Columbia Heights Educational Campus 3101 16th St. NW, Washington, DC 20010 Teacher: Mr. Swan Room: C325 Phone: 202-939-7700 x 4020 Email: mrswan@mrswan.net AP® Biology Syllabus Columbia Heights Educational Campus Mission All students who graduate from our Grade 6 through 12 Early College Campus will be prepared to succeed in college and as leaders in the quest for social justice. We develop intellectually curious scholars who are articulate communicators in two languages, critical thinkers and consumers, cultural ambassadors, and contributing community members. Our students develop positive habits that build physical and emotional health. They demonstrate perseverance, ethics and character in the pursuit of excellence. Personal Philosophy Biology is not simply a subject that I teach to students; it is something that I care about very deeply, and I attempt to share with my students the passion I have for the field. As a science, biology is interwoven into the fabric of student’s life, and many of them do not even notice the connections. From their health to the health of the environment, the function of biological systems is significantly influenced by the structure of said systems as shaped by the tools of evolution from the dawn of time – from the smallest particles that make up cells to the magnificence of our planet. These relationships run deep, and biology serves as an eloquent means of explanation. Course Overview My AP Biology course is built upon three pillars of educational support: lectures, laboratories, and classroom discussions. Laboratories and class discussion will solidify and enforce the concepts discussed in lectures that revolve around the eight major themes of biology as outlined by the AP Biology Curricular requirements (science as a process, evolution, energy transfer, continuity and change, relationship of structure to function, regulation, interdependence in nature, and science, technology, and society). In addition, students will utilize textbook materials to round out their exploration of topics, and read recent journal articles from such resources as Science and Nature to connect their learning to modern issues and current social concerns. The laboratory-based nature of the AP Biology course ensures that my class will have several laboratories per unit, accounting for greater than twenty-five percent of our in class time. Laboratories will stress the importance of lab safety, developing appropriate lab procedures, data collection and analysis skills, and constructing a quality laboratory write-up. Wet, dry, and virtual lab experimentation will unify the concepts of biology. During these activities students will accumulate a skill set they will be able to utilize in generating their portfolio project as addressed below. Literary Strategies Accountable Talk; Write-To-Learn; Vocabulary; Socratic Seminar; Interactive Science Notebook; Cornell Notes Required Materials
Text Campbell, Neil A., J. Reece, and L. Mitchell. Biology, Seventh Edition (2005). Portfolio Project Because the AP Biology curriculum involves twelve comprehensive labs that provide deeper aspects of understanding to the material covered in class, the write-ups of these labs, and your evaluation of connections to the themes of biology, as well as the world around you, will serve as your portfolio project. You will use a Laboratory Research Notebook to create an archive of all your laboratory write-ups to demonstrate your growth as a student and scientist throughout the year. Student Evaluation Students are evaluated based on their performance on unit exams and quizzes, midterm, and final exams, laboratory write-ups, and portfolio projects and presentations using the DCPS standard grading scale. Final Exam: 24% Midterm Exam: 24% Portfolio Project: 28% Portfolio Presentations: 4% Laboratories/Quizzes/Unit Exams: 20% Classroom Expectations Tardiness: Students are expected to be in class on time. Being on time means that you are in your seat, and ready to begin class, when the bell rings. A pass is required to enter my class if you are late – no exceptions. Three unexcused tardies result in one unexcused absence. Because the affect this can have on your overall grade, all unexcused tardies MUST be made up – one tardy equal fifteen (15) minutes after school. Absences: Students are responsible for all work when a class is missed. Missed assignments can be found online at the class website. You will be responsible for these the next class period. The only exception is if you miss school due to an illness. In that case, a doctor’s note is required and you will have the number of missed days as an extension. (3 tardies = 1 unexcused absence) 4 unexcused absences = lower one grade 5 unexcused absences = lower two grades 6 unexcused absences = lower three grades 7 unexcused absences = automatic failure This applies to each nine and one half-week advisory. The same policy applies to being late to class. Parent Conferences will be required after 3 days unexcused in one advisory. Persistent attendance problems can result in referral to a school administrator for disciplinary action. Students who miss school will be held accountable for recovering their absences via after school, Saturday school and restitution. Topic Outline Topic Percent of Course I. Molecules and Cells…………………………………………………….