Wheeler High SchoolAP Biology

Course Syllabus Summary(Full syllabus available on blog)

2018-2019

Teacher: Mr. Walstead E-mail:Christopher.walstead@cobbk12.org

School: Joseph Wheeler High School Blog: cobblearning.net/walstead

Course: AP Biology School Phone: 770-578-3266 Extra assistance: By appointment before or after school; I am usually here by 7:30 and stay until 5:00; Magnet Learning Links (Tuesdays and/or Thursdays). Go to www.wheelermagnet.com to sign up

Study/ review sessions will be conducted on an as needed basis by prior arrangement made by the student with the teacher. Study groups, peer tutoring and instructor debriefs will be discussed and scheduled throughout the semester.

General AP Biology Information: Advanced Placement, or AP, Biology is designed to prepare students for the AP Biology examination given each spring by College Board. The AP Biology exam is given in May to over 250,000 students. Students are assigned a score of 1, 2, 3, 4, or 5, with a 3 or higher considered “passing.” Around 60% of the students who have taken the exam in the last few years have earned a 3 or better (with the majority making a 3). Since the redesign of the Exam in 2013, internationally only ~20-25% of students have scored a 4, and only ~5-6% scored a 5. The majority of the exam is not only based on the course content, but higher-order thinking skills and statistical analysis are both essential requirements needed to successfully complete the vast majority of the exam. Over 25% of the exam involves laboratory-based questions which may include: 1) the demonstration of understanding experimental design (explaining, describing); 2) graphing and analyzing data (using statistics), prediction, justification; 3) designing or proposing models. 50% of the exam consists of Multiple Choice and Grid-In questions (90 minutes) and 50% of the exam is FRQ ‘discussion’ (8 multi-tiered, scaffolded essay questions in 90 minutes). We will work on developing these skills throughout the semester.

Class Overview: The course is designed to be equivalent to a two-semester college level course. Because of the depth of the curriculum in AP Biology, students are expected to take responsibility for their own learning under the guidance of the instructor. This class will primarily function as a ‘flipped’ classroom. Class time is primarily devoted to activities that require application and analysis, while videos and ‘lectures’ must be viewed and studied from home. Students enrolled in AP Biology must be prepared to do the following:

Attend class regularly. (See make-up policy below.) Study and read outside of class. This will include weekends and holidays. Complete all assignments. Reading and personalizing material is critical for your success

in this course. The textbook is only a resource. Course of study is not chapter driven but largely based on concepts. Study guides, test review questions will not be provided. You must take notes and follow the College Board objectives for each unit.

Bring all required materials to class. (See below). Ask questions and be communicative about areas of need.

AP Biology “Big Ideas”:Big Idea I: The Process of evolution drives the diversity and unity of life.Big Idea II: Biological systems utilize free energy and molecular building blocks to grow,

reproduce, and to maintain dynamic homeostasis.Big Idea III: Living systems store, retrieve, transmit, & respond to information essential to

life processes.Big Idea IV: Biological systems interact, & these systems & their interactions possess

complex properties.

Materials: Students will need the following items: 1. Composition Notebooks (Lab Journal). *a minimum of 3 are required 2. 3-ring binder with pockets (for notes and other materials)3. Basic 4 function scientific calculator 4. No. 2 pencils, black ball-point pens, red pen, small ruler, colored pencils. Highlighter is

recommended.5. Current textbook: Campbell Biology, 11th (AP) Edition 6. Access to the Internet, either at home or at school, and a current email address7. Remind account (instructions are on my blog)

CLASSROOM ENVIRONMENT:*ALWAYS Be Respectful!1. No profanity or foul language.2. No sleeping in class. (*If you are sick, you may go to the nurse to call home)3. No food or drink in class. (*Water and gum are okay, unless it’s a lab day)4. Students may not leave the room during the first 10 minutes or last 10 minutes of class.5. No cell phone use (unless I have given permission to use it for an assignment)

Assignments/ Make-ups: All assignments are due on the given due date. No credit will be given for late homework, unless you have an excused absence. It is up to the student to turn it in IMMEDIATELY upon return. Late labs and other assignments will be given a 20% deduction per day, unless the student has an excused absence, as explained above. If a student is absent, each student should be able to contact (via email or Remind) the teacher and at least one other student in the class for work assigned. GRADING SCALE: Each student’s grade will be based on the following allocation of points:

Graded Items Percentage

1. Major Tests/ Projects 55%2. Laboratory Reports/ Quizzes 20%3. Homework/ Classwork/ Participation

10%

4. *Final Exam *15%*We will discuss the Alternate Final Exam policy.The AP Exam scores are not received until early July. These scores are therefore not used as a part of a student’s average in the course.

