AP Biology Syllabus 2017-2018 West Orange Stark High ... · 3.A.2 In most eukaryotes, heritable information is passed to the next generation through mitosis or meiosis plus fertilization

AP Biology Syllabus 2017-2018 West Orange Stark High School Michael Washburn [email protected]

Introduction Welcome to the Advanced Placement Biology course at West Orange Stark High School. AP Biology is designed to be the equivalent of a two-semester college biology course. AP Biology includes topics regularly covered in a college Biology course. The textbook used is a college Biology text. The laboratories are equivalent to those done by college students. AP Biology is designed to be taken after the successful completion of a high school course in biology and chemistry, preferably with a grade of B or higher. At the completion of this course, students are expected to take the College Board’s scheduled AP Biology exam in May. To assist students in their preparation for this test, the format of the assessments used throughout this course are similar to the AP Biology exam assessments.

Course Overview The AP Biology course and the AP Biology exam will cover four “Big Ideas,” Big Idea 1. The process of evolution drives the diversity and unity of life. Big Idea 2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. Big Idea 3. Living systems store, retrieve, transmit, and respond to information essential to life processes. Big Idea 4. Biological systems interact, and these systems and their interactions possess complex properties. Thirteen inquiry-based, hands-on laboratories will be conducted in order to develop higher-order thinking and laboratory skills and will make up at least 25% of instructional time. The labs are from Advanced Placement Biology: Investigative Labs: An Inquiry-Based Approach. During labs, analysis, reports, and discussion of the process of science is emphasized. The course outline below includes a listing of topics, chapters and labs/activities that will be conducted in AP Biology.

Course Outline Course Outline Big Idea 2: Molecules, Cells, Energy and Homeostasis UNITS

Enduring Understanding

Chapter And Assessment

Topic Activity/Labs

Vocabulary Notes Spatial drawings Logical questions

UNIT 1 Chemistry of Life 13 Classes 1st Six Weeks

4.A.1. The subcomponents of a biological polymer and their sequence determine the properties of that polymer.

2

Student generated

concept maps

Reading quizzes

Unit test with free

response practice Written lab reports

CHEMICAL CONTEXT OF LIFE WATER

Enzyme Activity AP LAB 13 (SP 4,5,6,7) Investigating enzyme reaction rates using toothpickase

4.A.2. Interactions of subcellular structures, including a repertory of eukaryotic organelles possessing specialized

functions, provide essential cellular functions and activities

3 CARBON AND THE MOLECULAR DIVERSITY OF LIFE MACROMOLECULES

4.B.1. Interactions between molecules affect their structure and function.

3 Modeling A Cell

UNIT 2 Cells 12 Classes

2.B.3. Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.

4 TOUR OF THE CELL METABOLISM

Diffusion & Osmosis AP LAB 4 (SP 2,4,5) Egg osmosis

CR2 The course is structured around the enduring

understandings within the big

ideas as described in the AP®

Biology Curriculum Framework.

described in the AP® Biology

Curriculum Framework.

CR3b Students connect the enduring understandings within Big Idea 2

(biological systems utilize free

energy and molecular building

blocks to grow, to reproduce, and to

maintain dynamic homeostasis) to at

least one other big idea.

CR4b The course provides students with opportunities outside of the

laboratory investigations to meet the

learning objectives within Big Idea 2.

CR6 The student-directed laboratory investigations used throughout the course allow students to apply the seven science practices defined in the AP

Biology Curriculum Framework and include at least two lab experiences in

each of the four big ideas.

Diffusion demonstrations

3.D.2. Cells communicate with each other through direct contact with other cells or from a distance via chemical

signaling.

4

4.C.1. Variation in molecular units provides cells with a

wider range of functions. 4

2.B.1. Cell membranes are selectively permeable due to

their structure

5 MEMBRANE TRANSPORT AND CELL SIGNALING

BUILD-A-MEMBRANE: <http://learn.genetics.utah.edu/>

2.B.2. Growth and homeostasis is maintained by the constant movement of molecules across membranes.

5 Pathways with Friends: <http://learn.genetics.utah.edu>

3D.1 Cell communication involves processes resulting

from evolution that are shared common features.

5

3.A.2 In most eukaryotes, heritable information is passed to the next generation through mitosis or meiosis plus

fertilization.

