Locust Grove High School AP Biology Dr. Gillies
Locust Grove High SchoolAP BiologyDr. GilliesCourse DescriptionIn AP Biology, the emphasis is placed on students making connections between the big ideas within the AP BiologyCurriculum Framework. I teach the equivalent of an introductory college-level biology course, and it is designed toprepare students for the AP Biology Exam.The teaching philosophy that is utilized in this course is to actively engage students in the process of science throughclass assignments and discussions which inform their laboratory experiences. Students’ critical thinking and problemsolving abilities will be strengthened through participation in experimental set ups, group discussions, journal readingsand hands-on labs. Emphasis will also be placed on readings which expose students to present day technologies andprocedures to familiarize them to limitations of testable hypotheses in order to develop better designed experimentalinvestigations.Lab techniques are learned through researching journal papers, hands-on labs which make up at least 25% ofinstructional time. Labs emphasize development and testing of the hypothesis, collection, analysis and presentation ofdata, as well as discussion of results to discover unanswered questions about the particular topics addressed. Thestudent-directed and inquiry-based laboratory investigations used throughout the course enable students to apply theseven science practices as defined in the Curriculum Framework.Course OverviewThis AP biology course is organized around 4 Big Ideas:Big Idea 1: The process of evolution drives the diversity and unity of life.Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintaindynamic homeostasis.Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.AP Biology students are expected to engage in the science process as scientists would. The following science practiceswill be integrated throughout the course.Science Practice 1: The student can use representations and models to communicate scientific phenomena and solvescientific problems.Science Practice 2: The student can use mathematics appropriately.Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations withinthe context of the AP course.Science Practice 4: The student can plan and implement data collection strategies appropriate to a particular scientificquestion.Science Practice 5: The student can perform data analysis and evaluation of evidence.Science Practice 6: The student can work with scientific explanations and theories.Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts andrepresentations in and across domains.Course MaterialsTextbook: Campbell, N. & Reece, J. (2008). Biology: AP edition (8th ed.). San Francisco, CA:Pearson Benjamin Cummings.Study Guide: Taylor, M. (2008). Student study guide for biology. San Francisco, CA: PearsonBenjamin Cummings.Test Prep: Holtzclaw, F. & Holtzclaw, T. (2005). AP* biology. San Francisco, CA: Pearson BenjaminCummings.AP Biology Investigative Labs: An Inquiry-Based Approach, The College Board, 2012*This syllabus has been copied from Mrs. Lambert with permission to be used in my classroom.
Locust Grove High SchoolArticles from Various Scientific JournalsAP BiologyDr. GilliesCourse Schedule(This schedule is subject to revision as determined by the ECOLOGYText chapters 50– 55Eduweblabs: PrelabAnimal BehaviorStudent generatedconcept mapsInvestigative LAB #12:Fruit fly behavior (SP3, 4)Reading quizzesEcological interactions- biotic vs abioticBehavioral ecologynatural selectioninvolvementPopulation dynamicsgrowth & itsregulationsCommunities &Ecosystems energylevels & flows, cycles,symbiosis & impacton evolutionHuman influencespositive & negativeAnimal Behavior:Taxis, Kinesis, andAgonistic Behavior(SP 3, 4, 6)LAB: Termite BehaviorEduweblabs-PrimaryProductivityLAB: DissolvedOxygen & AquaticPrimary Productivity(EU 4.A connects to BI1) (SP 2, 3, 4, 5, 6, 7)Activity – “Myfootprint” (EU 4.Aconnects to BI 1)Unit test with FreeResponse practiceEduweblab reportsInvestigative Lab #11reportTermite lab questions,analysIs andpresentationEduweblab report onprimary productivityPresentation:Students present labresults to class withways to improvewater quality of theirlocal riverPersonal Project:Students complete“My Footprint” onlineand write a paperdiscussing theirindividual impact onEarth*This syllabus has been copied from Mrs. Lambert with permission to be used in my classroom.
