scn304 ap biology - parsippany-troy hills school …sharepoint.pthsd.k12.nj.us/ci/approved...

1 SCN304-Advanced Placement Biology

PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS

A COURSE OUTLINE

FOR

SCN304 ADVANCED PLACEMENT BIOLOGY

APPROVED BY THE BOARD OF EDUCATION

November 29, 2012

Developed: September 2008 Revised: December 2010

SCN304-Advanced Placement Biology 2

STATEMENT OF PURPOSE Advanced Placement Biology is an academically rigorous curriculum strongly modeled after an introductory college biology course of study. The program will stress a high level of proficiency with each concept being delineated by the College Board. Accurate and effective explanation of the scientific process, methods, and data analysis in written form will be expected. Significant attention will be given to examining the elements of the specified general topics that link the eight major themes of biology. Although the focus of the course will be to identify the foundational principles of biology as a science, the goal will be to foster an understanding of how those principles impact living things environmentally and socially from both a historical and future perspective. The course will require that students engage in critical analysis of scientific information, and that students will perform hands on scientific inquiry and data analysis. Students will be required to provide both oral and written communication of their learning. Ultimately, the students will exit the course with the skills and knowledge they need to successfully complete the AP Biology Exam, and they will also develop the academic maturity needed to identify the threads that tie together related topics on a deeper level. This course will differ from the Honors Biology and the Biology I course in that laboratory activities will be more advanced, data analysis will be more detailed, the topic areas of study will be more numerous, and the pace will be more rapid and rigorous. Those individuals who will pursue the study of biology at the college level will be well prepared for the challenges they will encounter, and those individuals who elect to pursue other areas will substantially benefit from the fact that they can now collect, organize, interpret, synthesize, and assimilate data/information accurately and meaningfully. In order for this to be successfully accomplished, students will need to spend a significant amount of time in preparation for this course on a daily basis, which will make self motivation and time management important skills to possess. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester courses.


RATIONALE The addition of AP Biology to the high school science program in the Parsippany-Troy Hills School district will enhance our students’ ability to become highly competitive for the limited positions available at many of the highly selective colleges and universities. The personnel at these higher institutions understand what an approval AP Science curriculum represents; however, they cannot quantify how rigorous each district’s honors program might be. It is important to note that AP Biology is highly regarded by colleges and universities as an indicator for student success at the college level. The conceptual aspects will provide each student with an opportunity to develop a genuine understanding of science as a process rather than an accumulation of facts. This course will integrate the general topics of biology as specified by the College Board AP Course of Study, and it is designed to closely align with the New Jersey Student Learning Standards for Science and the New Jersey Student Learning Standards (NJSLS) for Technology.


THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION During the development of this course of study, particular attention was paid to material which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

MODIFICATIONS AND ADAPTATIONS Forguidelinesonhowtomodifyandadaptcurriculatobestmeettheneedsofallstudents,instructionalstaffshouldrefertotheCurriculumModificationsandAdaptationsincludedasanAppendixinthiscurriculum.InstructionalstaffofstudentswithIndividualizedEducationPlans(IEPs)mustadheretotherecommendedmodificationsoutlinedineachindividualplan.


GOALS Students will: 1. learn science as a discovery process that uses either inductive reasoning or hypothesis testing.

2. learn that evolution is the biological change in organisms that occurs over time and is driven by the process of natural selection.

3. learn that all living things are active because of their ability to link energy reactions to the biochemical reactions that take place within their cells.

4. learn that all species tend to maintain themselves from generation to generation using the same genetic code.

5. learn that the structural levels from molecules to organisms ensure successful functioning in all living organisms and livings systems.

6. learn that everything from cells to organisms to ecosystems is in the state of dynamic balance that must be controlled by positive or negative

feedback.

7. learn that living organisms rarely exist alone in nature.

8. learn that scientific research often leads to technological advances that can have positive and/or negative impacts upon society as a whole.


COURSE PROFICIENCIES AND GRADING PROCEDURES COURSE NUMBER: SCN 304 TITLE: ADVANCED PLACEMENT BIOLOGY IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW JERSEY STUDENT LEARNING STANDARDS, AND THE COLLEGE BOARD ADVANCED PLACEMENT COURSE OF STUDY IN BIOLOGY. THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE. The student will:

1. understand that evolution is a core theme of Biology. 2. describe the levels of organization within an ecosystem and relate cell structure to function. 3. understand atomic structure and the chemical properties of water and the importance of water in living systems. 4. differentiate biomacromolecules based upon structure and properties and determine how the structure of molecules is dependent upon the

chemical bonding between atoms. 5. understand that macromolecules provide energy for all living things. 6. investigate enzyme activity as it relates to energy of activation and determine the environmental factors variations that affect enzyme activity. 7. identify prokaryotic and eukaryotic cells under a compound light microscope. 8. explain the factors that influence the movement of ions and molecules across a cell membrane. 9. understand the stages of the cell cycle and the factors that regulate the cell cycle as they pertain to cellular communication. 10. differentiate mitosis and meiosis and predict how meiosis contributes to variation in a species via crossing over. 11. evaluate probabilities of inheritance based upon Mendel's Laws of Heredity and use Chomosomal Theory of Inheritance to explain exceptions

to Mendel's Law. 12. utilize a karyotype to identify genetic disorders. 13. evaluate pedigrees for sex-linked cytoplasmic and traditional patterns of inheritance. 14. examine the genetic basis of human behaviors. 15. evaluate DNA structure. 16. distinguish between DNA and RNA based upon structure and function. 17. determine the relationship between gene regulation and cell differentiation in multicellular organisms, enetic change, and biotechnology. 18. evaluate viral structure and reproductive cycles, and relate viral activity to disease, genetic change, and Biotechnology. 19. understand the process of transformation and its role in evolution. 20. explain Biotechnology methods including DNA cloning, PCR, Gel Electrophoresis, DNA sequencing, and make Recombinant DNA.

SCN304-Advanced Placement Biology 7 PROFICIENCIES (continued)

21. trace the flow of energy through a series of decomposition and synthesis reactions, and relate phosphate bonds to energy transfer in living things.

