AP BIOLOGY

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1 AP BIOLOGY Teacher: Mr. Marquardt Room: R211 Phone: ** is the most reliable and efficient form of communication** Course Description: AP Biology is a rigorous and demanding course, which is the equivalent of an introductory college biology course. Content will be covered in more depth and greater expectations will be placed on interpretation and analysis of information than previous science classes. In addition, statistical analysis of data and modeling of concepts will be expected. A significant amount of studying must be completed outside of class to allow for labs, discussion, and inquiry during class time. The College Board has designed the curriculum with an emphasis on scientific thinking and analysis and less on the factual content. The AP Biology curriculum focuses on 4 Big Ideas, with Essential Knowledge and Process Skills that support each Big Idea. Big Idea 1: Evolution - the process of evolution drives the diversity and unity of life Big Idea 2: Cellular Processes (Energy and Communication) Biological systems utilize free energy and molecular building blocks to grow Big Idea 3: Genetics and Information Transfer living systems store, retrieve, transmit, and respond to information essential to life processes Big Idea 4: Interactions Biological systems interact and these systems and their interactions possess complex properties Course Objectives: o Understand that science is a process rather than an accumulation of facts o Understand how the major topics/concepts relate to the unifying themes in Biology o Experience science through laboratory and inquiry activities o Apply biological knowledge and critical thinking to environmental and social concerns Why take AP Biology? o You enjoy biology and want to take that learning to the next level in a rigorous, laboratory based class o You are a self directed learner and need the challenge that an AP class offers o You have an interest in a science related career (medicine, research, veterinarian, forensics, forestry, etc ) o You would like to earn college credit while in high school

2 AP Biology Exam..Monday May 9, 2016 Format: 1. Multiple Choice and Grid-In Questions (90 min) Composed of 63 multiple-choice and 6 questions usually related to mathematical analysis This is worth 50% of the Exam score. 2. Free-Response questions (90 min) Consists of 2 long free response and 6 short free response questions that must be in essay form. This is worth 50% of the Exam score. Note: There is a 10 minute reading and study time prior to the free response section. We will be practicing the free response questions throughout the year 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. Prerequisites: Honors Physical Science or Chemistry I Textbook and Resource Materials: (supplied by school) o Biology, Neil A. Campbell and Jane B. Reece, 8 th edition, Pearson Benjamin Cummings Recommended Resources: (provided by student) o Any AP Test Prep study books are highly recommended. Make sure to get one that is for the newly designed curriculum. Anything published 2012 or later will support the new test given in the spring of Material for Course: (supplied by student) o Composition Notebook (not spiral) o 3-ring binder o Notebook dividers with tabs for organizing binder by units o Spiral notebook or loose leaf paper o Internet access for SCHOOLOGY o Calculator o Colored pencils Teaching Strategies: In general, when not doing the labs or activities in class, we will be learning through lecture or class discussion. I expect that students will complete readings or viewing lectures online (approximately one hour per night) prior to class. Students will also be asked to complete reading guides and internet activities to help learn the concepts. The AP Biology Exam continues to emphasize the concepts and themes of biology. Less weight is placed on specific facts than on the big ideas that tie them together. However, students will be responsible on their exams and quizzes for more details than we are able to cover in class on a daily basis, which puts the ONUS OF RESPONSIBILITY ON THE STUDENTS to work with each other in study groups or by themselves to get the details.

3 Labs: Labs will constitute a minimum of 25% of the course. More emphasis on student inquiry with the curriculum re-design will require that students be responsible for experimental design for a significant number of the labs. Students will be required to keep a lab notebook to record procedures, data collection, observations, etc Post lab activities may include: writing a formal lab report, an informal lab report which may focus on just the analysis of the data and conclusions, oral presentation of results/data with an analysis of the data using charts, graphs, and other visuals, or a lab practical or exam that tests student s laboratory skills. Grading: Assignments..25% o Free response questions o Reading assignments o Unit Reviews o Article Reviews o Activities o Vocabulary Labs 25% o Lab Notebook o Lab Assessment Tests/Quizzes...50% Grading Scale: Is consistent with the Science Department at CHS A = C = A-= C- = B+= D+= B-= D = C+= F = 0-59 NOTE: Grades can be checked on CAMPUS EXPECTATIONS: o This course will require a minimum of 5-7 hours of homework outside of class per week. (NO KIDDING!) Check due dates and keep up on your reading! o Bring all necessary materials to class! EVERYDAY! o Class starts when the bell rings o Class ends when I dismiss you o Use passing time to go to the restroom (that s what its for) o NO FOOD or DRINK (except H 2 O) in this LAB CLASS (I don t care what other teachers allow you to do); take care of your metabolic needs before class or during lunch. o Treat others as you would want to be treated o Stay awake in class; I can help you with this if needed o Be a positive participator. You ll be amazed at how much fun it can be when you put forth effort in a positive way o No whining! This is a college level course. It will be challenging. It will require a significant amount of time outside of class. If you don t like biology and are just looking for college savings, you probably want to talk to your counselor NOW as this course is not for you!

