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Advanced Biology AP Syllabus 2008-2009 Teacher: Mrs. Georgi Harris Brunning Room: 205 Phone: 503-496-1763 e-mail: gbrunning@lshigh.org Office hours: after school, at lunch or by appointment.

Course Description: This course is designed to provide students with the conceptual framework, factual knowledge, and analytical skills used to deal critically with the rapidly changing science of biology. AP Biology includes those topics regularly covered in a college level introductory biology course for majors. The approximate coverage of topics is as follows: Molecules and Cells, 25%; Heredity and Evolution, 25%; Organisms and Populations, 50%. The primary emphasis of the course is to help students understand concepts in biology beyond the memorization of terms and technical details. Rather than an accumulation of facts, students should understand science as a process and apply it to solve problems, as well as analyze environmental and social concerns.

The major topics and themes of this course are those recommended by the College Board.

The themes are: Science as a process Evolution Energy Transfer Continuity and Change Relationship to Structure and Function Regulation Interdependence in Nature Science, Technology and Society Each topic is related to the major themes. Students use a grid provided in their textbook to reflect on the relationship of topic to theme. The students then share their ideas in a class discussion.

Because of their previous coursework in biology and chemistry, students are able to build on this background and delve deeper into each topic. As they progress through the year they are able to make more and more connections within all the themes.

Current issues that are covered in the media are discussed in class, students are encouraged to ask questions and share their views in a cooperative manner. With so many issues in the news today, it is important for the student to become an informed citizen. By the end of the school year most of them will be eligible to vote. The coursework will allow them to develop their scientific literacy allowing them to address issues in a logical and analytical manner. It will also reinforce that all life is interdependent and that biology is a system rather than a collection of isolated facts.

Many of the students plan to pursue future study in the sciences. This course can provide them with a solid foundation in biology on which they can build in their college courses. It can also expose them to variety of career options that they may pursue.

Lab Component All of the twelve AP Biology Labs required by the College Board are completed along with other labs that enhance student learning. Students are required to write an introduction that addresses the objectives identified by the College Board as prerequisite for the lab, as well as a hypothesis with an explanatory rationale and procedure summary before beginning the lab. They complete the lab packet which includes data tables and analysis with graphs and/or questions. In addition to the packet they also write a conclusion that includes restating the purpose, summary of the results citing specific data,

statement of results in relation to hypothesis and an error analysis, what went or could have went wrong and how the experiment could be improved.

Vernier probes are used to collect data for most of the labs. The probes used include carbon dioxide, gas pressure, temperature, colorimeter, conductivity and dissolved oxygen.

Lab work makes up about 25% of this course.

Assessment: Students will be evaluated in a variety of methods.

Each topic of study will be assessed using a multiple choice exam and an essay test. Essays will be drawn from the past AP Biology exam essays.

They are required to take notes in their Biology Interactive Notebook. The notebooks will be evaluated during each exam.

Students will be required to write a formal lab report for each of the twelve recommended AP lab.

Other methods of assessment will include Powerpoint presentations, position papers and a career report.

Additional Activities: Bionews Review: Each semester students are required to share with the class one science articles of interest found in a science magazine or journal. They summarize the article and share the information, along with the source and definitions of terms, with the class. They may share one additional activity for extra credit.

Movies: The curriculum is supplemented with movies that highlight the application of scientific knowledge in the world today. Three movies of particular note are Lorenzo’s Oil, GATTACA and Cane Toads. Students view the movie and discuss the pertinent scientific information.

Student also watch excerpts of lectures from the Howard Hughes Medical Institute Holiday Lectures.

Career Report: Students research a career of interest and write a report. The report includes a job description, required education, salary potential and future outlook.

Additional Field trips: There are at least three additional field trip opportunities.

Anatomy Lab The Oregon State Health Sciences Center offers an anatomy lab experience. Students take a tour of a cadaver, guided by a second year medical students. Using an inquiry approach the medical student leads them through the structures of an actual cadaver while helping them figure out the cause of death.

