Course Title: Advanced Placement Biology - dodea.edu · PDF file3 AP® Biology Big Ideas Big Idea 1: The process of evolution drives the diversity and unity of life. Big Idea 2: Biological

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Course Title: Advanced Placement Biology

Meeting Times: This is a 36 week course, meeting every other day for 90 minutes. Lab Times: Laboratory investigations are normally conducted every two weeks, for one or two

class periods. Course Description:

AP Biology provides an understanding of the unifying themes and fundamental concepts and principles of biology with an emphasis on inquiry and critical thinking skills including: problem solving, mathematical reasoning, and experimental investigations. Topics of study include: molecules and cells, heredity and evolution, and organisms and populations. Laboratory work is an integral component of this course. Technology including graphing calculators, probeware, graphing and data analysis software, and biological apparatus is used throughout this course. Though our system has an open enrollment policy, students should understand that this course is designed to be a second year biology course, and the equivalent of a two-semester long introductory, college level biology course. The course requires a working knowledge of biology, and chemistry. The breadth, pace and depth of material covered exceeds the standard high school Biology course, as does the college-level textbook, laboratory work, and time and effort required of students. This course provides the biology foundations for college majors in biology. Students are expected to take the AP Biology Exam at the end of this course. Course Purpose and Goals:

1. To develop a conceptual understanding of the major themes of modern biology (evolution,

energy transfer, continuity and change, regulation, and interdependence) as a vehicle to investigate the concepts, principles, and topics of biology.

2. To develop and apply scientific inquiry and critical thinking skills, through active hands-on participation in the asking and answering of testable questions, and employing the components of a well-designed experimental investigation.

3. To foster scientific habits of mind including curiosity, creativity, and objectivity; and appreciate science as a process rather than an accumulation of knowledge.

4. To apply an understanding of biological knowledge and scientific methodology to environmental and social issues.

Philosophy Scientific inquiry is the basis of this course. Scientific inquiry is defined as the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world (NSTA, 2004). This includes active use of the well-designed investigation in which students:

1. form testable questions and hypotheses 2. design and conduct appropriate investigative procedures, including the identification and

control of appropriate variables 3. organize, display and critically analyze results 4. draw inferences, summarize results and develop conclusions 5. communicate their results for critique by others

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Based on the philosophy that scientific knowledge is best acquired through inquiry, the course uses a variety of techniques to promote inquiry in the classroom (ex. multiple revisions, high quality questioning, synthesis, making conclusions based on evidence, etc). Instruction is designed and sequenced to provide students with learning opportunities in the appropriate settings. They include laboratories, classrooms, forms of technology, and field studies. Teaching strategies include in depth laboratory investigations, demonstrations, collaborative peer-to-peer discussions, and student hands-on experiences. Inquiry requires adequate and timely access to the technology of scientific investigations including computers, internet and online resources, probeware, graphing calculators, databases, spreadsheets, word processes and presentation software, as well as the experimental apparatus of biology. Conceptual Organization

The students are exposed to the equivalent of a college introductory biology course, meaning that the content and level of depth of the material is equivalent to a college level course. As with university courses, it is expected that students will be independent learners. Scientific inquiry is an integral component of this course, the elements of the well-designed investigation and the nature of the scientific methods are taught within the context of the topics, rather than treated as a separate introductory unit. As students investigate phenomena they extend their understanding of forming testable questions and hypotheses. Laboratory techniques are learned in the direct application of their use, rather than as a generic exercise isolated from their setting of application. Methods to collect, organize and display data are learned within the authentic use of real experimental data. This approach of learning uses the investigative skills within and throughout the authentic need of using and applying the skills.

The order of topics within the course, not only provides a logical and systemic study to biology, but also accommodates the frequent transfer of students within the schools of the system, so that transfer students can maintain a consistent flow of learning.

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AP® Biology 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.

Curricular Requirements Pages

CR1 Principles of Life 1E, Hillis, Sadava, Heller & Price,Sinauer Associates, Inc. ISBN: 978-1-4292-9117-0

CR2

®

CR3a

CR3b

CR3c

CR3d

CR4a

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Science Practices for AP Biology

A practice is a way to coordinate knowledge and skills in order to accomplish a goal or task. The science practices enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. These science practices capture important aspects of the work that scientists engage in, at the level of competence expected of AP Biology students. Science Practice 1 : The student can use representations and models to communicate scientific phenomena and solve scientific problems.

1.1. The student can create representations and models of natural or man-made phenomena and systems in the domain.

1.2. The student can describe representations and models of natural or man- made phenomena and systems in the domain.

1.3. The student can refine representations and models of natural or man-made phenomena and systems in the domain.

1.4. The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.

CR4b

CR4c

CR4d

CR5

CR6

CR7

CR8

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1.5. The student can reexpress key elements of natural phenomena across multiple representations in the domain.

Science Practice 2: The student can use mathematics appropriately.

