A.P. Biology Syllabus Eisenhower Middle/High School Instructor: Mr. Schroeder

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1 A.P. Biology Syllabus Eisenhower Middle/High School Instructor: Mr. Schroeder Contact Information Phone: Course Description/Prerequisite The successful A.P. Biology student will have a working knowledge of biology in the following areas with the goal of being prepared for college-level work and passing the A.P. exam: biochemistry, cellular biology, biological catalysts, energy transformations, reproduction, molecular transformations and molecular genetics, genetic engineering, environmental cycling of resources and biological use of resources, and behavioral biology. Successful completion of one year of Biology and one year of Honors Chemistry or one year of Chemistry with teacher recommendation ENROLLMENT IN THIS COURSE REQUIRES TAKING THE ADVANCED PLACEMENT EXAMINATION IN EARLY MAY. I. Classroom rules and procedures: Each student will be expected to follow the code of conduct as put forth in the Eisenhower High School Student handbook. Each student will respect the rights of other students and lab displays. Each student will respect and care for any and all equipment and materials in the classroom. Each student will follow the procedures described for the laboratory and will act and think like a scientist at all times. II. All homework will be due at the beginning of the period on the due date. Home work is not optional it is mandatory to succeed in this class. III. Makeup tests must be taken immediately upon return if the student was aware of the test prior to his/her absence. Otherwise, a time schedule will be worked out for each situation. IV. Test retakes are only permitted if all homework for the current running quarter has been completed prior to the test and test corrections have been completed within the 48 hour time frame provided.

2 V. Plagiarism and or copying someone else s homework will not be tolerated. Consequences of Academic Dishonesty 1st Incident: - The teacher will notify the student prior to contacting the parent. - The teacher will notify the counselor and grade level administrator - The counselor will arrange a meeting with the student and student s parent/guardian and notify administration. - The administration will record the incident in the school data system. - The offense will be reported to the Athletic/Activities Director as a violation of the SDNB Co-Curricular Code of Conduct. - The administration and organization advisors will review the student s eligibility for honor societies and academic awards as well as their eligibility for student privileges. - The student will complete the assignment/assessment/work OR an alternate assessment/assignment as assigned by the classroom teacher at a time arranged by the staff member. - The student will be administered an administrative detention. 2nd Incident: - Steps 1 through 7 from the first incident will be followed. - The student will be issued a suspension from school, and attend a conference conducted by an administrator with the teacher, counselor, and student s parent/guardian. - The student will not be eligible for school-based scholarships. - If the student accrues two plagiarism offenses and is currently enrolled in an AP course or courses, that student will not be allowed to take the AP exam(s) for any AP courses of the current semester. The student will likewise incur a reduction in credit from the 5.0 scale to the 4.0 scale. - Administration will notify the student and parent/guardian in writing that any future infraction in any class will result in loss of graduation/end of year privileges as outlined in the 3rd incident. 3rd incidence: - Steps 1 through 4 from the second incident will be followed. - The school will report violation of Academic Honesty Policy to scholarship committees. - High school students will not participate in graduation activities and ceremony. Middle School students will not be permitted to participate in endof-year school sponsored activities. - Administration will notify the student and parent/guardian in writing that any future infraction in any class will result in a referral for a pre-expulsion conference as outlined in the 4th incident. 4th and any subsequent incidences:

3 - Steps 1 through 4 of third incident will be followed. - Student will be referred for a pre-expulsion conference. - If you are caught, all rules put forth in the student handbook will be enforced. Course/Unit Outline Big Idea 1: The process of evolution drives the diversity and unity of life (9 weeks) Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution. 1.A.3: Evolutionary change is also driven by random processes. 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics. Enduring understanding 1.B: Organisms are linked by lines of descent from common ancestry. 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. 1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested. Enduring understanding 1.C: Life continues to evolve within a changing environment. 1.C.1: Speciation and extinction have occurred throughout the Earth s history. 1.C.2: Speciation may occur when two populations become reproductively isolated from each other. 1.C.3: Populations of organisms continue to evolve. Enduring understanding 1.D: The origin of living systems is explained by natural processes. 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence. 1.D.2: Scientific evidence from many different disciplines supports models of the origin of life.

4 Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis (9weeks) Enduring understanding 2.A: Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 2.A.1: All living systems require constant input of free energy. a. Energy pathways, ecosystem effects b. Laws of thermodynamics/coupled reactions/exergonic, endergonic 2.A.2: Organisms capture and store free energy for use in biological processes. a. Light reactions/chemiosmosis/calvin cycle b. Glycolysis, pyruvate oxidation, Krebs, ETC 2.A.3: Organisms must exchange matter with the environment to grow, reproduce and maintain organization. a. Role of carbon, nitrogen, and phosphorus in organic compounds b. Properties of water c. Surface area/volume ratios and exchange d. Role of apoptosis Enduring understanding 2.B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. 2.B.1: Cell membranes are selectively permeable due to their structure. 2.B.2: Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes. 2.B.3: Eukaryotic cells maintain internal membranes that partition the cell into specialized regions. Enduring understanding 2.C: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. 2.C.1: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes. 2.C.2: Organisms respond to changes in their external environments.

