AP BIOLOGY 2016-2017 BIOLOGY 2016-2017 Welcome to AP Biology with Mrs. Goff! AP Bio is a college...

AP BIOLOGY 2016-2017Welcome to AP Biology with Mrs. Goff! AP Bio is a college level course with college level expectations. We use a college textbook, move at a college level pace, and perform college level labs. The comprehensive curriculum for AP Biology is both broad and deep and as such, not much time will be available for each topic. For this class, you are the equivalent of a college student. As such, you are expected to be responsible for your own learning and will need to become used to working independently.

In order to communicate with you this summer and over the school year, I will post materials to the class website hosted on the McGill-Toolen site. You will use this website to find materials for class, a copy of the syllabus, a copy of the lab safety contract, announcements, and a summer assignment! Please check the website often during the year. https://sites.google.com/a/mcgill-toolen.org/mct-science-mrs-goff/

You will need a workbook (Test Prep Series for AP Biology by Holtzclaw and Holtzclaw), an e-book (Biology Now) and access to an online tutorial system (FlinnPrep AP Biology). The workbook can be purchased from MBS but the ebook and online tutorial codes will be purchased directly from me.

Please make sure to read through the ENTIRE packet given to you so that you are prepared for class on the first day.

Please feel free to contact me at [email protected] i f you have any questions.

Dear!Parent,!

The!textbook!used!for!AP!Biology!is!an!e"book!version!of!Biology!Now.!We!also!use!a!workbook!(purchased!from!MBS)!and!an!online!tutorial!program.!!Due!to!a!high!markup!of!the!e"book!price!when!sold!by!a!third!party,!I!have!decided!to!purchase!the!codes!for!the!e"text!and!online!tutorial!directly!and!then!provide!them!to!your!student!at!cost!(e"book!$57,!online!tutorial!$10).!!When!added!to!the!$20!cost!of!the!workbook!purchased!from!MBS,!the!total!cost!for!the!course!is!$87.!!

In!order!for!your!child!to!begin!using!the!materials!as!quickly!as!possible,!please!send!cash!or!check!(made!out!to!McGill"Toolen)!in!the!amount!of!$67!to!Mrs.!Goff!by!August!19.

Thank!you!and!God!Bless,

Mrs.!Goff

AP!Biology

AP Biology 2016-2017 Summer Assignment

AP Biology is divided into 4 big ideas (which are each broken down into enduring understandings and learning objectives) and seven science practices. A practice is a way to coordinate knowledge and skills in order to accomplish a goal or task. The AP Biology science practices enable you to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Because content, inquiry, and reasoning are equally important in AP Biology, each learning objective combines content with inquiry and reasoning skills described in the science practices. The science practices capture important aspects of the work that scientists engage in, at the level of competence expected of you, an AP Biology student.

A) To review the AP Biology science practices, log onto http://www.bozemanscience.com/ap-biology/. Scroll down to the 7 “AP Biology Practices” videos. Watch all 7 videos and complete the worksheet review by Winnie Litten listed at the bottom of each. Your completed worksheets may be physically or digitally submitted. Any document turned in should always include your name and the title of the document.

1. Bozeman Video #1: Models & Representations

2. Bozeman Video #2: Using Mathematics

3. Bozeman Video #3: Scientific Questioning

4. Bozeman Video #4: Data Collection Strategies

5. Bozeman Video #5: Analysis & Evaluation of Evidence

6. Bozeman Video #6: Scientific Explanations & Theories

7. Bozeman Video #7: Scales, Concepts & Representations

8. Read and complete the AP Biology Student Information Sheet, Welcome Letter, and AP Biology Self-Evaluation Checklist.

9. Prepare for a quiz over any part of 1-8 on Friday August 19th .

This assignment will be due in its entirety on Thursday, August 18th. I follow the handbook rules for late papers. The grade on the assignment will be lowered one letter grade per day. If the assignment is submitted more than three days late, the grade automatically becomes a zero. If you have an excused absence on the day that an assignment is due, it is due immediately upon your return or late paper consequences will apply.

