2013/2014 AP Biology Syllabus

The AP Biology course contains college level biology material that is introduced and learned in a high school setting, and provides the foundational understandings of science practices and principles. In teaching the course the curricular requirements are met by setting the following goals for each student: To promote self-motivation, organization, and an excitement for science and learning. To give students the best opportunity to be successful on the AP Biology Exam, by creating a learning environment that is focused on the big ideas of the AP Biology Curriculum Framework in both lecture and laboratory. (CR2) o Specifically that students are able to unite the ideas that evolution and adaptation are unifying processes among all organisms, that energy consumption by organisms is used for growth, reproduction, and to maintain homeostasis, that data is sent, received, and acted upon in order to sustain the processes necessary for life, and finally, that all biological systems interactions are complex and key to understanding the relationships of organisms and systems. (CR3) o In addition to understanding these key concepts, it is also imperative for students to investigate through inquiry-based laboratory activities, both hands-on and virtual. (CR6) At least two laboratory investigations will be conducted for each big idea. Additional experiences in the lab will be conducted as applicable to the nature of instruction, in order to achieve a minimum of 25% of course time involved in lab activities. (RR4) Formal lab reports will be required for each lab experience. This requirement will give students practice in communicating ideas and results in a written format. A guide for the report is attached to this syllabus. Current biological findings and studies related to the current material will also be presented to the students, in order to maintain abreast of the changes and advances in science. Students will be required to investigate individually and present briefly to the class quarterly, about a case study or current event that is related to each big idea being studied. (CR5) o Field trips to a local hospitals hematology, histology, cytology, microbiology, and chemistry labs are planned for the spring semester. Additional visits may include a viewing of the operating room and morgue. Homework will be assigned daily to students, and will be a variety of reading, worksheets, vocabulary, online activities and online practice assessments. (CR4) o Students will be given a class identification code and password at the beginning of the course. Each student will have access from any internet connection to use an e-textbook, complete homework, and utilize review material generated by the textbook manufacturer. (RR3)

Student assessment will come at the end of each chapter and after the completion of a full big idea concept. The assessments will be given to simulate the AP Biology exam, by including timed multiple choice questions, short and long free response questions. o Pre-assessment review will be done voluntarily during non-class time sessions. Post-assessment review of answers will also be done voluntarily during non-class time sessions in order to preserve class time for critical learning and laboratory instruction. Textbook: Campbell Biology, 7th edition, Neil Campbell and Jane Reece, Benjamin Cummings, 2005. (CR1) (RR1) Lab Book: AP Biology Investigative Labs: An Inquiry-Based Approach (RR3) (RR4) The AP Biology Exam is approximately 3 hours in length. There are two sections: o o Section 1: 90 minutes and consists of 63 multiple-choice questions and 6 grid-in questions accounting for 50% of the final score Section 2: 90 minutes and consists of 2 long free-response questions and 6 short free-response questions accounting for the other 50% of the final score. It begins with a 10-minute reading period to read the questions and plan your answers. The remaining 1hour and 20 minutes is for writing. The 2 long free-response questions should require about 20 minutes each to answer. Questions 3 through 8 are short free-response questions and should require about 6 minutes each to answer.

Curricular Requirements (as stated in the AP Biology Course and Exam Description Effective Fall 2012)
Students and teachers use a recently published (within the last 10 years) college-level biology textbook. (CR1) The course is structured around the enduring understandings within the big ideas as described in the AP Biology Curriculum Framework. (CR2) Students have opportunities to connect the AP Biology enduring understandings within each of the AP Biology big ideas to at least one other AP Biology big idea. (CR3) Students are provided with opportunities to meet the learning objectives in the AP Biology Curriculum Framework within each of the big ideas. These opportunities must occur in addition to the laboratory investigations. (CR4) The course provides students with opportunities to connect their biological and scientific knowledge to major social issues (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens. (CR5) The student-directed laboratory investigations used throughout the course allow students to apply the seven science practices defined (CR6)

Resource Requirements (as stated in the AP Biology Course and Exam Description Effective Fall 2012)
The school ensures that each student has a college-level biology textbook (supplemented when necessary to meet the curricular requirements) for individual use inside and outside of the classroom. (RR1) The school ensures that the teacher has a copy of the most recent edition of a college-level biology textbook or other appropriate materials for his or her consultation. (RR2) The school ensures that each student has access to the AP Biology Investigative Labs: An Inquiry-Based Approach or other inquiry based or student-directed lab activities that meet the objectives of those listed in the AP Biology Curriculum Framework. (RR3) The school ensures that students have access to scientific equipment/materials, all necessary resources, and adequate time to conduct college-level biology laboratory investigations that meet the objectives as outlined in the AP Biology Curriculum Framework and/or other inquiry-based or student-directed lab activities that are listed in teachers course syllabus. (RR4)