If you have any questions or concerns, please feel free to contact me at school, 770-578-3266, ext. 523 or by way of school e-mail christopher.walstead@cobbk12.org *E-mail is the preferred mode of communication.

Lesson Plan for AP Biology Tentative Course Guide*Chapters may vary slightly with the 11th edition. Below is based on the 8th edition

Week (Approx.)

Topic Reading Labs (minimum of 8)

Assessment

1 week (*Ch 1-4 and Statistics are completed as Summer Ass.)

Scientific Method; Graphing; Statistics; Chemistry of Life

Chapter 1, pages 1-27Chapter 2, pages 28-45Chapter 3, pages 46-57Chapter 4, pages 58-67Chapter 5, pages 68-93

Virtual Lab and Enzyme Lab (AP Lab 4)

Quiz #1 (Ch 1-4; Statistics);Test #1 (Ch 1-5, Statistics, Lab)

2 and 0.5 of week 3

Cells Chapter 6, pages 94-124Chapter 7, pages 125-143Chapter 8, pages 142-161

AP Lab 1 Test #2

0.5 of week 3; Wk 4

Cellular Energetics

Chapter 9, pages 162-184Chapter 10, pages 185-205

AP Lab 2 and/or AP Lab 5(one will be virtual)

Test #3

Wk 5, 6 Heredity Chapter 11, pages 206-227Chapter 12, pages 228-245Chapter 13, pages 248-261Chapter 14, pages 262-285Chapter 15, pages 286-304

AP Lab 3 and/orAP Lab 7(one will be virtual)

Test #4

Wk 7, 8 Molecular Genetics

Chapter 16, pages 305-324Chapter 17, pages 325-350Chapter 18, pages 351-380Chapter 19, pages 381-395Chapter 20, pages 396-425

AP Lab 6 Test #5

9, 10 Evolutionary Biology

Chapter 21, pages 426-449Chapter 22, pages 450-467Chapter 23, pages 468-486Chapter 24, pages 487-506Chapter 25, pages 507-535Chapter 26, pages 536-555

AP Lab 8 Test #6

11 Diversity of Organisms

Chapter 27, pages 556-574Chapter 28, pages 549-567Chapter 31, pages 636-653Chapter 32, pages 654-665Chapter 33, pages 666-697Chapter 34, pages 698-735

Group Assignment

Test #7

12 Structure and Function of Plants

Chapter 29, pages 599-617Chapter 30, pages 618-635Chapter 35, pages 736-763Chapter 36, pages 764-784Chapter 37, pages 785-800Chapter 38, pages 801-820Chapter 39, pages 821-849

AP Lab 9Test #8

13, 14 plus Structure and Chapter 40, pages 850-874 AP Lab 10 Test #9

emphasis on human immune, nerv, endo, circ systems

Function of Animals

Chapter 41, pages 875-897Chapter 42, pages 898-929Chapter 43, pages 930-954Chapter 44, pages 954-976Chapter 45, pages 975-996Chapter 46, pages 997-1020Chapter 47, pages 1021-1046Chapter 48, pages 1047-1063Chapter 49, pages 1064-1086Chapter 50, pages 1087-1119 Chapter 51, pages 1120-1145

and/or AP Lab 11

15, 16 Ecology*May be a (partial) take home unit over fall (Sept) break, in case we run behind

Chapter 52, pages 1146-1173Chapter 53, pages 1174-1197Chapter 54, pages 1198-1221Chapter 55, pages 1222-1244Chapter 56, pages 1245-1272

AP Lab 12 Test #10

17 Review/ Practice College Board Tests

*Ch 1-56** Emphasis placed on College Board requirements

18 Final Exam All inclusive (*we will discuss this and options that depend on you taking the College Board exam in the Spring )

Note: (BE SURE AND READ THE FOLLOWING!) Concept quizzes & tests will be announced. Vocabulary/reading quizzes, etc. will not be

announced. Variety of teaching/ facilitating strategies will be implemented but not limited to

discussions, media presentations, modeling, simulations, demonstrations, lectures and labs.

Plan and pacing of content is subject to change. Students will be notified. Exact due date for chapter readings, pre-lab readings, labs, etc. will be communicated to

the students Sign up for Remind (see my blog for instructions) Projects : There will be at least one major project this semester. Please either click on this

link or go to my blog and open the criteria for the book project: The Immortal Life of Henrietta Lacks. BE SURE AND MAKE NOTE OF THE UPCOMING DUE DATES!