……………….……….…25% A. Chemistry of Life…………………………………………….…………..7% Water Organic molecules in organisms Free energy changes Enzymes B. Cells………………………………………………………….…………….10% Prokaryotic and eukaryotic cells Membranes Subcellular organization Cell cycle and it regulation C. Cellular Energetics………………………………………………………8% Coupled reactions II. Heredity and Evolution…………………………………………………………..……………....25%Fermentation and cellular respiration Photosynthesis A. Heredity…………………………………………………...………………8% Meiosis and gametogenesis Eukaryotic chromosomes Inheritance patterns B. Molecular Genetics……………………………………………………...9% RNA and DNA structure and function Gene regulation Mutation Viral structure and replication Nucleic acid technology and applications C. Evolutionary Biology……………………………………………………8% Early evolution of life III. Organisms and Populations………………………………………………………….…………….50%Evidence for evolution Mechanisms of evolution A. Diversity of Organisms……………………………………..…………..8% Evolutionary patterns Survey of the diversity of life Phylogenetic classification Evolutionary relationships B. Structure and Function of Plants and Animals…………..………..32% Reproduction, growth, and development Structural, physiological, and behavioral adaptations Response to the environment C. Ecology……………………………………………………………..……..10% Population dynamics Communities and ecosystems Global issues Course Planner Molecules and Cells (9 weeks) – 25% of Course Unit 1 – Chemistry of Life (2.5 weeks) • Structure of atoms • Chemical bonds • Biologically important elements and compounds • The importance of water • Organic chemistry • Structure and function of biologically significant macromolecules • Enzymes • AP Lab 2: “Enzyme Catalase” • Lab: “Toothpickase” by Peggy O’Neil Skinner • Selected readings from: o Campbell: Ch. 2-6 Unit 1 key connections* to the eight themes of biology described by the AP Biology Curricular: 1. Evolution: The chemical foundations for the origin of life on Earth. 2. Energy Transfer: Living systems reliance on couple reactions. 3. Continuity and Change: Biological information passed on to offspring by DNA molecules. 4. Relationships of Structure to Function: Conformation of enzymes specifically matches its substrate. 5. Regulation: Feedback inhibition. 6. Interdependence in Nature: 7. Science, Technology, and Society: Technological advances permitting sophisticated macromolecule analysis and modeling. Unit 2 – Cells (3.5 weeks) • Reintroduction to cell structure • Comparing prokaryotic and eukaryotic cells • Structure and function of membranes • Lab: “Osmosis of an Egg” by Martin Shields. “Biology Inquiries.” • AP Lab 1: “Diffusion and Osmosis” • The cell cycle • AP Lab 3 (Part 1): “Mitosis” • Selected readings from: o Campbell: Ch. 7, 8, 11, 12 Unit 2 key connections* to the eight themes of biology described by the AP Biology Curricular: 1. Science as a process: Complexity of cells as discovered through the advancement of microscopes. 2. Evolution: Endosymbiotic theory. 3. Energy Transfer: Transfer of ATP. 4. Relationships of Structure to Function: The functional relationship of the organization of chloroplasts and mitochondria to photosynthesis and cellular respiration. 5. Regulation: Maintaining water balance in single-cell organisms. 6. Interdependence in Nature: The importance of cell-to-cell communication in multicellular organisms. 7. Science, Technology, and Society: Advancements in cancer research has relied on basic understandings of cell processes. Unit 3 – Cellular Energetics (3 weeks) • Aerobic and anaerobic cell respiration • AP Lab 5: “Cell Respiration” • Photosynthesis • AP Lab 4: “Plant Pigments and Photosynthesis” • Selected readings from: o Campbell: Ch. 9, 10 Unit 3 key connections* to the eight themes of biology described by the AP Biology Curricular: 1. Science as a process: Use of radioactive isotopes to describe the Calvin Cycle. 2. Energy Transfer: Membrane proton gradients powering ATP production. 3. Relationships of Structure to Function: Arrangement of electron transport chain components with the membrane of the mitochondria. 4. Regulation: Plants balance of water and gas exchange in photosynthesis. 5. Interdependence in Nature: Energy relationship between photosynthesis and cellular respiration. 6. Science, Technology, and Society: Biofuels. Heredity and Evolution (9 weeks) – 25% of Course Unit 4 – Heredity (3 weeks) • Meiosis • AP Lab 3 (Part 2): “Meiosis” • Mendelian Genetics • Lab: “Mendelian Genetics” – Paul D. Camp Community College • Chromosomal inheritance • Errors and exceptions of chromosomal inheritance • Lab: “Virtual Fly Lab” by Western Kentucky University, Bioweb o Covers objectives in AP Lab 7: “Genetics of Organisms” • Selected readings from: o Campbell: Ch. 13-15 Unit 4 key connections* to the eight themes of biology described by the AP Biology Curricular: 1. Science as a process: Mendel’s pea plant experiments. 