Students also learn about organ donation through a presentation by the Oregon Donor Program.

Providence Hospital Heartwatch/Orthowatch The Providence Health System offers an opportunity for students to view a live surgery on a large screen in an auditorium. The surgery is either an open heart valve replacement or a joint replacement.

The surgeon wears a headcam and is linked to the auditorium so that students may ask questions. Prior to the surgery the students learn about what the procedure will entail. They also learn about the different members of the surgical team and the educational path to those careers. The students then view the surgery live and afterwards they are able to talk with the surgeon.

Outreach to Third graders at Christ the King Grade School Students work with third grades at a nearby school to teach them about how salmon find their way back to their home stream and what is a good environment for developing salmon. They also use pillbugs to guide them through the steps of the scientific method.

Prerequisite: Students enroll in Advanced Biology AP after successful completion of Biology and Chemistry.

Graduation and college requirements: Successful completion of this course contributes to the 24 credits necessary to earn a diploma from La Salle College Preparatory.

The College Board offers an AP Biology Exam each May. Topics covered in this course are the same as those covered in the exam. Students may take the exam and if they earn a passing grade, they may earn college credit. Colleges vary has to if they will accept the AP Biology exam and how much credit the student will earn. Students are encouraged to check with the school they plan to attend to see if the exam is accepted and what credit they may earn.

Completion of this course does not guarantee passing the exam. Passing the exam is dependent on the student; how well they have prepared and their performance the day of the exam.

Required Materials: Text: Biology, 8th edition AP, by Campbell/Reece Spiral notebook for Biology Interactive Notebook (bring to class daily) Teacher Philosophy: The study of life is key to its understanding and appreciation. I have always held a passion for this study and love to share that with my students. My classroom is meant to be a place of questioning, investigation, engagement and discovery. I believe to accomplish this, the class needs to be a community where all students feel safe, respected, recognized and supported. My classroom provides a positive learning environment where students can push their limits and are encouraged to do their best. *Learner Objectives by Unit: Chemistry of Life • Students will be able to understand the unique chemical and physical properties of water and to know how these properties make life on earth possible • Students will be able to explain the role of carbon in the molecular diversity of life • Students will be able to explain how cells synthesize and break down macromolecules • Students will be able to explain the structure of biologically important molecules • Students will be able to explain how enzymes regulate chemical reactions Cells • Students will be able to explain the similarities, differences and evolutionary relationships between prokaryotic and eukaryotic cells • Students will be able to understand the current model of membrane structure and to explain how different molecules pass across the membrane • Students will be able to show how cells use compartmentalization to organize the various cellular function • Students will be able to understand which factors limit cell size and to explain how and why cells divide Cellular Energetics • Students will be to demonstrate the role of ATP and the chemiosmotic theory in cellular energetics • To show how organic molecules are catalyzed • To explain the photosynthetic process and to show how it compares and contrasts with cellular respiration Heredity • To explain which features of meiosis are most important to sexual reproduction • To follow the paths of chromosomes and individual genes through gametogenesis

To explain how genetic information is organized To demonstrate and understanding of the importance of Mendel’s Laws of inheritance Molecular Genetics • To know the major types of nucleic acids and explain how their structure is related to their function • To understand the various mechanisms of gene expression • To show the forms of gene mutation • To explain viral structure and replication • To understand modern biotechnological advances and how they may impact human lives Evolutionary Biology • To show and understanding of the current models for the origin of biological macromolecules • To explain the evidence of evolution • To demonstrate an understanding of the mechanics of evolution at work Diversity of Organisms • To explain the main body plans of plants and animals • To identify a representative organism for the major taxa • To explain the major characteristics in each primary taxon • To show evolutionary similarities among related groups Structure and Function of Plants and Animals • To show what patterns of reproduction are found in plants and animals and to show how they are regulated • To understand physiological organization among living things • To explain how organisms respond to their environment Ecology • To show how models can be used to demonstrate population growth • To show how energy flows through ecosystems • To explain how humans may impact the ecosystem around them • •

