and become knowledgeable and responsible citizens in understanding biological issues that could potentially impact their lives.

Instructional Context

This course in AP Biology will be taught to juniors and seniors at a school that follows a college style schedule. Students will meet for three 50 minute lecture periods each week and one 2 hour laboratory period. Computer and internet access is required for the course as the materials will be posted to BlackBoard or require the use of other internet sites. Students should have completed one year of biology and one of chemistry if possible prior to enrolling in AP Biology. However, students without the suggested pre-requisites may be admitted by instructor permission. However, the most important pre-requisite for this course is the student taking enough TIME to keep up with the work. The usual ratio is 1 – 2 hours of outside work for each hour spent in class.

Advanced Placement Biology Content

This course in AP Biology is structured around the four Big Ideas, the Enduring Understandings within the Big Ideas, and the Essential Knowledge within the Enduring Understandings. The Big Ideas:

Big Idea 1: The process of evolution drives the diversity and unity of life.

Big Idea 2: Biological systems utilize fee 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 posses complex properties.

The Investigative Laboratory Component

The course is structured around inquiry in the lab and the use of seven science practices throughout the course. Students will be given the opportunity to engage in student-directed laboratory investigations throughout the course of a minimum of 25% of instructional time. Students will conduct a minimum of eight inquiry-based investigations (two per big idea) throughout the course as described in AP Biology Investigative Labs: an Inquiry Based Approach. The science practices covered by each lab are listed in this document. These practices are:

The Seven Science Practices 1. The student can use representations and models to communicate scientific phenomena and solve scientific problems. 2. The student can use mathematics appropriately. 3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4. The student can plan and implement data collection strategies appropriate to a particular scientific question. 5. The student can perform data analysis and evaluation of evidence. 6. The student can work with scientific explanations and theories. 7. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

Units of Instruction

The course content has been divided into eight instructional units over the two semesters. An attempt has been made to “chunk” chapters into related units. Four units will be presented each semester. The Four Big Ideas will be interwoven within the units.

Unit 1 – Introduction and Biochemistry Suggested Labs 1 – Introduction to AP Biology Introduction to Inquiry Labs, Graphing 2 – Chemistry of Life (self-study and Artificial Selection – predator/prey selection recap in class) simulation 3 – Water Mathematics in Biology – graphs, calculations etc. Essay Writing, Rubric Setting and Practice 4 – Carbon and Molecular Diversity Grading 5 - Macromolecules Unit 2 – Cells and Cell Cycle Suggested Labs 7 – Membrane Structure and Function Osmosis – dialysis tubing, potatoes 6 – Tour of a Cell Cell observations – web sites etc. 12 – Cell Cycle Mitosis 44 – Osmoregulation and Excretion (self-study) Unit 3 – Cellular Energy Suggested Labs 8 – Introduction to Metabolism Enzymes – computer probe lab 9 – Cellular Respiration Respiration – seed respiration 10 – Photosynthesis Photosynthesis – computer probe lab Unit 4 – Organism Form and Function Suggested Labs 11 – Cell Communication Cell Communication – simulation or website 45 – Hormones and the Endocrine System investigation 48 – Neurons, Synapses and Signaling Hormones – project (Endocrine diseases) Nerve signaling – simulation or website 43 – Immune System Investigation 40 – Basic Principles of Animal Form Case studies may be used in all three human and Function (self-study) system areas Unit 5 – Genetic Basis of Life (Spring) Suggested Labs 13 – Meiosis and Sexual Life Cycles Meiosis simulation 14 – Mendel and the Gene Idea Fast Plant – who’s the daddy? 15 – Chromosome Basis of Inheritance Fruit Fly Genetics simulation, Chi Square test on