2.1. The student can justify the selection of a mathematical routine to solve problems. 2.2. The student can apply mathematical routines to quantities that describe natural

phenomena. 2.3. The student can estimate numerically quantities that describe natural phenomena.

Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

3.1. The student can pose scientific questions. 3.2. The student can refine scientific questions. 3.3. The student can evaluate scientific questions.

Science Practice 4: The student can plan and implement data collection strategies appropriate to a particular scientific question.

4.1. The student can justify the selection of the kind of data needed to answer a particular scientific question.

4.2. The student can design a plan for collecting data to answer a particular scientific question.

4.3. The student can collect data to answer a particular scientific question. 4.4 The student can evaluate sources of data to answer a particular scientific question.

Science Practice 5: The student can perform data analysis and evaluation of evidence. 5.1. The student can analyze data to identify patterns or relationships. 5.2. The student can refine observations and measurements based on data analysis. 5.3. The student can evaluate the evidence provided by data sets in relation to a particular

scientific question. Science Practice 6: The student can work with scientific explanations and theories.

6.1. The student can justify claims with evidence. 6.2. The student can construct explanations of phenomena based on evidence produced

through scientific practices. 6.3. The student can articulate the reasons that scientific explanations and theories are

refined or replaced. 6.4. The student can make claims and predictions about natural phenomena based on

scientific theories and models. 6.5. The student can evaluate alternative scientific explanations.

Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains.

7.1. The student can connect phenomena and models across spatial and temporal scales. 7.2. The student can connect concepts in and across domain(s) to generalize or extrapolate

in and/or across enduring understandings and/or big ideas.

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Course Format and Policies:

This school system calculates weighted grades for students who complete and take the requisite exam of an Advanced Placement (AP) Course.

Unweighted Scale A=4 Weighted Scale A=5 Unweighted Scale B=3 Weighted Scale B=4 Unweighted Scale C=2 Weighted Scale C=3 Unweighted Scale D=1 Weighted Scale D=2 Unweighted Scale F= 0 Weighted Scale F=0

Grades will be determined each nine weeks as follows:

Unit tests, presentations, collections, major projects, etc. 50% Lab reports, lab tests, & practical’s 30% Daily work, activities, etc. 20%

Semester Grades will be determined as follows: 1st nine weeks 40% 2nd nine weeks 40% Semester Test 20%

TIMELINE

First Semester Days of Instruction

1. Introduction/Nature of Science 10-15 days

2. Intro to Homeostasis & Cell Processes 10-15 days

3. Cells & Organisms 15-25 days

4. Response to the Environment 15-20 days

Second Semester

5. Evolutionary Biology & Biodiversity 15-20 days

6. Cell Processes/Connections: Photosynthesis & Respiration 15-20 days

7. Ecology/Behavior 15-20 days

8. Evolutionary Biology & Biodiversity 20-25 days

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Textbook, Materials and Other Resources:

Required Textbook

Principles of Life, 1st Edition by David M. Hillis; David Sadava; H. Craig Heller; Mary V. Price.(©2012)

Supplemental Textbooks and Readings These readings form the basis for in-class discussions and further research on topics covered. All readings are assigned as homework.

The College Board. 2012. AP Biology Investigative Labs: An Inquiry-Based Approach, Princeton, NJ: The College Board.

Student Study Guide for Campbell's Biology, 6th Edition. 2002. Benjamin/Cummings Publishing Co., Inc.

Cliffs AP Biology, 3rd edition, Cliff Notes Publishing, 2009.

Preparing for the Biology AP Exam with Biology, 7th Edition, Campbell & Reece, 2005. Pearson Benjamin Cummings Publishing Co., Inc.

5 Steps to a 5 AP Biology, 2nd Edition, 2007. McGraw-Hill Companies, Inc.

AP Biology Flashcards, by Deborah T. Goldberg, Barron’s Educational Series, 2006.

The Biology Coloring Book, by Robert D. Griffin, Harper Perennial, 1986

The Princeton Review Biology Coloring Workbook, by I. Edward Alcamo, Ph.D, Random House, Inc., 1988.

Dictionary of Modern Biology, by Norah Rudin, Ph.D., Barron’s Educational Series, Inc., 1997

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Units & Activities Big Ideas/Science Practices Matrix

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Unit 1: Introduction/Nature of Science (10-15 days) – EU 2A; 3A; 4A,B

Safety Lecture

Nature of Science: Using Data activity X X X

Science as a Process: intro to LabQuest [CR6] X X X

Nature of Science: Meal Worm Behavior Lab [CR6]

X X X X X X X X

Science as a Process: Measurement Lab [CR6] X X X

Chemistry of Life Activity or Lab [CR6] X X X X X

Organic Structures & Nomenclature Worksheet X

Activity of Enzyme Lab [CR6] X X X X X X X X

Developing Enzyme Catalysis Models X X

Toothpickase Activity X X X X X

Unit 4: Intro to Homeostasis & Response to the Environment (10-15 days) EU 1B,C; 2A-D; 3B,D,E; 4

