Advanced Placement Biology
2011-12
Mr. Rabold
Room B-4
Email:
rabold_roger@dublinschools.net
Welcome to Advanced Placement Biology! This is an elective course that is
designed to give you an introduction to the fundamental principles that
underlie the field we know as “Biology”. This is a college level course and expectations will be
consistent with those of college freshman planning on pursuing biology or
biology related majors such as: a health care professional, a teacher, a research
scientist, an environmental lawyer, or perhaps a wildlife biologist. Opportunities for biologists in the
21st century will be numerous and varied.
Like all the natural sciences, Biology comprises a set of
theories, concepts and associated terminology that describe and attempt to
explain the material world, in this case the living world. As the title implies, A.P. Biology is
an introduction to this body of knowledge. As such, it will be somewhat superficial and
incomplete. The subject is too big
to cover in a year-long course.
Therefore, the focus will be on the following content-oriented
objectives (The College Board, 2001).
At the conclusion
of the course, the student should understand:
Process
Objectives
The other group of objectives is concerned with introducing you to the
processes used to generate a body of scientific knowledge. According to the National Academy of
Sciences (2002), advanced programs such as this course, require skills such as
high level experimentation, critical analysis, argument versus evidence, and
identifying and solving problems.
In other words, what is science and how does it work? Just knowing something about the
content of Biology is not enough for a science professional. There is no way to know everything
because biology is a dynamic field.
New information leads to new theories and the modification or
abandonment of old ideas. It is
important for you to understand this process so you can attempt to evaluate new
ideas and information as they come along.
At the conclusion of this course the student should
understand:
These ideas will be presented briefly during the first week of
class and reemphasized constantly throughout the year as we discuss specific
problems in Biology. My hope is
that you will learn how scientists solve problems. Everyone needs to know how to assemble information (e.g.
observations, data), evaluate it and draw some conclusions or make an
interpretation, identifying any assumptions that are necessary. I also hope you will learn that this is
a never-ending process, where previous conclusions become part of the
information base for future interpretations and conclusions.
Evaluation
Course objectives will be pursued through a variety of activities
including: individual and group
projects, labs, demonstrations, discussions, homework assignments, informal
writings, readings, computer simulations, quizzes and exams. Because of the level of this course,
attendance is extremely important.
If you know you are going to miss a lab or exam, you must notify me
ahead of time to arrange an alternative time to complete these. Remember you can voice mail or email me
24 hours a day. Cheating and
plagiarism are intolerable and any infringement will be pursued according to
the student handbook.
Exams Scheduled
during normal class periods, tests cover material presented since any previous
exam. The expectations on exams
are much more than simple memorization; they are much more application and
transfer based. A variety of
question formats will be used, including multiple choice and essay.
Labs A.P.
Biology has a set of standard labs that are to be completed. These labs are considerably more in
depth and difficult than those students encounter in Biology 1. You may be tested on labs and lab
procedures.
Quizzes These
are closed book with questions covering text and lecture material. Quiz questions may be short answer,
definitions, multiple choice and/or problems.
Informal Writings Most weeks you will
have one informal writing assignment. These assignments will cover a variety of topics, often
involving reading outside of the textbook. You are encouraged to discuss the readings with other
students, but the writing should be your own. This writing will be graded and deemed acceptable or not
based upon perceived effort and completeness of the response. Unacceptable writings will be returned
to you. The student may resubmit a
revised writing the following day. All writings will take place via the school forum.
Readings Each
topic covered will coincide with a set of pages in the textbook. You are expected to have read these before
you come to the class at which we will be discussing that topic.
Projects Periodically
throughout the year, students will be assigned individual, small or large group
projects
Establishment and Teaching of Classroom
Procedures:
Teaching
of classroom procedures will begin on the first day of class with the
discussion of this document, but will be (as is the nature of science) subject
to scrutiny and change by both you and I.
Periodically, throughout the course, I will ask for feedback on ways of
making the course more effective and run more smoothly. During these first few weeks of school,
you will become accustomed to a “typical day” (although there truly
is no such thing). The standard
operating procedure to begin the year will be as follows: At the beginning of class, the date,
assignments and any special notes will be posted and discussed. The topic of the day will be posted on
the board as well, usually accompanied by some written notes that correspond to
the previous nights reading assignment.
Students should copy notes at the beginning of class. Following this, there will be a class
discussion of the notes with much questioning to
We
will discuss these guidelines the first day of school, and reinforce them
throughout the year.
General
Guidelines:
1.
You must be
in the room by the tardy bell.
Otherwise you are tardy.
2.
Questions
and answers are welcomed and expected during classroom discussions. Students should raise their hand and be
recognized before responding. It
is expected that students will not be talking unless they have been recognized.
3.
Any time at
the end of the period will be used to work quietly on labs or homework. Students should be working on one of
these two things when the bell rings at the end of the period.
4.
No food or
drink item is to be in this classroom at any time.
5.
Students
should come prepared to class.
6.
Students
should participate and cooperate in all classroom activities.