9 CELL CYCLE DNA MITOSIS

THE EVOLUTION OF THE CELL: <http://learn.genetics.utah.edu>

1st SIX WEEKS PROJECT • Research: Can you make a cell model and a cell analogy compared to your school? The objective is to distinguish the

differences between the organelle shapes, size, and

distinguishing factors. Also to place the correct organelles in the appropriate cell, plants or animals. You will also come up with an analogy for the cell of your choice (plant

or animal cell) and its organelles. Your analogy will be represented in the form of a poster that represents a cell and its organelles. You should compare roles of 10 organelles to a part of the analogy.

UNIT 3 Cell Energy and Metabolism 12 Classes 2nd Six Weeks

2.A.2. Organisms capture, use, and store energy in biological processes such as growth, reproduction and

maintaining homeostatic processes.

7 CELLULAR RESPIRATION AND FERMENTATION

Photosynthesis AP LAB 5 (SP 1,2,3,6,7) Cellular Respiration AP LAB 6 (SP 1,2,3,6,7) Plant pigments: chromatography

Big Idea 3: Heredity and Genetics UNITS



Topic Activity/Labs


UNIT 4 Mitosis and Meiosis 13 Classes 2nd Six Weeks

3.A.3 Mendelian genetics provides a basic understanding

of the underlying causes of the pattern traits from parent to offspring.

10

Student generated

concept maps

Reading quizzes

Unit test with free


MEIOSIS AND THE SEXUAL LIFE CYCLE

Cell Division: Mitosis and Meiosis AP LAB 7 (SP 1,5,6,7) Chromosome simulation

3.C.1 Changes in genotype can result in changes in phenotype.

10 GENETICS




Biology Curriculum Framework. described in the AP® Biology


CR3c Students connect the enduring understandings within Big Idea 3

(living systems store, retrieve, transmit,

and respond to information essential to

life processes) to at least one other big

idea.

CR4c The course provides students with opportunities outside of the


learning objectives within Big Idea 3

CR6 The student-directed laboratory investigations used throughout the course allow students to apply the seven science practices defined in the AP Biology Curriculum Framework and include at least two lab experiences in


CR6 The student-directed laboratory

investigations used throughout the course allow students to apply the seven science practices defined in the AP Biology Curriculum Framework and include at least two lab experiences in


CR6 The student-directed laboratory investigations used throughout the course allow students to apply the seven

science practices defined in the AP Biology Curriculum Framework and include at least two lab experiences in


CR4c The course provides students with

opportunities outside

of the laboratory

investigations to meet

the learning objectives

within Big Idea 3

CR5 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.

UNIT 5 Mendelian Genetics

3.A.1 DNA, and in some cases RNA, is the primary source of heritable information.

11 MENDEL AND THE GENE IDEA HEREDITY

Dry lab: Human Traits

2nd SIX WEEKS PROJECT • Research: Do you have any genetic disorders in your family? Students will prepare presentations of their findings and responses. (SP 3) (CR4c and CR5)

10 Classes 3rd Six Weeks

3.B.2 A variety of intercellular and intracellular signal transmissions mediate gene expression.

12 CHROMOSOMAL BASIS OF INHERITANCE

UNIT 6 Molecular Genetics

3.B.1 Cells can be activated, produce new products, and

retain their activated state through gene regulation

13 MOLECULAR BASIS OF INHERITANCE

Dry lab: Protein synthesis models DNA extractions

10 Classes 3rd Six Weeks

2.E.1. Timing and coordination of several events are necessary for the normal development of an organism,

and these events require regulation by multiple mechanisms.

14 GENE EXPRESSION FROM GENE TO PROTEIN

DNA and Histone Model <http://learn.genetics.utah.edu>

3.A.4 The inheritance pattern of many traits cannot be explained by simple Mendelian genetics.

14 GENE TO PROTEIN

4.C.2. Environmental factors influence the expression of the genotype in an organism.

15 REGULATION OF GENE EXPRESSION

UNIT 7 Biotechnology 10 Classes 3rd Six Weeks

3.C.3 Viruses reproduce and can introduce genetic variation into their hosts

17 VIRUSES Biotechnology: Restriction Enzyme Analysis of DNA AP LAB 9 (SP 3,6) Transmission of virus lab

3.C.2 Biological systems possess multiple mechanisms that increase genetic variation.

