East Duplin High School

Instructor: Kirk Kennedy Email: [email protected] Textbook and Resource Materials: (supplied by school)  Reece, Jane et al., Campbell Biology, 9th Edition. Benjamin Cummings, 2011.  AP Biology Lab Manual for Students. The College Board

Recommended Resources: (provided by student)  Test Prep for AP Biology; Fred Holtzclaw & Theresa Holtzclaw, Pearson Education, 2014. Course Overview: The Advanced Placement Biology curriculum is equivalent to a college course usually taken by biology majors during their first year of college. Students obtain weighted credit by successfully completing the AP Biology exam at the end of the course. The primary emphasis of the course is on developing an understanding of the following four big ideas:

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.

The course is broken down into three areas of study: 25% molecules and cells, 25% genetics and evolution, and 50% organisms and populations. Also, the course will provide students with the opportunity to connect biology to major issues of social concern such as global warming, stem cell research, and cancer. This will give students a grasp of biology’s relevance to themselves and society. The course is also structured around inquiry in the lab and the use of the seven science practices throughout the course.

Students are given the opportunity to engage in student-directed laboratory investigations throughout the course for a minimum of 25% of instructional time. Students will conduct a minimum of eight inquiry-based investigations (two per big idea throughout the course). Additional labs will be conducted to deepen students’ conceptual understanding and to reinforce the application of science practices within a hands-on, discovery based environment. All levels of inquiry will be used and all seven science practice skills will be used by students on a regular basis in formal labs as well as activities outside of the lab experience. The course will provide opportunities for students to develop, record, and communicate the results of their laboratory investigations. AP Biology is a very challenging course and students should expect to be pushed academically. Science Practices (SP):

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.

Course Objectives:

 Understand that science is a process rather than an accumulation of facts.  Understand how the major topics/concepts relate to the unifying themes in Biology.  Experience science through laboratory and inquiry activities.  Apply biological knowledge and critical thinking to environmental and social concerns. Required Materials:

1. 3 ring spiral notebook with pocket dividers (one for each unit = 11 total) 2. Loose leaf paper 3. Box of colored pencils

Why take AP Biology?

 You enjoy biology and want to take that learning to the next level in a rigorous laboratory based class  You are a self directed learner and need the challenge that an AP class offers  You have an interest in a science related career (medicine, research, veterinarian, forensics, forestry, etc…)  You would like to earn college credit while in high school

Summer Project:

Biology Collection:

Students will choose 50 terms from a list of 110 terms given to them. They will create a biological collection of pictures (that they have personally collected with proof). They will place these in a booklet which will be due the first week of school.

* If the project is not handed in on time & complete, then you will be dropped from AP Biology. Abstracts:

Students will prepare nine abstracts. An abstract is a summary or synopsis of an article in a journal or magazine. The purpose of preparing an abstract is to acquaint you with scientific literature and to expose you to current topics in biology.

How to prepare an abstract:

1. Articles to be abstracted must be at least one page (text) in length. 2. Work cited must be included at the top of the abstract page. 3. Triple space between the citation & the start of your paper. 4. Double space your paper. 5. Abstracts must be turned in at www.edmodo.com. 6. Write your name, date, and period at the top of the abstract.

 Abstracts are due the second Tuesday of each month.

Articles to Abstract & Due Dates

 Revolutionary Analytical Methods for Biomolecules – Sept 8th  Genetic Regulation of Organ Development and Programmed Cell Death -- Oct 13th  Bacterium Helicobacter pylori & Gastritis -- Nov 10th  The Flower & the Fly -- Dec 8th  Odorant Receptors & Olfaction -- Jan 5th (moved because of exams)  Chasing the Fickle Swine Flu -- Feb 9th  Genomes for ALL – March 8th  Diet & Primate Evolution -- April 12th  Chemiosmotic Theory -- May 3rd (moved because of AP Exam) Semester Projects:

Students will be required to complete independent projects each semester. The due date will be assigned at a later date.

Semester 1: Construct a 3-D cell organelle Students will have to choose an organelle and construct a 3-D model of this organelle. They will know the function, location, and numbers in the cell.

Semester 1: Genetics/Principles of Heredity – Pedigree Project Students will track a particular trait through several generations of a family. They may use their own family or choose to use another family. They will create a pedigree for the family and create a report to discuss the pedigree.