21 – Genomes and their Evolution Genetic Corn Unit 6 – Gene Activity and Suggested Labs Biotechnology DNA Isolation 16 – Molecular Basis of Heredity Transformation using pGLO 17 – From Gene to Protein Restriction Enzymes and Gel Electrophoresis 18 – Regulation of Gene Expression 20 – Biotechnology 19 – Viruses (self-study) Unit 7 – Evolution and Phylogeny Suggested Labs 22 – Descent with Modification: Population Genetics Darwin Evo-Devo – videos from HHMI 23 – Evolution of Populations Hemoglobin investigation and Blast Lab 24 – Origin of Species 25 – History of Life on Earth 26 – Phylogeny and the Tree of Life Unit 8 – Ecology Suggested Labs 52 – Introduction to Ecology Animal Behavior – red worms or pillbugs 53 – Population Ecology Transpiration – whole plant method 54 – Community Ecology Aquatic Production – DO bottles, ecosystem simulation with probes 55 – Ecosystems 56 – Conservation Biology 51 – Animal Behavior (self-study)

Additional labs will be conducted to deepen students’ conceptual understanding and to reinforce the application of science practices within a hands-on, discoverer based environment. Directed Inquiry will be the most common method of lab instruction used. The course will provide opportunities for students to develop, record, and communicate the results of their laboratory investigations. Lab report format will vary and may include the following: formal lab report, PowerPoint presentation, poster board presentation, oral presentation, response to directed questions on the lab or other format.

Students will be required to maintain a portfolio of their lab activities on a flash drive or other storage device to take with them to college. Instructor’s Conceptual Framework for Biology

The instructor’s conceptual framework for understanding Biology is well illustrated by a quote from Theodosius Dobzhansky (1973): “Nothing in Biology makes sense except in the light of Evolution”

This conceptual framework will manifest in questions such as: What is the adaptive value of ______? Why has ______persisted over time? What is the role of the environment in ______? If the environment changes, what might happen over time? Does ______improve the ability of the organism to survive and reproduce? How?

The instructor will try to illuminate you with the “in light of evolution” each and every class period. This may sound strange now, but it will make all kinds of sense very quickly.

Suggested Note-taking Methods

The instructor will provide a handout for each chapter covered in class. The handout will give the objectives for the chapter and an outline on how it will be presented. The outline has been used to build a PowerPoint presentation. The information on the PowerPoint slides are in a bulleted format and do not represent the entire coverage of the topic. The PowerPoint slides should be viewed as a “framework” for the content. Additional information will be given orally by the instructor to “flesh out” the framework, or will be developed through classroom discussions. An Understanding by Design format has been used to develop the class presentations and handouts. Students should recognize that content will be presented in three levels:

Level 1 – must know items – this material will definitely be on the homework and tests Level 2 – nice to know items – these are background or connecting information and may be on the homework and tests. Level 3 – for your information only items – this material will not be on the homework or tests, but can be used by student choice as examples to illustrate other topics. Science News items or other current events will fall into this category.

Students should focus on: 1. Knowing the Level 1 items for each chapter or unit. 2. Add notes to the PowerPoint slides based on the instructor’s oral presentation which will identify the “levels” of the bullet points on the slides. 3. Students should be able to construct their own study guides by converting the PowerPoint slides to an outline text format and adding in the relevant orally presented information.

Homework

A selection of short answer questions will be assigned for each chapter. About 80% of the questions will be drill or practice on the Level 1 items to help students reinforce and master these concepts. Students should focus on the task words (shown in bold font text) in the questions such as discuss, justify and explain, identify, compare and contrast etc. when answering these questions. These same bold font task words will be used in essay questions on exams.

Homework assignments can be turned in as a hard copy in class, or as a Word Doc. uploaded onto Blackboard. If assignments are turned in to my mailbox or office after 4:00 p.m., you should have an SLC initial, note the time and date on the hard copy. Otherwise, the time and date will be noted by me when I pick it up from my mailbox / office, which may reflect a late assignment without the SLC notes. Attendance and Late Work

Students are expected to attend class regularly and be there on-time. If you are late to class, then you might receive a warning for the first time, but subsequent tardiness will be recorded as such. If you are more than 15 minutes late for lecture and 30 minutes late for lab, then these may be recorded as absences. Exceptions might be made for students with extenuating circumstances. Over-sleeping is NOT an acceptable excuse. If you are absent, it is your responsibility to get any information from me, notes from classmates, or refer to Blackboard for the information you missed. In the event you miss laboratory for an excused reason, you must arrange a meeting with me as soon as possible to make up the lab activity within one week of the missed laboratory session. If the lab cannot be made up, then students with an academy approved excuse may be allowed to miss one lab without penalty at the discretion of the instructor.