2. Continuity and Change: Crossing over and independent assortment during meiosis. 3. Relationships of Structure to Function: DNA contained within chromosomes. 4. Regulation: Dominant and recessive traits. 5. Interdependence in Nature: Environmental influences on phenotype. 6. Science, Technology, and Society: Earlier detection of genetically inherited disorders. Unit 5 – Molecular Genetics (3 weeks) • DNA • Lab: “DNA Extraction” - NOVA • Synthesis of RNA and proteins • AP Lab 6: “Transformation and Gel Electrophoresis” • DNA technologies • Selected readings from: o Campbell: Ch. 16-21 Unit 5 key connections* to the eight themes of biology described by the AP Biology Curricular: 1. Science as a process: Discovery of the double helix structure of DNA. 2. Evolution: Genome similarities between species. 3. Energy Transfer: Extremophiles energy metabolism. 4. Continuity and Change: Dependence of life on genetic inheritance. 5. Relationships of Structure to Function: Importance of tRNA structure on its function in translation. 6. Science, Technology, and Society: Human Genome Project Unit 6 – Evolutionary Biology (3 weeks) • Evidence of evolution • Population genetics • AP Lab 8: “Population Genetics and Evolution” • Natural selection • Lab: “Natural Selection Simulation” – ENSI, Indiana University • Speciation • Selected readings from: o Campbell: Ch. 22-24 Unit 6 key connections* to the eight themes of biology described by the AP Biology Curricular: 1. Science as a process: Darwin’s observations of Galapagos Island finches. 2. Evolution: Natural selection as a mechanism of evolutionary adaptation. 3. Energy Transfer: Paleobotany and the importance of plants throughout time. 4. Continuity and Change: The definition of evolution. 5. Relationships of Structure to Function: Fossil record evidence of structural adaptation over time. 6. Regulation: Adaptations to cyclic environment changes. 7. Interdependence in Nature: Coevolution. 8. Science, Technology, and Society: Emergent disease investigation based on molecular phylogenies. Organisms and Populations (18 weeks) – 50% of Course Unit 7 – Diversity of Organisms (5.5 weeks) • The Three Domains • Phylogeny • Lab: “Taxonomy and Classification” - R. Hays Cummins • Origin of prokaryotic and eukaryotic diversity • Diversity of plants and animals • Selected readings from: o Campbell: Ch. 25-28, 33, 34 Unit 7 key connections* to the eight themes of biology described by the AP Biology Curricular: 1. Science as a process: Evolutionary influence on phylogenetic relationships of organisms. 2. Evolution: Common history of the Earth is the basis of phylogenies. 3. Energy Transfer: Photosynthesis. 4. Continuity and Change: Diversity of life cycles of parasites. 5. Relationships of Structure to Function: Specific adaptation of terrestrial organisms. 6. Regulation: Adaptations of paramecium. 7. Science, Technology, and Society: Loss of biodiversity due to rainforest destruction. Unit 8 – Structure and Function of Plants (4 weeks) • Structure and growth • Absorption of water • Nutrition • Reproduction and development • AP Lab 9: “Transpiration” • Selected readings from: o Campbell: Ch. 29-31, 35-39 Unit 9 – Structure and Function of Animals (4 weeks) • Body plans and homeostasis • Lab: “Homeostasis” • Nutrition • Major body systems • AP Lab 10: “Physiology of the Circulatory System” • Selected readings from: o Campbell: Ch. 40-49 Unit 8 and 9 key connections to the eight themes of biology described by the AP Biology Curricular: 1. Science as a process: The physics of locomotion and its analysis. 2. Evolution: Adaptations driven by natural selection. 3. Energy Transfer: Connection between auto- and heterotrophs. 4. Continuity and Change: Varied seed dispersal mechanisms of plants. 5. Relationships of Structure to Function: Color production by arrangement of dermal chromatophores. 6. Regulation: Mechanisms of homeostasis. 7. Interdependence in Nature: Commensalism. 8. Science, Technology, and Society: Products humans develop that mimic animal structural adaptations. Unit 10 – Animal Behavior (1 week) • Learning • Social behavior • AP Lab 11: “Animal Behavior” • Selected readings from: o Campbell: Ch. 51 Unit 11 – Ecology (3.5 weeks) • The biosphere • Population, Communities, and Ecosystems • Conservation biology • AP Lab 12: “Dissolved Oxygen and Aquatic Primary Productivity” • Selected readings from: o Campbell: Ch. 50, 52-55 Unit 10 and 11 key connections to the eight themes of biology described by the AP Biology Curricular: 1. Science as a process: Nature reserves and their contribution to species survival. 2. Evolution: Areas of high levels of biodiversity. 3. Energy Transfer: The transfer of energy from producer to consumers. 4. Continuity and Change: Adaptations of life cycles for specific environments. 5. Regulation: Bio-geochemical nutrient cycles are critical to life on Earth. 6. Interdependence in Nature: Predator/prey ratios. 7. Science, Technology, and Society: Global warming research and reduction efforts. * Connections based on aspects of Campbell/Reece “Biology” and recent research as suggested in Pearson’s “Preparing for the Biology AP Exam” (2005). |