22. evaluate the importance of oxygen in Cellular Respiration. 23. compare the processes of Cell Respiration and Photosynthesis and evaluate ATP yield in each. 24. explain the stages of photosynthesis and the role of pigments and chloroplasts in photosynthesis. 25. evaluate Darwin's Theory of Evolution and compare it to that of Lamarck, and understand the influence that Lamarck had on Darwin. 26. predict genetic change in a population using Hardy Weinberg principle. 27. understand the history of life on Earth. 28. understand the current classification systems. 29. explain the evolutionary development of modern species. 30. identify the role of Archaebacteria and Eubacteria in an ecosystem. 31. understand fungi as decomposers and pathogens and list practical uses of fungi. 32. describe the roles of symbiotic and photosynthestic protists in nature. 33. understand the evolution of plants on Earth. 34. investigate phylogenic animal relationships. 35. evaluate fossil evidence as a biological tool. 36. identify major plant and animal tissue. 37. understand plant reproductive cycles. 38. identify methods by which plants respond to stimuli 39. understand the process of transpiration and the environmental influence on transpiration rates. 40. incorporate the theme of evolution into plant form and function. 41. understand the similarities and differences between monocots and eudicots. 42. understand the role of feedback loops and homeostasis in animals. 43. differentiate tissue types in animals. 44. relate tissue types to organ system form and function. 45. understand the role of the Endocrine and Nervous System in cell signaling pathways. 46. explain sexual and asexual reproduction in animals. 47. explain the function of the Circulatory System. 48. relate immune response to viral disease in a population. 49. understand osmoregulation and excretion. 50. relate animal behavior to genetics and environment. 51. differentiate biotic and abiotic factors and explain their role in an ecosystem. 52. identify characteristics and locations of aquatic and terrestrial biomes.

SCN304-Advanced Placement Biology 8 PROFICIENCIES (continued) 53. related primary productivity in an ecosystem to chemical and energy flow. 54. understand community interactions, tropic structure, and ecological succession. 55. explain interrelationships in an ecosystem. 56. identify the effect of human activity on the environment in terms of Acid Rain, Global Warming, Greenhouse Gases, and Ozone Depletion.


ASSESSMENT PROCEDURES Class Participation and Preparation for class: 10%

• Student’s ability to demonstrate verbally and in writing their knowledge and understanding of teacher-assigned reading and problem-solving challenges

• Student’s ability to actively engage in classroom activities that provide rational, logical, and comprehensive explanations to questions asked by the teacher and peers

Evaluations: 30%

• Formal assessments • Open-ended responses • Analysis and synthesis of data

Written/Multimedia Assignments: 30%

• Research evaluations and projects • Authentic Assessment projects • Performance based tasks • Analysis and synthesis of data

Laboratory Proficiency and Reporting 30%

• Skills, techniques, efficiency, and safety practices in the laboratory environment • Formal written lab reports • Data analysis in a laboratory format • Graphical analysis • Experimental design • Conclusion statements

Final Grade

Full Year Course • Each marking period shall count as 20% of the final grade

Quarterly Exams • Quarterly exams shall count as 4% in marking periods 1 and 3 • Quarterly exams shall count as 6% in marking periods 2 and 4

SCN304-Advanced Placement Biology 10 PROFICIENCIENCES/OBJECTIVES

STANDARDS

SUGGESTED ACTIVITIES

EVALUATION/ ASSESSMENT

TEACHER NOTES

The students will: The student will: 1. understand that evolution is a core

theme of Biology.

5.3.12.E.2 5.3.12.E.3 5.3.12.E.4

• view Galapagos video clips and write a summary of how the visit to these islands influenced Darwin’s thinking.

Summary assessed with teacher prepared rubric

Instructor Media DVD 1 Ch. 1 (Biology AP Edition, Campbell/Reece)

2. describe the levels of organization within an ecosystem and relate cell structure to function.

5.3.12.C.1

• complete study packet for Chapter 1.

Study packet assessed for accuracy and completeness

Student study guide for Campbell/Reece Biology (Taylor)

3. understand atomic structure and the chemical properties of water. Explain the importance of water in living systems.

5.3.12.B.1 5.3.12.A.3 8.1.12.F.1

• view computer simulations of various types of bonding and water molecules and sketch each type of bond and interaction.

• complete study packet for Ch.

2 and 3.

Sketches assessed for accuracy and completeness Study packet assessed for accuracy and completeness

Covalent Bonds Nonpolar & Polar Molecules. Ionic Bonds, Hydrogen Bonds, Dissociation of Water Molecules, Polarity of Water, Cohesion of water Activities, Student Media CD. Student Study Guide.


STANDARDS



TEACHER NOTES

The students will: The student will: 4. differentiate biomacromolecules

based upon structure and properties and determine how the structure of molecules is dependent upon the chemical bonding between atoms.

5.3.12.B.1 5.2.12.B.2

• view PowerPoint presentation of macromolecular structure and record pertinent information. Use information gathered to prepare a summary chart of macromolecule structure.

Chart assessed for accuracy and completion

Instructor DVD 1 Ch. 4 & 5

5. understand that macromolecules provide energy for all living things.

5.3.12.B.6 5.3.12.A.1 5.3.12.B.5 8.1.12.A.1

• predict the caloric content of macromolecules and test predictions by calorimetric analysis. Prepare written summary of results.

Data and summary assessed for accuracy and completion

See appendix

6. investigate enzyme activity as it relates to energy of activation and determine the environmental factors variations that affect enzyme activity.

5.3.12.A.2 5.3.12.A.3 5.2.12.D.5 CCSS.ELA- Literacy.RST.11-12.6,8 8.1.12.F.1

• analyze observations from an amylase activity using an inquiry based narrative and experimental data. Design and carry out an experiment investigating amylase activity using an on line tool. Answer open-ended activity questions.

Written responses to open-ended activity questions assessed for accuracy. Lab design evaluated for scientific content

“Core investigations” Activity, Biological Inquiry ( Waterman /Stanley )


STANDARDS



TEACHER .NOTES

The students will: The student will: 6. ( continued )

• measure the oxygen generated in an enzyme reaction.

• Measure the effects of changes

in ph, enzyme concentration, and substrate concentration on reaction rate in an enzyme catalyzed reaction. Prepare a formal lab report summarizing the experiment.

• Complete Study Packet for

Chapters 4,5, 8

Lab report assessed with teacher prepared rubric Study Guide assessed for accuracy and completeness

Student Study Guide

7. identify prokaryotic and eukaryotic cells under a compound light microscope.