Recommended books to prepare for the AP Bio Exam (as well as my own tests) are on my blog

After school study sessions, as well as College Board Practice Exams, will begin in late February or early March to prepare for the AP Bio Exam. More info will be given later and sent via Remind

Read important attachments thoroughly A, B, C, D & E (see the following pages).

Attachment A (Guidelines for Instructor Lesson Presentations):

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

Big Idea #2: Biological systems utilize energy and molecular building blocks to grow, to reproduce, and to maintain 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 interactions possess complex properties

Attachment B:

AP Topic Outline and SyllabusIn order to bring together prevailing themes, each unit of study incorporates the eight themes & 4 Big Ideas of Biology as an ongoing process. Emphasize that modern biology is a process rather than facts to be memorized. I. Molecules and Cells

A. Chemistry of Life Water Organic molecules in organisms; Enzymes Structure and function of functional groups Lab: Enzyme Catalysis

B. Cells Prokaryotic and eukaryotic cells Membrane structure and function, including cell signaling Subcellular organization AP Lab: Diffusion and Osmosis

C. Cellular Energetics Coupled reactions Free-energy changes Enzyme functioning (in depth) Fermentation and cellular respiration Photosynthesis

AP Labs (at least one): Plant Pigments and Photosynthesis; Cellular Respiration

II. Heredity and Evolution A. Heredity

Meiosis and gametogenesis Eukaryotic and prokaryotic chromosomes Inheritance patterns, gene linkage and recombination frequencies AP Labs (at least one): Mitosis and Meiosis, Inheritance Patterns (Chi square

analysis)

B. Molecular Genetics DNA and RNA structure, function and processes (includes editing mechanisms) Gene Regulation- both prokaryotic and eukaryotic control mechanisms

Mutations Viral structure and replication Nucleic acid technology and applications AP Labs: Electrophoresis; Transformation

C. Evolutionary Biology Early evolution of life Evidence for evolution Mechanisms of evolution AP Labs: Hardy Weinberg; Population Genetics using BLAST

III. Organisms and PopulationsA. Diversity of Organisms

Evolutionary patterns Survey of the diversity of life Phylogenetic classification and application

B. Structure and Function of Plants and Animals Reproduction, growth and development Structural, physiological and behavioral adaptations Response to the environment AP Labs: Transpiration; Animal Behavior

C. Ecology Population and community ecology Ecosystem and biome ecology Ecological succession Biodiversity and the effects of human populations AP Lab: Dissolved Oxygen

Attachment C:AP Biology Reading Assignments Emphasis:

Chapter

Center Word Terms to Include

4 Carbon Organic chemistry, hydrocarbons, isomer, functional groups, sulfhydryl group, amino group, phosphate group, carbonyl group, alcohol, aldehyde, ketone, carboxyl

5 Macromolecule

Polymer, monomer, condensation reaction, dehydration reaction, hydrolysis, carbohydrate, monosaccharide, nucleotide, polysaccharide, gene, nucleic acid, pyrimidine, lipids, fat, fatty acid, saturated fat, unsaturated fatty acid, phospholipids, denaturation, purine, protein, polypeptide, amino acid, peptide bond, cellulose, cholesterol

8 Metabolism Catabolic process, anabolic process, catalyst, enzyme, metabolism, potential energy, activation energy, exergonic reaction, endergonic reaction, active site, substrate, induced fit, cofactor, coenzyme, allosteric site

6 Cell Cytoskeleton, organelle, extracellular matrix, cell fractionation, prokaryotic cell, eukaryotic cell, chromosome, cytoplasm, flagella, plasma membrane, tonoplast, chromatin, cell wall, central vacuole, mitochondria, endoplasmic reticulum, plastic, Golgi apparatus, lysosome, nucleolus, nucleus, ribosome, smooth ER, rough ER, peroxisome, cilia, flagella

7 Cell Membrane

Selectively permeable, fluid mosaic model, diffusion, concentration gradient, passive transport, hypertonic, hypotonic, isotonic, osmosis, turgid, flaccid, facilitated diffusion, gated channel, active transport, ligand, proton pump, exocytosis, endocytosis, phagocytosis, pinocytosis, cholesterol, amphipatic, integral protein, peripheral protein, receptor-mediated endocytosis

9 Cell Respiration

Alcoholic fermentation, oxidation, reduction, electron transport chain, glycolysis, krebs cycle, mitochondria, matrix, inner membrane, ATP synthase, oxidative phosphorylation, chemiosmosis, aerobic, anaerobic, lactic acid fermentation, facultative anaerobes, NADH, FADH2, proton pump, cytoplasm

10 Photosynthesis

Autotroph, heterotroph, chlorophyll, stomata, Calvin cycle, NADPH, chlorophyll a, chlorophyll b, photon, carbon fixation, photophosphorylation, C3 plant, C4 plant, CAM plant, photosystems I and II, electron transport chain, ATP, chloroplast, stroma, thylakoid, light, cell wall, eukaryote, central vacuole.

