A.+P.+Biology

Sandra.chesman@mnps.org
 * Ms. Chesman's AP Biology Class ||  ||
 * || A.P. Biology Syllabus Mrs. Chesman ID221375
 * Glencliff** **High School (615)333-5070 ext. 114**

Philosophy

Teaching A.P. Biology allows me to delve into the major biological themes such as the relationship between structure and function, energy transfer, continuity and change, and interdependence in nature. The students, through their participation and study, obtain an in-depth understanding of concepts and the dependence of microstructure (biochemicals, cellular organelles, nephrons, alveoli) to the complex macrostructure (organ systems, species, communities, ecosystems). The students gain an appreciation of the importance of DNA as the “blueprint of life” in that it is replicated with enough precision to cause inheritance of traits yet random errors in replication can lead to the change (mutations). Consequently, the mutations cause the “change” that leads to genetic variations on which natural selection can act upon. Mutations are observed in genetic disorders, new strains of pathogens, and theconstant phenomenon of antibiotic resistance.Each unit includes the integration of the eight major themes of the A.P. Biology Course Description (science as a process; evolution; energy transfer; continuity and change; relationship of structure to function; regulation; interdependence in nature; and science, technology, and society. Cell membrane transport is one of the units taught in the course. The following will provide an example of how cell membrane transport and its relation to homeostasis is stressed by several of the A. P. Biology Course themes.

Science as a process: Experimentation and research on membrane receptors and carrier proteins has increased our understanding of structure and function of the plasma membrane and its role in homeostasis.

Evolution: The plasma membrane is a cell structure universal to all organisms. Mutation and genetic recombination generate variation in receptors and carrier proteins which cause evolutionary change in the resistance or susceptibility to pathogens (mutation in the CCR5 receptor in T lymphocytes).

Energy transfer: The sodium/potassium pump reestablishes a transmembrane resting potential after a neuron has fired an impulse (depolarization).

Continuity and change: All organisms have cells enclosed by a semipermeable membrane. Mutation in a gene that codes for a membrane protein can result in resistance to a specific pathogen or a genetic disorder (cystic fibrosis or hypercholesterolemia).

Relationship of structure to function: The structure of the plasma membrane (bilayer of phospholipids and integral proteins) relates to its function as a semipermeable barrier between a cell and the surrounding extracellular fluid.

Regulation: The plasma membrane regulates various metabolic processes within the cell due to specific protein carriers and receptors which allow entry of specific molecules (hormones, growth factors) which are necessary to regulate the cell cycle and gene expression.

Interdependence in nature: The hydrolysis of ATP powers “cellular work” including the active transport of specific ions against their concentration gradients. The sodium/potassium pump provides an example which establishes a resting “membrane potential”.

Science, technology, and society: Biotechnology has provided new approaches to the development of drugs and vaccines. Molecules are made to bind to specific receptors and therefore “block” the intended molecule from entry into a cell.

Course Overview Classes meet according to a A/B block schedule in which all classes meet for 80 minutes. Students are required to read the textbook chapters assigned and prepare for a test at the end of each unit. The course textbook is the eighten edition of Biology by Neil A. Campbell and Jane B. Reece. For homework, thestudents are given AP Biology Released Exams to complete and return for grading.Additional homework includes a 3-4 page summary from various ScientificAmerican articles. Course Outline Unit 1 – Classification Concepts (with emphasis on animal phyla) – 4 weeks - Read chapters 26, 27, 28, 31, 32, 33, 34 - Receive outline notes on textbook readings - Review terms: prokaryote, eukaryote, autotroph, heterotroph, symmetry, coelem types, derm layers, animal phyla traits and phylogenetic trees - Daphnia (AP Lab 10, Exercise 10C) - Unit test on six kingdoms and animal phyla

Unit 2 – Evolution (with emphasis on role of mutation and natural selection) – 2 weeks - Read chapters 22-25 - Receive outline notes on textbook readings - Evidence for evolution - Natural selection, types of selection, sexual selection - Population genetics, Hardy-Weinberg law of genetic equilibrium - Speciation, prezygotic and postzygotic mechanisms - Fossil record, extinctions, fossil age - Population genetics and evolution (AP Lab 8) - Watch videos The Evolutionary Arms Race and Great Transformations from the series “Evolution: a journey into where we’re from and where we’re going by WGBH Boston Video - Unit test on evolution