18 GENOMES AND THEIR EVOLUTION

3rd SIX WEEKS PROJECT MAKE AN EVOLUTIONARY CLOCK

• Research: Do you know what a evolutionary clock looks like? Students will create an evolutionary clock.

END OF SEMESTER SEMESTER TEST OVER FIRST SEVEN UNITS

Big Idea 1: Evolution UNITS



Topic Activity/Labs Vocabulary Notes Spatial drawings Logical questions







CR3a Students connect the enduring understandings within

Big Idea 1 (the process of

evolution drives the diversity

and unity of life) to at least one

other big idea.

CR4a The course provides students with opportunities outside of the


learning objectives within Big Idea 1.

CR6 The student-directed laboratory investigations used throughout the

course allow students to apply the seven science practices defined in the AP Biology Curriculum Framework and include at least two lab experiences in




of the laboratory investigations to meet


within Big Idea 3





major social issues

(e.g., concerns,

technological advances,

innovations) to help them become


citizens.



of the laboratory



within Big Idea 3





major social issues

(e.g., concerns,



them become


citizens.

UNIT 8 Natural Selection 10 Classes 4th Six Weeks

1.A.1 Natural selection is a major mechanism of evolution. 19

Student generated

concept maps

Reading quizzes

Unit test with free


DESCENT WITH MODIFICATION

Hardy-Weinberg AP LAB 2 (SP 1,2,5) Wooly Worm Lab

1.A.3 Evolutionary change is also driven by genetic drift

and artificial selection.

19 NOVA; PBS video: “What Darwin Never Knew.”

1.B.2 A phylogenetic tree and/or a cladogram is a graphical representation (model) of evolutionary history that can be tested.

19 Constructing a Phylogenetic Tree Using DNA Sequence Data Simulation: <http://www.accessexcellence.org/AE/>

UNIT 9 Evolutionary Biology 10 Classes 4th Six Weeks

1.A.2 Natural selection acts on phenotypic variations in populations.

20 PHYLOGENY Biotechnology: Bacterial Transformation AP LAB 8 (SP 1,3,5,6,7) Constructing cladograms

4TH SIX WEEKS 1.A.4 Biological evolution is supported by evidence from many scientific disciplines.

21 EVOLUTION OF POPULATIONS

1.C.1 Speciation and extinction have occurred throughout the Earth’s history.

22 ORIGIN OF SPECIES Evolutionary Time: The Geologic Time String <http://www.accessexcellence.org/AE>

1.C.2 Speciation may occur when two populations

become reproductively isolated from each other

22

1.C.3 Populations of organisms continue to evolve. 22

1.D.2 Evidence from many different scientific disciplines supports models of the origin of life.

23 BROAD PATTERNS OF EVOLUTION

1.D.1 There are causal models about the origin of life on Earth.

24 EARLY LIFE AND DIVERSIFICATION OF PROKARYOTES

2.E.2. Timing and coordination of physiological events are regulated by multiple mechanisms

24

3.D.3. Signal transduction pathways link signal reception with cellular response.

24

3.D.4. Errors in normal signal transduction may alter

cellular response.

24 25 EARLY LIFE AND DIVERSIFICATION OF PROKARYOTES

1.B.1 Organisms share many conserved core processes

and features that evolved and are widely distributed among organisms today.

26 COLONIZATION OF LAND BY FUNGI AND PLANTS

4.A.3. Interactions between external stimuli and gene

expression result in specialization of cells, tissues, and organs.

28 27 RISE OF ANIMAL DIVERSITY PLANT STRUCTURE AND GROWTH




Big Idea 4: Organisms and Populations UNITS



Topic

Activity/Labs


UNIT 10 Plants and Their Diversity 10 Classes 4th Six Weeks

4.A.6. Interactions among living systems and with their environment result in the movement of matter and energy.

29

Student generated

concept maps

Reading quizzes

Unit test with free


Resource Acquisition, Nutrition, and Transport in Vascular Plants

Transpiration AP LAB 11 (SP 1,2,4,6,7) Stomata peels

2.C.1. Positive feedback mechanisms amplify responses and processes in biological organisms.