Semester 2: Bio-diversity Scavenger Hunt Project Students will be given a list of different features and organisms that they must collect and then present in an organized manner. They will include the common names and the scientific names of all of their specimens. Timeline:

- Molecules and Cells (33 Days) Chapters to Date Topic of Study Labs/Webquests/Projects read 1. Slime Lab (SP1,4,5) Biology: 5 days Themes & Chapter 1 1. Case Study – Scientific Method Introduction 2. Prefixes – Latin words 3. Essay Writing Tips & Key Words Unit 1 Test – Biology: Themes & Introduction (chapter 1) Lab 13: Enzyme Activity Inquiry Lab (Big Idea 2; SP 1,2,3,4,5,6,7)) 1. Potato Enzyme Lab (SP 2,3,4,5) Chapter 3 2. Liver Enzyme Lab (SP 2,3,4,5,7) Chemistry & Chapter 4 3. McMush Lab 9 days Biochemistry Chapter 5 4. Tootpickase Lab (SP 1,2,4,5; Big Idea 2) (Big Idea 2) Chapter 8 5. Toothpick Atoms 6. Practicing Biology Activities (4.1-4.2) 1. Enzyme Web Lab 2. Identification of Biomolecules Webquest

Unit 2 Test - Chemistry Lab 4: Osmosis & Diffusion Inquiry Lab 1. Osmosis with Gummi Bears 2. Egg Diffusion Lab 3. Microscope Review Lab (osmosis) Chapter 7 7. Build-A-Membrane: (http://learn.genetics.utah.edu) 9 days Chapter 8 8. Water Potential Lab with Potato Cells Chapter 11 1. Mitosis & Meiosis Webquest Chapter 12 2. Pathways with Friends (http://learn.genetics.utah.edu) 1. Aquaporin Research 2. Whole Class Discussion (Campbell, pg 91) Evolution Connection Semester 1 Cell Organelle Project Due Unit 3 Test - Cells Lab 5: Photosynthesis Inquiry Lab Lab 6: Cell Respiration Inquiry Lab 1. Calorie Study Lab Cellular 2. Yeast Respiration Lab 10 days Chapter 6 Energetics 3. Paper Chromotagraphy of the Leaf Chapter 9 4. Evol. of the cell (http://learn.genetics.utah.edu) Chapter 10 5. Begin “Demise of the Halloween Pumpkin” - 30 Day Experiment 7. The Evolution of the Cell (http://learn.genetics.utah.edu) Unit 4 Test - Cellular Energetics - Evolution,- Taxonomy,Genetics (26 Animals Days) (50 Days) Chapters to DateDate TopicTopic ofof StudyStudy Chapters to Labs/Webquests/Projects readread 9 days Evolutionary Lab 1:7: ArtificalMitosis & Selection Meiosis Inquiry Lab Biology Lab 2: Hardy-Weinberg Inquiry Lab 1.1. DNAPeppered Extraction Moth Simulation Lab Lab Chapter 22 2.2. DNAFishy Bracelet Frequency Lab Lab (M&M’s) ChapterChapter 1323 3.3. ConstructingNatural Selection a Pedigree in Teddy (Paper Grahams Lab) (Do before Lab 1) 10 days ChapterChapter 1424 4.4. ConstructionConstruct a phylogenic of a cell cycle tree model Heredity ChapterChapter 1525 5. Mitosis(http://www.accessexcellence.org/AE/ & Meiosis Bead Lab ) 1.5. HistoryThe Geologic Of DNA Time Webquest 2. Mitosis/MeiosisString(http://www.accessexcellence.org/AE Webquest ) 1. Case Study - Galapagos 1. Case Study – I’m My Own Grandpa 2.1. CaseHHMI Study Video: – Blue Evolution People – Whole class discussion 3.2. CaseNova; Study PBS –video: Milk “(MotherWhat Darwin’s Milk Never& Cancer) Knew” Unit3. 5 StemTest Cellover Webquest Heredity 4. Evolution Web Lab Lab 9: Molecular Biology Inquiry Lab Unit 8 Test over EvolutionLab 12: Genetics of Drosophila 10 days Diversity of Chapter 26 1. GeneticLab Case 3: Comparing Study Project DNA (Teacher Seq. with Website) BLAST Lab Organisms Chapter 27 2. Finding Your Genetic Match (Paper Lab) Chapter 28 3.1. CrossingRecreation Over of Pasteur(Paper ’Lab)s Experiment Chapter 31 4.2. RainbowCladistics Electrophoresis Analysis (Paper Lab Lab) Chapter 15 5.3. FootballphoresisConstructing a Phylogenetic (On football Tree field) using DNA data Chapter 16 6. M&M(http://www.accessexcellence.org/AE/ Chi Square Lab ) Chapter 17 16 days Molecular 7. Model of an Operon Chapter 18 1. Parade Through the Kingdoms – Packet 8. DNA & Histone Model Genetics Chapter 19 2. How Does the Fungus Pilobus Succeed as a decomposer? Chapter 20 1. Fruit(www.campbellbiology.com Fly Genetics Webquest) Chapter 21 2. Research:Semester Can 2stem Bio-diversity cell-based Scavenger therapy be Hunt used Duein brain & spinal cord injuries? Unit 9 Test1. overOriginal Diversity Nature of Article Evolution – Watson, Crick, Franklin 31 days Structure & 2. Case Study – More than meets the eye (eye color) 3. Restriction Enzyme Mapping Worksheet Function of Chapter 32 Animals Chapter 33 Semester 1 Pedigree Project Due Chapter 34 1. Isopod Behavior Lab 9 days - UnitChapter 6 Test 40 over Molecular2. Goldfish Genetics Respiration – PartLab –I Experimental(chapters 15-17) Design 7 days - UnitChapter 7 Test 41 over Molecular Genetics – Part II (chapters 18-21) Chapter 42 Midterm Exam - Chapter 43 1. “Killer Flu” video & Questions Chapter 44 2. What affects urine production (www.campbellbiology.com ) Chapter 45 - Plants & Ecology (29 Days) Date Topic of StudyChapterChapters 46 to Labs/Webquests/Projects Chapterread 47 Chapter 48 20 days Structure & Chapter 49 Lab 11: Transpiration