Unit 3 – Ecology (2 weeks) - Read chapters 52-55 - Receive outline notes on textbook readings - Ecological succession - Trophic levels, ecological pyramid, biomass, productivity - Population ecology - Aquatic and terrestrial biomes - Students research and orally present (with visuals) characteristics of a biome - Dissolved oxygen and aquatic primary productivity (AP Lab 12) - Unit test on ecology

Unit 4 – Cell Structure and Cell Function (3 weeks) - Read chapters 6 and 7 - Receive outline notes on textbook readings - Cellular organelles - Membrane structure and function - Membrane transport processes - Cell type lab - Diffusion and osmosis (AP Lab 1) - Unit test on cell organelles and cellular transport

Unit 5 – Cellular Reproduction (2 weeks) - Read chapters 12 and 13 - Receive outline notes on textbook readings - Cell cycle - Mitosis and meiosis - Cancer - Mitosis and meiosis (AP Lab 3) - Unit test on cellular reproduction

Unit 6 – Biochemistry (4 weeks) - Read chapters 3-5 and 8 - Receive outline notes on textbook readings - Properties of water - Carbon and functional groups - Carbohydrates, lipids, proteins, nucleic acids - Enzymes - Enzyme catalysis (AP Lab 2) - Unit test on biochemistry and enzymes

First semester exam (2nd semester begins after winter break

Unit 7 – Nucleic acids and biotechnology (4 weeks) - Read chapters 16-20 - Receive outline notes on textbook readings - DNA historical background - DNA and RNA structure - DNA replication - Protein synthesis (transcription and translation) - Mutations - Biotechnology techniques (cloning, electrophoresis, PCR) - DNA extraction, transformation, and electrophoresis (AP Lab 6) - Unit test on nucleic acids and biotechnology

Unit 8 – Genetics (4 weeks) - Read chapters 14 and 15 - Receive outline notes on textbook readings - Mendelian genetics (dominance, segregation, independent assortment) - Non-Mendelian genetics (incomplete dominance, codominance) - Human genetics, pedigree analysis - Sex linkage, linkage maps - Drosophila genetics (AP Lab 7) - Unit test on genetics

Unit 9 – Photosynthesis and Respiration (3 weeks) - Read chapters 9 and 10 - Receive outline notes on textbook readings - Mitochondrion structure and function - Aerobic respiration - Anaerobic respiration - Chloroplast structure and function - Light dependent reactions and light independent reactions - C3 and C4 cycles - Cell respiration (AP Lab 5) - Plant pigments and photosynthesis (AP Lab 4) - Unit test on respiration and photosynthesis

Unit 10 – Plants (3 weeks) - Read chapters 29, 30, 35, 36, 37, 38, 39 - Receive outline notes on textbook readings - Alternation of generations - Plant transport (xylem and phloem) - Angiosperm tissues and organs - Angiosperm reproduction and growth - Plant hormones - Transpiration (AP Lab 9) - Unit test on plants

Unit 11 – Animal Structure and Function (4 weeks) - Read chapters 40-49 - Receive outline notes on textbook readings - Organ systems: digestive, circulatory, respiratory, immune, excretory, endocrine, nervous, muscular, embryology - Animal Behavior (AP Lab 11) - Unit test on organ systems

Teaching Strategies Most of class time is spent in lecture and discussion or in pre-lab, lab, or post-lab activities. I use many excellent videos, CD Roms, and overheadtransparencies to reinforce the lecture material. Practice multiple-choicequestions from AP Released Exams are used as homework and review forthe unit exams. Lab Component

All of the AP labs in the AP Biology Lab Manuel for Students are covered,yet some are modified. For each lab, the students are required to analyzeand graph the data as well as answer the lab manuel questions. Student Evaluation Students are mostly evaluated through unit tests (50%). Other factors are the lab activities (20%), homework (10%), and quizzes (10%), notebook (10%). ||  || [|Copyright] || **Glencliff High School** 160 Antioch Pike | Nashville, TN 37211 | (615) 333-5070 ||
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