5.3.12.A.1

• prepare and view both wet mounts and prepared slides utilizing proper microscopy skills. Sketch and label cellular components observed.

Sketches assessed for accuracy

Exercise 2.2, Investigating Biology Lab Manual ( Campbell )


STANDARDS



TEACHER NOTES

The students will: The student will: 8. explain the factors that influence the

movement of ions and molecules across a cell membrane.

5.3.12.A.3 5.3.12.B.1 5.2.12.A.5 5.2.12.D.5 8.1.12.F.1

• investigate the effect of solute concentration on water potential and evaluate the rate of diffusion and osmosis across a simulated cell membrane as a function of membrane structure and solution concentration. Prepare a formal lab report summarizing results.

Formal Lab report assessed with Lab Report rubric

AP Bio Lab #1 Diffusions & Osmosis, AP Bio Lab Manual and Virtual Lab #1, phschool.com

9. understand the stages of the cell cycle and the factors that regulate the cell cycle as they pertain to cellular communication.

5.3.12.A.4 8.1.12.F.1

• calculate the duration of cell cycle stages in prepared slides of plant and animal cell mitosis. Identify key differences between plant and animal cell mitosis. Sketch and label mitotic stages observed, and summarize comparison of plant and animal cell mitosis.

• complete study packet for

Chapters 6,7,11,12

Sketches and summary assessed for accuracy and completion

AP Bio Lab # 3 Part 1 , Mitosis , AP Bio Lab Manual, and AP Bio Virtual Lab 3, Part 1, phschool.com


STANDARDS



TEACHER NOTES

The students will: The student will: 10. differentiate mitosis and meiosis and

predict how meiosis contributes to variation in a species via crossing over.

5.3.12.A.4 5.3.12.D.2 5.3.12.D.3 8.1.12.F.1

• simulate the stages of meiosis using chromosome models, then calculate crossover recombination rates using a model organism.

• prepare a written summary of

meiosis stages and analysis of cross over frequencies.

Summary and analysis assessed for accuracy and completion

AP Bio Lab # 2 Part 2, Meiosis, AP Bio Lab Manual and AP Bio Virtual Lab #3, Part 2, phschool.com

11. evaluate probabilities of inheritance based upon Mendel’s Laws of Heredity and use Chromosomal Theory of Inheritance to explain exceptions to Mendel’s Law.

5.3.12.A.4 5.3.12.D.1 5.3.12.D.3 8.1.12.F.1

• perform genetic crosses using living organisms and analyze data using Chi-Square statist-ical analysis. Summarize find-ings in a formal lab report.

Lab report assessed using Lab Report rubric

AP Bio Lab # 7 Genetics of Organisms AP Bio Lab Manual, and AP Bio Virtual Lab # 7 phschool.com


STANDARDS



TEACHER NOTES

The student will: The student will: 12. utilize a karyotype to identify genetic

disorders.

5.3.12.D.1 5.3.12.D.2 8.1.12.F.1

• access an online resource to match chromosomes and analyze resulting karyotype. Answer activity analysis questions.

Analysis questions assessed for accuracy

www. Biology.arizona. Edu

13. evaluate pedigrees for sex-linked cytoplasmic and traditional patterns of inheritance.

5.3.12.D.1 5.3.12.D.3 8.1.12.F.1

• complete an online pedigree evaluation, and answer lab analysis questions.

Analysis questions assessed

Pedigree Lab Biology Labs Online Student media CD, Buskirk & Gillen

14. examine the genetic basis of human behaviors.

5.3.12.D.2 5.3.12.D.1

• investigate whether or not female gray tree frogs choose males based upon traits. An-swer free response. Invest-igation questions.


Chapters 13-15.

Questions assessed for accuracy Study packet assessed for accuracy and completeness

“ Inquiry in action “ Investigation # 5 Student Study Guide


STANDARDS



TEACHER NOTES

The student will: The student will: 15. evaluate DNA structure.

5.3.12.D.1

§ extract DNA from a plant and Animal Cell and describe the DNA and summarize extraction procedure.

Description and summary assessed for accuracy

See Appendix

16. distinguish between DNA and RNA based upon structure and function.

5.3.12.D.1

§ view PowerPoint animations of DNA,RNA Protein Synthesis, and prepare summary of information.

Summary checked for accuracy

Instructor Media, DVD 1, Chapters 16, 17.

17. determine the relationship between gene regulation and cell differentiation in multicellular organisms, genetic change, and biotechnology.

5.3.12.D.1 5.3.12.D.3 5.3.12.A.5

§ investigate gene regulation in Drosophila and answer investigation analysis questions.

Questions assessed for accuracy

“Role of Bicold Gene in Drosophila Development” activity, student media CD.


STANDARDS SUGGESTED ACTIVITIES


TEACHER NOTES

The student will: The student will: 18. evaluate viral structure and

reproductive cycles. Relate viral activity to disease, genetic change, and Biotechnology.

5.3.12.D.1 5.3.12.D.2 5.3.12.C.1

• engage in teacher selected interactive CD animation activities from the following: simplified viral reproductive cycle, phage lytic cycle, phage lysogenic and lytic cycles, and retrovirus ( HIV ) reproductive cycle. Summarize the results of each in written form using teacher specified criteria chart.

• Investigate the role of viruses

in HIV, and answer investigation questions.

Charts assessed for accuracy Questions assessed for accuracy

Virus Activities, Student Media CD, Chapter 19 “What Causes Infections in AIDS patients?” Investigation, Student Media CD, Chapter 19

19. understand the process of transformation and it’s role in evolution.

5.3.12.D.2 5.3.12.E.1 8.1.12.F.1

• demonstrate bacterial transformation by inserting an antibiotic resistance gene into E. Coli and prepare a written summary of results.

Summary assessed for accuracy

AP Bio Lab # 6 Part 1, Transformation, AP Bio Lab Manual, and AP Bio Virtual Lab # 6 , Part phschool.com


STANDARDS



TEACHER NOTES

The student will: The student will: 20. explain Biotechnology methods,

including, DNA cloning, PCR, Gel Electrophoresis, DNA sequencing, and making Recombinant DNA.

5.3.12.D.3 5.1.12.D.3 5.1.12.B.2 8.1.12.F.1 8.1.12.A.2

• perform a DNA Gel Electrophoresis, and summarize in a formal lab report.