This assignment is based on the summer assignment from L. Carnes

AP Biology Student Information SheetYour full name:

Name which you prefer to be called:

The other courses you are taking this year:

What do you want to be when you grow up? List up to three professions.

Top three colleges you are considering at this time:

Extracurricular activities you are involved in this year:

Your greatest strength as a student:

Your greatest weakness as a student:

As a student, I learn best when my teacher_____________

As a student, I have the hardest time learning when my teacher________________

The best way to encourage me as a student when the teacher_________________

I sometimes get embarrassed in class when a teacher__________________

Just once, I wish one of my teachers would _________________________

AP BIOLOGY SELF-EVALUATION CHECKLIST

Rate yourself on the following characteristics and skills by checking the appropriate box using the 5-point scale below:

5 = This describes me all of the time.4 = This describes me most of the time.3 = This describes me sometimes.2 = This describes me very little. 1 = This describes me not at all.

5 4 3 2 11. I do well in school and enjoy

challenging course work.2. I do more than the minimum and

will do extra work to learn the material well.

3. I am mature and handle difficult situations well.

4. I ask questions in class when I don’t understand something and am a “self-advocate” (ask for what I need).

5. I have effective ways of managing stress. I know my limits and can recognize when I just need to take time for myself to relax and have some fun with my friends.

6. I come prepared for class with all needed materials and with all “due work” completed. I am ready to participate fully in all class learning activities.

7. I participate in small group and full class discussion. I am not afraid to risk being wrong in front of my peers.

8. I am on time for class, I attend class regular (do not have excessive absences) and I use class time wisely.

9. I use technology for learning. I check the class website regularly.

10. I am capable of independent study (by myself) for long periods of time (2+ hours).

11. I am willing to organize and/or

Adapted from N. Harmer 1


participate in group study sessions to learn difficult material on our own.

12. I manage my time well, set priorities, and do not procrastinate.

13. I have time in my schedule to dedicate to an AP course (generally 1 hour or so per night and several hours on weekends for a total of 5 hours minimum and an average of 10+ hours per week),

14. I generally persevere and try hard on everything I do… I don’t quit easily.

15. I am able to let go of things when they do not work out as planned.

16. If I don’t get the grade I want, I keep trying. I am willing to work harder and try new things to do better.

17. I understand what I read in a text book and can learn independently from the text.

18. I am able to identify when I don’t understand what I am reading (I “know what I don’t know”).

19. I am confident and believe I am capable of doing college level work

20. I have good test taking skills and use test taking strategies effectively on multiple choice tests.

21. I am more interested in the quality of my education than just passing the minimum for graduation. If I challenge myself, it is worth all of the hard work

22. I can do more than just memorize facts. I am able to analyze content, answer comprehension-type questions that check for understanding, and put together the “big picture”.

23. I am comfortable with making choices and prioritizing what homework needs to be completed when time is limited.

24. I am organized, can find all of my assignments, and have a system for



remembering assignment due dates.25. I am willing to spend time going

over tests to re-learn the material.26. I am motivated to learn and self-

directed (do not need to be told what to do by adults – I figure it out myself).

27. I am reliable and responsible. I do what I say I am going to do.

28. I complete my assignments and hand them in on time.

29. I have critical thinking and problem solving skills. I like to analyze situations and solve problems.

30. I have a support system in place – my family, friends, and adults in my life help me when needed and will support me even when things get tough.

31. I am generally optimistic and believe things will go well. I have faith in myself and my teachers.

32. I have patience and realize it will take time to adjust to new and challenging opportunities.

33. I can communicate well both orally (talking) and through my writing (essays).

34. I know the difference between doing homework and studying, and I have some study skills in place to learn difficult material.

