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AP BIOLOGY Mater Academy Middle/High School 2021-22

Professor: Arris Knighton, M. Ed. Biology Communication Information:

Email: aknighton@materacademy.com Classroom: 1304 Google Classroom Codes: Period 1: ccef5qd, Period 3: cjukwt2, Period 4: 7dcxlna, Period 6: khyylsk Remind Code: @apkni Office Hours: Weekdays 2:30pm-3pm

TABLE OF CONTENTS Page 2 …………………….......Course Description, Objectives & Assignments Page 3 …………………....…...Assignments Cont., Texts, Supplies, AP Exam Info. & Grading Page 4-5 ………….……....…...Course Outline, Precepts, & General Expectations Page 5-7…………………..…...General Expectations Cont., Study Tips & Conformation

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Course Description Advanced Placement Biology is constructed to be comparable to a college-level Biology lab course consisting of two semesters. This course will give students the opportunity to gain a better perception on the concepts of biology through the development of high-level cognitive skills. Students will be able to emphasize their learning experience around quantitative skills, reasoning, and inquiry. Students will learn to process advanced levels of critical thinking and expression of concepts through all fields of science with a concentration in Biology. The curriculum for this class is outlined by “Four Big Ideas” which embody fundamental scientific principles and theories and progressions that prevail in living organisms and natural systems.

Big Idea One – EVOLUTION (20%): The process of evolution drives the diversity and unity of life. Big Idea Two – CELLULAR PROCESSES (30%): Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis. Big Idea Three – GENETICS & INFORMATION TRANSFER (30%): Living systems retrieve, transmit, and respond to information essential to life processes. Big Idea Four – ECOLOGY (20%): Biological systems interact, and these interactions possess complex properties.

Objectives The initial objective of this course is to develop an individual perception and deep understanding of concepts. In assistance with the comprehension of these biological concepts, students will need to consider science as an ever-changing process rather than a collection of facts, experience in scientific inquiry, recollection of major and unifying themes in biology, application of knowledge and critical thinking concerning the environment and society.

Assignments 1. Homework – Students must read assigned portion of textbook outside of class and complete any

handouts, test reviews, or additional work assigned in class.2. Classwork/Activities - Students will complete and partake in class activities that enhance their critical

thinking skills, creativity and allow them to make connections through a wide range of topics.3. Lab Investigations – Students will be engaged in student directed and inquiry-based laboratory

investigations. Lab techniques are learned through researching journal papers, hands-on labs whichmake up at least 25% of instructional time. Labs emphasize development and testing of the hypothesis,collection, analysis and presentation of data, as well as discussion of results to discover unansweredquestions about the particular topics addressed. A minimum of two labs in each big idea will beconducted. Expectations of the students are as follows:

I. Develop questions for investigation.II. Decide which variables to investigate.

III. Design and conduct experiments as well as design procedures.IV. Record, analyze, and interpret data.V. Present findings of the investigation.

VI. Write up lab reports.VII. Develop visual presentation of investigative findings for the class.

Self-assessments of their ability to work in group investigations that will often be conducted inteams of 2 or 3 in order for students to develop group skills and learn the importance ofcollaboration among scientists.

Activities – Students will be expected to make visual representations of complex biological processes such as foldables, mini posters, story boards, etc.

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Quizzes – A random pop quiz will be distributed the class following the day that a reading homework has been assigned. Assessments will consist of class discussions and textbook reading assignment that was to be completed outside of class.

Tests – Students will be given an exam after every unit in the book. Test questions will be in the form of the AP Exam consisting of multiple choice and free response.

Lectures – Power points will be posted on Google Classroom after the class discssion. You may print the slides for notes, or take notes at your own discretion.