Locust Grove High SchoolEVOLUTIONARYBIOLOGYDarwin’s explorationsand theory of descentwith modification &natural selectionText chapters 22–25Journal Article ReadingBeak of the Finch byJonathan WeinerGalapagos IslandsOverviewEvidence forevolution (molecularanalyses &morphologicalanalysesAP BiologyDr. GilliesActivity: GeneticsSurvey Projectanalyzing traits ofthose around usStudent generatedconcept mapsLab Investigation #2MathematicalModeling: HardyWeinberg (SP2, 4, 5,7)Book discussionsReading quizzesUnit test with FreeResponse practiceActivity: Studentscreate Geologictimeline(SP 6, 7)Phylogeny &systematicsEvolution ofpopulationsHardy-Weinberg LawMOLECULESPolarity of water & itsimportance tobiological systemsCarbon’s role in themolecular diversity oflifeMonomers, polymers& reactions involvedin building & breakingthem downconsideringpolar/nonpolarinteractionsVarious levels ofstructures in protein& carbohydratesEnzyme structure as aspecial proteinCohesion, adhesion,specific heat of water& its importance tobiological systemsChemistry of LifeChapters 2--5 fromtextbookUsing kits to buildmacro–moleculemodels (SP 1)Student generatedconcept mapsReading quizzesExercises: proteinfolding softwareAcid/base/buffer labactivity (SP 2)Unit test with freeresponse practiceWritten lab reportsAdhesion/ cohesionlabStudents dovariations by addingdifferent macromolecules to solutionto see effectsadhesion etc. (SP 4)Given specific heatequation, in groupsstudents try to comeup with a way todetermine specificheat of water–15min(SP 3)Acids, bases, andbuffers*This syllabus has been copied from Mrs. Lambert with permission to be used in my classroom.
Locust Grove High SchoolIdentifying macromolecules in ourfoodsPortion of Chapter 55Supplements &Add-‐ons:Cohesion/adhesion innatureVarious macromolecules inour foodsAP BiologyLAB: Using and understanding howdifferent indicatorsare used to identifyproteins, lipids,carbohydrates (incl.reducing sugarsanalysis) using Biuret,Benedict’s, Sudan etc.(SP 6)Research exploringhow animals usewater’s properties forsurvival (comparingspecific heat)Cycling of chemicalelements inecosystemStudents makeposters of differentelement cyclesincluding relativeamts. of transferHISTORY OFLIFETheories of howmacro-moleculesjoined to supportorigin of lifeText chapter 25outline notesguided readingWas RNA 1st geneticmaterial?Discussion of journalarticleAge of earthCELLS(structure & function)Explain similarities,differences &evolutionaryrelationships betweenprokaryotic &eukaryotic cellsCell membranestructure & functionCell communication(signals, receptors,responses hormones)Methods of transportacross membranesClay catalyzed RNApolymerizationactivity with roleplaying focus ontheories,redevelopment oftheories over time(SP 6, 7)Text chapters 6,7,11Guided readingquestionsMini poster/ modelscomparing structuresof cells from 3different cell typesfrom 3 differentkingdomsJournal articles onorganelle basedhealth issuesEduweblabs: Osmosis& diffusion prelabs 1&2Outline notesCell size lab teachergeneratedMini PosterPresentationscomparing 3 feedbackmechanismsDr. GilliesStudents composechart comparingstructural differences& how indicatorsphysically workStudents use chart topredict contents ofunknown samplesStudents share oneexample they havefound how animalsuse water’sproperties forsurvival.Student generatedshort PowerPoints onmacro-molecules andnutrition. (Ex. Buttervs margarine vs oil ORsummarizing differentartificial sweeteners)Concept mapsReflection on thedevelopment andreformulation ofscientific theories(extra) modelor cartoonexplaining thetheories of originof lifeStudent generatedconcept mapsReading quizzesMini postercomparing structuresof cells from 3 different kingdomsUnit test with FreeResponse practiceWritten lab reportsEduweblabs graph &calculationsCell Size labcalculations*This syllabus has been copied from Mrs. Lambert with permission to be used in my classroom.