35. I have a good attention span and can be attentive to a lecture for an entire class period.

36. I am willing to work harder than I ever have before in a class.

37. I am resourceful and willing to look up difficult words in the glossary/dictionary or use on-line resources when necessary.

38. I take responsibility for my own learning.

39. I take hard classes because I want to, not because someone else tells me I should.



TOTAL(add up # checks in each column)

These quality indicators were developed by current AP Biology students and AP teachers. Students considering or taking AP courses should have mastery of some of these characteristics, a novice level for others, and the desire to develop the remaining skills and characteristics. While there is no “magic score” that indicates whether you are ready or not for an AP course, students who accept the challenge must be prepared to work hard, put in long hours of study, and commit to trying their best.

Other comments from current AP students and teachers to consider:

“You need to have a genuine deep interest in the subject matter of AP courses. If you like history – take AP history. If you love science – take AP science courses.”“Know yourself and make your own decisions about what is truly best for you. Just because you are in honors does not necessarily mean you are ready for AP.”“Don’t be threatened by the AP title – it is more than that. AP is an awesome and rewarding experience, but you will work your butt off!”“It is important to be determined and to want to do well. And, just wishing you will do well is not enough. You have to do the work to get good grades.”“Be O.K. with repetition. You may need to read the chapter three times to understand it… plus do the objectives, the guided reading, the on-line quizzes, and study the notes. It takes repetition to learn it well.”“AP is the best experience! I have learned a lot about the subject and myself.”“All of my friends are struggling in college freshman bio...I think it's an easy A!”“I'm the only one in my college bio group that understands the labs!”“This class really prepared me for college – I learned how to struggle successfully and overcome.”


AP Biology 2016-2017

NOTE : This syllabus is tentative and subject to change.

Syllabus for: Mrs. Kerry Goff

School phone #: 432-0784 Voice mail #: Ext. 2842

Room location: Science Building 6102

E-mail address: [email protected]

Course website: https://sites.google.com/a/mcgill-toolen.org/mct-science-mrs-goff/

Course description: This course is designed to provide an experience equivalent to a two semester college introductory biology sequence. Students will develop analytical skills and a conceptual and factual framework appropriate to a beginning biology major. Special emphasis in the class is given to applying scientific knowledge to current events. Preparation for this class is rigorous. Reading requirements include scholarly articles and case studies in addition to the textbook reading. The student will conduct labs that the instructor deems appropriate. The laboratory may require time outside of the experience of the required curriculum. [Prerequisites: Juniors that have successfully completed Honors Physics and Honors Chemistry (or) Seniors that have the recommendation of Biology or Chemistry Instructor can enroll in this course. The goal of the class is to prepare students to take and pass the Biology Advanced Placement Exam (college credit determined by exam performance and policies of the college attended.)

Textbook(s): Biology Now (e-book) by Houtman, Scudellari, Malone, and Singh-Cundy ISBN# 978-0-393-27082-2

Test Prep Series for AP Biology (workbook) by Holtzclaw and Holtzclaw ISBN#978-0-133-45814-5

FlinnPrep for AP Biology (online tutorial)

Supplemental Any supplemental materials will be given as handouts in classReading: or assigned as research.

Class Materials: iPad, review book, online textbook and tutorial access, writing utensils, 4 function calculator

School Grading System: Refer to Student Handbook

Class Grading Procedures: Quarter grades will be determined using the following scale:

Tests = 60%Labs = 30%Assignments and Quizzes = 10%

Letter grades will be assigned according to the percent range outlined in the Student Handbook. Late work due to an excused absence will be accepted without a late penalty up to the number of days that the student was excused from school. Late work will not be accepted without an excused absence. Students are expected to take the AP Biology exam in May.

School Procedures for Make-Up Work/ Excused Absences:

Refer to the Student Handbook. Failure to show up for a scheduled make-up will result in a zero for the grade.