4 Class Participation: Much of class time will be spent in small group work whether activities or labs. You will be expected to be involved in class discussions and activities. It is vital for all students to share the workload in the laboratory and support the team to accomplish the goals of the lab. You are expected to be respectful of others and participate in a positive manner. Communication: I am available before/after school most days or at pre-arranged times to provide help to students. Students must arrange for a meeting time outside of class. Please do not play the game Mr. Marquardt, Guess what I m Thinking You need to communicate your concerns before they become a runaway freight train. I will do my best to help get you back on track. Always check Schoology first to find out what you missed before contacting me. Absences: o o o o Unexcused will not receive credit It is the student s responsibility to find out what happened while you were absent; I will not chase you! If you have pre-determined absences, please get work ahead of time so that you can stay caught up CHS Attendance Policy will be followed and grade reductions will be applied accordingly 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. Extra Credit: Rarely is extra credit provided for AP Biology. If extra credit is offered it will be offered to the entire class and not to individuals needing to pad their grade for not meeting the requirements. Extra credit is always related to the course objectives.

5 AP Biology Curriculum Outline The following is an overview of the AP Biology Curriculum that will be covered in the course. Each of the 4 Big Ideas has Enduring Understandings with several statements of the essential knowledge necessary to support the Enduring Understanding. The chapters that correlate to our textbook are included for student reference. Big Idea 1 Evolution The process of evolution drives the diversity and unity of life Enduring Understanding 1A: Change in the genetic makeup of a population over time is evolution Chapters in Text Lab Activities 1. Natural selection is a major mechanism of evolution Ch. 23.1, ) Artificial Selection Lab Using WI Fast 1. Natural selection acts on phenotypic variations in populations Ch Plants 2. Evolutionary change is also driven by random processes Ch. 22.3, ) Hardy-Weinberg Simulation 3. Biological evolution is supported by scientific evidence from many Ch. 22.3, 25.2 disciplines, including mathematics 1B: Organisms are linked by lines of descent from common ancestry 1. Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today Ch. 25.1, ) Using DNA sequences to compare evolutionary relationships using BLAST. 2. Phylogenetic trees and cladograms are graphical representations of Ch evolutionary history that can be tested 1C: Life continues to evolve within a changing environment 1. Speciation and extinction have occurred through Earth s history Ch. 24.3, 24.4, ) Lizard Phylogenetic Activity 2. Speciation may occur when two populations become reproductively isolated from each other Ch Populations of organisms continue to evolve Ch D: The origin of living systems is explained by natural processes 1. There are several hypothesis about the natural origin of life on Earth, each with supporting scientific evidence Ch. 4.1, 25.1, Scientific evidence from many different disciplines supports models of the origin of life Ch ) Radiometric Dating Activity

6 Big Idea 2 Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain homeostasis Enduring Understanding 2A: Growth, reproduction, and maintenance of the organization of living systems require free energy and matter Chapters in Text Lab Activities 1. All living systems require constant input of free energy Ch , , 1) Photosynthesis Lab (Leaf Disk , 51.4, 53.2, Assay) 2. Organisms capture and store free energy for use in biological processes Ch , ) Cell Respiration-Factors affecting 3. Organisms must exchange matter with the environment to grow, reproduce, and maintain organization Ch , 4.1, 4.2, 6.2 Respiration Rate 2B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environment 1. Cell membranes are selectively permeable due to their structure Ch. 7.1, 7.2 3) Osmosis-Diffusion Lab 2. Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes Ch Eukaryotic cells maintain internal membranes that partition the cell Ch into specialized regions 2C: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis 1. Organisms use feedback mechanisms to maintain their internal environments and respond to external changes Ch Organisms respond to changes in their external environments Ch D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment 1. All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic an abiotic interactions involving exchange of matter and free energy 2. Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments 3. Biological systems are affected by disruptions to their dynamic homeostasis 4. Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis 2E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination 1. Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms 2. Timing and coordination of physiological events are regulated by multiple mechanisms 3. Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection Ch. 52.4, , , Ch. 40.2, 40.3, 56.1 Ch. 40.2, 40.3, 56.1 Ch. 39.5, Ch , 38.1 Ch. 38.1, 39.2, 39.3, 24.1, 11.1 Ch , , ) Factors affecting Heart Rate of Daphnia Lab