Diffusion and Osmosis Lab [CR6] X X X X X X X X X

Microscopy X X X X

Exploring Rate of Diffusion Activity X

Unit 3: Ecology/Behavior (15-20 days) EU 1A; 2A,C,E; 3E; 4

Aquatic Primary Productivity X X X X X X X X X X

Ecology: survivorship curves X X X X X X X

Behavior: Competition/Cooperation Lab [CR6]

X X X X X

A Lesson in Conditioning X X X X X

Trial and Error Learning X X X X X

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Unit 7: Making New Cells & Organisms (15-20 days) EU 1A,C; 2A,E; 3A,C; 4A,C

Cell Division Lab: Mitosis & Meiosis [CR6] X X X X X X X X X

Genetics of Organisms Lab [CR6] X

Genetics Activity X

BLAST Lab (open inquiry) [CR6] X X X X X X X X X

Chi Square Problem practice problems X X

Genetics Practice problems X X X X X

Unit 8: All About Proteins (20-25 days) EU 1; 2E; 3A-C; 4A,C

Biotechnology Lab I: Bacterial Transformation [CR6]

X X X X X X X X X

Biotechnology Lab II: Restriction Enzyme Analysis of DNA [CR6]

X X X X X X X X

Protein Synthesis Activity X X X X X

Molecular Evolution in a Test Tube Activity X X X X X X X

Paper Plasmids Activity

Unit 2: Evolutionary Biology & Biodiversity (15-25 days) – EU 1; 2A,B,D,E; 3A,C; 4B,C

Hardy-Weinberg Lab [CR6] X X X X X X X X

Evolutionary Agents Activity X X X X X

Genetic Drift w/ Random Numbers Activity X X X X X X

Interpretation of Fossils Activity X X X X X

Dichotomous Key Activity X X X

Cladograms Activity X X X X X X X

Design an Experiment Lab “Why Don’t Whales Have Legs?”[CR6]

X X X X X X X X X X

Archaeological Interpretation Activity X X X X X X X

Geologic Time Activity X X X X

BLAST Lab, part 1 [CR6] X X X X X X X X X X

Bacterial Transformation Lab [CR6] X X X X X X X X

Artificial Selection Lab [CR6] X X X X X X X

Origin of Life Activity X X X X

UNIT 5: Cell Processes/Connections: Respiration & Animal Homeostasis (15-20 days) EU 1B,C; 2A; 4

Cellular Respiration Lab [CR6] X X X X X X X X X

Exercise and Pulse Rate X X X X X X X X X

The Kidney and Homeostasis X X X X X X X

Antibody Diversity X X X X X X X

Unit 6: Cell Processes/Connections: Photosynthesis & Plant Homeostasis (15-20 days) EU 1B; 2A,E; 4A,C

Photosynthesis Lab [CR6] X X X X X X X X X

Tropisms X X X X X

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Water Movement in Plants Activity X X X X X X X X

Transpiration Lab [CR6] X X X X X X X X X

Other Resources

Laboratory classroom that includes the space, facilities and equipment to conduct hands-on, inquiry-based investigations. This includes access and use of laboratory equipment such as: microscopes, stereoscopes, Vernier Lab Pros , Vernier sensors, electrophoresis apparatus, prepared slides, chromatographic apparatus, respirometers, water analysis apparatus, and preserved specimens.

Data gathering, graphing, analysis and presentation software including databases, spreadsheets and probeware interfaces including Vernier Sensors, and LabPro/Quest Interfaces.

The TI-83+ graphing calculator is required and provided for all students.

A classroom set of laptop computers, for in-field data collections, with Internet access and online resources.

o Campbell Biology CD-ROM and Website: http://www.campbellbiology.com Retrieved July 15, 2009.

o Biology Labs On-Line: http://www.biologylabsonline.com

o The Biology Project. Department of Biochemistry and Molecular Biophysics (April

1997). The Scientific Method. University of Arizona. Retrieved July 15, 2009.

http://www.biology.arizona.edu/cell_bio/tutorials/cells/cells1.html

o The Biology Project, Department of Biochemistry and Molecular Biophysics (April 1997,

Revised: August 2004). Size and Biology. University of Arizona. Retrieved July 15,

2009. http://www.biology.arizona.edu/cell_bio/tutorials/cells/cells2.html

o Anthony Carpi, Ph.D. (2003), Visionlearning Vol. CHE-2 (2), Acids and Bases: An

Introduction. Retrieved July 15, 2009.

http://www.visionlearning.com/library/module_viewer.php?mid=58

o Anthony Carpi, Ph.D. (2003), Visionlearning Vol. CHE-2 (1). Water: Properties and

Behavior. Retrieved July 15, 2009.

http://www.visionlearning.com/library/module_viewer.php?mid=57

o National Institute of General Medical Sciences (2005), Inside the Cell. National

Institutes of Health, Bethesda, MD. Retrieved July 15, 2009.

http://publications.nigms.nih.gov/insidethecell/ or http://www.nigms.nih.gov/

o The Biology Project, Department of Biochemistry and Molecular Biophysics ,

University of Arizona (April 1997, Revised: August 2004). The Cell Cycle. Retrieved

July 15, 2009. http://www.biology.arizona.edu/cell_bio/tutorials/cell_cycle/cells2.html

o A Science Odyssey, PBS Online, WGBH, 1998. DNA Workshop. Retrieved July 15,

2009. http://www.pbs.org/wgbh/aso/tryit/dna/index.html

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o Rick Groleau, NOVA Online (November 2000), Killer’s Trail, Create a DNA Fingerprint.