Grading Policy
Points will be assessed for all student work including lab reports, homework assignments, worksheets, quizzes, chapter exams, class participation, individual projects. A - 90 - 100 B - 80 - 89 C - 73 - 79 D - 70 - 72 F below 70 Midterm & Final - (20% each) Exams (25%) Quizzes (15%) Homework (20%) Online Work (15%) Laboratory Work (participation and reports) (25%)

Homework
Homework will be given to help students further their understanding of the material covered in class. Homework is encouraged to be done independently; however, group work is acceptable. Homework will be checked for completeness on the day it is due and often will be followed by a short quiz.

Writing Assignments
Writing assignments must be typed, double spaced, one inch margins, and in a 12pt font (Times New Roman, Calibri). All assignments are independent work, unless otherwise specified; therefore, duplicate work will not be accepted nor tolerated. All writing must proper grammar, spelling, and use works cited notations and have a work cited page attached. Any format is acceptable (e.g. MLA or APA). Plagiarism can be avoided through proper citations. **ALL WORK WILL BE SUBMITTED ELECTRONICALLY UNLESS OTHERWISE SPECIFIED** Turnitin.com will be utilized for major writing assignments. Smaller assignments will be submitted electronically to kfranklin@sasphs.net

Laboratory Participation and Reports

The laboratory experiments and demonstrations associated with this class are very important to obtaining a greater knowledge of the content. Laboratory safety is required. Please read the attached laboratory safety guidelines. Lab jackets or aprons and safety goggles will be required during all labs. All of the labs will require the students to take notes, and some labs will require a report. Report guidelines are attached to this syllabus.

Late Work and Makeup Work

Late work is unacceptable; however, there are always exceptional situations that prevent work from being completed on time. When late work is submitted, a percentage will be deducted from the total possible points achievable prior to grading. The percentage deducted will be based on when the assignment is turned in, in relation to the due date. Assignments turned in one day late will receive a 50% deduction in points, and each additional day will add 10% in reduction. No work will be accepted after the fifth day tardy (a deduction of 95%).

Students should make a serious effort to avoid missing class; however, when makeup work is required, students who have missed one day will have two days from the day of returning to school to complete the missed assignments, and students missing two or more days will have five school days. Additional help is always available and should be requested as soon as the need is recognized. If class is missed on the day that an exam is given or a project, lab report, or writing assignment is due, the exam will be taken or the assignment will be turned in upon the day the student returns to class.

Academic Dishonesty
Academic dishonesty consists of cheating on tests, homework, and assignments, as well as plagiarism. Any form of academic dishonesty will not be tolerated in the classroom or laboratory. When academic dishonesty is discovered the assignment, project, or exam will be given a grade of a zero without the ability to retake or redo, and the student(s) will be recommended for discipline by the discipline committee.

Classroom Behavior
Students are expected to show respect for themselves, the instructor, classmates and property of others. During laboratory activities no food or beverages will be allowed. Students are required to keep all cell phones or other electronic devices off during lab and class. Any disruptive behavior will have consequences: o Student Teacher counseling (usually after class or school) o Detention or alternate discipline o Parent Conference (phone or in person) o Referral to Administration Students are responsible for equipment, software and textbooks they use during this class. Students may be required to pay for school property that is lost or damaged.

Course Outline
The course outline is a schedule of the chapters and topics that will be discussed during the year long course; however, the timeline posted with it is subject to change due to scheduling variations and unforeseen conflicts. Unit A o Time Estimation: ~ 9 weeks (August 13th October 12th) o Focus: Big Idea 2 Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. o Chapters covered in Unit A: 3 Water and the Fitness of Environment 4 Carbon and the Molecular Diversity of Life 5 The Structure and Function of Macromolecules 6 A Tour of the Cell 7 Membrane Structure and Function 8 Introduction to Metabolism 9 Cellular Respiration and Fermentation 10 Photosynthesis 11 Cell Communication