7 Big Idea 3 Enduring Understanding 3A: Heritable information provides for continuity of life Chapters in Text Lab Activities Living systems store, retrieve, transmit and respond to information essential to life processes 1. DNA and in some cases RNA, is the primary source of heritable information 2. In eukaryotes, the heritable information passes on to the next generation in processes that include the cell cycle and mitosis or meiosis plus fertilization 3. The chromosomal basis of inheritance provides an understanding of the patter of passage (transmission) of genes from parent to offspring 4. The inheritance pattern of many traits cannot be explained by simple Mendelian genetics 3B: Expression of genetic information involves cellular and molecular mechanisms 1. Gene regulation results in differential gene expression, leading to cell specialization 2. A variety of intercellular and intracellular signal transmissions mediate Ch. 5.5, 27.1, , , 19.2, Ch , Ch Ch Ch Ch , 11.1, 11.4 gene expression 3C: The processing of genetic information is imperfect and is a source of genetic variation 1. Changes in genotype can result in changes in phenotype Ch. 15.4, 16.2, 17.5, Biological systems have multiple processes that increase genetic variation 3. Viral replication results in genetic variation, and viral infection can introduce genetic variation in hosts 3D: Cells communicate by generating, transmitting, and receiving chemical signals 1. Cell communication processes share common features that reflect a shared evolutionary history Ch. 27.2, 13.4 Ch Ch Cells communicate with each other through direct contact with other cells or from a distance via signaling 3. Signal transduction pathways link signal reception with cellular response 4. Changes in signal transduction pathways can alter cellular response Ch E: Transmission of information results in changes within and between biological systems 1. Individuals can act on information and communicate it to others Ch Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses Ch Ch Ch , ) Meiosis Lab 2) Bacterial Transformation Lab (BIORAD) 3) Analysis of DNA using Restriction Enzymes (BIORAD)

8 Big Idea 4 Enduring Understanding 4A: Interactions with biological systems lead to complex properties Chapters in Text Lab Activities Biological systems interact, and these systems and their interactions possess complex properties 1. The subcomponents of biological molecules and their sequence 1) Population Dynamics Activity Ch determine the properties of that molecule 2) Energy Dynamics Lab 2. The structure and function of subcellular components and their 3)Transpiration Lab Ch interactions provide essential cellular processes 3. Interactions between external stimuli and regulated gene expression result in specialization of cell, tissues and organs Ch Organisms exhibit complex properties due to interactions between their constituent parts Ch Communities are compose of populations of organisms that interact in complex ways Ch Interactions among living systems and with their environment result in the movement of matter and energy Ch. 54.2, , B: Competition and cooperation are important aspects of biological systems 1. Interactions between molecules affect their structure and function Ch. 5.4, ) Factors Affecting Enzyme Rate Lab 2. Cooperative interactions within organisms promote efficiency in the use of energy and matter Ch. 6.4, Interactions between molecules affect their structure and function Ch Distribution of local and global ecosystems change over time Ch C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment 1. Variation in molecular units provides cells with a wider range of 5) Gene Expression Activity Ch , 21.5 functions 2. Environmental factors influence the expression of the genotype in an organism Ch The level of variation in a population affects population dynamics Ch The diversity of species within an ecosystem may influence the Ch. 14.3, 23.2, 54.2, stability of the ecosystem 56.1

9 In addition to the content knowledge necessary to understand biology, the following Science Practices (skills required for scientific study and understanding) will be part of the AP Biology course: Science Practices 1. Use representations and models to communicate scientific phenomena and solve scientific problems 1. Create representations and models of natural or manmade phenomena and systems in the domain 2. Describe representations and models of natural or manmade phenomena and systems in the domain 3. Refine representations and models of natural or manmade phenomena and systems in the domain 4. Use representations and models to analyze situations or solve problems qualitatively and quantitatively 5. Re-express key elements of natural phenomena across multiple representations in the domain 2. Use mathematics properly 1. Justify selection of mathematical routine to solve problems 2. Apply mathematical routines to quantities 3. Estimate numerical quantities 3. Engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course 1. Pose scientific questions 2. Refine scientific questions 3. Evaluate scientific questions 4. Plan and implement data collection strategies appropriate to a particular scientific question 1. Justify the selection of the kind of data needed to answer a particular scientific question 2. Design a plan for collecting data to answer a particular scientific question 3. Collect data to answer a particular scientific question 4. Evaluate sources of data to answer a particular scientific question 5. Perform data analysis and evaluation of evidence 1. Analyze data to identify patterns or relationships 2. Refine observations and measurements based on data analysis 3. Evaluate the evidence provided by data sets in relation to a particular scientific question

10 6. Work with scientific explanations and theories 1. Justify claims with evidence 2. Construct explanations of phenomena based on evidence produced through scientific practices 3. Articulate the reasons that scientific explanations and theories are refined or replaced 4. Make claims and predictions about natural phenomena based on scientific theories or models 5. Evaluate alternative scientific explanations 7. Connect and relate knowledge across various scales, concepts and representations in and across domains 1. Connect phenomena and models across spatial and temporal scales 2. Connect concepts in and across domains to generalize or extrapolate in and/or across enduring understandings and/or big ideas

Essential knowledge 1.A.2: Natural selection

Essential knowledge 1.A.2: Natural selection Appendix C AP Biology Concepts at a Glance Big Idea 1: The process of evolution drives the diversity and unity of life. Enduring understanding 1.A: Change in the genetic makeup of a population over time