Retrieved July 15, 2009. http://www.pbs.org/wgbh/nova/sheppard/analyze.html

o John W. Kimball, (August 2006). Retrieved July 15, 2009.

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/C/CellularRespiration.html

o “Johnson Explorations”, McGraw-Hill Companies, 2000. Retrieved July 15, 2009.

http://www.mhhe.com/biosci/genbio/biolink/j_explorations/explorations.html

o NOVA Science Programming on Air and Online (April 2004). Dogs Around the World.

Retrieved July 15, 2009. http://www.pbs.org/wgbh/nova/dogs/world.html

o John Kyrk, 2009. Amino Acids & Proteins. Retrieved July 15, 2009.

http://www.johnkyrk.com/aminoacid.html

o John Kyrk, 2009. Chromosome Structure. Retrieved July 15, 2009.

http://www.johnkyrk.com/chromosomestructure.html

o John Kyrk, 2009. DNA Structure, Transcription, & Translation. Retrieved July 15, 2009.

http://www.johnkyrk.com/DNAanatomy.html

o Access Excellence @ The National Health Museum, 2006. The Hershey-Chase

Experiment. Retrieved July 15, 2009.

http://www.accessexcellence.org/RC/VL/GG/hershey.html

o Microbe World, American Society for Microbiology, 2006. Intimate Strangers: Unseen

Life on Earth. Retrieved July 15, 2009. http://www.microbeworld.org/

o Microbe World, Mark Gallo, Niagara University , 2006. The Tree of Life Revisited:

Evolution and the World of Microbes. Retrieved July 15, 2009.

http://www.microbeworld.org/index.php?option=com_content&view=article&id=343&Ite

mid=208 or

http://www.microbeworld.org/images/stories/IntimateStrangers/LessonPlans/is1.pdf

o Sea Studios Foundation, National Geographic Television and Film, PBS, 2002. The

Shape of Life. Retrieved July 15, 2009. http://www.pbs.org/kcet/shapeoflife/

o John Kyrk, 2009. Evolution. Retrieved July 15, 2009.

http://www.johnkyrk.com/evolution.swf

o Wayne’s Word, W.P. Armstrong, April 2009. Comparison of Plant & Animal Cells.

Retrieved July 15, 2009. http://waynesword.palomar.edu/lmexer1a.htm#plant

o Ecology:

o World in the Balance, NOVA Science Programming on Air and Online, April 2004.

Human Numbers Through Time. Retrieved July 15, 2009.

http://www.pbs.org/wgbh/nova/worldbalance/numbers.html

o World in the Balance, NOVA Science Programming on Air and Online, April 2004.

Earth in Peril. Retrieved July 15, 2009.

http://www.pbs.org/wgbh/nova/worldbalance/earth.html

o World in the Balance, NOVA Science Programming on Air and Online, April 2004. Be a

Demographer. Retrieved July 15, 2009.

http://www.pbs.org/wgbh/nova/worldbalance/demographer.html

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Course Content Outline:

Unit 1: Introduction/Nature of Science (10-15 days)

EU 2A; 3A; 4A,B

Unit 2: EVOLUTIONARY BIOLOGY & BIODIVERSITY (15-25 days)

EU 1; 2A,B,D,E; 3A,C; 4B,C

Unit 3: ECOLOGY/BEHAVIOR (15-20 days)

EU 1A; 2A,C,E; 3E; 4

Unit 4: INTRO TO HOMEOSTASIS & RESPONSE TO THE ENVIRONMENT (10-15 days)

EU 1B,C; 2A-D; 3B,D,E; 4

Lab 1: Osmosis & Diffusion

UNIT 5: CELL PROCESSES/CONNECTIONS: RESPIRATION & ANIMAL HOMEOSTASIS (15-20 days)

EU 1B,C; 2A; 4

Metabolism Problem Sets

Unit 6: CELL PROCESSES/CONNECTIONS: PHOTOSYNTHESIS & PLANT HOMEOSTASIS (15-20 days)

EU 1B; 2A,E; 4A,C

Photosynthesis Problem Set 1

Photosynthesis Problem Set 2

Unit 7: MAKING NEW CELLS & ORGANISMS (15-20 days)

EU 1A,C; 2A,E; 3A,C; 4A,C

1. Prokaryotic and Eukaryotic Cells 2. Membranes 3. Subcellular Organization 4. Cell Cycle and its Regulation

AP Essays: Cells

Cell Size

Cells Alive!