Essential Concepts of Unit A: Enduring understanding 2.A: Growth, reproduction and maintenance of the organization of living systems require free energy and matter. Enduring understanding 2.B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environment thats different from their external environments. Enduring understanding 2.C: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. Enduring understanding 2.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the systems environment. Enduring understanding 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. Student Learning Objectives of Unit A: LO 2.1 The student is able to explain how biological systems use free energy based on empirical data that all organisms require\ constant energy input to maintain organization, to grow and to reproduce. LO 2.2 The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems. LO 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems. LO 2.4 The student is able to use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. LO 2.5 The student is able to construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store, or use free energy. LO 2.6 The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. LO 2.7 Students will be able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. LO 2.8 The student is able to justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products. LO 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. LO 2.10 The student is able to use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure. LO 2.11 The student is able to construct models that connect the movement of molecules across membranes with membrane structure and function. LO 2.12 The student is able to use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes. LO 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions. LO 2.14 The student is able to use representations and models to describe differences in prokaryotic and eukaryotic cells. LO 2.15 The student can justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered. LO 2.16 The student is able to connect how organisms use negative feedback to maintain their internal environments.

LO 2.17 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms. LO 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments. LO 2.19 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models. LO 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms. LO 2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment. LO 2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems. LO 2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions. LO 2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems). LO 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments. LO 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments. LO 2.27 The student is able to connect differences in the environment with the evolution of homeostatic mechanisms. LO 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. LO 2.29 The student can create representations and models to describe immune responses. LO 2.30 The student can create representations or models to describe nonspecific immune defenses in plants and animals. LO 2.31 The student can connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. LO 2.32 The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism. LO 2.33 The student is able to justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. LO 2.34 The student is able to describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis. LO 2.35 The student is able to design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation. LO 2.36 The student is able to justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation. LO 2.37 The student is able to connect concepts that describe mechanisms that regulate the timing and coordination of physiological events. LO 2.38 The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection.

LO 2.39 The student is able to justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms. LO 2.40 The student is able to connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior.

Unit B o Time Estimation: ~ 9 weeks (October 15th December 21st) o Focus: Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes o Chapters Covered in Unit B: 12 The Cell Cycle 13 Meiosis and Sexual Life Cycles 14 Mendel and the Gene Idea 15 The Chromosomal Basis of Inheritance 16 The Molecular Basis of Inheritance 17 From Gene to Protein 19 Regulation of Gene Expression 20 DNA Technology and Genomics 21 The Genetic Basis of Development o Essential Concepts of Unit B: Enduring understanding 3.A: Heritable information provides for continuity of life. Enduring understanding 3.B: Expression of genetic information involves cellular and molecular mechanisms. Enduring understanding 3.C: The processing of genetic information is imperfect and is a source of genetic variation. Enduring understanding 3.D: Cells communicate by generating, transmitting and receiving chemical signals. Enduring understanding 3.E: Transmission of information results in changes within and between biological systems. o Student Learning Objectives of Unit B: LO 3.1 The student is able to construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information. LO 3.2 The student is able to justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information. LO 3.3 The student is able to describe representations and models that illustrate how genetic information is copied for transmission between generations. LO 3.4 The student is able to describe representations and models illustrating how genetic information is translated into polypeptides. LO 3.5 The student can justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies. LO 3.6 The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression. LO 3.7 The student can make predictions about natural phenomena occurring during the cell cycle. LO 3.8 The student can describe the events that occur in the cell cycle. LO 3.9 The student is able to construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization.