• prepare a PowerPoint

presentation describing a specific Biotechnology technique and application. Present the PowerPoint to the class.

• complete Study Packet for

Chapters 16-21.

Lab report assessed using teacher prepared rubric Presentation assessed with a teacher prepared rubric Study Packet assessed for accuracy and completeness

AP Bio Lab # 6 Part 2, Electrophoresis, AP Boi Lab Manual and AP Bio Virtual Lab # 6 Part 2 phschool.com Student Study Guide


STANDARDS



TEACHER NOTES

The student will: The student will: 21. trace the flow of energy through a

series of decomposition and synthesis reactions, and relate phosphate bonds to energy transfer in living things.

5.2.12.D.5 5.2.12.B.2 5.3.12.A.3 5.3.12.B.1 5.3.12.B.6 CCSS.ELA- Literacy.RST.11-12.2,4,6

• engage in the following interactive CD animation activities. energy transformation, structure of ATP, chemical reactions and ATP, how enzymes work, build a chemical cycling system, overview of cell respiration Glycolysis, citric Acid cycle, electron Transport, fermentation, then summarize the results of each in written form using teacher specified criteria.

• view ATP video clips and

write a description of ATP synthesis and function.

• investigate the mechanism of

ATP synthetase function and answer free response investigation questions.

Summaries assessed for accuracy Written product assessed for accuracy Investigation questions assessed for accuracy

Student Media CD Activities for Chapters 8 & 9. Instructor Media DVD # 1, Chapters 8 & 9. Article # 3, Inquiry in Action.


STANDARDS



TEACHER NOTES

The student will: The student will: 22. evaluate the importance of oxygen

in Cellular Respiration.

5.3.12.B.6 5.3.12.A.3 8.1.12.F.1

• determine the relationship between oxygen consumption and respiration rate in germinating seeds and compare the respiration rate at two different temperatures. Prepare a formal lab report summarizing results.

Lab report assessed with lab report rubric

AP Bio Lab # 5, Cellular Respiration, AP Bio Lab manual and AP Bio Virtual Lab # 5, phschool.com

23. compare the processes of respiration and Photosynthesis and evaluate ATP yield in each.

5.3.12.A.6 5.3.12.B.1 5.3.12.B.4 5.3.12.B.6 CCSS.ELA- Literacy.RST.11-12.2,4,6,9

• complete a case study to investigate the production applications of fermentation in the real world. Write a one to three page paper detailing how fermentation is utilized in the production of a specific product.

Paper assessed lab report with teacher made rubric

“ Bean Brew Case Study” , Biological Inquiry


STANDARDS



TEACHER NOTES

The student will: The student will: 24. explain the stages of photosynthesis,

and the role of pigments and chloroplasts in photosynthesis.

5.3.12.B.1 5.3.12.B.3 5.3.12.B.4 5.3.12.A.1

• isolate and identify spinach leaf pigments by chromatography. Extract spinach chloroplasts and evaluate their photosynthetic rate. Write a formal lab report to summarize and analyze data.


Chapters 8-10.

Assessed with lab report rubric Study packet assessed for accuracy and completeness

AP Bio lab # 4, Plant Pigments and Photosynthesis, AP Bio Lab Manual and AP Bio Virtual Lab # 4 Student Study Guide

25. evaluate Darwin’s Theory of Evolution and compare it to that of Lamarck. Understand the influence that Lamarck had on Darwin.

5.3.12.D.3 5.3.12.E.3 5.3.12.E.4 8.1.12.F.1

• view the video “ Charles Darwin” and read excerpts from Darwin’s Diary. Write an obituary that may have appeared in a newspaper in England announcing Darwin’s Death.

Obituary assessed using teacher made rubric

Discovery Video; Charles Darwin, Instructor DVD #2 , Ch 22. pbs.org/evolution


STANDARDS



TEACHER NOTES

The student will: The student will: 26. predict genetic change in a

population using Hardy Weinberg principle.

5.3.12.E.1 5.1.12.A.1 5.1.12.A.2 8.1.12.F.1

• evaluate allele frequencies in the classroom population using Hardy Weinberg principle. Evaluate data in a formal lab report.

• complete Study Packet for

Chapters 22-25.

Lab report assessed with teacher prepared rubric Study Packet assessed for accuracy and completeness

AP Bio Lab # 8, Population, Genetics and Evolution, AP Bio Lab Manual and AP Bio Virtual Lab # 8. Student Study Guide

27. understand the history of life on Earth.

5.4.12.A.2 5.4.12.A.5 5.4.12.B.2 5.4.12.C.2 8.1.12.F.1

• complete a computer activity that examines the geologic record and history of life. Make a timeline of geologic and biologic events on Earth.

Timeline assessed for accuracy and completeness

“A Scrolling Geologic Record “ and “The History of Life” Activities, Student media CD, Ch 25


STANDARDS



TEACHER NOTES

The student will: The student will: 28. understand current classification

systems.

5.5.B.1 5.3.12.C.1 5.3.12.D.1

• investigate proteins as a basis for phylogenies. Answer investigation questions.


Student media CD, Ch. 26

29. explain the evolutionary development of modern species.

5.3.12.D.2 5.3.12.D.3 5.3.12.E.4 CCSS.ELA- Literacy.RST.11-12.7,9

• analyze evolutionary adaptations in horses using case study activities and answering investigation questions.


“Galloper’s Gut” activity Ch. 7 biological inquiry.

30. identify the role of Archaebacteria and Eubacteria in an ecosystem.

5.3.12.C.1 5.3.12.C.2 8.1.12.F.1

• investigate nutrition on prokaryotes and complete investigation questions in an interactive multimedia activity.

Answers assessed for accuracy

“What are the Modes of Nutrition in Prokaryotes?” activity, Student media CD, Ch. 27


STANDARDS



TEACHER NOTES

The student will: The student will: 31. understand fungi as decomposers and

pathogens and list practical uses of fungi.

5.3.12.C.1 8.1.12.F.1

• investigate a fungi as a decomposer and answer investigation questions using a computer based activity.

Responses assessed for accuracy

“How Does The Fungus Piobolus Succeed As A Decomposer?” Investigation, Student media CD Ch. 31

32. describe the roles of symbiotic and photosynthestic protists in nature.