31 30 Reproduction and

Domestication of

Flowering Plants

Plant Responses to Internal and External Signals

Biome Modeling

2.C.2. Organisms use negative feedback mechanisms to maintain their internal environments and respond to external environmental changes.

31

4th SIX WEEKS PROJECT PROJECT; MAKE A VIDEO DEBATING WHETHER YOU BELIEVE IN GENETICALLY ALTERED CROPS

• Research: Do you believe in using GENETICALLY ALTERED CROPS? WITH A SCIENTIST AND A REPORTER MAKE A NEWS FEED TO SHOWING THE PROS OR CONS OF GAC. OR Do you believe in using Global Warming? Prepare a

presentation to explain why you believe it to be true or not. In proving or disproving Global Warming use plant diversity to help prove your point.(SP 3) (CR4c and CR5)

UNIT 11 Animal Diversity 10 Classes 5th Six Weeks

2.D.2. Homeostatic mechanisms reflect both continuity due to common ancestry and divergence due to adaptation in different environments.

32 Homeostasis and Endocrine Signaling

Animal Behavior AP LAB 12 (SP 1,3,4,5,6,7) (this was assigned as summer work) Chi Square modeling

5TH SIX WEEKS PROJECT; MAKE A BODY USING DIFFERENT KINDS OF MATERIALS SHOWING ALL THE SYSTEMS

2.D.3. Biological systems are affected by disruptions to their homeostasis.

32 Community Project with Shangri La Gardens

4.B.2. Interactions between cells affect the fitness of

the organism.

33 Animal Nutrition

2.D.4. Plants and animals have a variety of chemical defenses against infections that affect homeostasis

35 34 Circulation and Gas

Exchange

The Immune System

3.E.2. Multi-cellular animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.

37 Neurons, Synapses, and Signaling







CR3d Students connect the enduring understandings within Big Idea 4

(biological systems interact and these

systems and their interactions possess

complex properties) to at least one

other big idea.

CR4d The course provides

students with opportunities outside

of the laboratory investigations to meet the learning objectives within

Big Idea 4.

CR6 The student-directed laboratory

investigations used throughout the course allow students to apply the seven science practices defined in the AP Biology Curriculum Framework and include at least two lab experiences in


CR6 The student-directed laboratory investigations used throughout the course allow students to apply the seven science practices defined in the AP Biology Curriculum Framework and include at least two lab experiences in




of the laboratory



within Big Idea 3





major social issues

(e.g., concerns,



them become


citizens.

2.E.3. Timing and coordination of behavior is regulated by several mechanisms.

39 38 Nervous and

Sensory Systems

Motor Mechanisms and Behavior

UNIT 12 Ecology and Interactions 10 Classes 5th Six Weeks

2.D.1. All biological systems from cells to populations, communities, and ecosystems are affected by complex biotic and abiotic interactions.

40 Population Ecology and the Distribution of Organisms

Energy Dynamics AP LAB 10 (SP 1,2,3,4,5,6,7) Classic Lab 12

4.A.5. Communities are composed of populations of organisms that interact in complex ways.

40

4.B.3. Cooperative interactions within organisms increase efficiency in the use of energy and matter.

40

Ecology: Graphically

depict the survivorship

curves of three

different species and

explain the differences

between them.

4.B.4 Interactions between and within populations influence patterns of species distribution and abundance

40 Competition or

Cooperation:

determine whether

competition or

cooperation

among team members

is more efficient when

it comes to completing

a task.

4.C.3. The level of variation in a population affects population dynamics.

40

4.C.4. Diversity of species within an ecosystem may

influence the stability of the ecosystem 40

2.A.1. All living systems require constant input of energy.

41 Species Interactions

Build A Human Body Project

3.E.1. Organisms exchange information with each other in response to internal changes and external cues, which may change behavior.

41

4.A.4. Organisms exhibit complex properties due to interactions between their constituent parts.

41

2.A.3. Organisms must exchange matter with the

environment to grow, reproduce, and maintain organization.