LO 3.10 The student is able to represent the connection between meiosis and increased genetic diversity necessary for evolution. LO 3.11 The student is able to evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through mitosis, or meiosis followed by fertilization. LO 3.12 The student is able to construct a representation that connects the process of meiosis to the passage of traits from parent to offspring. LO 3.13 The student is able to pose questions about ethical, social or medical issues surrounding human genetic disorders. LO 3.14 The student is able to apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets. LO 3.15 The student is able to explain deviations from Mendels model of the inheritance of traits. LO 3.16 The student is able to explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics. LO 3.17 The student is able to describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendels model of the inheritance of traits. LO 3.18 The student is able to describe the connection between the regulation of gene expression and observed differences between different kinds of organisms. LO 3.19 The student is able to describe the connection between the regulation of gene expression and observed differences between individuals in a population. LO 3.20 The student is able to explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function. LO 3.21 The student can use representations to describe how gene regulation influences cell products and function. LO 3.22 The student is able to explain how signal pathways mediate gene expression, including how this process can affect protein production. LO 3.23 The student can use representations to describe mechanisms of the regulation of gene expression. LO 3.24 The student is able to predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection. LO 3.25 The student can create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced. LO 3.26 The student is able to explain the connection between genetic variations in organisms and phenotypic variations in populations. LO 3.27 The student is able to compare and contrast processes by which genetic variation is produced and maintained in organisms from multiple domains. LO 3.28 The student is able to construct an explanation of the multiple processes that increase variation within a population. LO 3.29 The student is able to construct an explanation of how viruses introduce genetic variation in host organisms. LO 3.30 The student is able to use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population. LO 3.31 The student is able to describe basic chemical processes for cell communication shared across evolutionary lines of descent. LO 3.32 The student is able to generate scientific questions involving cell communication as it relates to the process of evolution. LO 3.33 The student is able to use representation(s) and appropriate models to describe features of a cell signaling pathway. LO 3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling. LO 3.35 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling.

LO 3.36 The student is able to describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response. LO 3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response. LO 3.38 The student is able to describe a model that expresses key elements to show how change in signal transduction can alter cellular response. LO 3.39 The student is able to construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways. LO 3.40 The student is able to analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior. LO 3.41 The student is able to create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior. LO 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues. LO 3.43 The student is able to construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses. LO 3.44 The student is able to describe how nervous systems detect external and internal signals. LO 3.45 The student is able to describe how nervous systems transmit information. LO 3.46 The student is able to describe how the vertebrate brain integrates information to produce a response. LO 3.47 The student is able to create a visual representation of complex nervous systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses. LO 3.48 The student is able to create a visual representation to describe how nervous systems detect external and internal signals. LO 3.49 The student is able to create a visual representation to describe how nervous systems transmit information. LO 3.50 The student is able to create a visual representation to describe how the vertebrate brain integrates information to produce a response.

Unit C o Time Estimation: ~ 10 weeks (January 7th March 15th) o Focus: Big Idea 1 - The process of evolution drives the diversity and unity of life o Chapters Covered by Unit C: 22 Descent with Modification: A Darwinian View of Life 23 The Evolution of Populations 24 The Origin of Species 25 Phylogeny and Systematics 26 Evolutionary History of Biological Diversity 38 Angiosperm Reproduction 39 Plant Responses to Internal and External Signals 40 Basics of Animal Form and Function 45 - Hormones and the Endocrine System 48 - Nervous System o Essential Concepts of Unit C Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution. Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry. Enduring understanding 1.C: Life continues to evolve within a changing environment.

Enduring understanding 1.D: The origin of living systems is explained by natural processes. Student Learning Objectives of Unit C LO 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change. LO 1.2 The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution. LO 1.3 The student is able to apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future. LO 1.4 The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time. LO 1.5 The student is able to connect evolutionary changes in a population over time to a change in the environment. LO 1.6 The student is able to use data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations. LO 1.7 The student is able to justify data from mathematical models based on the HardyWeinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations. LO 1.8 The student is able to make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population. LO 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. LO 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. LO 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. LO 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. LO 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. LO 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. LO 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. LO 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. LO 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. LO 1.18 The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation. LO 1.19 The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set. LO 1.20 The student is able to analyze data related to questions of speciation and extinction throughout the Earths history. LO 1.21 The student is able to design a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred throughout the Earths history. population(s),

based on graphs or models of types of selection, to predict what will happen to the population in the future. LO 1.23 The student is able to justify the selection of data that address questions related to reproductive isolation and speciation. LO 1.24 The student is able to describe speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift. LO 1.25 The student is able to describe a model that represents evolution within a population. LO 1.26 The student is able to evaluate given data sets that illustrate evolution as an ongoing process. LO 1.27 The student is able to describe a scientific hypothesis about the origin of life on Earth. LO 1.28 The student is able to evaluate scientific questions based on hypotheses about the origin of life on Earth. LO 1.29 The student is able to describe the reasons for revisions of scientific hypotheses of the origin of life on Earth. LO 1.30 The student is able to evaluate scientific hypotheses about the origin of life on Earth. LO 1.31 The student is able to evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth. LO 1.32 The student is able to justify the selection of geological, physical, and chemical data that reveal early Earth conditions.