Locust Grove High SchoolAP BiologyInquiry lab # 4Diffusion and OsmosisLAB: Microscopetechniques forobserving &measuring differenttypes of cells.CELL ENERGYATP structure &functionText chapters 8, 9, 10Redox reactions inrelation to cellularrespirationGuided readingquestionsEnzyme catalysisEduweblabs: Prelab“Enzyme Catalysis”Dr. GilliesFormal Lab Write upfor Inquiry labDiffusion & OsmosisMicroscope drawings& calculationAnalyze & Discusschart comparingdifferent types of cells& their functions inthe human bodyDiscussion of theendosymbionthypotheses of theevolution of eukaryotic cellsStudent generatedconcept mapsOutline notesInvestigative lab #13:Enzyme ActivityPrelab: ToothpickaseReading quizzesUnit test with freeresponse practiceInvestigative Lab:Enzymes: Factorsaffecting the rate ofactivity (SP 2, 5)Eduweblab graphsCellular respiration glycolysis,citric acid cycle,electron transportchain & chemiosmosisEduweblab:RespirationPresentation of students group labresults to classInvestigative Lab #6Cellular Respiration(SP 2)Eduweblabs graphs &calculationsMitochondria form& functionEduweblabs: PrelabPlant pigmentsPresentations of labdata and bs: PrelabPhotosynthesisEduweblabs chromatography calculations,graphsActivation energy& specificityCompare/contrast ht energy &the nano scale(the size of smallthings insideInvestigative Lab #5PhotosynthesisInternet activitycomparing differentwavelengths of lightin relation tophotosynthesis(teacher generated)Discussion onnanotechnology &Toothpickase graphs& questionsPresentations on labresultsLab write up andanalysisStudents make achart comparing sizesof cellular parts &larger items toevaluate range of*This syllabus has been copied from Mrs. Lambert with permission to be used in my classroom.
Locust Grove High Schoolcells)AP Biologyimplications of oursmaller worldMITOSIS & MEOSISCell Cycle mechanism& controlChromosomesSexual vs asexualreproduction &evolutionaryadvantagesText chapters 16, 17DNA extractionJournal Article ReadingWatson and Crick’soriginal Nature paperfrom 1953Comparing DNA &protein sequencesfrom an internetbased computerdatabase in discussingevolutionaryimplications ofmutations (SP 7)Text chapters 12, 13Stages of meiosisEduweblabs: PrelabCrossing Over LabGenetic variation inoffspring, mechanisms & impact onevolutionInvestigative Lab #7:Mitosis and MeiosisKaryotyping exerciseInvestigatinggenetics: environmental influencesMENDELIANGENETICSMENDEL’S LAWSPatterns of inheritanceText chapters 14, 15Scientific AmericanArticle ReadingPredicting geneticoutcomes geneticcounselingPrelab activity:Looking at corncrosses & analyzingresultsRNA structureProtein Synthesistranscription &translationReading quizzesJournal articlediscussionsUnit test with FreeResponse practiceEduweblabs resultsInvestigative LABAnalysesKaryotyping resultsStudents choose &research controversialtopics and the arguments supportingtheir genetic and/orenvironmental basis.Ex. Obesity, alcoholism, etc.Student generatedconcept mapsReading quizzesEduweblabs: PrelabPopulation GeneticsJournal articlediscussionsEduweblabs: PrelabFruit fly geneticsUnit test with freeresponse practiceGene linkage &mappingMutations revisitedMOLECULAR BASIS OFINHERITANCEDNA structure &replicationDr. Gilliesmetric distancemeasurements downto the nano scaleStudent generatedconcept mapsEduweblabs prelabreportText chapters 16, 17DNA extractionJournal Article ReadingWatson and Crick’soriginal Nature paperfrom 1953Text chapters 12, 13Comparing DNA &protein sequencesfrom an internetbased computerdatabase in discussingevolutionaryimplications ofmutations (SP 7)Student generatedconcept mapsReading quizzesJournal articlediscussionsUnit test with FreeResponse practiceBioinformatics resultsMutations - basis fornatural selection*This syllabus has been copied from Mrs. Lambert with permission to be used in my classroom.