Course textbook and resources: • Online Biology for AP Courses, Julianne Zedalis & John Eggebercht, Openstax 2018

(https://openstax.org/details/books/biology-ap-courses)• AP Classroom Digital Platform

*AP Biology Exam: May 11th, 2022… you will need to be punctual to schoolExam Format:

90 minutes- 60 multiple-choice questions (50% of grade) 10 minutes- reading and study time on free response questions 80 minutes- 6 free response questions (FRQ’s) (50 % of grade)... we will practice these

throughout the year. 2 FRQ’s are “long” answer and 4 are “shorter” response

Student Supplied Materials for Class: LAB FEES $15, Pens, pencils, highlighters, 2 composition notebooks (1 for notes 1 for labs), and a 1 inch binder specifically for this course with dividers labeled: Classwork, Handouts/Notes, and AP Exam Reviews (FRQ’s).

Grading Policy:

Your grade will be comprised of three (3) parts...

Classwork/Homework: 30% • Guided Notes- due during the chapter (random screen share)• Free response questions- due periodically• Lab Activities (Online)• Activities- various formats/assessments• *** Any extra credit will go into this category

Quizzes: 30% • Pop (Random)• Planned

Exams: 40% • Chapter/Unit exams- exams will be curved based on the highest score in the class

(Max 10 points)

Letter grades will be based on the following percentages: A= 90-100 B= 80-89 C= 70-79 D= 60-69 F= 0-59

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AP BIOLOGY Mater Academy Middle/High school 2020-21

CURRICULUM TOPIC CHAPTER(S) LABS (Online) FRAMEWORK Intro. (1wk.) Introduction of the four big ideas and 1 1.A

Syllabus Review & Expectations How to use AP Classroom, Google Classroom & AP Classroom What is Science & The Scientific Method Scientific Vernacular (Prefix-, Root & -Suffix) & assessment

Unit 1 (3wks.) The Chemical Foundation of Life 2-3 Microscope Lab 1.D, 2.A, 4A, 4BOrganic Chemistry, Water, Carbon Macromolecules (Carbohydrates, Lipids, Proteins, Nucleic Acids) External Readings

Unit 2 (2wks.) Cells 4-5 AP #1: Diffusion & Osmosis 2.A, 2.B, 3A, 4.CCell Structure Structure and Function of Plasma Membranes

Unit 2 (3wks.) Cellular Energetics 6-8 AP #2: Enzyme Catalysis 1.A, 1.D ,2.B, 4.A ,4.B Metabolism AP#5: Cellular Respiration Cellular Respiration AP#4: Pigments & Photosynthesis Photosynthesis

CONNECTING BIG IDEAS: 4 to 2. As an extension to the enzyme activity, students will diagram the primary, secondary and tertiary structure of a protein. Students will then be asked to explain why the albumin of an egg turns white when exposed to a hot fry pan, why hair (keratin) stays curled or straightened when subjected to a curling and/or flattening iron, why “perm” solution function to make hair curly, and how meat (actin &myosin) tenderizing solutions work.

Unit 2/3 (2wks.) Cell Reproduction 10-11 AP #3: Mitosis & Meiosis 2.E, 3.A, 3.B, 3.DMitosis Meiosis

Unit 3 (2wks.) Genetics and Heredity 12-13 AP #7: Genetics of 1.A, 3.A, 3.C,Mendel’s Experiments & Heredity Organisms 4.CModern Understandings of Inheritance

Units 3 (2wks.) Molecular Genetics I 14-16 *DNA model construction 1.A, 2.C, 3.A,DNA Structure & Function Protein synthesis lab 3.B, 3.C, 4.AGenes & Proteins Gene Regulation

Unit 4 (4wks.) Biological Evolution 18-20 AP #8: population genetics 1.B, 1.C, 1.DEvolution & Origin of Species (Hardy Weinberg) 3.A, 3.C, 4.CThe Evolution of Populations Phylogenies & the History of Life

CONNECTING BIG IDEA 1 to 2. (1C to 2E) As a class, we will discuss the concept of biological species. From a power-point slide, students will be able to explain within small groups multiple methods by which populations may become reproductively isolated. Students will discuss how temporal isolation, gametic isolation, habitat isolation, behavioral isolation, mechanical isolation, reduced hybrid viability, reduced hybrid fertility, and hybrid breakdown can lead to speciation. Students will compare and contrast pre and post-zygotic barriers that lead to speciation.