5.3.12.C.1 5.3.12.C.2 8.1.12.F.1

• investigate the relationship between various protists and their habitat using an interactive activity. Answer the activity free response questions.


“What Kinds of Protists Do Various Habitats support?” Investigation, Student Media CD, Ch. 28

33. understand the evolution of plants on Earth.

5.4.12.B.1

• view PowerPoint animations and presentations then prepare a sketch of fern, moss and pine life cycles.


Instructor DVD 2,Chapters 29, 30


STANDARDS



TEACHER NOTES

The student will: The student will: 34. investigate phylogenic animal

relationships.

5.3.12.C.1 5.3.12.E.2

• prepare cladograms using observable characteristics and compare to observable characteristics.

• compare various whale

relationships using Bioinformatics. Answer activity free response questions.


“Tree Thinking” Activity # 4, Biological Inquiry.

35. evaluate fossil evidence as a biological tool.

5.3.12.E.3 CCSS.ELA- Literacy.RST.11-12.7,9

• evaluate fossil evidence and carbon dating data to provide information about the Carboniferous Period to a company building a mural in an authentic assessment activity. Answer activity free response questions.

Free responses assessed for accuracy

“Unveiling the Carboniferous” Activity Chapter 5 Biological Inquiry


STANDARDS



TEACHER NOTES

The student will: The student will: 36. identify major plant and animal

tissue.

5.3.12.A.1 5.3.12.A.5 5.3.12.A.6

• view prepared slides and micrographs then sketch structures.

Sketches evaluated for accuracy Students will complete a practical assessment.

“Plant morphology Lab” p. 515 Investigating Biology lab Manual (Moran/Carter)

37. understand plant reproductive cycles.

5.3.12.A.4 5.3.12.D.3

• view PowerPoint presentation, animations and visuals then prepare life cycle sketches for angiosperms and gymno-sperms.

Sketches assessed for accuracy and completion

Instructor Media DVD, # 2, Ch. 30

38. identify methods by which plants respond to stimuli.

5.3.12.C.1 5.3.12.C.2

• observe plant tropisms in classroom. Grown plants. Generate conclusions regarding tropisms.

Conclusions assessed for scientific content

Lab topic 21.2, p. 550, Experiment A, Investigating Biology lab manual

39. understand the process of transpiration and the environmental influence on transpiration rates.

5.3.12.C.2 8.1.12.F.1 8.1.12.A.1

• measure transpiration under different conditions. Apply the principle of water potential to water movement in plants. Prepare a formal lab report summarizing experiment.

Formal lab report assessed using lab report rubric. Ana-lytical and graphical analysis assessed for accuracy

AP Bio lab #9, transpiration, AP bio lab manual and virtual lab, phschool.com


STANDARDS



TEACHER NOTES

The student will: The student will: 40. incorporate the theme of evolution

into plant form and function.

5.3.12.E.1 5.3.12.E.4 CCSS.ELA- Literacy.RST.11-12.2,4,6,8

• read and analyze a scientific paper then complete free response questions.

Free response answers assessed for accuracy

“Can flower shape influence the rate at which new species form?” Article #6 Inquiry in Action

41. understand the similarities and differences between monocots and eudicots.

5.3.12.A.5 5.3.12.A.6 8.1.12.F.1

• complete an interactive investigation comparing micrographs of eudicots and monocots then determine monocot tissue function based upon the comparisons made and complete investigation questions.


Chapters 35 – 39.

Questions assessed for accuracy Study packet assed for accuracy and completion

“What are the functions of monocots?” Student media CD, Ch. 35 Student study guide


STANDARDS



TEACHER NOTES

The student will: The student will: 42. understand the role of feedback loops

and homeostasis in animals. 5.3.12.A.3 8.1.12.F.1

• perform an interactive and animated computer activity to model positive and negative feedback loops in animals. Complete the activity analysis questions.

• investigate the effect of

temperature on heart rate in Daphnia. Summarize findings in a formal lab report.

Activity questions assessed Lab report assessed with teacher made rubric

Student media CD activity “Regulation: Positive and Negative Feedback”, Ch. 40 AP Bio Lab #10, Part 2, Heart Rate in Daphnia, AP Bio Lab Manual and AP Bio Virtual Lab #10 Part 2, phschool.com

43. differentiate tissue types in animals.

5.3.12.A.5 5.3.12.A.6

• examine prepared slides of nervous tissue and spinal cord and prepare labeled sketches.


Lab study A and B, pg. 626-628, “Investigating Bio-logy” Lab Manual


STANDARDS



The student will: The student will:

44. relate tissue types to organ system form and function.

5.3.12.A.6 8.1.12.F.1

• view a video on human body structure and complete a chart summarizing information presented.

• complete multimedia

animations of various animal tissue then prepare a written summary of the various types of tissue in the human body with function.

Summary assessed for accuracy

“Overview of animal tissue, epithelial tissue, connective tissue, muscle tissue, nervous tissue, activities, student media CD, Ch. 40

45. understand the role of the Endocrine and Nervous System in cell signaling pathways.

5.3.12.A.1 5.3.12.A.2 5.3.12.A.3

• investigate the effect of Thyroxine and TSH on metabolism and answer investigation free response questions.

Investigation answers assessed for completion and accuracy

“How Do Thyroxine and TSH Affect Metabolism?” activity (Ch. 45), Student Media CD

46. explain sexual and asexual reproduction in animals.

5.3.12.A.4 5.3.12.D.3

• view videos of budding and fertilization and fetal development then summarize each process.

Summaries assessed for accuracy

“Hydra Budding, Hydra Releasing Sperm, Motion of Isoslated Flagellum, Flagellum Movement in Swimming Sperm, Ultrasound of Human Fetus 1 & 2”, Instruct-or Media DVD #2, Ch. 46


STANDARDS



TEACHER NOTES


47. explain the function of the Circulatory System.

5.3.12.A.6 8.1.12.A.1 8.1.12.F.1

• record student blood pressure and pulse under various conditions and prepare a written report summarizing results.

Report assessed using a teacher prepared rubric

AP Bio, Lab#10, Part 1, “Physiology and Circulatory System”, AP Bio Lab Manual and AP Bio Virtual Lab #10, Part 1, phschool.com

48. relate immune response to viral disease in a population.