Classroom Procedures

Refer to the Student Handbook. Uniform violations, inappropriate use of technology in the classroom, and other behaviors contrary to producive class time will be dealt with according to school policy.

Availability and Communication:

Help will be available to students outside of class from 7:30-7:50 and 3:05 - 3:30most days. Please inform me if you will be coming to see me at these times. If needed, other times can be arranged. All make-up tests, quizzes, and labs must be done at these times.

I will email the entire AP Biology group frequently with documents and reminders. You are responsible for checking your email in a timely fashion. I will also post information regularly on the website. A calendar of events, copies of documents, lab data, and more will be posted on there. I suggest you check it regularly.

General Notes:

AP Biology is a college caliber course. As such, I expect college caliber students. I expect that you will behave in a manner appropriate to this level. This includes your preparation for class, your attitude towards class, and your actions in class. This class will require you to work quite a bit on your own. If you fall behind, please discuss the issue with me before the problem becomes insurmountable. There will be many nights when you may think that you do not have homework. That is not true. A college professor will not always tell you to read p.15-46 tonight and neither will I. You should be keeping up with whatever unit we are in.

Class Content:The College Board issued a redesign of all AP Biology classes starting in the 2012-2013 school year. In the past, students covered the entire range in introductory biology, from biochemistry to ecology. In an effort to make the material learned in this course more meaningful, the redesign has focused on tying information to an overarching set of themes. These themes are called the four Big Ideas (BIs).

BI 1: The process of evolution drives the diversity and unity of life.BI 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.BI 3: Living systems store, retrieve, transmit, and respond to information essential to life processes.BI 4: Biological systems interact, and these systems and their interactions possess complex properties.

Everything that we learn will be connected to at least one of the Big Ideas. With each Big Idea are subcategories called Enduring Understandings (EUs), Essential Knowledge (EKs), and Science Practices (SPs). Each student will be provided with a list of the BIs, EUs, EKs, and SPs at the beginning of the school year. Use these lists to help organize your thoughts when making connections.

Class Format:

There will be a brief lecture introducing each new unit. We will be moving very rapidly through material, so we will not spend a lot of time on traditional notes. Notes should be taken on your own time during the reading or when reviewing the course notes (posted on the website). For some units, you may be required to watch a video at home. By limiting our time on lecture, we will be able to do other activities to clarify concepts and we will be able to use labs and case studies to apply knowledge. Labs will require a formal report, a presentation, a project, or a problem set. We will examine world news for issues that touch on our studies. Over the course of the year, you will write essays, make scientific posters, give presentations, and otherwise relate our studies to current science.

Tentative Course Outline Selected topics will be dealt with in more detail than others as is appropriate for the AP Biology framework.

Unit 1: Experimental Design, Diversity of Life, Earth’s HistoryUnit 2: BiochemistryUnit 3: The CellUnit 4: Supporting Life: AutotrophyUnit 5: Supporting Life: HeterotrophyUnit 6: GeneticsUnit 7: Molecular BiologyUnit 8: EvolutionUnit 9: EcologyUnit 10: Responding to the Environment

P.O. Box 219, Batavia, IL 605101-800-452-1261 • Fax: (866) 452-1436

[email protected] • www.flinnsci.com

“Your Safer Sourcefor Science Supplies”

PURPOSEScience is a hands-on laboratory class. You

will be doing many laboratory activitieswhich require the use of hazardous chemicals. Safety in the science classroom isthe #1 priority for students, teachers, and parents. To ensure a safe science classroom,a list of rules has been developed and pro-vided to you in this student safety contract.These rules must be followed at all times.Two copies of the contract are provided. Onecopy must be signed by both you and a par-ent or guardian before you can participate inthe laboratory. The second copy is to be keptin your science notebook as a constantreminder of the safety rules.

GENERAL RULES1. Conduct yourself in a responsible man-

ner at all times in the laboratory.