Cell Cycle & Mitosis

Onion Root Tips

The Cell Cycle & Mitosis Tutorial

Online Onion Root Tip Activity

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Cell Division Laboratory Tutorial

Unit 8: ALL ABOUT PROTEINS (20-25 days)

EU 1; 2E; 3A-C; 4A,C

AP Essays: Biochemistry Water Cellular Respiration Photosynthesis Cells Genetics DNA Evolution Human Reproduction Embryology tissues, organs and systems behavior ecology plants plant reproduction Concepts 1992 and 1995

Tutorial Links

Periodic Table

Chemistry Review

Macromolecule Problems

Acids & Bases

pH Problems

Meiosis

Problem sets Genetics

Problem sets Human Biology Genetics

On-line Activity Web Karyotyping

J. Watson bio

DNA diagrams

Nucleic Acids Practice Test

Molecular Biology

Bacterial Genetics and Recombinant DNA

Introduction to Viruses

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Introduction to Protists

Protist Image Data

Introduction to the Fungi The Museum of Paleontology (UCMP) Angiosperm Structure and Function

Interactive Animal Diversity Test

Insects

Whole Frog Project

Explore the brain

Human Biology

Human Anatomy Online

Human Developmental Biology Tall-grass prairie

Tundra Biome

Taiga

Major world biomes

AP Exam – May 11, 2015

Study Sites For AP Test

Final Exam - TBA

Student Project and Portfolio Development

Notebook and Portfolio Preparation,

Final Paper on AP Topic and Lab of Choice

Laboratory Experience

Laboratory investigations are an integral component of this course. These investigations are equivalent to those in a college level laboratory course. The lab work in this course supports, enhances and extends the concepts and principles presented in the classroom. They also provide students with the opportunity to learn and apply new laboratory skills, foster collaborative relationships with others, and improve problem-solving skills. The laboratory investigations are inquiry based, student-centered and are a primary vehicle for learning the fundamental concepts and principles of biology. This includes active use of the well-designed investigation in which students:

1) form testable questions and hypotheses,

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2) design and conduct appropriate investigative procedures, including the identification and control of appropriate variables,

3) organize, display and critically analyze results, and conduct error analysis,

4) draw inferences, summarize results and develop conclusions,

5) communicate their results for critique by others.

Laboratory investigations reflect a balance of structured, guided and open-ended inquiry. Students are required to maintain and keep a laboratory journal. Because colleges often require students to present their laboratory materials from AP courses before granting college credit for laboratory, students are expected to retain their laboratory notebooks, reports, and other materials. No. Laboratory Title and Overview Goals: Before and After Lab Days Inquiry AP1 Artificial Selection: In this activity

you will identify and quantify several traits that vary in a population of organisms. You will then perform artificial selection by cross-pollinating only selected specimens. The next generation will be raised and then sampled to see if it is different from the previous one. Afterwards, you will generate your own questions and develop your own investigation.

Before the Lab you should understand:

the concepts of dominance and recessiveness

how artificial selection can alter allelic frequencies in a population

After the Lab you should be able to:

convert a data set from a table of numbers that reflect change in the genetic makeup of a population over time.

5-10 Student conducted

AP2 Mathematical Modeling – Hardy-Weinberg POPULATION GENETICS AND EVOLUTION: In this activity, you will learn about the Hardy-Weinberg law of genetic equilibrium and study the relationship between evolution and changes in allele frequency using computer generated hypothetical gene pools.

Before the Lab you should understand:

how natural selection can alter allelic frequencies in a population

the Hardy-Weinberg equation and its use in determining the frequency of alleles in a population

the effects on the allelic frequencies of selection against the homozygous recessive or other genotypes

After the Lab you should be able to:

calculate the frequencies of alleles and genotypes in the gene pool of a population using the Hardy-Weinberg formula

discuss natural selection and other causes of microevolution as deviations from the conditions required to maintain Hardy-Weinberg equilibrium

Student conducted

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AP3 Comparing DNA Sequences to Understand Evolutionary Relationships: In this investigation you will use BLAST to compare several genes, and then use this information to construct a cladogram to visualize the evolutionary relatedness of species.

Before the Lab you should understand:

the basics of DNA components and sequences

After the Lab you should be able to:

compare DNA sequences and use the data to generate a cladogram to illustrate the evolutionary relationship between organisms for selected genes

2 Student conducted

AP4 Diffusion and Osmosis: In this laboratory you will investigate the significance of cell size and surface are on the diffusion of materials across a cell membrane and experiment with diffusion and osmosis in a model membrane system. You also will investigate the effect of solute concentration on water potential as it relates to living plant tissues.