Units 10A Tests over Animal Reproduction (chapter 32,33,34,40) Units 10B Tests over Animal Structure & Function (chapters 41-45) Units 10C Tests over Animal Behavior (chapters 46-49) Chapter 29 1. Counting Leaf Stomato Lab Chapter 30 2. Flower Dissection Chapter 35 3. Population Ecology – Eatable Goldfish Lab Function of Chapter 36 4. Ecology Issues Project Plants Chapter 37 5. Article: “Invasive Plant Suppresses the Growth of Native Chapter 38 Tree seedlings by disrupting below ground mutualisms” by Kristina Stinson Chapter 39

Unit 11A Test over Plant Reproduction/Evolution (chapters 29 & 30) Unit 11B Test over Plant Structure & Function (chapters 35-38) Unit 11C Test over Plant Behavior (chapter 39) Lab 10: Energy Dynamics Inquiry Lab Chapter 50 1. Owl Pellet Dissection Chapter 51 2. Food Web Construction (Paper Lab) 9 days Ecology Chapter 52 3. Dissolved Oxygen Lab Chapter 53 4. Carbon Footprint Lab Chapter 54 5. Design a biome & present Chapter 55 6. How do Abiotic Factors affect distribution of orgainisms? (www.campbellbiology.com) Unit 12 Test over Ecology Review for 15 days Exam AP Exam - Communication of Labs:

Students will maintain a laboratory section in notebook throughout the course. In addition to the laboratory notebook, students will communicate to others in formats such as group presentations, PowerPoint presentations, poster sessions, and written reports. Communication tools are not only for the laboratory experiences, but represent examples of the collaboration, reflection, and articulation seen in the course as a whole. Students will use this collection of their work over time and reflect on the changes they can see in the quality or substance of their work through the year as they prepare to move into college courses and research experiences in the future. A key feature in the portfolio will be the requirement for student self-reflection in terms of the science practice skills that they have developed throughout the year. s s s s e e r g y n n l c e c e n r g n o o e i i f i i i o t n o d g d t t i n n e e a e t e o a u l a o t d h l c c i i r m t i a w m t o a / v