12 Cell Cycle Interphase, mitosis, G1, S, G2, G0, prophase, prometaphase, anaphase, telophase, metaphase, kinetochore, sister chromatid, centromere, somatic cell, gamete, tumor, cytokinesis, cleavage furrow, cell plate, binary fission, spindle fibers, metaphase plate, daughter chromosome, cyclin, metastasis

13 Reproduction Gene, locus, asexual reproduction, sexual reproduction, somatic cell, karyotype, autosome, meiosis I, meiosis II, crossing over, homologous chromosomes, tetrad, chiasmata, synapsis, zygote, gamete, fertilization, sex chromosome, autosome, somatic cell

14 Genetics Trait, allele, hybridization, true-breeding, Mendel, homozygous, heterozygous, phenotype, genotype, incomplete dominance, complete dominance, codominance, pleiotropy, epistasis, pedigree, carrier, recessive allele, dominant allele, law of segregation, law of independent assortment, punnett square, genotype, phenotype

15 Inheritance Wild type, mutant phenotype, linked gene, sex-linked gene, genetic recombination, parental types, recombinants, genetic map, linkage map, Barr body, nondisjunction, trisomic, aneulploidy, duplication, inversion, translocation, polyploidy

16 Molecular Genetics

Transformation, bacteriophage, double helix, semiconservative model, replication fork, DNA polymerase, leading strand, lagging strand, DNA ligase, primer, primase, helicase, nuclease, telomere, telomerase, okazaki fragment, nucleotide, DNA, adenine, guanine, cytosine, thymine, Chargaff’s rule, Watson, Crick, Franklin

17 Central Dogma

Auxotroph, one-gene-one-protein, transcription, translocation, mRNA, DNA, template, codon, anticodon, tRNA, rRNA, ribosome, amino acid, promoter, TATA box, transcription factors, spliceosome, intron, exon, RNA splicing, terminator, elongation, substitution, mutagen, frameshift mutation, insertion, deletion, nonsense mutation

19 Microbes Virus, bacteria, bacteriophage, host, capsid, lytic cycle, virulent virus, lysogenic cycle, prophage, retrovirus, reverse transcriptase, provirus, nucleoid region, plasmid, transformation, transduction, transposon, insertion sequences, operon, regulatory protein, inducer, operator, conjugation

20 Biotechnology

Recombinant DNA, genetic engineering, gene cloning, restriction enzyme, restriction site, cloning vector, restriction fragment, denaturation, expression vector, DNA ligase, PCR, gel electrophoresis, DNA library, human genome project, RFLP, transgenic organism, STR, plasmid

22 Darwin Evolution, natural selection, taxonomy, paleontology, uniformitarianism, catastrophism, artificial selection, vestigial organs, homology, homologous structures, ontogeny, phylogeny, Lamarck, descent with modification, biogeography, fossil, comparative anatomy, comparative embryology, molecular biology

23 Evolution Population genetics, population, species, gene pool, Hardy-Weinberg equilibrium, bottleneck effect, founder effect, genetic drift, microevolution, relative fitness, heterozygote advantage, polymorphism, stabilizing selection, directional selection, diversifying/ disruptive selection, nonrandom mating

24 Species Macroevolution, anagenesis, cladogenesis, speciation, allopatric speciation, sympatric speciation, adaptive radiation, hybrid zone, allometric growth, paedomorphosis, habitat isolation, behavioral isolation, temporal isolation, gametic isolation, mechanical isolation, allopolyploidy

26 Phylogeny Systematics, geological time scale, radiometric dating, pangea, adaptive zone, phylogenetic tree, genus, family, order, class, phylum, kingdom, domain, homology, clade

27 Prokaryote Archaea, bacteria, gram positive, gram negative, binary fission, peptidoglycan, transformation, transduction, conjugation, nucleoid region, nitrogen fixation, photoautotroph, chemoautotroph, photoheterotroph, chemoheterotroph, cyanobacteria, methanogen, halophile, thermophile

29 Plants: Part I Stomata, division, antheridiums, archegonium, sporangium, angiosperm, vascular tissue, sporophyte, gymnosperm, megaspore, microspore, sporopollenin, lignin, alternation of generations, bryophyte, mosses, liverworts, hornworts, xylem, phloem, seedless, horsetails, ferns, eukaryote