5.3.12.A.3 5.3.12.C.1 5.3.12.C.2 CCSS.ELA- Literacy.RST.11-12. 2,4,6,9

• complete a case study investigation of the structure of flu viruses and the role of proteins in the 1918 Flu Epidemic and the current Avian Flu. Answer free response questions.

Free response questions assessed for accuracy

“Pandemic Flu Past & Possible”, Ch. 9, “Bio-logical Inquiry”

49. understand osmoregulation and excretion.

5.3.12.A.6 • investigate the factors involved in urine production through an interactive activity, and answer activity free response questions.

Free response questions assessed for accuracy

“What affects urine production?” Investigation, Student Media CD, Ch. 44

50. relate animal behavior to genetics and environment.

5.3.12.C.1 5.3.12.C.2 5.3.12.D.2 5.3.12.D.3 CCSS.ELA- Literacy.RST.11-12.3 8.1.12.F.1 8.1.12.A.1

• investigate reaction of pillbugs to various environmental changes, and record observations in an organized chart. Observe mating behaviors of Drosophila and answer lab analysis questions.

Chart and lab analysis questions assessed for accuracy

AP Bio Lab #11, Animal Behavior, AP Bio Lab Manual and AP Bio Virtual Lab #11, phschool.com


STNDARDS



TEACHER NOTES


51. differentiate biotic and abiotic factors and explain their role in an ecosystem.

5.3.12.C.1 5.3.12.C.2 8.1.12.F.1

• evaluate environmental factors affecting water quality at Chesapeake Bay by examining a case study via an online website and prepare a written summary.

Written summary assessed with teacher prepared rubric

“Explore the Environmental Conditions of Chesapeake Bay” Activity V, page 32, “Biological Inquiry”

52. identify characteristics and locations of aquatic and terrestrial biomes.

5.3.12.C.1 5.4.12.C.1 5.4.12.C.2 5.4.12.F.2 5.4.12.F.3 8.1.12.F.1

• complete computer interactive activities and list characteristics of and examples of both aquatic and terrestrial biomes.

Written characteristics assessed for accuracy

Aquatic Biomes, Terrestial Biomes activities, Student Media CD, Ch. 52

53. relate primary productivity in an ecosystem to chemical and energy flow.

5.4.12.G.7 5.4.12.G.4 5.3.12.A.3 5.3.12.C.1 8.1.12.F.1 8.1.12.A.1

• measure dissolved oxygen concentrations in water at various temperatures, and measure primary productivity in lab cultures exposed to various amounts of light. Write formal report.

Formal report assessed for accuracy

AP Bio #12 , AP Bio Lab Manual, and AP Bio virtual Lab #12, phschool.com


STANDARDS



TEACHER NOTES


54. understand community interactions, trophic structure, and ecological succession.

5.3.12.C.1 5.3.12.C.2

• view video clips of ecological interactions and photos of an example of primary succession in the US. Write an essay describing these relationships.

Essay assessed for accuracy

“Sea Horses, Clownfish & Anemone, Shark Eating Seal” videos and PowerPoint Step Art (Glacial Retreat & Primary Succession at Glacier Bay, Instructor media DVD#2, Ch. 54

55. explain interrelationships in an ecosystem.

5.3.12.C.1 5.3.12.C.2 CCSS.ELA- Literacy.RST.11-12. 7,9,10

• investigate factors contributing to the decline of a chicken population. Answer free response questions.

• analyze data from sample

communities and draw conclusions about the impact of diversity on a community. Complete concluding questions.

Free response questions assessed for accuracy Concluding questions assessed for accuracy

“Article 9, What Caused the Drastic Decline of the Illinois Greater Prairie Chicken Population?” p. 64, “Inquiry in Action”. “How are Impacts on Community diversity Measured?”, Investigation, Ch. 54, Student Media CD

56. identify the effect of human activity on the environment in terms of Acid Rain, Global Warming, Greenhouse Gases, and Ozone Depletion.

5.3.12.C.2 5.4.12.C.2 5.4.12.G.5 CCSS.ELA- Literacy.RST.11-12.10 8.1.12.A.2

• research an assigned environmental issue and prepare a PowerPoint presentation to be shown to class.

• complete Study Guide for

Chapters 52 – 56.

Presentation assessed with rubric Study guide assessed for accuracy

Student Study Guide


BIBLIOGRAPHY TEXTBOOK: Campbell, Neil A. & Reece J. Biology, 8th Edition. San Francisco, CA: Pearson Benjamin Cummings, 2008. The College Board. AP Biology Lab Manual for Students, Revised 2001. Heitz, Jean and Cynthia Giffen. Practicing Biology – A Student Workbook for Campbell/Reece Biology, 3rd Edition. San Francisco, CA: Pearson Benjamin Cummings, 2008. Holtzclaw, Fred W. and Theresa Knapp Holtzclaw. AP Biology Test Prep Series to Accompany Campbell/Reece Biology, 8th Edition. San Francisco, CA: Pearson Benjamin Cummings, 2008. Morgan, Judith G. and M. Eloise Brown Carter. Investigating Biology – Lab Manual, 6th Edition. San Francisco, CA: Pearson Benjamin Cummings 2008. Starr, Cecie. Biology Concepts and Applications, 6th Edition. Belmont, CA: Thomson Brooks/Cole. 2008. Taylor, Martha R. Student Study Guide for Campbell/Reece, Biology, 8th Edition. San Francisco, CA: Pearson Benjamin Cummings, 2008. Waterman, Margaret and Ethel Stanley. Biological Inquiry – A Workbook for Investigative Cases for Campbell/Reece Biology, 2nd Edition. San Francisco, CA: Pearson Benjamin Cummings, 2008. SOFTWARE: Student Media CD for Campbell/Reece Biology, 8th Edition Instructor Resources (DVD) for Campbell Reece Biology, 8th Edition

BIBLIOGRAPHY

SCN304-Advanced Placement Biology 34 WEBSITES: http://www.phschool.com/science/biology_place/labbench/index.html www.biology.arizona.edu www.masteringbio.com www.pbs.org www.phschool.com/access