UNITS and ACTIVITIES . h r s T n r s o v

t t e 2 d e e

u n n s E a n t f

o k o : o n i

m a n q i m

Big Ideas/Science Practices t I

e 1 t o

s n t a c i m e : a i . t a n o s a o n f 4 i l c e 7

i o . . m t a U e i t e Matrix C l d a r 3 1 l t a r I n l e p o

a u e o f & d t l x i g

i & c i e n a

y I t s e v g 6 B a c . g i c s i t e r 4

f n e e a & . B i i e

t n 5 d & s n e

p n n c t s g e i E e o i

n i t r a s :

e c C n g y e 2 s l e

s n m a a h e G E U e t l n i : d a p

a m t a i g k

i e a r B d d o &

n W m g i a r l o B P f r e P

Molecules & Cells

Unit 1: Biology Themes & Introduction

Ant Lion Lab X X X X

Slime Lab X X X X

Unit 2: Chemistry & Biochemistry

Enzyme Catalysis Inquiry Lab X X X X X X X X

Dirty Diaper Lab X X X

Potato Enzyme Lab X X X X X X X X

Liver Enzyme Inquiry Lab X X X X X X X X

How good is your enzymatic detergent? X X X X X X

Toothpickase Lab X X X X X

Enzyme Web Lab X X X X X X X X

Identification of Biomolecules – Web Lab X X X X

Unit 3: Cells

Osmosis & Diffusion Inquiry Lab X X X X X X X X

Osmosis with gummi bears X X X X

Egg diffusion lab X X X X X

Microscope Review Lab X X

Build-A-Membrane – web lab X X X X X

Mitosis & Meiosis Webquest X X X X X s s s s e e r g y n n l c e c e n r g n o o e i i f i i i o t n o d g d t t i n n e e a e t e o a u l a o t d h l c c i i r m t i a w m t o a / v

t t e 2 d e e

u n n s E a n t f

o k o : o n i

m a n q i m

e 1 t o

i & c i e n a

t n 5 d & s n e

n i t r a s :

a m t a i g k

i e a r B d d o &

Whole Class Discussion – Evolution Connection X X X X

Cell Organelle Project X X X X

Unit 4: Cellular Energetics

Plant Pigments & Photosynthesis Inquiry Lab X X X X X X X X

Cell Respiration Inquiry Lab X X X X X X X X

Calorie Study Lab X X X X

Yeast Respiration Lab X X X X X X X X

Paper Chromotagraphy of the Leaf X X X X X X

Evolution of the cell webquest X X

Demise of the Halloween Pumpkin – 30 day exp. X X X X X X X X

Genetics

Unit 5: Heredity

Mitosis & Meiosis Inquiry Lab X X X X X X X X

DNA Extraction Lab X X X X X X

DNA Bracelet Lab X X X

Dragon Genetic Lab X X X X X

Construction of a cell cycle model X X X X X X

History of DNA webquest X X

Mitosis / Meiosis Webquest X X X

Pedigree Family Project X X X X s s s s e e r g y n n l c e c e n r g n o o e i i f i i i o t n o d g d t t i n n e e a e t e o a u l a o t d h l c c i i r m t i a w m t o a / v

t t e 2 d e e

u n n s E a n t f

o k o : o n i

m a n q i m

e 1 t o

i & c i e n a

t n 5 d & s n e

n i t r a s :

a m t a i g k

i e a r B d d o &

Unit 6 & 7: Molecular Genetics

Molecular Biology Inquiry Lab X X X X X X X X

Genetics of Drosophilia X X X X X X X X

Genetic Case Study Project X X X X X X

Finding your genetic match X X X X X

Crossing over lab X X X X X X

Monstrous Mutations Lab X X X X

Rainbow Electrophoresis Lab X X X

Footballphoresis X X X

M&M Chi Square Lab X X X X X X

Fruit Fly Genetics Webquest X X X X

Evolution, Taxonomy, Animals

Unit 8: Evolutionary Biology

Population Genetics & Evolution X X X X X X X X

Artifical Selection Inquiry Lab X X X X

Peppered Moth Simulation Lab X X X X X X

Fishy Frequency Lab (M&M’s) X X X X X X

Natural Selection in Teddy Graham’s X X X X X X

Stem Cell Webquest X X

Evolution Web Lab X X X X s s s s e r e g y n n l c e c e n r g n o o e i i f i i i n o t o d g d t t i n n e e a e t e o a u l a o t d h l c c i i r m t i a w m t o a / v