42 Ecosystems and Energy

6th SIX WEEKS PROJECT SELF CONTAINED TERRRARIUM

• Research: Do you know what your Carbon Footprint encompasses. Prepare a presentation to explain your Carbon Footprint. SP 3) (CR4c and CR5) • Research: Can you make a self-contained terrarium? Students will prepare a terrarium that includes water, plants, and animals. The terrarium should be self-contained. It should provide water and energy to allow plants and animals to live for six weeks or more inside a self-contained environment. (SP 3) (CR4c and CR5)

Review Start reviewing for the AP Test

Social and Ethical Concerns [CR5]

It is vitally important that students connect

their classroom knowledge to socially

important issues. The course will allow

students to learn about and discuss many

issues in a variety of formats. Issues will be

discussed in a class setting, both live and

electronically through such programs as a

CR5 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.






of the laboratory



within Big Idea 3





major social issues

(e.g., concerns,



them become


citizens.

Moodle forum, and students may research

and report on a current topic that has social

or ethical issues associated with it. Since the

goal will be to discuss a timely event, the

list below should be seen as illustrative as

new issues continually appear.

•Stem Cell Research (Big idea

3)

•Global Warming (Big idea 4)

•Antibiotic Resistance and the

Problems with Improper

Antibiotic Use

(Big idea 1)

•Genetically Modified Food

(Big idea 3)

•The Use of Genetic

Information (Big idea 3)

Coursework and Grading AP Biology is a two-semester course. AP Biology is a very fast paced course and students should expect to spend 6-10 hours each week reading and studying AP Biology outside of class. Note taking is required in class as well as from the text in conjunction with homework assignments. Assignments will contain correct spelling and grammar, legible writing, complete thoughts, and citations when necessary. Daily attendance is expected and late work is not accepted in this course. Labs will constitute 25% of coursework (see below). Supplemental labs and activities are added to broaden and deepen student understanding. Homework will include reading assignments, completing lab reports, preparing for class discussion, research to enhance labs, studying for tests and quizzes, and pre-lab assignments. Unit tests will cover between 3 to 7 chapters at a time and will mainly consist of multiple-choice questions, essay questions, and some short answer questions. A comprehensive final will be given in fall semester. Students are expected to take the AP Biology exam spring semester. To reflect the rigor of the course, five points are added to the final semester grade in all AP courses at CHS. Six Weeks Grading: Tests – 40%, Laboratory activities – 30%, Classwork and quizzes –

30%, Semester Grading: Semester Final Exam – 15%

Instructional Resources Campbell In Focus, Reece JB, Urry LA, Cain ML, Wasserman SA, Minorsky PV, and Jackson RB. 2008. Pearson Education, Inc. College Board. 2012. AP Biology Investigative Labs: An Inquiry-based Approach. New York (NY): College Board.

CR1 Students and

teachers use a recently

published (within the last 10 years) college-level

biology textbook.1

The Investigative Laboratory Component AP Biology is structured around inquiry in the lab and the use of seven science practices throughout the course. Students are given the opportunity to engage in student-directed laboratory investigations throughout the course for a minimum of 25% of instructional time. Students will conduct a minimum of eight inquiry-based investigations (two per Big Idea). Additional labs will be conducted to deepen student’s conceptual understanding and to reinforce the application of science practices. While all labs will be performed in a group, only the data collection portion of the lab is group work; analysis questions and conclusions MUST be done individually. Laboratory topics are: diffusion and osmosis, enzyme catalysis, mitosis and meiosis, plant pigments and photosynthesis, cell respiration, molecular biology, genetics, population genetics and evolution, transpiration, physiology and the circulatory system, animal behavior, and dissolved oxygen and aquatic primary productivity. Additional labs will include microscopy and dissection. Seven practice skills will be used by students on a regular basis in formal labs as well as activities outside of the lab experience. The course will provide opportunities for students to develop, record, and communicate the results of their laboratory investigations. Each year, some of the questions on the

CR8 The course provides opportunities for students to develop and record evidence of their verbal, written and

graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and

oral, written, or graphic presentations.