30 Plants: Part II Gametophyte, sporophyte, seed, chloroplast, central vacuole, vascular tissue, ovule, angiosperm, gymnosperm, conifer, flower, stamen, carpel, anther, stigma, style, ovary, fruit, pollen, pollination, double fertilization, cotyledon, endosperm, animals, coevolution, eukaryote, cell wall

32 Animal Evolution

Ingestion, blastula, gastrulation, cleavage furrow, larva, metamorphosis, endoderm, ectoderm, mesoderm, radial symmetry, bilateral symmetry, flagellated protozoan, eukaryote, coelomate, pseudocoelomate, body cavity, acoelomate, cephalization, protostome, deuterostome, blastopore, heterotroph

33 Invertebrates Protozoan, porifera, osculum, amoebocyte, choanocyte, radiate, polyp, medusa, cnideria, cnidocyte, nematocyst, ctenophore, comb jelly, jellyfish, sponge, acoelomate, platyhelminthes, flatworm, pseudocoelomate, complete digestive tract, rotifera, nematode, roundworm, coelomate, protostome, nematode, mollusca, gastropod, cephalopod, annelida, arthropod, exoskeleton, chitin, open circulatory

system, echinodermata, water vascular system, deuterostome34 Vertebrates Chordate, notochord, pharyngeal gill slits, nerve cord, postanal tail,

urochordate, cephalochordate, agnate, amniotic egg, amniote, chondrichthyes, osteichthyes, amphibian, reptilian, endotherm, aves, mammalian, ectotherm

35 Plant Structure and Growth

Shoot, root hairs, axilar bud, apical dominance, protoplast, annuals, perennials, apical meristem, lateral meristem, root cap, pith, cortex, xylem, phloem, monocot, dicot, taproot, root system, nodes, secondary growth, primary growth, dermal tissue, petiole, blade, leaf, parenchyma cell, tracheid, sclerenchyma cell, ground tissue, zone of elongation, zone of cell division, zone of maturation, vascular tissue, stomata, guard cells, transpiration

36 Plant Transport

Transport protein, chemiosmosis, cotransport, water potential, turgor pressure, transpiration, adhesion, cohesion, aquaporins, tonoplast, symplast, apoplast, xylem, phloem, bulk flow, root pressure, circadian rhythms, sugar sources, sugar sink, sap

38 Plant Reproduction

Alternation of generations, gametophyte, sporophyte, sepal, petal, stamen, carpel, flower, ovule, endosperm, monoecious, diecious, self-pollination, pollination, double fertilization, seed coat, imbibition, vegetative reproduction, fragmentation, morphogenesis, radical, seed

39 Plant Control Hormones, phototropism, thigmotropism, gravitropism, senescence, gibberellin, auxin, cytokinins, ethylene, abscisic acid, photoperiodism, long-day plant, short-day plant, phytochrome, heat-shock protein, tropism, circadian rhythm

42 Gas Exchange

Closed circulatory system, open circulatory system, pulse, heart rate, cardiac cycle, stroke volume, blood pressure, artery, vein, capillary, hemolymph, SA node, lymphatic system, plasma, LDL, HDL, heart attack, gas exchange, hemocyanin, myoglobin, tracheal system, AV node, blood pressure, red blood cell, trachea, alveoli, erythrocyte, platelet, blood, leukocyte, gill, respiration, countercurrent exchange, lungs, diaphragm, oxygen, carbon dioxide, carbonic acid, hemoglobin, cellular respiration, mitochondria

43 Immune System

Phagocytosis, lysozyme, neutrophil, white blood cell, monocyte, macrophage, histamine, mast cell, prostaglandins, interferon, antigen, antibody, plasma cell, MHC, cytokines, agglutination, vaccination, AIDS, fever, inflammatory response, natural killer cell, B cell, T cell, humoral immunity, cell mediated immunity, perforin, immunization, antibiotic, HIV, autoimmune disease

44 Homeostasis Thermoregulation, osmoregulation, conductin, convection, radiation, evaporation, vasodilation, vasoconstriction, acclimatization, brown fat, excretory system, urea, ammonia, uric acid, filtration, reabsorption, secretion, nephron, kidney, ureter, urethra, urinary bladder, protonephridia, metanephridia, malphigian tubules, bowman’s capsule, glomerulus, ADH

45 Endocrine System

Hormone, endocrine gland, growth factors, tropic hormone, endorphin, target cell, pituitary gland, hypothalamus, adrenal glands, gonads, pineal gland, thymus, parathyroid glands, thyroid gland, releasing gland, prolactin, growth hormone, ACTH, melatonin, PTH, glucagons, insulin, epinephrine, norepinephrine, androgens, estrogen, testosterone