2. Follow all written and verbal instruc-tions carefully. If you do not understanda direction or part of a procedure, ask theinstructor before proceeding.

3. Never work alone. No student may workin the laboratory without an instructorpresent.

4. When first entering a science room, donot touch any equipment, chemicals, orother materials in the laboratory areauntil you are instructed to do so.

5. Do not eat food, drink beverages, orchew gum in the laboratory. Do not uselaboratory glassware as containers forfood or beverages.

6. Perform only those experiments autho-rized by the instructor. Never do any-thing in the laboratory that is not calledfor in the laboratory procedures or byyour instructor. Carefully follow allinstructions, both written and oral.Unauthorized experiments are prohib-ited.

7. Be prepared for your work in the labora-tory. Read all procedures thoroughlybefore entering the laboratory.

8. Never fool around in the laboratory.Horseplay, practical jokes, and pranksare dangerous and prohibited.

9. Observe good housekeeping practices.Work areas should be kept clean and tidyat all times. Bring only your laboratoryinstructions, worksheets, and/or reportsto the work area. Other materials (books,purses, backpacks, etc.) should be storedin the classroom area.

10. Keep aisles clear. Push your chair underthe desk when not in use.

11. Know the locations and operating proce-dures of all safety equipment includingthe first aid kit, eyewash station, safetyshower, fire extinguisher, and fire blan-ket. Know where the fire alarm and theexits are located.

12. Always work in a well-ventilated area.Use the fume hood when working withvolatile substances or poisonous vapors.Never place your head into the fume hood.

13. Be alert and proceed with caution at alltimes in the laboratory. Notify theinstructor immediately of any unsafeconditions you observe.

14. Dispose of all chemical waste properly.Never mix chemicals in sink drains.Sinks are to be used only for water andthose solutions designated by theinstructor. Solid chemicals, metals,matches, filter paper, and all other insol-uble materials are to be disposed of inthe proper waste containers, not in thesink. Check the label of all waste con-tainers twice before adding your chemi-cal waste to the container.

15. Labels and equipment instructions mustbe read carefully before use. Set up anduse the prescribed apparatus as directedin the laboratory instructions or by yourinstructor.

16. Keep hands away from face, eyes,mouth and body while using chemicalsor preserved specimens. Wash yourhands with soap and water after per-forming all experiments. Clean all worksurfaces and apparatus at the end of theexperiment. Return all equipment cleanand in working order to the proper stor-age area.

17. Experiments must be personally moni-tored at all times. You will be assigned alaboratory station at which to work. Donot wander around the room, distractother students, or interfere with the labo-ratory experiments of others.

18. Students are never permitted in thescience storage rooms or preparationareas unless given specific permissionby their instructor.

19. Know what to do if there is a fire drillduring a laboratory period; containersmust be closed, gas valves turned off,fume hoods turned off, and any electri-cal equipment turned off.

20. Handle all living organisms used in alaboratory activity in a humane manner.Preserved biological materials are to betreated with respect and disposed ofproperly.

21. When using knives and other sharpinstruments, always carry with tips andpoints pointing down and away. Alwayscut away from your body. Never try tocatch falling sharp instruments. Graspsharp instruments only by the handles.

22. If you have a medical condition (e.g.,allergies, pregnancy, etc.), check withyour physician prior to working in lab.

CLOTHING23. Any time chemicals, heat, or glassware

are used, students will wear laboratorygoggles. There will be no exceptions tothis rule!

24. Contact lenses should not be worn in thelaboratory unless you have permissionfrom your instructor.

25. Dress properly during a laboratory activ-ity. Long hair, dangling jewelry, andloose or baggy clothing are a hazard inthe laboratory. Long hair must be tiedback and dangling jewelry and loose orbaggy clothing must be secured. Shoesmust completely cover the foot. No san-dals allowed.