Unit 5 (2wks.) Biodiversity 21-22 *Viral Infographic and ID-ing 1.C, 1.D,Viruses Microscope lab activities 3.A, 3.B, 3.DProkaryotes: Bacteria & Archaea

Unit 6 (1wks.) Plant Structure & Function 23 AP#9: Transpiration 2.A, 2.B, 2.D, 2E,Plant Form & physiology Flower Dissection Lab 3.A, 3.D, 4.A,

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AP BIOLOGY Mater Academy Middle/High school 2020-21

CURRICULUM TOPIC CHAPTER(S) LABS (Online) FRAMEWORK Unit 7 (4wks.) Animal Structure & Function 24-34 AP#10: Circulatory System 2.A, 2.B, 2.C,

The Animal Body: Basic Form & Function 2.D, 2.E, 3.B,Animal Nutrition & the Digestive System The Nervous System Sensory Systems The Endocrine System The Musculoskeletal System The Respiratory System The Circulatory System Osmotic Regulation & Excretion The Immune System Animal Reproduction & Development

Unit 8 (3wks.) Ecology 35-38 AP#11: Animal Behavior 1.A, 1,C, 2.A, 2.C, Ecology & the Biosphere AP#12: Dissolved Oxygen & 2.D, 2.E, 3.E, Population & Community Ecology Primary Productivity 4.A, 4.B, 4.C Ecosystems Conservation Biology & Biodiversity

CONNECTING BIG IDEA 2 to 4. 2D to 4B. Students will be given a graph depicting the rise and fall of the snow-shoe hare and Canadian lynx population in northern Minnesota. Students will be asked to explain, predict, and interpret information given to them on the graph. Students will gain an in-depth understanding of predator-prey relationships, specifically the direct impact that the size of one of the populations has on the size of the other. In addition, students will be asked to predict what impact the reintroduction of the grey wolf in northern Minnesota will have on the population curves of the hare and lynx.

REINFORCING BIG IDEA 2. Material cycles illustrated essay. Students will view an enclosed model ecosystem and describe how the various element cycles are occurring within the enclosed terrarium. After students have attempted each cycle on their own, we will diagram each cycle, as a class, on the board. Students will be asked to compare and contrast the “mini” ecosystem with a larger ecosytem such as restored prairie near our school.

Unit All (3wks.) Review (*AP Biology Exam May 11th) 1-38 Entire Framework

Within each of the aforementioned units, expect a combination of; Accessing Chapter Notes, Completing FRQ’s, Group Assignments, Quizzes (via AP Classroom), Chapter/Unit Exams (multiple platforms), External Assignments, Khan Academy and AP Classroom. *Due dates will be forth coming & are subject to change. *

General Expectations/Precepts:

Online: You've had years to learn how to behave in a face-to-face classroom but what about an online classroom? Here are five easy-to-follow rules to ensure you are making the best virtual impression.

1. Clothing is NOT optional -Remember that, even though you may be alone at home, your professorand classmates can SEE you! While attending class in your pajama bottoms is a tempting option,you'll want to make sure that you are presenting yourself in the best possible light at least from thewaist up. Put on a clean shirt. Run a brush through your hair. Brush your teeth and put ondeodorant... no, they can't smell you through the screen but that is just good common hygiene.

2. Be aware of your surroundings -Your professor and classmates can also see BEHIND you. Makesure that there is nothing in the background (traffic, other people, a pile of laundry) that may distractfrom the class. While it is not necessarily the best choice to attend class from your messy bedroom, itmay be the only place you can find peace and quiet away from roommates or family members. Ifthat is the case, you can employ a Virtual Background to hide what you don't want seen.

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3. Mute is your friend -Once you log in to the virtual classroom, be sure to mute your microphone(lower left-hand corner). This will help to eliminate background noise that could distract others.

4. Raise your hand and wait to be called upon -If you wish to speak, either physically raise yourhand or use the "Raise Hand" button at the center of the bottom of your screen. Once the teachercalls on you, unmute yourself and begin speaking. When you have finished speaking, indicate youare done by saying something like "That's all" or "Thank you" and then mute your microphoneagain.