CR7 Students are provided the opportunity to engage in

investigative laboratory work integrated throughout the course for a minimum of 25 percent of instructional time.

objective portion of the AP Biology Exam and/or one or more of the four essay questions may reflect the topics and objectives associated with the AP Biology labs. Science Practices: The student can… 1. Use representations and models to communicate scientific phenomena and solve scientific problems. 2. Use mathematics appropriately. 3. Engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4. Plan and implement data collection strategies appropriate to a particular scientific question. 5. Perform data analysis and evaluation of evidence. 6. Work with scientific explanations and theories. 7. Connect and relate knowledge across various scales, concepts, and representations in and across domains. Lab Reports/Lab Notebooks: All of the work done in preparation, during, and after the lab will be incorporated into a lab notebook. A post-lab report will be completed for the majority of labs. The format of each lab report may be different (papers, poster presentations, tri-folds, self-assessments, etc.), but the formal lab report will have elements in common for all labs. Guidelines will be provided.

AP Exam It is the expectation of the course that all students will take the AP exam in May. The AP Biology exam is three hours in length and is designed to measure a student’s knowledge and understanding of modern biology. These exams are administered during the month of May. The exam consists of two sections. Section 1 is a 90-minute 63 item multiple choice section and six grid-in questions (50% of exam grade). Section two is a 90-minute period for free response questions (50% of exam grade). The free response questions include two long free response essays and six short free response essays. These generally connect to lab experiences. The 2016 test is scheduled for May 9 and will cost $92.

Attendance and Makeup Work Absences and tardies will be dealt with as per school policy. Daily, punctual attendance is extremely important to your success in this course. Lab work must be made up within a day or two upon returning to school. Some lab materials will not keep beyond the day of the laboratory. Some labs require extensive teacher preparation. Therefore, not all labs can be made up. DO NOT MISS LAB DAYS. Laboratory work will be tested on the AP Exam.

Electronic Device Policy Some personal electronic devices (such as cell phones) will occasionally be incorporated into classroom use. However, students are NOT permitted to use such devices unless instructed to do so. Texting during class is unacceptable. Devices of any type being used without permission will be confiscated for the remainder of the class period on the first offense. Thereafter, devices will be taken to the office.

Lab Safety Contract General Rules 1. Conduct yourself responsibly in this class. Horseplay and pranks are not appropriate behavior in a science classroom. 2. Follow all written and verbal instructions carefully. Ask questions if you do not understand. 3. Do not touch any equipment or materials before instructed to do so. 4. NO FOOD IN THE LAB!!! 5. Never start the lab unless you have received prior approval from the teacher. 6. Always read the lab instructions before you perform a lab. 7. Keep your work area neat and clean. 8. Always replace the cap on a bottle. 9. Know the location and operation of all safety equipment. 10. Do not run in the lab. 11. Notify the teacher if an unsafe condition exists in the classroom. 12. Dispose of all chemicals as directed by the teacher. 13. Keep your hands away from your face while doing labs. 14. Always wash your hands after the clean-up is complete. 15. Rinse out all glassware and leave it to dry in the designated locations. 16. Stay at your lab bench during labs. 17. Know what to do if there is a fire drill. 18. Immediately report ALL injuries, no matter how minor, to the teacher. 19. Use the eyewash or shower if you are splashed with a chemical. 20. Rules may be modified for specific lab situations. Clothing 1. Safety glasses must be worn when specified by the teacher. 2. Avoid wearing contact lenses when using caustic chemicals. 3. Tie long hair back. 4. Do not wear long dangling jewelry. 5. Always wear closed-toe shoes. Handling Chemicals 1. Always assume that the chemicals are hazardous. 2. Double-check the label before using a chemical. 3. Take only the amount of chemical you will use. 4. Never return unused chemicals to their original container. 5. Never put a chemical near your nose or mouth. 6. Never remove chemicals or other materials from the lab. 7. Always hold the chemical bottles with two hands when transporting them.

Handling Glassware 1. Never handle broken glass. 2. If a piece of glassware breaks, notify the teacher immediately. 3. Always inspect glassware before use. Never use chipped or cracked glassware. Heating Substances 1. Use caution when heating something with a Bunsen burner. 2. Do not put any substance in the flame, and always light the burner at arm’s length. 3. Never leave a lit burner unattended. 4. Never look into a container that is being heated. Electrical Safety 1. Never put anything other than an electrical plug into an electrical outlet. 2. Always remove an electric plug from a socket by grasping and pulling the plug itself. Do not pull on the electrical cord. Consequences Failure to conduct yourself safely, respectfully, and in accordance with safety rules may result in detention, being restricted from conducting labs, failure, and/or removal from the classroom.