26. Lab aprons have been provided for youruse and should be worn during labora-tory activities.

ACCIDENTS AND INJURIES27. Report any accident (spill, breakage,

etc.) or injury (cut, burn, etc.) to theinstructor immediately, no matter howtrivial it may appear.

28. If you or your lab partner are hurt,immediately yell out “Code one, Codeone” to get the instructor’s attention.

29. If a chemical splashes in your eye(s) oron your skin, immediately flush withrunning water from the eyewash stationor safety shower for at least 20 minutes.Notify the instructor immediately.

30. When mercury thermometers are bro-ken, mercury must not be touched.Notify the instructor immediately.

HANDLING CHEMICALS31. All chemicals in the laboratory are to be

considered dangerous. Do not touch,taste, or smell any chemicals unlessspecifically instructed to do so. Theproper technique for smelling chemicalfumes will be demonstrated to you.

32. Check the label on chemical bottlestwice before removing any of the con-tents. Take only as much chemical asyou need.

33. Never return unused chemicals to theiroriginal containers.

Flinn Scientific’s Student Safety Contract

© 2004, Flinn Scientific, Inc. All Rights Reserved. Reproduction permission is granted to science teachers who are customers of Flinn Scientific, Inc. Batavia, Illinois, U.S.A. No part of this material may be reproduced or trans-mitted in any form or by any means, electronic or mechanical, including, but not limited to photocopy, recording, or any information storage and retrieval system, without permission in writing from Flinn Scientific, Inc.

P.O. Box 219, Batavia, IL 605101-800-452-1261 • Fax: (866) 452-1436

[email protected] • www.flinnsci.com

“Your Safer Sourcefor Science Supplies”

34. Never use mouth suction to fill a pipet.Use a rubber bulb or pipet pump.

35. When transferring reagents from onecontainer to another, hold the containersaway from your body.

36. Acids must be handled with extremecare. You will be shown the propermethod for diluting strong acids. Alwaysadd acid to water, swirl or stir the solu-tion and be careful of the heat produced,particularly with sulfuric acid.

37. Handle flammable hazardous liquids overa pan to contain spills. Never dispenseflammable liquids anywhere near an openflame or source of heat.

38. Never remove chemicals or other materi-als from the laboratory area.

39. Take great care when transporting acidsand other chemicals from one part of thelaboratory to another. Hold themsecurely and walk carefully.

HANDLING GLASSWARE AND EQUIPMENT40. Carry glass tubing, especially long

pieces, in a vertical position to minimizethe likelihood of breakage and injury.

41. Never handle broken glass with yourbare hands. Use a brush and dustpan toclean up broken glass. Place broken orwaste glassware in the designated glassdisposal container.

42. Inserting and removing glass tubingfrom rubber stoppers can be dangerous.Always lubricate glassware (tubing, this-tle tubes, thermometers, etc.) beforeattempting to insert it in a stopper.Always protect your hands with towelsor cotton gloves when inserting glasstubing into, or removing it from, a rub-ber stopper. If a piece of glasswarebecomes “frozen” in a stopper, take it toyour instructor for removal.

43. Fill wash bottles only with distilledwater and use only as intended, e.g., rins-ing glassware and equipment, or addingwater to a container.

44. When removing an electrical plug fromits socket, grasp the plug, not the electri-cal cord. Hands must be completely drybefore touching an electrical switch,plug, or outlet.

45. Examine glassware before each use.Never use chipped or cracked glassware.Never use dirty glassware.

46. Report damaged electrical equipmentimmediately. Look for things such asfrayed cords, exposed wires, and loose

connections. Do not use damaged elec-trical equipment.

47. If you do not understand how to use apiece of equipment, ask the instructor forhelp.

48. Do not immerse hot glassware in coldwater; it may shatter.

HEATING SUBSTANCES49. Exercise extreme caution when using a

gas burner. Take care that hair, clothingand hands are a safe distance from theflame at all times. Do not put any sub-stance into the flame unless specificallyinstructed to do so. Never reach over anexposed flame. Light gas (or alcohol)burners only as instructed by the teacher.