5. If you don't have anything nice to say… -The Zoom chat feature is a tool to make comments andask questions without interrupting the speaker but be aware that your comments are public and arerecorded in the minutes of the session. As you most likely learned in your first face-to-faceclassroom back in kindergarten, "If you don't have anything nice to say, don't say anything at all."

Physical Classroom: 1. Bring your books (IT’S NOT A FOLDER), binder, and something to write with, to class, EACH day.2. You will be marked tardy if you are not quietly sitting at your table when the bell rings.3. No cell phones allowed4. Use proper language... swearing and slang, regardless of meaning, are undesirable.5. Do not talk when someone else is talking... raise your hand if you have a question or a comment.6. Be courteous to others.7. Class ends when I dismiss you8. Go to the restroom before and after class.9. Do not vandalize possessions that are not yours... you will replace them if you choose to do so!10. No food or drink is permitted in class... this includes gum.13. If you are absent, it is YOUR responsibility to find out what we did while you were gone... do

not ask me during class... come see me on YOUR time… follow your calendar. 14. NO PERSONAL ELECTRONIC DEVICES ALLOWED IN CLASS (Unless otherwisespecified)15. i Pads and Laptops shall remain closed and on the floor unless instructed to us during class time.

Consequences are as follows... 1. Warning 4. Detention2. Inability to earn max. Points for the day 5. Contact with parent or guardian3. conference with Mr. Knighton 6. Principals office

NOTE: the previous consequences may not follow the order listed above. Mr. Knighton willdetermine which consequence(s) best fit(s) the student behavior.

Tardy: We will follow school policy.

Cheating: DO NOT DO IT. You will receive a “0” on the test, assignment, or project on which you cheated.

Student/Teacher Discussions: If a student wishes to talk with me for any reason... SUPER ...I will do my best to find a time that is convenient for both the student and myself. Students must arrange for a meeting withing my office hours, not during class time.

Late Work: Students must bring work to class on the due date. Students WILL NOT be allowed to go to their locker to get work. Students who do not have homework completed on time receive a “0”. Large projects turned in late will earn 50% of the total points earned.

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Test Dates: Students are given monthly calendars containing assignments and various due dates; therefore, they are informed of test dates weeks in advance. Generally, a test is preceded by a review day. If you are absent the day of the review, you WILL take the test on the scheduled day. If you miss the test day, you WILL take the test the next day that you show up for class. I expect you will study for the review day as if it were the test... thus, prepare accordingly. There are no test retakes.

Study Tips for AP Biology

Helpful Guidelines for Reading and use of Notes: 1. Read the guided notes questions & objective questions to get an idea of what the chapter

is about and to identify important concepts.2. Read the chapter and have notes out at the same time3. Highlight and key information in notes, add additional notes if necessary.4. Define vocabulary terms in vocabulary notebook.5. Answer guided notes questions as you read. Indicate pate numbers where you found the

material.6. Go back and answer the objectives after each section reading.7. MOST IMPORTANLY: Identify (highlight or circle) any material you are having

difficulty understanding and/or write questions you want to ask in class. We will focusmost of our “lecture” time discussing and figuring out ideas and concepts troubling us.

After Reading the Chapter 1. Complete the chapter web activities after reading the chapter2. Finish answering objectives3. Review vocabulary terms4. Try the self-quizzes at the end of the chapter or online5. Complete the chapter quiz for class. Mark questions you are unsure about6. Make a chapter review page

Before the Unit Test 1. Review Vocabulary2. Skim chapter and review images and diagrams.3. Study notes, objectives, review pages, and reread sections of the text if needed4. Review quizzes and free response questions

Other Study Resources:

How to Read Effectively in the Sciences (Cuesta College) • https://www.cuesta.edu/student/resources/ssc/study_guides/study_skills/622_text_science.html

AP/College Biology (Khan Academy) • https://www.khanacademy.org/science/ap-biology

The Best AP Biology Review Guide for 2020 (ALBERT) • https://www.albert.io/blog/ap-biology-review/

Review Confirmation:

Name Above Date above

TYPE HERE TYPE HERE _________________________________________________________________ _____________________

TYPE HERE TYPE HERE Student email: _________________________________ Parent email: _________________________________