Locust Grove High SchoolMOLECULARGENETICSRegulation of geneexpressionVirusesText chapters 18-‐21Journal Article ReadingArticle by Kary Mullison PCR.Gene expression inbacteriaBiotechnology DNATechnology,Recombinant DNA,PCR, GelelectrophoresisAP BiologyEduweblabs: PrelabBacterialtransformationReading quizzesEduweblabs: PrelabDNA ElectrophoresisUnit test with freeresponse practiceBacterial Transformation andRestriction EnzymeAnalysis of DNAEduweblabs resultsfor both transformation & electrophoresislabsAnalysis and grouppresentation of Investigative labUse of bioinformaticsto analyze genomesEvolution ofprokaryotes &eukaryotesPLANTS & THEIRDIVERSITYHow plants colonizedlandEvolution of seedplantsStructure, growth &developmentPlants responses tointernal & externalstimuliPlant nutritionAngiospermReproductionJournal articlediscussionsInvestigative lab #9:Biotechnology I andBiotechnology II.Applications of DNAtechnologyComparing &discussing genomicsequences in relationto evolutionBIOLOGICALDIVERSITY &MICROBIOLOGYEarly life on earthDr. GilliesStudent generatedconcept mapsReport on Bioinformatics activityText chapters 25, 26,27Text 29, 30Text 35, 36Text 37,, 38, 39Students are to findan article involvinggeneticrecombination usingprokaryotes andpresent to classArticle presentationto classStudent generatedconcept mapInvestigative LAB # 3:Analyzing Genes withBLASTPractical Testspecimen identification & placing onphylogenetic treeEduweblabs: PrelabTranspirationStudent generatedconcept mapInvestigative LAB #11: Transpiration (SP2, 3, 5)Section testLAB: FlowerdissectionLAB: Studentsconduct a long term(experiment) labinvestigation plantgrowth from seedsunder variousconditions in ourgreenhouse. (SP 3.5,6, 7)Eduweblabtranspiration resultsInvestigative labsanalysisFlower dissectionpracticalFormal writeup forstudents’ own plantlab*This syllabus has been copied from Mrs. Lambert with permission to be used in my classroom.
Locust Grove High SchoolANIMAL DIVERSITYCharacteristics (bodyplans & systems) ofinvertebrates as yougo up the phylogenetic treeText chapters 32– 34and 40–49Basic anatomyprinciplesAnalysis of structure& function of bodysystemsDigestive, Circulatory,Respiratory,Excretory, Endocrine,Nervous, MuscularSystemsIMMUNITYInnate vs AcquiredResponseHumoral responsesText chapter 43Backgroundinformation onimmunoassays fromthe company.AP BiologyDr. GilliesSurvey of animalphyla in conceptmap/chart formgenerated bystudents (Practicalwith actual animalspecimens)Student generatedconcept maps (onefor each system &animal diversityexamination)Eduweblabs –Daphnea heart rateEduweblabs - CardiacPhysiologyUnit test with FreeResponse practiceHuman Biology:Circulation and BloodPressureLab: Examiningcirculation of thegoldfish (SP 7)Lab: Dissection either fetal pigPractical quiz observing various specimensand classifying themusing students’ ownmade chart of animalphylaLAB: Immunoassays:Reading quizzesEduweblab reportsPractical test withdissection specimenStudent generatedconcept mapsFlow chart forimmunoassay labsB cells vs T cellsSelf vs non-‐selfStudy SessionsStudy sessions will be an extension of class time. They will be used for videos, class discussion, and review. Studysessions will be scheduled periodically and will require time before or after school. On occasion, the study sessions willbe recommended for all. In other cases, the study sessions will serve to assist students who need extended time tomaster the content of the course.Classroom Rules and Discipline ProceduresStudents are expected to abide by the rules set forth by the Board of Education and in the school handbook. Studentswill also be held accountable for adherence to classroom expectations and procedures posted in the room and outlinedby the instructor.Make Up PolicyIt is imperative that students be in class in order to be successful. If a student should miss a class, the student isresponsible for getting the missed materials and assignments from the “Make-Up” work file in the classroom. If thestudent is in need of extra explanation I am available before or after school. Late assignments ARE NOT ACCEPTED.Unexcused absences result in a zero for missed assignments including tests and labs.Grading Policy85% - Course Work:*This syllabus has been copied from Mrs. Lambert with permission to be used in my classroom.