Because
this course is equivalent to a college level course, failure to adhere to the
basic guidelines could result in dismissal from the course. More likely, however, teacher and
student will meet to discuss inappropriate behaviors and clarify
expectations. Parent(s) and/or
guardian(s) may be contacted if improvement is not shown. Discipline will be consistent with that
stated in the student handbook.
Periodically throughout the year, you will be provided with
opportunities to provide feedback regarding rules and procedures specific to
this course. This input has helped
make this course what it is today.
The teacher is open to well developed suggestions for change in order to
benefit the class.
Rewards
will be that you will get to play an important role in the learning of a
plethora of biology in a safe, respectful, inquisitive, fair, and democratic
environment. Additionally,
you will be more prepared for success in other college level courses.
During the first week of school, you will be given the opportunity to share information about yourself that you might not share otherwise, such as strengths and weaknesses, conflicts with other students, and issues at home. In addition, we will discuss goal setting for the course, and study skill intervention strategies, both of which are high priorities in helping you reach your potential. Garavalia and Gredler (2002) state that, “….goals mobilize effort, increase persistence, lead to task-appropriate study strategies, and influence personal efficacy through the commitment and subsequent effort they generate” (p. 222). Kierwa (2002) notes that, “many college students are deficient learners who employ weak strategies in the classroom and while studying” (p. 71).
For many of you, this is your first A.P. Science
course. Please remember, I do not
know everything there is to know about science, but promise to do my best to
answer your questions or find out answers to them. I ask the same from you!
Office
Hours: You can usually find me in my office (B-3
or B-4) from 7:15 to 7:50 a.m., during 3th, 4th and 8th peirods and from 2:54 to 3:15 p.m. If I am not around please do not
hesitate to call my voice mail or email me. Please feel free to stop by and see me anytime.
Every effort will be made to keep open the avenues of
communication between home and school.
A letter will be sent home during the first week of school; Parent(s)
and/or guardian(s) are encouraged to discuss this letter with their child. Parent(s) and/or guardian(s) will be
invited to the open house and parent-teacher conferences. My voice mail and
email contact information will be included. Interim reports will be sent home midway through the grading
period, and report cards at the end.
The teacher will contact parents with any concerns or to provide
positive feedback regarding their child.
Parents may be tapped as a resource if they provide expertise in a
particular area of interest.
The
College Board. (2003). Biology
course description. Retrieved, April 5, 2003, from
http://apcentral.collegeboard.com/repository/ap03_cd_biology_0203f_4312.pdf
Garavalia, L. S., & Gredler, M. E. (2002). An exploratory study of acedemic goal
setting, achievement
calibration and self-regulated
learning. Journal of
Instructional Psychology, 29, 221-230.
Kiewra, K. A. (2002, Spring). How classroom teachers can help students learn and teach them how to learn.
Theory into Practice. 41(2), 71-80.
National
Academy of Sciences. (2002). Advanced
study math, science programs in U.S. high schools should
offer greater depth and be available to more
students. Retrieved January 30,
2003, from http://www4.nas.edu/news.nsf/isbn/0309074401?OpenDocument
First Semester Syllabus
A.P. Biology-2011-12 Mr. Rabold
Topic Text Reading
Introduction; Principles of Science Ch. 1
Principles of Science Ch. 1
Basic Chemistry Ch. 2
Properties of Water Ch. 3
Macromolecules I Ch. 4
Macromolecules II Ch. 5
Macromolecules III
Exam I
Membranes Ch. 7
Osmosis and Diffusion Ch. 7
Cell Transport
Cell Organelles I Ch. 6
Cell Organelles II Ch. 6
Basic Energy Concepts Ch.8
Exam II
Bioenergetics Ch. 6
Enzymes Ch. 6
Cellular Respiration Ch. 9 (162-172)
Oxidative Phosphorylation Ch. 9 (172-182)
Photosynthesis Ch. 10
Exam III (Approximate End of First Quarter)
Cellular Cycle; Mitosis Ch. 12
Mitosis; Asexual vs. Sexual reproduction Ch. 13
Meiosis Ch. 13
Plant/Animal Development Ch. 38 (801-808) Ch. 47 (1021-1030)
Exam IV
Patterns of Inheritance: Mendel I Ch. 14
Patterns of Inheritance: Mendel II Ch. 14
Chromosomal Inheritance Ch. 15
Exam V
Molecular Genetics: DNA Ch. 16
Transcription and Translation I Ch. 17
Transcription and Translation II Ch. 17
Exam VI
Genetics of Viruses/Bacteria Ch. 19
Gene Expression Ch. 18
DNA Technology Ch. 20
Exam VII
Darwin and the Theory of Evolution Ch. 22
Evidence for evolution Ch. 22
Evolutionary Mechanisms Ch. 23
Population Genetics Ch. 23
Speciation Ch. 24
Variation and adaptation Ch. 25
Exam VIII
Text; Biology 8th
edition by Neil Campbell, supplemental C.D. is included in your text book, and
is your responsibility to return at the end of the year. The cost of this book is approximately
$150, thus I would highly recommend that you take good care of it.
Laboratory exercises will coincide
with the above topics periodically throughout the quarter.
Remember, this is a tentative schedule...and is subject to change.