APPENDIX A

SAMPLE AUTHENTIC ASSESSMENT


SAMPLE AUTHENTIC ASSESSMENT

SCENARIO: You are an employee of a genetic counseling service located in Parsippany. Your company specializes in the production of informational brochures about various genetic disorders, their biochemical causes, symptoms and inheritance patterns. These brochures are given to perspective parents seeking genetic counseling. You have been assigned to prepare a brochure for your company. It must clearly state the genetic disorder, its symptoms, causes, risk factors, statistical probabilities, prenatal testing/interventions, inheritance patterns and challenges associated with living with the disorder. TEACHER NOTES: Students will be expected to: • Clearly identify the mode of inheritance for their specific disorder. They must specify the type of mutation i.e. germ or chromosomal, the class of

mutation, i.e., nondisjunction of translocation, the gene or chromosome involved, and the mechanisms of testing for the disorder. • Create a brochure in tri-fold format containing the following components:

o Background on Disorder (causes, symptoms, risk factors, common names) o Testing and interventions o Statistics o Sample pedigree o Research prospects and treatments o Challenges of living with the disorder

• Incorporate topic specific images • Demonstrate extensive independent research and full understanding of the topic • Write in a style appropriate and understandable to a non-scientific audience • Properly site all outside sources


AUTHENTIC ASSESSMENT RUBRIC

CRITERIA EXEMPLARY SATISFACTORY NEEDS IMPROVEMENT

COMPLETION OF CONTENT

REQUIREMENTS

• Brochure contains all of the following: statement of the genetic disorder, its symptoms, causes, risk factors, statistical probabilities, prenatal testing/ interventions, inheritance patterns and challenges associated with living with the disorder.

• Brochure contains all but one of the following: statement of the genetic disorder, its symptoms, causes, risk factors, statistical probabilities, prenatal testing/interventions., inheritance pat-terns and challenges associated with living with the disorder.

• Brochure lacks more than two of the following: statement of the genetic disorder, its symptoms, causes, risk factors, statistical probabilities, prenatal testing/interventions., inheritance pat-terns and challenges associated with living with the disorder.

ACCURACY OF TECHNICAL

INFORMATION

• Brochure is complete and accurate with regard to all stated content. Descriptions of all components are highly detailed.

• Brochure is complete and accurate with regard to all stated components but lacks some detail necessary to demonstrate complete understanding.

• Brochure contains major inaccuracies and little or not detail in its descriptions.

INCORPORATION OF OUTSIDE

SOURCES

• Brochure contains a sample pedigree, statistical data, current and future research and treatment potential and topic specific images. All outside sources are properly cited.

• Brochure lacks one of the following: sample pedigree, statistical data, current and future research and treatment potential and topic specific images or outside sources are vaguely cited.

• Brochure lacks more than two of the following: a sample pedigree, statistical data, current and future research, treatment potential and topic specific images, it does not contain proper citation of outside sources.

STYLE OF FINISHED PRODUCT

• Brochure is in tri-fold format. Brochure is carefully written with appropriate audience in mind. Brochure is free of grammar and spelling errors.

• Brochure is properly formatted and clearly written, but contains minor spelling or grammatical errors.

• Brochure is improperly formatted. It is not audience appropriate and contains major spelling and grammatical errors.

MODE OF INHERITANCE

• Brochure clearly identifies the mode of inheritance, provides documented evidence for its conclusion.

• Brochure identifies the mode of inheritance, however, lacks documented evidence to support conclusions.

• Brochure does not accurately identify the mode of inheritance nor does it provide documented evidence to support conclusion.


APPENDIX B

LAB REPORT RUBRICS


LAB REPORT RUBRIC

CATEGORY EXCELLENT ACCEPTABLE UNSATISFACTORY

EXPERIMENTAL DESIGN

Experimental design is a well-constructed test of the stated hypothesis.

Experimental design is structured to test the hypothesis. Minor details may be lacking, but do not affect the outcome. .

Experimental design is not relevant to the hypothesis

PROCEDURES Procedures are listed in clear steps. Each step is numbered and is a complete sentence.

Procedures are listed in a logical order. Generally, steps are numbered and written in complete sentences.

Procedures do not accurately list the steps of the experiment.

DATA COLLECTION Information is relevant to the objective and is carefully organized and presented in an appropriate table format. Table has appropriate title. Measurements are accurately reported. Correct SI units given.

Information is relevant to the objective and is presented in an organized way. Measurements may include minor inac-curacies that do not affect the outcome.

Information is incomplete, irrelevant, poorly organized or presented. Measurements are mostly inaccurate and no units are used.

DATA PROCESSING AND PRESENTATION

Calculations include formula, numbers with units, answers with units and proper number of significant digits (SD) using SI units and scientific notation. Graphs include title, variables with units, curve of best fitted (CBF). Helps math sequence with written explanation when necessary.

Graphs and calculations are accurate. Some of the required elements are loosely provided. Minor mistakes in measurements do not affect the outcome.

Graphs and/or calculations are incomplete, very inaccurate, and/or include major mistakes in measurement

CONCLUSION AND EVALUATION

Accurately explains results in detail using prior knowledge. Refers to the stated problem and is supported by evidence from the data/observations. Posed questions are answered appropriately. Fully evaluates investigative procedure and makes recommendations for future work.

Attempts to explain results using prior knowledge. Refers to the stated problem with some evidence from the data/observations. Posed questions are basically answered. Some evaluation of investigative procedure and/or recommendations for future work is provided.

Refers to the stated problem only. Posed questions are mentioned but not really answered. No evaluation of investigative procedure and/or recommendations for future work.


APPENDIX C

STUDENT SELF ASSESSMENTS


PORTFOLIO AND SELF-ASSESSMENT INSTRUCTIONS

FOR STUDENT WORKFOLDER

Three pieces from last year's portfolio will be saved and kept in this year's portfolio. Choose these three (3) pieces based on the work you were most proud of, or that created a valuable learning experience.

A record log will be stapled to the inside of your portfolio. You are to include the following every time we ad content to the portfolio.

1. Date the assignment was completed 2. Type of assignment 3. Grade 4. Skills demonstrated by the work 5. Self-assessment

Type of assignment: quiz, test, lab, project, extra credit, homework, etc.

Skills demonstrated: science content knowledge, use of scientific method, laboratory skills, problem solving/critical thinking, writing skills, math skills, cooperative learning, graphing skills, ability to follow directions, etc.

Self assessment: reaction to grade or feedback, quality of work, strengths and weaknesses, "Things I struggled with," progress made, "What I would do differently to improve," why this assignment is missing, plan for future assignments, etc.