All assignments are expected on the date announced in class. Those due dates may also be posted with the assignment on Blackboard, as a reminder. However, assignments will be permitted a 24 hour extension without penalty or explanation. Work due on Friday must be turned in before 11:59 p.m. (midnight) on Saturday, not Monday. Work received after the 24-hour extension will receive a 20% penalty deducted for each day late unless permission is granted by Dr. Kallmeyer in advance . No credit will be given to assignments turned in after graded assignments have been returned to the class. Those assignments will receive a grade of “0”. The only exception will be for those individuals with extenuating circumstances and/or an Academy approved documented excuse. If you are absent for an exam, the exam MUST be made up within the week of your return. If you have an unexcused absence, then the exam will be treated as a late assignment and late penalties will be applied when making up the exam. In the rare event that a student misses another exam due to a second unexcused absence, then there will be no make-up of the exam and the score will be recorded as “0” for that exam. Consequently, the student might consider dropping AP Biology at that point, because the grade will likely not recover from test scores of “0”. Make-up work for pre-arranged absences should be negotiated with the Dr. Kallmeyer in advance.  Unexcused absences – The instructor reserves the right to accept or not accept make-up work for unexcused absences as directed by Academy Handbook policy. Students may not have the ability to make-up any work that was missed and the grade will be recorded as “0” in Powerschool. Exceptions might be made on a case-by-case basis. Please note: suspensions count as unexcused absences.

Academic Dishonesty

Students in AP Biology are encouraged to form study groups and to assist each other in the learning process. However, students are expected to complete their own work by writing their own independent answers for homework and lab reports. Do NOT share files with each other. Make sure everyone in your group has the raw data before leaving class. Academic dishonesty, as described in the student handbook will not be tolerated. Students who commit Academic dishonesty will be prosecuted and penalized. Plagiarized work will receive a minimum penalty of “0” for that assignment and/or reduction of the overall course grade as deemed appropriate to the severity of the infraction. If you are unclear on what is permissible collaboration, please talk to Dr. Kallmeyer.

Laptop Computer Use Chronic infractions of this policy may result in loss of laptop privileges and/or grade deduction penalties.

1. If you use a laptop in class, please boot up your computer as soon as you arrive so that you will be ready to go to work as soon as class starts. 2. The student is responsible for maintaining the power of their computer. 3. The volume on your laptop should be turned all the way down during class. Your laptops should be silent except for the clicking of the keyboard. 4. You may not read or send e-mail, play music or games, “IM”, participate in chat rooms, or download music or audio files during class. 5. You are encouraged to take notes using your laptop, but you also need to be prepared to use pen and paper as drawings are part of the curriculum in this course. 6. You are responsible for maintaining your computer. Please make sure your computer is working before coming to class. If your computer is not working or is not able to connect to the wireless server, you should follow the help instructions in your laptop management document. 7. The Internet is a wonderful source of information when used properly. When using sources from the Internet, you must evaluate the credibility of the information. All materials found on the Internet must be properly documented like any other source of information to avoid plagiarism which is a form of Academic Dishonesty. If you are unsure how to cite this information, please see Dr. Kallmeyer. 8. Remember to save your work frequently. Loss of a file by accident is not an acceptable excuse. 9. Close your lid/screen half way when requested by Dr. Kallmeyer. 10. Do not hide toolbars. Keep all items you are working on visible on the screen and available for inspection. 11. The use of IM software or e-mail during a test or quiz is strictly forbidden and will result in a zero on the exercise.