Unit D o Time Estimation: ~ 6 weeks ( March 18th April 26th) o Focus: Big Idea 4 Biological systems interact, and these systems and their interactions possess complex properties o Chapters Covered by Unit D 50 Introduction to Ecology and the Biosphere 51 Behavioral Ecology 54 Ecosystems 55 Conservation Biology and Restoration Ecology 52 Population Ecology 53 Community Ecology o Essential Concepts of Unit D: Enduring understanding 4.A: Interactions within biological systems lead to complex properties. Enduring understanding 4.B: Competition and cooperation are important aspects of biological systems. Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment. o Student Learning Objectives for Unit D: LO 4.1 The student is able to explain the connection between sequence and the subcomponents of a biological polymer and its properties. LO 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. LO 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. LO 4.4 The student is able to make a prediction about the interactions of subcellular organelles. LO 4.5 The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions. LO 4.6 The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions.

LO 4.7 The student is able to refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs. LO 4.8 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts. LO 4.9 The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). LO 4.10 The student is able to refine representations and models to illustrate biocomplexity due to interactions of the constituent parts. LO 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities. LO 4.12 The student is able to apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways. LO 4.13 The student is able to predict the effects of a change in the communitys populations on the community. LO 4.14 The student is able to apply mathematical routines to quantities that describe interactions among living systems and their environment, which result in the movement of matter and energy. LO 4.15 The student is able to use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy. LO 4.16 The student is able to predict the effects of a change of matter or energy availability on communities. LO 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function. LO 4.18 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter. LO 4.19 The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance. LO 4.20 The student is able to explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past. LO 4.21 The student is able to predict consequences of human actions on both local and global ecosystems. LO 4.22 The student is able to construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. LO 4.23 The student is able to construct explanations of the influence of environmental factors on the phenotype of an organism. LO 4.24 The student is able to predict the effects of a change in an environmental factor on the genotypic expression of the phenotype. LO 4.25 The student is able to use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population. LO 4.26 The student is able to use theories and models to make scientific claims and/or predictions about the effects of variation within populations on survival and fitness. LO 4.27 The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability.

Laboratory
Students will spend at least 25% of class time working on inquiry-based laboratory investigations. The labs will be set to be conducted as they apply to the unit and Big Idea that is being discussed. The following science practices will be placed as standards for the lab activities.

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

The lab activity schedule is as follows: Unit A o Investigation 4: Diffusion/Osmosis: Students spend the lab measuring volumes, calculating surface area-to-volume ratios, calculating rate, and calculating water potential. Students will be required to graph some of these calculations. Students will observe diffusion and osmosis using dialysis bags and indicator. Students will also determine the sucrose concentration of potatoes. o Investigation 6: Cellular Respiration: Students investigate cellular respiration in respiring peas (hands-on) and crickets (virtual lab). Unit B o Investigation 7: Mitosis/Meiosis: Students will investigate and observe the changes of mitosis and meiosis. They will utilize online and hands-on slides to determine rates of crossing over as well as the possible influences that will change the rates of meiosis and mitosis. o Investigation 8: Bacterial Transformation: Students will measure volume and temperature, which will be used to calculate transformation efficiency. Students will investigate bacterial transformation and control of the gene expression of a fluorescent protein using the pGLO kit (BIORAD) Unit C o Investigation 1: Artificial Selection: Students will grow purchased fast plant seeds and select for desired traits over several generations. Collecting data and analyzing it by counting, measuring, graphing, calculating frequency distribution and performing statistical analysis will be required in addition to the lab report. o Investigation 2: Mathematical Modeling: Hardy-Weinberg: Students will use math models to look at relationship frequencies of organisms and populations in conjunction with evaluation evolutionary change. o Investigation 3: Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST: Students will use statistical analysis, mathematical modeling, and computer science in this lab activity by utilizing the online tool BLAST. Unit D o Investigation 10: Energy Dynamics: Students will investigate the factors that influence energy use, storage, transfer, and allocation between producers and consumers. o Investigation 11: Transpiration: Measuring distance, volume, and mass, estimating surface area, calculating surface area, graphing; calculating rate. Students investigate the movement of water through plants using the whole plant method. o Investigation 13: Enzyme Activity: Students will investigate the influences of abiotic and biotic factors on enzymatic activity.