50. Never leave a lit burner unattended.Never leave anything that is beingheated or is visibly reacting unattended.Always turn the burner or hot plate offwhen not in use.

51. You will be instructed in the propermethod of heating and boiling liquids intest tubes. Do not point the open end ofa test tube being heated at yourself oranyone else.

52. Heated metals and glass remain veryhot for a long time. They should be setaside to cool and picked up with cau-tion. Use tongs or heat-protectivegloves if necessary.

53. Never look into a container that is beingheated.

54. Do not place hot apparatus directly onthe laboratory desk. Always use an insu-lating pad. Allow plenty of time for hotapparatus to cool before touching it.

55. When bending glass, allow time for theglass to cool before further handling. Hotand cold glass have the same visualappearance. Determine if an object is hotby bringing the back of your hand closeto it prior to grasping it.

QUESTIONS56. Do you wear contact lenses?

! YES ! NO

57. Are you color blind?! YES ! NO

58. Do you have allergies?! YES ! NO

If so, list specific allergies ___________

________________________________

________________________________

Flinn Scientific’s Student Safety ContractAGREEMENTI, ___________________________ ,(student’s name) have read and agreeto follow all of the safety rules setforth in this contract. I realize that Imust obey these rules to ensure myown safety, and that of my fellow stu-dents and instructors. I will cooperateto the fullest extent with my instructorand fellow students to maintain a safelab environment. I will also closelyfollow the oral and written instructionsprovided by the instructor. I am awarethat any violation of this safety con-tract that results in unsafe conduct inthe laboratory or misbehavior on mypart, may result in being removedfrom the laboratory, detention, receiv-ing a failing grade, and/or dismissalfrom the course.

Student Signature

Date

Dear Parent or Guardian:

We feel that you should be informedregarding the school’s effort to createand maintain a safe science class-room/laboratory environment.With the cooperation of the instruc-tors, parents, and students, a safetyinstruction program can eliminate,prevent, and correct possible hazards.You should be aware of the safetyinstructions your son/daughter willreceive before engaging in any labora-tory work. Please read the list of safetyrules above. No student will be permit-ted to perform laboratory activitiesunless this contract is signed by boththe student and parent/guardian and ison file with the teacher.Your signature on this contract indi-cates that you have read this StudentSafety Contract, are aware of the mea-sures taken to ensure the safety ofyour son/daughter in the science labo-ratory, and will instruct your son/daughter to uphold his/her agreementto follow these rules and proceduresin the laboratory.

Parent/Guardian Signature

Date

© 2004, Flinn Scientific, Inc. All Rights Reserved. Reproduction permission is granted to science teachers who are customers of Flinn Scientific, Inc. Batavia, Illinois, U.S.A. No part of this material may be reproduced or trans-mitted in any form or by any means, electronic or mechanical, including, but not limited to photocopy, recording, or any information storage and retrieval system, without permission in writing from Flinn Scientific, Inc.

AP Biology Concepts at a Glance

Big Idea 1: The process of evolution drives the diversity and unity of life.

For each of the statements of Essential Knowledge, indicate your comprehension level by filling in the appropriate code from the choices below.

UC – I understand this claim and can support the concept with evidence. KC – I know this claim but cannot support the concept with specific evidence. NC – I have not encountered this claim before; this is a new concept to me.

Comprehension Level

Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution.

Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution.

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

Essential knowledge 1.A.3: Evolutionary change is also driven by random processes.

Essential knowledge 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.

Essential knowledge 1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

Essential knowledge 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.

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

Essential knowledge 1.C.2: Speciation may occur when two populations become reproductively isolated from each other.

Essential knowledge 1.C.3: Populations of organisms continue to evolve.

Enduring understanding 1.D: The origin of living systems is explained by natural processes.

