Henry W. Grady High School Advanced Placement Biology Syllabus 2011-2012

1. 
   Science As A Process: analysis of lab data; study of historical development of a particular topic such s identification of DNA as the molecule of heredity (Griffin, Avery, Hershey-Chase, Chargaff, Franklin, Watson-Crick, Meselson-Stahl, etc.)
   
2. 
   Evolution: genetic recombination as the “grist” for evolution; heterozygote advantage in sickle-cell anemia; phylogenetic pattern
   
3. 
   Energy Transfer: conservation of energy; respiration and photosynthesis; ATP as an energy storage molecule to drive cell processes; food and energy pyramids
   
4. 
   Continuity an Change: Mendelin genetics, DNA replication, mutation, selective advantage, behavioral reproductive barriers
   
5. 
   Relationship of Structure to Function: enzyme specificity, cell type diversity, organ structure and function(ex: inner ear)
   
6. 
   Regulation: Positive and negative feedback loops in metabolic pathways; feedback loops in human endocrine pathways (ex. thyroid goiter, competition in regulating population
   
7. 
   Interdependence in Nature: coevolution, mutualism (ex. mycorrhizzae, lichen) predator-prey cycles, food webs decomposers, nitrogen fixation
   
8. 
   Science, Technology, and Society: lab activities such as DNA electrophoresis and gene transfer, class discussions on ethical issues (ex. cloning, designer” babies, environmental impact of industrial society
   

1. 
   To familiarize students with the terminology and concepts of Biology using a theme-oriented approach that emphasizes concepts and science as a process over knowledge of facts.
   
2. 
   To enhance problem-solving skills of students using hands-on labs, readings, collections, independent projects, and class discussions.
   
3. 
   To strengthen students’ communication skills with the use of written assignments, essays, abstracts, and lab reports.
   
4. 
   To prepare students for further study in the Biological Sciences.
   

CD-ROM: Interactive Study Partner, By Campbell, Reece, & Mitchell, Benjamin/Cummings Publishing, 2008.

• 
  3-ring binder with pocketed dividers
  
• 
  Standard size, loose leaf notebook paper
  
• 
  Quadrille Composition notebook
  
• 
  Pencils with erasers
  
• 
  Colored pencils
  
• 
  Folder with 2 pockets for Lab Reports
  
• 
  Graph paper
  
• 
  Black ink pens
  
• 
  Typing paper
  
• 
  Access to the internet & a word processor
  
• 
  Graphing calculator
  
• 
  Good collegiate level dictionary
  

1. 
   During 1^st semester, students will complete and submit an individual science fair project. Selected students and projects will then proceed to the district fair in February 2012 and possibly to the International Fair in .April/May 2012.
   
2. 
   During the second semester, students will contact a research scientist or field biologist in our area and conduct an interview about their current research.  Using their interview notes, they will write a newspaper article (Who, what, when, where, and Why) about this scientist and their research. This article is due during the third nine weeks.
   
3. 
   Students will read and abstract a current article from a scientific journal. Articles must be chosen from journals published during the 6 months prior to the abstract due date. The abstract and a copy of the article or journal must be turned into the instructor in an abstract folder and must follow the format provided by the instructor. 
   

1. 
   The 4 essay questions are graded equally. 
   
2. 
   One question is on molecules and cells.
   
3. 
   One question is on genetics and evolution.
   
4. 
   Two questions are on organisms and populations.
   
5. 
   One or more of the questions will be lab-based.
   
6. 
   Write in essay form!  There is room on the test for you to create an outline to guide your answer if you'd like but outlines are not graded.  That being said, perfect essay writing is not expected.  There aren't deductions for grammar or spelling mishaps (provided the spelling is close enough to determine the word you are trying to write).
   
7. 
   Diagrams are helpful!  If you use a diagram, be sure to refer to it in your essay.
   
8. 
   Points are not deducted from your essay score if you give an incorrect statement.  (You just don't receive points for incorrect statements).  But be careful not to contradict yourself, because this can cause you to not receive points.
   

• 
  To understand the unique chemical and physical properties of water and to know how these properties make life on earth possible
  
• 
  To explain the role of carbon in the molecular diversity of life
  
• 
  To explain how cells synthesize and break down macromolecules
  
• 
  To explain the structure of biologically important molecules
  
• 
  To explain how enzymes regulate chemical reactions
  

• 
  To explain the similarities, differences and evolutionary relationships between prokaryotic and eukaryotic cells
  
• 
  To understand the current model of membrane structure and to explain how different molecules pass across the membrane
  
• 
  To show how cells use compartmentalization to organize the various cellular function
  
• 
  To understand which factors limit cell size and to explain how and why cells divide
  

• 
  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
  

• 
  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
  

• 
  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
  

• 
  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
  

• 
  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
  

• 
  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
  

• 
  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