46 Animal Reproduction

Gamete, zygote, fission, budding, fragmentation, hermaphroditism, sexual reproduction, parthenogenesis, fertilization, sperm, egg, external fertilization, internal fertilization, pheromones, gonads, testes, ovaries, spermatogenesis, oogenesis, menstruation, estrous, menopause, embryo

47 Animal Development

Zygote, cleavage, blastomere, endoderm, ectoderm, mesoderm, gastrulation, blastopore, notochord, organogenesis

48 Nervous System

Central nervous system, peripheral nervous system, neuron, axon, dendrite, nerve, effector cell, synapse, interneuron, motor neuron, sensory neuron, reflex arc, membrane potential, action potential, depolarization, neurotransmitter, cerebrospinal fluid, limbic system

Attachment D:

AP Biology Laboratory ObjectivesThe following sets of instructional objectives for twelve laboratories have been published by the AP Committee for Biology so that there will be some degree of consistency throughout the country and provide some standards which can be tested on the AP exam in May. We are required to do a minimum of 8 of the 13 labs this year, and there will be questions on the AP exam. At least one of the four essay questions on the exam will cover one of these labs. The learning objectives for each lab come from the College Board’s AP Course Description booklet. You will be provided with a paper copy of each lab from the AP lab manual which you will be allowed to write on and keep after it has been graded.

Enzyme CatalysisStudents should be able to:

Graph data from an enzyme experiment Determine the rates for enzymatically catalyzed reactions Discuss a method for determining enzyme action Discuss the relationship between dependent and independent variables Discuss the effect of initial reaction rates produced by changes in temperature, pH,

enzyme concentration, and substrate concentration Design and perform an experiment to determine rate of reaction

Diffusion and OsmosisStudents should be able to:

Describe the mechanisms of diffusion and osmosis Describe how solute size and molar concentration affect the process of diffusion through a

selectively permeable membrane Design an experiment to demonstrate and measure water potential Relate osmotic pressure to solute concentration and water potential Describe how pressure affects the water potential of a solution Describe the effects of water gain or loss in animal and plant cells Calculate the water potential of living plant cells from experimental data

Cell RespirationStudents should be able to:

Discuss the gas laws as they apply to the function of a respirometer Interpret data related to the effects of temperature on cell respiration Interpret data related to the effects of germination or nongermination on cell respiration Explain or determine the significance of a control Calculate the rate of cell respiration by utilizing graphed data Design an experiment to use a respirometer to measure cellular respiration

Plant Pigments and PhotosynthesisStudents should be able to:

Explain the principles of chromatography Calculate Rf values Design an experiment in which chromatography is used as a separation technique

Describe a technique for determining photosynthetic rates Describe the relationship between dependent and independent variables Describe how light intensity, light wavelength, and temperature can affect photosynthesis Design an experiment to determine the effects of light intensity, wavelength, and

temperature on photosynthetic rate

MitosisStudents should be able to:

Compare the events of mitosis in plant cells with those of animal cells (and cancerous cells)

Demonstrate a procedure to stain tissue for the identification of cells in the various stages of mitosis

Calculate the relative duration of the phases of mitosis

MeiosisStudents should be able to:

Manipulate chromosome models to demonstrate the events of meiosis I and II Calculate the map distance between a gene for ascospore color and the centromere of the

same chromosome Explain how meiosis and crossing-over result in recombination of ascospores within an asci Describe the role of meiosis and mitosis in the formation of ascospores within the asci of

Sordaria fimicola Use chromosome models to demonstrate the role of segregation and independent

assortment in the process of meiosis Discuss how crossing-over can introduce additional genetic variability into the products of

meiosis

Genetics Students should be able to:

Conduct a genetic experiment for a number of generations and collect data for 1 or more traits

Compare predicted traits with actual results Explain the importance of chi-square analysis Describe a genetic cross in an experiment to illustrate independent assortment and sex-

linkage

Molecular BiologyStudents should be able to:

Discuss the principles of bacterial transformation Describe how to prepare competent E.coli cells Discuss the mechanisms of gene transfer using plasmid vectors Discuss the transfer of the antibiotic gene ‘Amp’ and explain how to positively select for

transformed cells that are Amp+

Discuss the mechanisms of action for restriction endonucleases Discuss how a plasmid can be engineered to incorporate and express a piece of foreign

DNA that confers the Lac+ phenotype to transformed cells Compare & contrast prokaryotic and eukaryotic gene expression

Population Genetics and Evolution (2 Labs)Students should be able to:

Calculate allele frequencies using the Hardy-Weinberg theorem Discuss the effect of natural selection on allelic frequencies

Explain and predict the effect on allelic frequencies of selection for the homozygous dominant

Explain and predict the effect on allelic frequencies of selection for homozygous recessive Discuss the relationship between evolution and changes in allele frequencies, as measured

as deviations from the Hardy-Weinberg equation of genetic equilibrium Analyze DNA and protein sequences using BLAST computer program Construct & analyze cladograms and phylogenetic trees.