Essential knowledge 1.D.1: There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence.

Essential knowledge 1.D.2: Scientific evidence from many different disciplines supports models of the origin of life.

Big Ideas, Enduring Understanding, and Essential Knowledge statements are part of the AP Biology Course and Exam Description. Copyright © 2012. The College Board. The remainder of the document is copyright 2012 © Jeremy Conn. www.ClearBiology.com

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. For each of the statements of Essential Knowledge, indicate your comprehension level by filling in the appropriate code from the choices below.


Comprehension Level

Enduring understanding 2.A: Growth, reproduction and maintenance of the organization of living systems require free energy and matter.

Essential knowledge 2.A.1: All living systems require constant input of free energy.

Essential knowledge 2.A.2: Organisms capture and store free energy for use in biological processes.

Essential knowledge 2.A.3: Organisms must exchange matter with the environment to grow, reproduce and maintain organization.

Enduring understanding 2.B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.

Essential knowledge 2.B.1: Cell membranes are selectively permeable due to their structure.

Essential knowledge 2.B.2: Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes.

Essential knowledge 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.

Essential knowledge 2.C.1: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.

Essential knowledge 2.C.2: Organisms respond to changes in their external environments.


Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. For each of the statements of Essential Knowledge, indicate your comprehension level by filling in the appropriate code from the choices below.


Comprehension Level

Enduring understanding 2.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment.

Essential knowledge 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.

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

Essential knowledge 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis.

Essential knowledge 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.

Essential knowledge 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.

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

Essential knowledge 2.E.3: Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection.


Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.



Comprehension Level

Enduring understanding 3.A: Heritable information provides for continuity of life.

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

Essential knowledge 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.

Essential knowledge 3.A.3: The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring.

Essential knowledge 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.

Essential knowledge 3.B.1: Gene regulation results in differential gene expression, leading to cell specialization.

Essential knowledge 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.

Essential knowledge 3.C.1: Changes in genotype can result in changes in phenotype.

Essential knowledge 3.C.2: Biological systems have multiple processes that increase genetic variation.

Essential knowledge 3.C.3: Viral replication results in genetic variation and viral infection can introduce genetic variation into the hosts.


Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.



Comprehension Level

Enduring understanding 3.D: Cells communicate by generating, transmitting and receiving chemical signals.

Essential knowledge 3.D.1: Cell communication processes share common features that reflect a shared evolutionary history.

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

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

Essential knowledge 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.

Essential knowledge 3.E.1: Individuals can act on information and communicate it to others.

Essential knowledge 3.E.2: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.

Big Ideas, Enduring Understanding, and Essential Knowledge statements are part of the AP Biology Course and Exam Description. Copyright © 2012.

The College Board. The remainder of the document is copyright 2012 © Jeremy Conn. www.ClearBiology.com

Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.



Comprehension Level

Enduring understanding 4.A: Interactions within biological systems lead to complex properties.

Essential knowledge 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that molecule.

Essential knowledge 4.A.2: The structure and function of subcellular components, and their interactions, provide essential cellular processes.

Essential knowledge 4.A.3: Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues and organs.

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

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

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

Enduring understanding 4.B: Competition and cooperation are important aspects of biological systems.

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

Essential knowledge 4.B.2: Cooperative interactions within organisms promote efficiency in the use of energy and matter.

Essential knowledge 4.B.3: Interactions between and within populations influence patterns of species distribution and abundance.

Essential knowledge 4.B.4: Distribution of local and global ecosystems changes over time.

Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Essential knowledge 4.C.1: Variation in molecular units provides cells with a wider range of functions.

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

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

Essential knowledge 4.C.4: The diversity of species within an ecosystem may influence the stability of the ecosystem.


AP BIOLOGY 2016-2017 BIOLOGY 2016-2017 Welcome to AP Biology with Mrs. Goff! AP Bio is a college...

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