Tests in AP Biology

We are "in training" for the national AP Biology exam, which will be given at 8:00 on the morning of Monday May _____ , 2017. All students are EXPECTED to take the national exam. Therefore: The tests used in the course will attempt to reflect the style and difficulty level of the actual AP Biology exam. At least four tests will be given each semester. Each test will consist of a 40-50 multiple-choice questions and 6 grid-in questions. The essay exam will consist of two long essays and 3-5 short essays. One essay question on each exam will be based on a “recommended” AP Biology lab. Each exam will be allowed one hour for each part and will be administered in the two hour lab block. Keys and grading standards will be made available after each exam. Each exam will have an accompanying “Pre-Test” posted on Blackboard which will count as part of the exam scores posted on Powerschool. These Pre-tests can be taken multiple times, are open notes, and are designed to help students study more effectively. Taking the Pre-test is required and is usually due before the exam date.

Grading

Since the purpose of the AP Biology course is to prepare for the national exam, calculation of grades will be predominantly based on exam performance. Course grades will be based on the following items and percentages:

Multiple Choice Exam - 30% Essay Exam - 30% Homework and Projects - 20% Labs - 20% 100%

Letter grades will be determined on a curve that is based on previous student performance in this class on the national AP Biology exam. The anticipated letter grade breakpoints will be: A > 89.5% Dual Credit Scale: B+ = 86-89.5% A > 89.5% B = 80-86% B = 80 – 89.5% B- = 78-80% C = 70 – 79.5% C = 70-78% D = 60 – 69.5% C- = 65-69.5% F < 60% D* or failing = <65%

Note – The actual letter grade breakpoints used for permanent grades (the end of the semester grades that are borderline) may be “bumped up” at the discretion of the instructor, which is usually based on class participation and lab performance. I normally do not curve individual assignments or tests. Extra credit opportunities will be rarely available. I expect you to have your best work the first time on each and every grading opportunity.

Gradebook on PowerSchool: Lecture grade will include all tests, homework, and lab assignments for a running total showing the current class grade. The laboratory “grade” is only used to show midterm and final scores that should match the lecture scores from midterm.

Special Circumstances: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building needs to be evacuated, please make an appointment with me as soon as possible.

Lab equipment breakage: If there are glassware breakage or equipment problems, please notify the instructor immediately, to ensure proper safety and equipment protocols are followed. In the event of breakage, the student may be held responsible for the cost of replacing glassware or lab equipment.

The most important thing for students in AP Biology is to advocate your needs! I cannot help you if I don’t know what you need. NEVER hesitate to ask questions or seek help!! Tentative Laboratory and Exam Schedule - Fall Semester 2016

Date Laboratory / Exams ______August 8-12 Lab Safety Procedures Observation Lab – Introduction to Inquiry Labs

August 15-19 Predator/Prey – Introduction to Evolution and Natural Selection Aug. 22-26 Graphing and Math Skills for AP Biology Essay Writing Skills – Practice Essay Activity Aug. 29 – Sept. 2 Exam 1: Chapters 1 – 5: Scientific Method, Introduction to Descent with Modification, Basic Chemistry, Properties of Water, Carbon Chemistry September 5-9 No lab – Labor Day Weekend Break No class Sept 5 & 6 September 12-16 Diffusion and Osmosis Lab – AP Lab

September 19-23 Mitosis – AP Lab Sept. 26 – 30 TBA

October 3-7 Exam 2: Chapters 7, 6, 12: Membranes, Cell Structures, Cell Cycle October 10-14 Lab day moved to Thursday Oct. 13 – Enzymes - AP Lab No class Oct. 10 or 11 Fall Break – Lab meets on Thurs. October 17-21 Cell Respiration Lab – AP Lab

October 24-28 Photosynthesis – AP Lab Oct. 31 – Nov. 4 Exam 3: Chapters 8, 9, 10: Energy, Metabolism and Enzymes, Photosynthesis, Respiration

November 7-11 Cell Communication Lab November 14–18 Endocrine System Lab November 21-25 Thanksgiving break - no class or labs Nov. 28 – Dec. 2 Nervous System Labs – Mouse Party and Neuron simulation

December 5-9 Lab TBA or review

Final Exam/Exam 4: Chapters 11, 45, 48 and 43: Cell Signaling, Human Systems.

I reserve the right to change the syllabus on an “as needed” basis. Students will be notified of any changes, as they might occur. Please be sure to check Blackboard and your e-mail regularly for announcements.