General Lab Safety Rules Dissection Safety Rules 1. No laboratory work shall be performed by a student without the direct supervision of the teacher. Under no circumstances is a student allowed to work in the laboratory alone. 2. You will be instructed at the beginning of each laboratory period, as to the potential dangers that may be encountered and the proper precautions that are required to eliminate or reduce such hazards. 3. You will become familiar with the instructions of laboratory procedure prior to the initiation of any related activity. Read all directions for the experiment at least two times . Ask questions if you don't understand any part of the directions. No changes from the instructions will be allowed without permission from the teacher or instructor. 4. Never perform any activity that is not authorized or supervised by the teacher or instructor. 5. Do not operate equipment without operating instructions or specific permission from the teacher or instructor. 6. No eating, drinking or applications of cosmetics is allowed in the laboratory. 7. Always wash hands after handling chemicals, plants, animals, or dissection tools. 8. Careless behavior in a laboratory can cause accidents. Horseplay, teasing, loud talking or tossing objects are not allowed in a laboratory. 9. All personal possessions such as books, coats, and papers, that are not related to the laboratory procedure should not be brought into the laboratory work area. 10. Each laboratory student will be made aware of the use and location of all safety equipment (i.e. goggles, gloves, apron, fume hood, eyewash, etc.) 11. Never reach over a Bunsen burner, chemical reagents or other laboratory equipment. 12. At the completion of the laboratory period or when an experiment is complete, return all equipment to proper storage and clean the work area. 1. If you wear contact lenses, these should be removed when working near chemicals or dissections. Contact lenses can hold chemicals in the eye(s) increasing the potential damage in the event of an accidental splashing of chemicals into the eye(s). 2. Inform your teacher of any illness as a result of exposure to chemicals used in specimen preparation. 3. Know where the eye-wash fountain is if needed. 4. Avoid contact with preservative chemicals. Rinse the specimens completely before dissection. 5. Properly mount dissection specimens to dissecting pan. Do not dissect a specimen while holding it. 6. Handle scalpel or razor blade (safety edged) with extreme care. 7. Always cut away from your body and away from others. 8. Never ingest specimen parts or remove specimens/specimen parts from the classroom. Properly dispose of dissected materials. 9. Never remove specimens or specimen parts from the classroom -- until the dissection is completed all parts of the dissection must remain within the dissecting pan. 10. Store specimens as directed by your teacher. 11. Clean up the work area and return all equipment to the proper place when the dissection is completed. 12. Wash your hands after each dissection.

Formal Lab Report Format

The following is a guide for all formal lab reports in this course. You need not limit yourself to this outline. If additional information is warranted then please add it. Cover Page The title should indicate what the lab is all about, and should be centered on the page. Name, class, period, and instructor should be centered and below the title.

Introduction and Background Include what is already known with citations Indicate what is hoped to be learned from the lab (purpose) List of components of experimental design: independent variable, dependent variable, controls, constants Clearly identify your hypothesis Caveat: This introduction section will take some research. Do not wing it by making up information from your head! Materials List all materials and equipment used in the lab.

Procedure A brief description of the procedure to show how the lab was conducted (past tense required) Describe methods for controlling variables Describe methods for collecting data Note any variances form the instructions given

Results (present the data) Construct all data tables and charts to present data collected Must include titles and labels for all tables and charts

Analysis (process the data) Construct all graphs needed to show results (correct type, title, appropriate units, labeled axis, legends) Labeled diagrams or photos

Discussion and Conclusion State a valid conclusion and explain WHY you think the results turned out the way they did. Explain any unexpected results and why those results may have been obtained. Evaluate the data to determine if it supports your hypothesis using specific reference to the data.

Student and Parent Information Sheet

Parents and Students: Grades will be posted online on a regular basis to ensure parents and students know class progress. Please do not hesitate to email me at any time for a grade update. Please complete this sheet and have the student return it by Monday, August 19, 2013. Turning in this signed sheet is required and is one of the first grades of the semester.

I have read and understand this syllabus, including the sections on academic honesty and have read the lab safety rules. I agree to abide by those and any others instructions, written or verbal, provided by my teacher.

_________________________ Student Name (printed)

____________________________ Student Signature

__________________________ Parent Name (printed)

___________________________ Parent Signature

__________________________ Home phone#

___________________________ Cell phone#

___________________________________ Parent E-mail address - Required (Email will be sent frequently to update you about class assignments, study groups, tests, projects, and to correspond quickly and directly about your students progress and behavior)