ALL SUMMER WORK IS DUE THE FIRST DAY OF CLASSES, ON AUGUST 30TH 2017. FAILURE TO COMPLETE AND HAND IN ALL ASPECTS OF THE SUMMER WORK WILL MEAN YOU ARE AUTOMATICALLY BEHIND ON 6 CHAPTERS WORTH OF MATERIAL.
Introduction/Background
Chapters 3-5 (Water, Carbon, Macromolecules)
After briefly reviewing the Ecology chapters from the summer work, students will dive right in to lab work by designing a mini experiment on the properties of water. This will segue into the first full lab, on Transpiration. Students will also teach each other the nitty gritty details about macromolecules and why they are important to living organisms.
After briefly reviewing the Ecology chapters from the summer work, students will dive right in to lab work by designing a mini experiment on the properties of water. This will segue into the first full lab, on Transpiration. Students will also teach each other the nitty gritty details about macromolecules and why they are important to living organisms.
Big Idea 2 - Cellular Processes
Chapters 6-11 (Cells, Membranes, Metabolism, Respiration, Photosynthesis, Cell Communication)
The first Big Idea will ease the students into full tilt AP Biology by reviewing concepts from freshman biology. Students will turn the classroom into a scale model of a eukaryotic cell (complete with invaders!) and looking into a medical case when membranes malfunction. This unit will also include the first chance the students have at a completely inquiry based lab - The Syrup Problem. They will have to design a way to test two "syrup" solutions to see if the distributor is diluting the product for profit. We'll also dive into the complicated concept of metabolism, aka how enzymes control the body. We'll test the effect of a certain enzyme on the formation of Jell-O.
Respiration and photosynthesis are closely related, so for both chapters we will "Draw-it-Out!" to illustrate the chemical reactions. To test what effects these processes, students will design an experiment to determine the best type of sugar for yeast, and will design a second lab to test what factors can affect the rate of photosynthesis in spinach leaves. The concept of real life zombies will be used as a jump in to cell communication (yes, real life zombies do exist!). Students will also make a stop animation or claymation video to show how it works on a molecular level. To really see cell communication in action, we'll look at how a special tea can seriously change how taste buds work.
The first Big Idea will ease the students into full tilt AP Biology by reviewing concepts from freshman biology. Students will turn the classroom into a scale model of a eukaryotic cell (complete with invaders!) and looking into a medical case when membranes malfunction. This unit will also include the first chance the students have at a completely inquiry based lab - The Syrup Problem. They will have to design a way to test two "syrup" solutions to see if the distributor is diluting the product for profit. We'll also dive into the complicated concept of metabolism, aka how enzymes control the body. We'll test the effect of a certain enzyme on the formation of Jell-O.
Respiration and photosynthesis are closely related, so for both chapters we will "Draw-it-Out!" to illustrate the chemical reactions. To test what effects these processes, students will design an experiment to determine the best type of sugar for yeast, and will design a second lab to test what factors can affect the rate of photosynthesis in spinach leaves. The concept of real life zombies will be used as a jump in to cell communication (yes, real life zombies do exist!). Students will also make a stop animation or claymation video to show how it works on a molecular level. To really see cell communication in action, we'll look at how a special tea can seriously change how taste buds work.
Big Idea 3 - Genetics and Information Transfer
Chapters 12-21
Genetics is my favorite unit! It seems so simple, but in actuality is not simple at all.
For this unit, the students will be asked to solve a global problem using an aspect of biotechnology. They will then present their proposals to the school at the Wilson Symposium. Guests will vote on who had the best presentation, and the winner(s) will get a chance at bonus points!
We'll first look into how cells reproduce, both by looking at body cells with mitosis, and by looking at sex cells with meiosis. We'll practice two new types of math (Chi-Square and Hardy Weinberg) when we talk about Mendel's "normal" rules for inheritance. Students will see a clear link between the environment and genetics with The Mating Game activity. To wrap up these first few chapters before Thanksgiving Break, we will also investigate how cancer cells can be created as well as a curious case of a mother not being the mother of her own children (there is an explanation, I promise!).
Understanding how DNA works is essential for this unit, so we will spend a good deal of time modeling DNA replication, transcription, and translation. This understanding will serve the students well when it comes time to genetically modify bacteria to glow in the dark by inserting the gene for bioluminescence from a jelly. We will also perform a version of genetic testing on ourselves by isolating the gene that allows us to taste or not taste a chemical called PTC from our own cells. This gene is related to the genetic factors that contribute to some people hating broccoli and Brussel sprouts.
Genetics is my favorite unit! It seems so simple, but in actuality is not simple at all.
For this unit, the students will be asked to solve a global problem using an aspect of biotechnology. They will then present their proposals to the school at the Wilson Symposium. Guests will vote on who had the best presentation, and the winner(s) will get a chance at bonus points!
We'll first look into how cells reproduce, both by looking at body cells with mitosis, and by looking at sex cells with meiosis. We'll practice two new types of math (Chi-Square and Hardy Weinberg) when we talk about Mendel's "normal" rules for inheritance. Students will see a clear link between the environment and genetics with The Mating Game activity. To wrap up these first few chapters before Thanksgiving Break, we will also investigate how cancer cells can be created as well as a curious case of a mother not being the mother of her own children (there is an explanation, I promise!).
Understanding how DNA works is essential for this unit, so we will spend a good deal of time modeling DNA replication, transcription, and translation. This understanding will serve the students well when it comes time to genetically modify bacteria to glow in the dark by inserting the gene for bioluminescence from a jelly. We will also perform a version of genetic testing on ourselves by isolating the gene that allows us to taste or not taste a chemical called PTC from our own cells. This gene is related to the genetic factors that contribute to some people hating broccoli and Brussel sprouts.
Big Idea 1 - Evolution
Chapter 22-26
This is the shortest unit of the year, but we will be tying in concepts from almost every chapter to explain how evolution occurs on multiple levels: within populations, over generations, and within cells.
We will start with an activity about that demonstrates the types of questions about evolutionary behaviors and how those questions drive scientific research.
This is the shortest unit of the year, but we will be tying in concepts from almost every chapter to explain how evolution occurs on multiple levels: within populations, over generations, and within cells.
We will start with an activity about that demonstrates the types of questions about evolutionary behaviors and how those questions drive scientific research.
Big Idea 4 - System Interactions
Post-Exam Fun!
To be determined!