Before the Lab you should understand:

the mechanisms of diffusion and osmosis and their importance to cells

the effects of solute size and concentration gradients on diffusion across selectively permeable membranes

the effects of a selectively permeable membrane on diffusion and osmosis between two solutions separated by the membrane

the concept of water potential

the relationship between solute concentration and pressure and the water potential of a solution

the concept of molarity and its relationship to osmotic concentration

After the Lab you should be able to:

measure the water potential of a solution in a controlled experiment

determine the osmotic concentration of living tissue or an unknown solution from experimental data

describe the effects of water gain or loss in animal and plant cells

relate osmotic potential to solute concentration and water potential

4 Student conducted

AP5 Photosynthesis: In this laboratory you will design and conduct an investigation to explore the effect of certain factors, including different environmental variables, on the rate of cellular photosynthesis.

Before the Lab you should understand:

the properties of light and how it interacts with matter

the role of light in photosynthesis

the process of photosynthesis

the function of plant pigments

After the Lab you should be able to:

describe a technique to determine photosynthetic rates

3-5 Student conducted

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develop an investigation to research another question to compare photosynthetic rates at different temperatures, different light intensities, and different wavelengths of light in a controlled experiment

explain why the rate of photosynthesis vary under different environmental conditions

AP6 Cellular Respiration: Seeds are living but dormant. When conditions necessary to begin growth are achieved, germination occurs, cellular reactions are accelerated, and the rate of respiration greatly increases. In this laboratory you will measure oxygen consumption during respiration as the change in gas volume in respirometers containing either germinating or nongerminating peas. In addition, you will measure the respiration of these peas at two different temperatures.

Before the Lab you should understand:

the general process of cellular respiration in living organisms

the basic functioning of a respirometer

After the Lab you should be able to:

test the effects of other variables on the rate of cell respiration in seeds or small invertebrates, such as insects or earthworms in a controlled experiment

connect and apply concepts including strategies for capture, storage and sue of free energy; diffusion of gases across cell membranes; and the physical laws pertaining to the properties and behavior of gases

calculate the rate of cell respiration from experimental data

relate gas production to respiration rate

4 Student conducted

AP7 Cell Division: Mitosis and Meiosis : Exercise 3A is a study of mitosis. You will use prepared slides of onion root tips to study plant mitosis and to calculate the relative duration of the phases of mitosis in the meristem of root tissue. Prepared slides of the whitefish blastula will be used to study mitosis in animal cells and to compare animal mitosis and plant mitosis Exercise 3B is a study of meiosis. You will simulate the stages of meiosis by using chromosome models. You will study the crossing over and recombination that occurs during meiosis. You will observe the arrangements of ascospores in the asci from a cross between wild type and mutants for tan spore coat color in the fungus Sordaria fimicola. These arrangements will be used to estimate the percentage of crossing

Before the Lab you should understand:

the key mechanical and genetic differences between meiosis and mitosis

the events and mechanisms of the mitotic cell cycle for plant and animal cells

the events of meiosis (gametogenesis) in animal and plant cells

the mechanism/concept of “crossing over” as a source of genetic diversity

After the Lab you should be able to:

recognize the stages of mitosis in a plant or animal cell

calculate the relative duration of the cell cycle stages

describe how independent assortment and crossing over can generate

3 Student conducted

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over that occurs between the centromere and the gene that controls that tan spore color.

genetic variation among the products of meiosis

use chromosome models to demonstrate the activity of chromosomes during Meiosis I and Meiosis II

calculate the map distance between two or more genes on a chromosome

demonstrate the role of meiosis in the formation of gametes

compare and contrast the results of meiosis and mitosis in plant and in animal cells.

AP8 Biotechology: Bacterial Transformation: In this laboratory, you will investigate some basic principles of genetic engineering. Plasmids containing specific fragments of foreign DNA will be used to transform Escherichia coli cells, conferring antibiotic (ampicillin) resistance. Restriction enzyme digests of phage lambda

Before the Lab you should understand:

the principles of bacterial transformation

the conditions under which cells can be transformed

the process of competent cell preparation

how a plasmid can be engineered to include a piece of foreign DNA

how plasmid vectors are used to transfer genes

how antibiotic resistance is transferred between cells

how restriction endonucleases function

the importance of restriction enzymes to genetic engineering experiments

After the Lab you should be able to:

use plasmids as vectors to transform bacteria with a gene for antibiotic resistance in a controlled experiment

demonstrate how restrictions enzymes are used in genetic engineering

use electrophoresis to separate DNA fragments

describe the biological process of transformation in bacteria

calculate transformation efficiency

be able to use multiple experimental controls

design a procedure to select positively for antibiotic resistant transformed cells

3 Student conducted

AP9 Biotechnology: Enzyme Analysis of DNA DNA will be used to demonstrate techniques for separating and identifying DNA

Before the Lab you should understand:

how restriction enzymes can be used to digest DNA strands

2 Student conducted

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fragments using gel electrophoresis. how gel electrophoresis separates DNA molecules present in a mixture

determine unknown DNA fragment sizes when given DNA fragments of known size

After the Lab you should be able to:

demonstrate how restrictions enzymes are used in genetic engineering

make predictions about the products of DNA from different sources cut with the same restriction enzymes

explain the usefulness of RFLP patterns produced by gel electrophoresis

design and conduct your own investigation using DNA samples from your teacher

AP10

Energy Dynamics: In this investigation you will be exploring the factors that govern energy capture, allocation, storage and transfer between producers and consumers in a terrestrial environment.