* compiled by C. Massengale, Stuttgart School District, Arkansas Teacher Policies: Classroom and Lab Expectations: Behavior Guidelines *R ESPECT EVERYONE AND EVERYTHING *E XPERIMENT SAFELY *S TAY ON TASK *P ARTICIPATE IN CLASS DISCUSSIONS AND ACTIVITIES *E NJOY WORKING WITH OTHERS AND SHARING IDEAS *C OME TO CLASS PREPARED *T AKE CARE OF EQUIPMENT, MATERIALS AND SUPPLIES All school rules will be followed in class.

Consequences for Misbehavior -Piercing Glance -Verbal Reprimand -Isolation -Post Curricular Activity or Discussion -Phone call Home to Parent/Guardian

-Referral to Dean of Students Classroom Prayer The study of science and of religion are complementary and the window on the universe provided by science is, in reality, a window on the creative power of God. To help us remember that we are always in God’s Holy Presence we will begin each class with a prayer. Students are welcome to lead prayer, please make arrangements prior to class.

Grading Semester Grade: 70% = Semester Work (Tests/Quizzes, Lab Reports, Research Papers, Projects) Quizzes may be pop or scheduled.

Tests -usually multiple choice/scantron.

-minimum one per chapter, usually one per unit.

-students who have difficulty demonstrating their knowledge on a multiple choice exam are invited to schedule a time to take their test verbally within two weeks of original test date.

Labs -usually assessed by a written lab report.

-may be traditional or virtual.

-report is evaluated using the science department rubric.

-lab format and rubric is available at teacher’s web page.

Projects -includes activities, position papers and webquests.

10% = Biology Interactive Notebook Notebook will be evaluated periodically, for appearance/organization, completeness and quality.

Instructions will be provided in class on how to set up and maintain the notebook.

20% = Semester final Final -comprehensive exam -multiple choice/scantron and lab practical -lab practical will be taken in the lab -students answer questions from; pictures, models, microscopes with slides, and actual specimens Student Workload: Homework assignments will vary in length. A typical homework assignment would require reading and taking notes. Students work should take an average of one hour a day.

When no specific assignment is given, student should review the material covered in class that day and prepare any questions they may have about the material.

Extra credit is only offered occasionally and should not be used as a substitute for missing assignments.

Make-up Work and Late Work •If you are absent, you are responsible to arrange for your make-up

assignments within two days of your return. Make-up work will be arranged based upon the number of days missed and present health condition. However, tests and quizzes must be made up within two weeks of the original date or credit will be lost.

•Late work is unacceptable.

Grading Scale: 93-100% 90-92% 87-89% 83- 86% 80-82% 77-79 %

A AB+ B BC+

73-76% 70-72% 67-69% 63-66% 60-62% BELOW 60%

C CD+ D DF

Academic Honesty and Plagiarism: Please see page 21-22 of Student Handbook Strategies for success -Make flash cards for the vocabulary words of each chapter.

-Review your notes nightly and write down questions you have about information that you don’t understand. Be sure to ask those questions at the next class.

-Make flow charts and/or diagrams of the steps of the processes.

-Don’t just read the information, write it, draw it, talk about and listen to others talk about it.

-Pay attention in class and do all the work assigned.

-check the class web page at www.schoolnotes.com (zip code 97222) for links to your text book and other helpful sites.

-schedule a time to meet with your teacher to ask questions.

-NHS offers free tutoring after school in the library.

-be sure to check your grade online and make sure all your work is turned in.

-ask questions if your grade report doesn’t seem correct.

-contact your teacher when you are absent, by email, to check on missed work.

-If you have concerns about your teacher or the course, confer with your teacher or your counselor. If the concerns are not addressed, please contact the Vice Principal for Academic, Mr. Andy Kuffner.