e t t 2 d e e

u n n s E a n t f

o k o o : n i

m a n q i

e 1 t o

s n t a c i m e : a i . t a o n s a o n f 4 i l c 7 e

i o . m . t a U e i t e

Matrix C l d a r 3 1 l a t r I n l e p o

a u e o f & l d t x i g

i & c i e n a

y I t s v e g 6 B

a c . g i c s i e t 4 r

f n e e & a . B i i e

t n 5 d & s n e

n i t r a s :

s n m a a h e G E U e t l n i : a d p

a m t a i g k

i e a r B d d o &

Unit 9: Diversity of Organisms

Recreation of Pasteur’s Experiment X X X X X X X

Cladistics Lab X X X X X X X

Constructing a Phylogenetic Tree using DNA data X X X X X X X

Bio-diversity Scavenger Hunt X X X

Unit 10: Animals

Physiology of Circulatory System Inquiry Lab X X X X X X X X

Behavior Inquiry Lab X X X X X X X X

Fetal Pig Dissection X X X

Isopod Behavior Lab X X X X X X X X

Territorial Behavior of Crickets Lab X X X X X X

Goldfish Respiration Lab – Experimental Design X X X X X X X

Plants & Ecology

Unit 11: Plants

Transpiration Lab X X X X X X X X

Counting Leaf Stomato Lab X X X X X

Flower Dissection X X X

Unit 12: Ecology

Dissolved Oxygen Lab X X X X X X X X s s s s e r e g y n n l c e c e n r g n o o e i i f i i i n o t o d g d t t i n n e e a e t e o a u l a o t d h l c c i i r m t i a w m t o a / v

. h r s T n r s o v

e t t 2 d e e

u n n s E a n t f

UNITS and ACTIVITIES o k o o : n i

m a n q i

e 1 t o

s n t a c i m e : a i . t a o n s a o Big Ideas/Science Practices n f 4 i l c 7 e

i o . m . t a U e i t e C l d a r 3 1 l a t r I n l e p o

a u e o f & l d

Matrix t x i g

i & c i e n a

y I t s v e g 6 B

a c . g i c s i e t 4 r

f n e e & a . B i i e

t n 5 d & s n e

n i t r a s :

s n m a a h e G E U e t l n i : a d p

a m t a i g k

i e a r B d d o &

Ecology Issue Project X X X X X X

Population Ecology – Eatable Goldfish Lab X X X X X X

Owl Pellet Dissection X X X X X X X

Food Web construction X X X X X X

Independent Project (Conduct an experiment of your design at home using radish seeds)or Ecosystem Project

Avatar Video discussion

After the AP Exam Pig & Frog Dissections

Rama DNA Project

Finding Nemo & Animal Behavior

Letter to self – mailed 3 to 4 years from now Final Exam

You can be exempted from this exam if you meet the criteria found in the student handbook! Grading Scale:

Grading Scale Grade Points 90 - 100 A A = 4 80 - 90 B B = 3 70 - 80 C C = 2 60 - 70 D D = 1 0 - 60 F F = 0 AP Biology receives weighted credit on the student's rank GPA and on the state GPA appearing on the transcript.

Grading Breakdown:

Exams: unit tests, collections, semester projects, notebooks, etc… = 50 % Labs: reports, lab tests, & lab practicals = 15 % Daily assignments: worksheets, abstracts, openers, quizzes, etc… = 35 %

Semester Average is determined as follows:

1st nine weeks 37.5 % 2nd nine weeks 37.5 % Semester Test* 25 %

* There are NO exemptions from the 1st semester test!

AP Exam:

AP Biology Exam…………………………….May 9th, 2016

Scoring: A composite score is translated into an AP score ranging from 1 to 5 (5 being the highest score). A minimum score of 3 on the exam is required to earn college credit, however each university/college is different on their AP score requirements and credit policies. Check with individual universities on those requirements.

* Great resource for studying is www.bozemanscience.com Late Work:

Definition: “Work that is turned in after (even one minute) teacher collects assignment.”

 Learning to manage time and meet deadlines is a life skill that is essential in the “real world”.  Late work will be given 70% of total points until assignments have been graded and handed back to the class at which time the assignment WILL NOT BE ACCEPTED.  If you are absent for class, but in school earlier in the day your work is due.  TESTS ARE TO BE MADE UP ON THE DAY YOU RETURN AFTER A ONE DAY ABSENCE.  If you are absent the day before the test you are NOT excused from taking the test on the scheduled date.  Any exceptions to this policy will be handled by the teacher on an individual basis.