Before the Lab you should understand:

how energy is transformed and flows through organisms in an ecosystem.

After the Lab you should be able to:

explain community/ecosystem energy dynamics, including engery flow, net primary productivity (NPP), and primary and secondary producers/consumers.

estimate/measure the NPP and use mathematical analyses in energy accounting and community modeling

make explicit connections between biological content and the investigative experience.

5-10 Student conducted

AP11

Transpiration: In this laboratory, you will apply what you learned about water potential from Laboratory 1 (Diffusion and Osmosis) to the movement of water within the plant. You will measure transpiration under different laboratory conditions. You also will study the organization of the plant stem and leaf as it relates to these processes by observing sections of tissue.

Before the Lab you should understand:

how water moves from roots to leaves in terms of physical/chemical properties of water and the forces provided by differences in water potential

the role of transpiration in the transport of water within a plant

the structures used by plants to transport water and regulate water movement

After the Lab you should be able to:

3 Student conducted

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test the effects of environmental variables on rates of transpiration using a controlled experiment

view thin leaf sections of various plants and be able to explain the relationship between the number of stomata and transpiration rates

AP12

Fruit Fly Behavior: In this laboratory, you will observe the behavior of an insect and design an experiment to investigate its responses to environmental variables. You also will observe and investigate mating behavior.

Before the Lab you should understand:

the concept of distribution of organisms in a resource gradient

the difference between a kinesis and a taxis

After the Lab you should be able to:

measure the effects of environmental variables on habitat selection in a controlled experiment

describe the different types of insect mating behaviors

4 Student conducted

AP13

Enzyme Activity: In this laboratory you will measure the amount of product generated and then calculate the rate of conversion of hydrogen peroxide (H2O2) to water and oxygen gas by the enzyme catalase.

Before the Lab you should understand:

the general functions and activities of enzymes

the relationship between the structure and function of enzymes

the concepts of initial reaction rates of enzymes

how the concept of free energy relates to enzyme activity

how pH relates to enzyme activity

that changes in temperature, pH, enzyme concentration, and substrate concentration can affect the initial reaction rates of enzyme-catalyzed reactions

After the Lab you should be able to:

measure the effects of changes of temperature, pH, enzyme concentration, and substrate concentration on reaction rates of an enzyme-catalyzed reaction in a controlled experiment

explain how environmental factors affect the rate of enzyme-catalyzed reactions

3 Student conducted

14 Plant Pigment Chromatography Before the Lab you should understand:

how chromatography separates two

2

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or more compounds that are initially present in a mixture

the process of photosynthesis

the function of plant pigments

After the Lab you should be able to:

separate pigments and calculate their Rf values

15 Physiology of the Circulatory System: In this investigation you will learn how to measure blood pressure and pulse rates under different physiological conditions. The blood pressure and pulse rate will be analyzed and related to a relative fitness index. You will also measure the effect of temperature on the heart rate of the water flea, Daphnia magna.

Before the Lab you should understand:

the relationship between temperature and rates of physiological processes

basic anatomy of various circulatory systems

After the Lab you should be able to:

measure heart rate and blood pressure in a human volunteer

describe the effect of changing body position on heart rate and blood pressure

explain how exercise changes heart rate

determine a human's fitness index

analyze pooled cardiovascular data

discuss and explain the relationship between heart rate and temperature

2 Student conducted

16 Dissolved Oxygen and Aquatic Primary Productivity: You will measure and analyze the dissolved oxygen concentration in water samples at varying temperatures. Later, you will measure and analyze the primary productivity of natural waters or laboratory cultures as a function of light intensity.

Before the Lab you should understand:

the biological importance of carbon and oxygen cycling in ecosystems

how primary productivity relates to the metabolism of organisms in an ecosystem

the physical and biological factors that affect the solubility of gasses in aquatic ecosystems

the relationship between dissolved oxygen and the process of photosynthesis and respiration as they affect primary productivity

After the Lab you should be able to:

measure primary productivity based on changes in dissolved oxygen in a controlled experiment

investigate the effects of changing light intensity and/or inorganic nutrient concentrations on primary productivity

4 Student conducted

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in a controlled experiment

Total Laboratory Days (Greater than 25% Instructional Time) 49+

Assessment:

Assessment and evaluation are essential to learning and teaching. Ongoing assessment and evaluation are significant in supporting student achievement, motivating student performance and providing the basis upon which teachers make meaningful instructional decisions. All aspects of progress in science are measured using multiple methods such as authentic assessments, performance assessments, formative assessments, observational assessments, lab reports, projects, research activities, reports, and conventional summative assessments. Student understanding is evaluated using an assessment cycle that includes pre-test, formative assessments and summative assessments. Pre-tests are used to determine where the student understanding level is, as the unit is begun. The pre-tests are used by the teacher to plan instruction. Formative assessments are used to check student understanding while learning is occurring, and provide students and teachers with learning progress information. Pre and formative assessments are not used to determine grades. Summative assessments, such as unit and semester tests, evaluate student achievement, and along with other measures such as laboratory and project work are data points used to determine the level of student performance.