TranspirationStudents should be able to:

Describe how differences in water potential affect the transfer of water from roots to stems to leaves

Relate transpiration to the overall process of water transport in plants Discuss the importance of the properties of water, including hydrogen bonding, adhesion

and cohesion to the transport of water in plants Quantitatively demonstrate the effects of different environmental conditions on the rate

of transpiration in plants Identify the vascular tissues of the plant stem and describe their functions

Physiology of the Circulatory SystemStudents should be able to:

Measure pulse rate Measure blood pressure Describe the relationship between changes in heart rate and blood pressure relative to

changes in body position Describe the relationship between changes in heart rate and exercise Determine the “fitness index” for an adult Perform statistical analysis on class data Define Q-10 Determine the Q-10 of heart rate in a living organism

Animal BehaviorStudents should be able to:

Describe the relationship between dependent and independent variables Discuss the value of comparing experimental results with control results Graph and interpret histogram data Measure volume, distance and temperature using metric scales Design and conduct an experiment to measure the effect of environmental variables on

habitat selection

Dissolved Oxygen and Primary ProductivityStudents should be able to:

Describe the physiological importance of carbon and oxygen in an ecosystem Understand the physical and biological factors that affect the solubility of dissolved gases

in an aquatic ecosystem Describe a technique for measuring dissolved oxygen Define primary productivity Describe the relationship between dissolved oxygen and the processes of photosynthesis

and respiration as they affect primary productivity in an ecosystem

Write-up InstructionsLab Reports:Our AP Biology lab activities are designed to provide a wide variety of experiences. In college, lab report requirements will vary greatly. Some are quite rigorous and require the addition of

pertinent scientific literature in the introductions. Since we are greatly limited by time in this course, our write-ups will be somewhat less rigorous than ones that you may have to perform in college. Written lab reports are not required for the AP labs as they are quite lengthy. Written lab reports will be required for 1-2 “supplemental” labs that we will be performing this semester. There will be “abbreviated” reports for most of the labs, but the general guideline for formal reports is below.

AP Biology Lab Report RubricInstitution: Joseph Wheeler High SchoolInstructor: S. PhillipsLevel: 10th – 12th

Formatting Comments:All labs are written in APA format. Information about this format is available in the Media Center or available online at http://owl.english.purdue.edu/owl/resource/560/01/.

Don’t forget the header in the upper right corner with the title and the page number. Margins should be 1 inch for the text of the report and the font should be 12 pt. Times New Roman. The report should be double spaced. Avoid contractions and colloquial phrases. Write in third person. Each section must be on a separate page. You may print double sided for your lab reports, unless told otherwise.

1. Title Page (5 points)This information must be centered on a cover sheet: (*FOLLOW APA FORMAT!)

Lab Number: Name of the ExperimentName:Partners’ Names:Course:School:Date Report Completed:

2. Abstract (10 points)This is a brief summary of your report. In journals, it is often limited to 200-300 characters.

It should ALWAYS be less than a page. It includes a brief statement of the experiment’s objectives, a description of the experiment including the hypothesis and the rationale behind it, the methods (not the complete procedure), and the concluding results.

3. Hypothesis and Underlying Theory or Principles (10 points)The hypothesis should be stated and should be the focal point of the experiment. The

hypothesis should include, or be followed by the underlying principles that support the predicted outcome. If there is more than one experiment or hypothesis, start this section with the underlying theory or principles and then list all of the hypotheses you will test. Cite explanations that are very close to the wording in another reference.

4. Materials and Apparatus (5 points)Briefly list the materials used in the experiment and cite the lab manual for detailed

explanations. This should be in a list format with one list per experiment.

5. Procedure (5 points)Briefly describe how the experiment was performed. Assume the reader is a biologist so

simple procedures do not have to be explained. Hand sketches or cited quotes from the lab manual may be used.

6. Data/Results (15 points)Type all data tables. Include calculations. Graphs are included here with appropriate titles

and labeled axes. All tables and graphs MUST have legends directly beneath them. No conclusions or interpretation of the data should be included here. Sources of

error should be included in the Discussion. Note data omissions, if any, with a factual explanation. Organize the tables and graphs and label appropriately.

7. Discussion/Analysis (30 points)This is a section of great importance that should reflect your ability to analyze your data,

(including the identifications of outliers and justifications or the omission of the outliers), and tie the underlying principles to the experimental processes. Summarize the important procedures and results without including all of the detail of their respective sections.