Academic Integrity Statement High integrity and academic honesty is expected. Students should not do anything that would bring their integrity into question. All assessments (homework, labs, quizzes, exams, projects, etc) are expected to be completed only by the student. Collaboration and teamwork is allowed on most labs, but individual work should ALWAYS be distinctly original from the lab partner’s work or only partial credit will be earned. Always properly cite and credit sources that are not your own (text, data, pictures, etc). Students copying and students allowing others to copy their work are both academically dishonest. Copying work, full or in part, is in violation of Calhoun High School’s academic honesty policy and students sharing test information between classes are also in violation of the academic honesty policy. Dishonesty is not tolerated and will always result in a “0” on that test or assignment, an office referral, and possible removal from the National Honor Society and other such organizations. DON’T DO IT!

Requirements CR1 Students and teachers use a recently published (within the last 10 years) college-level biology

textbook.

CR2 The course is structured around the enduring understandings within the big ideas as described in

the AP® Biology Curriculum Framework.

CR3a Students connect the enduring understandings within Big Idea 1 (the process of evolution

drives the diversity and unity of life) to at least one other big idea.

CR3b Students connect the enduring understandings within Big Idea 2 (biological systems utilize

free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic

homeostasis) to at least one other big idea.

CR3c Students connect the enduring understandings within Big Idea 3 (living systems store, retrieve,

transmit, and respond to information essential to life processes) to at least one other big idea.

CR3d Students connect the enduring understandings within Big Idea 4 (biological systems interact

and these systems and their interactions possess complex properties) to at least one other big idea.

CR4a The course provides students with opportunities outside of the laboratory investigations to

meet the learning objectives within Big Idea 1.

CR4b The course provides students with opportunities outside of the laboratory investigations to


CR4c The course provides students with opportunities outside of the laboratory investigations to

meet the learning objectives within Big Idea 3

CR4d The course provides students with opportunities outside of the laboratory investigations to


CR5 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.

CR6 The student-directed laboratory investigations used throughout the course allow students to

apply the seven science practices defined in the AP Biology Curriculum Framework and include at

least two lab experiences in each of the four big ideas.

CR7 Students are provided the opportunity to engage in investigative laboratory work integrated

throughout the course for a minimum of 25 percent of instructional time.

CR8 The course provides opportunities for students to develop and record evidence of their verbal,

written and graphic communication skills through laboratory reports, summaries of literature or

scientific investigations, and oral, written, or graphic presentations.

Parents, Please review the attached syllabus, safety contract, and academic integrity statement with your student. They contain information regarding their success in AP Biology for the upcoming year. Students should keep these for future reference. Once you have reviewed the attached syllabus, safety contract, and academic integrity statement, please sign and fill in the contact information below. Your student should only return this page to me. The best way to contact me is via email. My email address is listed on the front page of the syllabus at the top. Please use it to keep in touch with how your student is doing. Thank you, Michael Washburn I, (print student’s name)____________________________________________, have read and understand the 2017-2018 AP Biology syllabus, safety contract, and academic integrity statement. I understand their contents and agree to follow the rules outlined in them. I understand that failure to follow these or other verbal or written instructions may result in removal from the classroom or lab, detention, failure, and/or dismissal from the class. Student’s Signature ________________________________________ Date: _______________ I understand that my child is expected to follow the rules outlined in the syllabus, safety contract, and academic integrity statement. I also understand the consequences of my child’s failure to abide by these guidelines. Parent’s Signature: __________________________________________ Date: _______________ Parent’s email address: ____________________________________________________ Does your son/daughter have any allergies or medical conditions that could be problematic in a science laboratory? _____________________ If yes, please explain. • Research: Can stem cell-based therapy be used in brain and spinal cord injuries? Students will prepare presentations of their findings and responses to questions such as: Should embryonic stem cell research continue to be permitted? Should it be supported by government funding? Do the origins of embryonic stem cell lines make a difference? (SP 3) (CR4c and CR5) Movie, “What Darwin Never Knew” and class discussion (CR 3c, CR4a, CR 5) Personal Project: My Footprint Assignment (CR 5)

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AP Biology Syllabus 2017-2018 West Orange Stark High ... · 3.A.2 In most eukaryotes, heritable information is passed to the next generation through mitosis or meiosis plus fertilization