Locust Grove High SchoolAP Biology80% of the course average is determined by the grades earned in the following categories:60% -Assessments (tests, projects, quizzes, labs, etc).40% -Practice (class work, homework, etc)20% - Final ExamDr. Gillies*Grades are kept as a cumulative average.Grading Scale90-100 A80-89 B74-79 C70-73 D0-69 FEnduring Understandings, Essential Knowledge, & Learning Objectives:Big Idea 1: The process of evolution drives the diversity and unity of life.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.LO 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of apopulation over time and to apply mathematical methods and conceptual understandings to investigate the cause(s)and effect(s) of this change.LO 1.2 The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the roleof natural selection in evolution.LO 1.3 The student is able to apply mathematical methods to data from a real or simulated population to predict whatwill happen to the population in the future.Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations.LO 1.4 The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeupof a population over time.LO 1.5 The student is able to connect evolutionary changes in a population over time to a change in the environment.Essential knowledge 1.A.3: Evolutionary change is also driven by random processes.LO 1.6 The student is able to use data from mathematical models based on the Hardy-Weinberg equilibrium to analyzegenetic drift and effects of selection in the evolution of specific populations.LO 1.7 The student is able to justify data from mathematical models based on the Hardy-Weinberg equilibrium toanalyze genetic drift and the effects of selection in the evolution of specific populations.LO 1.8 The student is able to make predictions about the effects of genetic drift, migration and artificial selection on thegenetic makeup of a population.Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, includingmathematics.LO 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biologicalevolution.LO 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biologicalevolution.LO 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed overtime using information from morphology, biochemistry and geology.LO 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modernconcept of evolution.LO 1.13 The student is able to construct and/or justify mathematical models, diagrams or
Hardy-Weinberg Law Text chapters 22–25 Journal Article Read-ing Beak of the Finch by Jonathan Weiner Activity: Genetics Survey Project analyzing traits of those around us Lab Investigation #2 Mathematical Modeling: Hardy-Weinberg (SP2, 4, 5, 7) Activity: Students create Geologic timeline (SP 6, 7) Student generated concept maps
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The Introduction of Black Locust (Robinia pseudoacacia L.) to Massachusetts David C. Michener Though it is a firmly entrenched member of the Commonwealth’s flora, the black locust is not native to Massachusetts Our common black locust (Robinia pseudoa- cacia L.) is not native to Massachusetts but is an escaped and naturalized
The grove’s magic has degraded. 3. No one ever returns from the Grove of Renewal. 4. An evil cult has taken possession of the grove. 5. Silvanus cursed the grove. 6. The grove is gone, swallowed up by the fires. 7. A basilisk found its way to the grove and turned all the druids
Plate 01 Close up view of Locust Bean fruit. According to [2] the results of the particle size distribution and chemical analysis of Locust Bean Pod
Elk Grove High School A California Gold Ribbon School 9800 Elk Grove-Florin Road Elk Grove, CA 95624 Phone: 916.686.7741 Fax: 916.685.5515
Elk Grove to move from the intersection of highway 99 & Elk Grove Blvd to its current location so it would be adjacent to the railroad. The exhibit will give the history of the railroad in Elk Grove and will display many artifacts, including railroad china from various railroads. The Railroad Through Elk Grove
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Grove City College Nursing Program Booklet . Volume 2 (USP 230-600) U.S. Postal Service Statement of Ownership, Management and Circulation as required by 39 U.S.C. 3685. Grove City College Nursing Program Booklet, owned and published annually (at no charge) in Ju by Grove City College, 100 Campus Drive, Grove City, ly Mercer County, PA 16127.