Explain significant sources of error and how they may have affected the results. Explicitly state if the sources of error will increase or decrease the numerical results. Explain any deviations from expected results. Compare your results to the class average. Explain uncertainties in observations/ measurements.

Include comments on how the procedures or experimental design could be improved or discuss how additional studies could clarify the results of your experiment.

8. Conclusion (10 points)This is a short paragraph that restates information you have presented previously. Begin

this section by stating how the results of the experiment did/ did not support the hypothesis that “______________”. This should be the “short” version for people who want to read the main point of the experiment.

9. Works Cited (5 points)

Center the words “Works Cited” on a new page. Write them in alphabetical order but do not number them. Double space each line and indent the second line of each reference 20 spaces.

Use APA format to cite references. There are three sites to use to help format citations: http://citationmachine.net or http://owl.english.purdue.edu/owl/resource/560/01/. The third is not free; easybib.com.

10. Formatting/ Grammar/ Spelling (5 points)

Attachment E:

Essay Questions aka Free Response Questions (FRQ):

A-T-P (Attack The Prompt)

During the AP Biology exam, you are NOT required to produce a thesis statement for your FRQs. You simply have to answer what you are asked. The AP readers are looking for themes, key concepts, vocabulary and logic. Essays are NOT an option. They comprise 50% of your total score. If you have trouble answering a multiple part essay question, then try this new technique…Attack the Prompt!

1. Read the essay question. Underline all of the “to do” and action words (verbs). These action words tell you what’s required.

2. Set up a sort of T-table: To do words/ the ‘task’

3. Target possible answers and briefly list the info in the t-table. Include key vocabulary terms.

4. Now, you have everything addressed. Pick the order of your response. Basically, outline how you are going to write out your essay.

5. Write out your essay… be sure to use all of your key terms.6. Go back and make sure you addressed all key action words in your final response. That’s it!

Example:Answer the following questions:

a. Propose a hypothesis regarding the effects of light on the cycle of activity of organisms.

b. Describe a controlled experiment that could be performed to test this hypothesis, and the results you would expect.

Action Words:

Example and what is needed to answer the question:

Propose If sunlight is completely removed from an ecosystem, the overall food chain will be disrupted because sunlight is the original sources of energy for life on Earth.

Describe Need: variables, methods, proposed results, graph, include the terms consumer, producer, photosynthesis, energy pyramid, 10% energy passed on, balance of ecosystem dependent upon decomposer and producers, cellular respiration, etc.

Now… you can write out the answer!

Another option for answering FRQs:Organize the information in the question into what is given and what is asked. Given vs. Asked

For example:Answer the following questions:Homeostatic maintenance of optimal blood glucose levels has been intensively studied in vertebrate organisms.

a. Pancreatic hormones regulate blood glucose levels. Identify TWO pancreatic hormones and describe the effect of each hormone on blood glucose levels. (4 points maximum)

b. For ONE of the hormones you identified in (a), identify ONE target cell and discuss the mechanism by which the hormone can alter activity in

that target cell. Include in your discussion a description of reception, cellular transduction, and response. (4 points maximum)

c. Compare the cell-signaling mechanisms of steroid hormones and protein hormones. (4 points maximum)

Given AskedBlood glucose levelsVertebrate organismsPancreatic hormones

a. 2 pancreatic hormonesDescribeb. Target cellreceptionresponsec. Steroid hormones to protein hormones (compare)

Now you can answer the question!

*See next page

*Please detach this page and return it to class tomorrow.

Plagiarism Notice/ Lab Safety Agreement

The signatures below indicate that I understand that plagiarism is the un-credited use of another author’s words or ideas. It is a form of stealing that will not be tolerated. Any assignment containing any plagiarized work will receive ZERO points. Plagiarized work includes any work copied from a published document, an internet site or any other individual. Not only will I receive a “0” on the entire assignment that contains plagiarized work, I will also receive a discipline referral. I also agree to abide by all lab safety protocol.

(Student’s signature)

(Parent’s/ Guardian’s signature)

Parents, Please sign below indicating that you have discussed all of this information with your child and understand the procedures of this class. My preferred mode of communication is email, so please include an email address you check regularly.

Parent/Guardian Signature____________________________________________ Date_______________

Parent e-mail address: __________________________________________Phone #_________________

Student’s name (Print): ______________________________________________

Student’s Signature ________________________________________________ Date________________

Student’s e-mail address________________________________________ Phone #__________________

Parents/Students: If there are issues/concerns that I need to be aware of, please write below. Thanks!