5 Enduring understanding 2.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. 2.D.1: All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy 2.D.2: Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments. 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis. 2.D.4: Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis. Enduring understanding 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. 2.E.1: Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms. a. Cell differentiation b. Homeotic genes/induction c. Gene expression/micrornas 2.E.2: Timing and coordination of physiological events are regulated by multiple mechanisms. a. Plants: photoperiodism/tropisms/germination b. Animals c. Fungi/protists/bacteria 2.E.3: Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection. a. Innate behaviors/learning b. Plant/animal behaviors c. Cooperative behaviors

6 Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes (9 weeks) Enduring understanding 3.A: Heritable information provides for continuity of life. 3.A.1: DNA, and in some cases RNA, is the primary source of heritable information. a. Structure and function b. Replication c. Role of RNA and its processing d. Prokaryotic/viral differences e. Manipulation of DNA 3.A.2: In eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis or meiosis plus fertilization. 3.A.3: The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring. 3.A.4: The inheritance pattern of many traits cannot be explained by simple Mendelian genetics. Enduring understanding 3.B: Expression of genetic information involves cellular and molecular mechanisms. 3.B.1: Gene regulation results in differential gene expression, leading to cell specialization. 3.B.2: A variety of intercellular and intracellular signal transmissions mediate gene expression. Enduring understanding 3.C: The processing of genetic information is imperfect and is a source of genetic variation. 3.C.1: Changes in genotype can result in changes in phenotype. 3.C.2: Biological systems have multiple processes that increase genetic variation. 3.C.3: Viral replication results in genetic variation and viral infection can introduce genetic variation into the hosts. Enduring understanding 3.D: Cells communicate by generating, transmitting and receiving chemical signals. 3.D.1: Cell communication processes share common features that reflect a shared evolutionary history. 3.D.2: Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling.

7 3.D.3: Signal transduction pathways link signal reception with cellular response. 3.D.4: Changes in signal transduction pathways can alter cellular response. Enduring understanding 3.E: Transmission of information results in changes within and between biological systems. 3.E.1: Individuals can act on information and communicate it to others. 3.E.2: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses. a. Neurons/synapses/signaling b. Mammalian brain Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties (9 weeks) Enduring understanding 4.A: Interactions within biological systems lead to complex properties. 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that molecule. 4.A.2: The structure and function of subcellular components, and their interactions, provide essential cellular processes. 4.A.3: Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues and organs. 4.A.4: Organisms exhibit complex properties due to interactions between their constituent parts 4.A.5: Communities are composed of populations of organisms that interact in complex ways. a. Ecological field data b. Growth curves, demographics 4.A.6: Interactions among living systems and with their environment result in the movement of matter and energy. a. Human impact on ecosystems Enduring understanding 4.B: Competition and cooperation are important aspects of biological systems. 4.B.1: Interactions between molecules affect their structure and function. a. Enzymes and their action 4.B.2: Cooperative interactions within organisms promote efficiency in the use of energy and matter. a. Compartments, e.g., digestion, excretion, circulation 4.B.3: Interactions between and within populations influence patterns of species distribution and abundance. 4.B.4: Distribution of local and global ecosystems changes over time

8 Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 4.C.1: Variation in molecular units provides cells with a wider range of functions. 4.C.2: Environmental factors influence the expression of the genotype in an organism 4.C.3: The level of variation in a population affects population dynamics. 4.C.4: The diversity of species within an ecosystem may influence the stability of the ecosystem. Lab Activities There are numerous A.P. College Board required laboratory activities encompassing DNA, genetic engineering, chemistry, immunology, anatomy/physiology of human systems, and signal transduction pathways for which participation is mandatory. Textbook/Resource Materials Campbell: Biology In Focus 1 st Edition Required Materials and Supplies YOU are REQUIRED to take the AP exam. Approximate cost: $85-2 three-inch 3-ring binders (1 for each semester), colored pencils, chemical resistant googles, and orange, green, yellow highlighters. - Access to a computer with a CD ROM device and the Internet Grading Scale A B C D A B C D A B C D Semester Grade Weight Your grade will be weighted as: 60% from Tests and Laboratory Practical Exams 40% from lab reports/quizzes The simple truth for this course is that YOU get out of it what YOU put into it! I expect you to go above and beyond to earn your education! If you have a C- or lower during any quarter/semester you will be assigned to my ELO.

9 If you have a C- or lower at Semester I, we will need to schedule a meeting with your parent(s) and advisor to address your possible need for dropping the course. Late Work Policy All work is due at the beginning of the class. If you have a missing assignment it must be turned in the next school day before the first bell. If you fail to do this or if you have two or more missing/incomplete assignments you will be serving an academic detention(s) with me before/after school and/or utilizing our; lunch-n-learn, 9 th hour, working on the missing assignments until completed. Please note, as per school district policy: If an incomplete assignment remains at the end of the quarter/semester, then an I will be given for the summative quarter/semester grade; the grade will change when the work is completed. An I means NO CREDIT FOR THE COURSE. Absence & Tardiness Policy Unexcused absences and tardiness will follow our handbook policy guidelines. Extra Credit As per district policy, extra credit is a practice that is not endorsed by the district because this practice does not align to our district vision and standards based grading.