Assessment Type Goal Description

Laboratory Journals & Reports

To assess understanding of biology concepts, principles, and application of skills and processes of the laboratory.

Students maintain laboratory journals of all lab work. It includes lab notes, field observations, data, graphs, responses to questions, lab write-ups, error analysis, and further questions. Students are encouraged to keep their lab journals to demonstrate lab activity in a college AP review.

Unit Tests To assess understanding of concepts, principles, problem solving skills, and laboratory materials and skills.

15-50 minute tests containing multiple-choice items, problems to solve, and brief constructed response items similar to those found on the AP exam.

Semester Assessments To assess understanding of concepts, principles, problem solving skills, and laboratory materials and skills.

60-90 minute exams containing multiple choice items, problems to solve, and brief constructed response items similar to those found on the AP exam.

Long-term PBL Project

To provide students with an opportunity to investigate a biological topic of their choice in detail and demonstrate the skills and processes of an experimental, well-designed investigation.

A semester long independent student research project, in which students ask and answer their own testable question of a biological topic of personal interest. It includes the write-up of a full laboratory report and/or publishable paper.

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AP Biology Lab Rubric

Needs Work (1/5 or 2/10pts)

Average (3/5 or 6/10pts)

Excellent (5/5 or 10/10pts)

Introduction

Purpose

Purpose partially identified with partial validity • Limited relevant explanation

Purpose sufficiently identified with some validity • Basic relevant explanation written in paragraph form.

Purpose is appropriately identified • Precise, clear and relevant explanation written in paragraph form with at least 5 sentences.

____/5

Hypothesis

Association between problem and predicted results • Made attempt to operationalize key variables • Hypothesis has some relationship to established knowledge but is not supported • Scientific concepts and vocabulary used, but contains errors

Reasonable association between the problem and the predicted results • Key variables are operationalized • Hypothesis has a reasonable relationship with established knowledge; this relationship is generally supported • Scientific concepts and vocabulary used without significant error

Association between the problem and the predicted results is direct and relevant • All variables are clearly operationalized with and “If / Then” statement that is testable • Hypothesis clearly refutes or defends established knowledge and is fully supported • Student demonstrates facility in the use of scientific concepts and vocabulary

____/5

Materials / Methods

Procedure

Design has general relevance to the hypothesis • List of materials and controls is nearly complete, missing at least one important item • Description makes it possible to replicate the experiment if researcher makes some inferences • Safety concerns miss at least one important consideration; procedures will result in some risk to student safety if not revised

Design is adequate to test the hypothesis • List of materials and controls is complete and some description provided • Description makes it likely that the experiment can be reliably replicated • All major safety concerns are adequately addressed; procedures adopted are likely to produce a safe experiment -- some further refinement could minimize possible discomfort to the student

Design is a well-constructed test of the stated hypothesis • List of materials and controls is complete and thoroughly described • The description of the experiment is complete, insuring that it can be replicated • Safety concerns are fully addressed and procedures for conducting the experiment insure that there is little or no risk of safety or discomfort to the student

____/10

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Results / Conclusions

Observations

Most data are collected but checks are not placed on measurement to insure accuracy • Data are recorded in a manner that threatens reliability • Data table incomplete or contain inconsistencies

All significant data measured with some checks placed on measurement for accuracy • Data recorded effectively • The data table is relevant to the task requirements

All significant data measured, checks are placed on measurements for accuracy • The data table well-designed to the task requirements • An appropriate graph is include to visualize that data • Data recorded effectively and efficiently with analysis

____/10

Conclusion

Conclusion too general or over-reaches the data analysis • Conclusion uses the language of the experiment but does not translate conclusion to its relevance to the original problem • Lab questions answered, but contains significant errors

Conclusion precise, related to the hypothesis • Conclusion uses operational terms of the experiment and attempts to translate the conclusion to make it relevant to the original problem (some data included) • The conclusion related to general interest and other studies • Lab questions answered without significant error

Conclusion precisely stated, relates directly to support or non-support of the hypothesis • Conclusion uses operational terms and suggests how the conclusion has relevancy in resolution of the original problem (multiple data points included) • Conclusion relates the study to general interest, other studies that have been or could be conducted • Lab questions answered without error

____/10

Total----> ____/40

Supporting Services

The following support services are provided by the school to students in the AP Biology course: AVID strategies, guest speakers, special seminars, tutoring with community members, Science Competitions, apprenticeships at local hospital and veterinary clinics.