At the end of every marking period, you are to write a self-reflection, commenting on your progress for the current marking period. Your portfolio will then be reviewed for a quiz grade. Your grade will be based upon organization, inclusion of all relevant work, a completed log, and a thoughtful self-reflection.


PORTFOLIO AND SELF-ASSESSMENT SHEET FOR STUDENT WORKFOLDER

Name________________________________________ Course___________________________________

Date Completed

Assignment

Grade

Skills

Self-Assessment

Marking Period ______________


MID-YEAR REFLECTION

After looking over your work folder with all of your assessments from this year, what are your strengths? What are your weaknesses?

How can you continue to use your strengths to be successful? Be specific and explain.

How can you improve your areas of weakness? Give yourself at least one goal in order to help you improve.

Which assessment(s) are you most proud of? Explain why.

Which assessment(s) do you think you could have done better on? Explain why and how.

We are now half-way through the school year. What will you continue to strive for? How do you plan on doing this?


WORK FOLDER REFLECTION

Look through the various items in your work folder and take a moment to think about this school year. Answer the following questions in the form of a paragraph to reflect on your progress so far this year.

What were some of your goals in the beginning of this school year? Have you made progress towards achieving them?

What are some goals you have for the rest of this school year?

In what areas did you have the most success? Be specific by indicating the topics in which you feel most confident.

In what areas did you have difficulty? What are some ways you can improve in those areas?

What can you do to prepare yourself for the final exam?

Now that more than half of the year has passed, what are some things that you have learned that will help you next year? (e.g., study skills, putting more effort in homework, etc.)

What are some things that you enjoy about this class? What are some things you don't like? Do you have any suggestions as to what would make the class better?

45 SCN304-Advanced Placement Biology Name______________________________________________________ Marking Period________________

Work Folder Log and Assessment Sheet Title of Assessment_____________________________________________________________________________ Date_____________________ Grade earned____________________ Skills used on this assignment_______________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________ Describe the level of your effort on this assignment______________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Based on the specific teacher feedback given to you on this assignment what could you do next time t improve the quality and content of your work? _____________________________________________________ _________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ =================================================================================== Title of Assessment_______________________________________________________________________________ Date____________________________________________________ Grade earned___________________________ Skills used on this assignment_______________________________________________________________________ ______________________________________________________________________________________________ _________________________________________________________________________________________ Describe the level of your effort on this assignment_______________________________________________________ ______________________________________________________________________________________________ _________________________________________________________________________________________ Based on the specific teacher feedback given to you on this assignment what could you do next time to improve the quality and content of your work? ___________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________


APPENDIX D

LAB ACTIVITIES


DNA ISOLATION Using Human Cheek Cells

Objective: To isolate DNA from human cheek cells

Materials Sodium chloride solution, 8.0%, NaCl, 20 drops Sodium lauryl sulfate solution, 10%, C12H25NaO4S, 20 drops or Liquid dishwashing detergent solution, 25%, 20 drops Ethyl alcohol, 95% denatured, CH3CH2OH, 6 ml 3 dropping bottles Test Tube rack Plastic drinking cups 30 ml 16 X 100 mm test tubes 12 X 75mm test tubes #2 stoppers Glass stirring rods 10 ml tap water

Prepare an 8% w/w sodium chloride solution and put in dropper bottles Prepare a 10% sodium lauryl sulfate solution by dissolving 10 g of sodium lauryl in 90 ml of distilled water. Place solution in a dropper bottle. If dishwasher detergent is used, make a 25% solution by mixing 25 ml of liquid detergent concentrate with 75 ml of distilled water. Place in dropper bottles. Place the ethyl alcohol solution in a dropper bottle.

Procedure Add 1 ml (20 drops) of 8% sodium chloride solution to the larger test tube. Set aside Pour 10 ml of fresh tap water or bottled water into a clean 30ml plastic cup Put 10 ml of water in your mouth and swirl the water around for at least 30 seconds. Spit the water back into the cup. Pour several ml of the "cheek cell" water into the test tube containing the salt solution from step 1

To release the DNA Add 1 ml (20 drops) of the 10% sodium lauryl sulfate solution or 1 ml (20 drops) of the 25% liquid dishwashing detergent solution to the cheek mixture in the test tube Stopper the test tube and mix the contents of the tube by gently inverting the test tube several times. Do not shake the test tube

Precipitate the DNA Hold the test tube at a slight angle; carefully add 5 ml of 95% ethyl alcohol down the side of the test tube so that it forms a layer over the cheek mixture in the test tube Hold the test tube upright for one minute and observe what happens at the interface between the ethyl alcohol and the cheek solution. The white strands are the DNA; they precipitate out since they are not soluble in ethyl alcohol. Soap bubbles will be trapped in the DNA strands.

48 SCN304-Advanced Placement Biology DNA COLLECTION Add 1 ml (20 drops) of 95% ethyl alcohol to the smaller test tube Place a clean glass stirring rod in the test tube containing the DNA. Collect the DNA by winding it on the rod by turning the rod in one direction.


WHEAT GERM DNA EXTRACTION Materials 2 g raw wheat germ Dish washing detergent Sodium bicarbonate solution Glass rod 55C water bath Meat tenderizer Tap water Thermometer 200ml beaker 100 ml graduated cylinder Ice bath 10 ml serological pipette Cheese cloth Centrifuge and centrifuge tubes Procedure Measure 45 ml of tap water into a 250 ml beaker and place it in a warm water bath. Allow a few minutes to warm. The temperature should be 55C, no higher than 60C. Sprinkle the wheat germ into the beaker. Gently stir in the detergent. Incubate in the water bath for five minutes. Gently stir in 2 g of the meat tenderizer and 5 ml of sodium bicarbonate solution. Incubate in the warm bath for 15-20 minutes. Transfer the beaker with the wheat germ solution to an ice bath for a few minutes to allow it to cool to room temperature. Strain the fluid through for layers of cheese cloth. Use a pipette to layer ice cold alcohol (95% ethanol) over the wheat germ solution. Hold the tip of the pipette against the side of the glass just above the liquid level. There will be an interface between the ethanol layer and the wheat germ mixture layer. A fibrous white precipitate should be evident at the interface. This is the DNA. Use the glass rod immersed to the depth of the DNA to spool up the DNA fibers by using a slow, twirling motion. Save in tubes in the freezer.


A P P E N D I X E N EW JERSEY S TUDENT LEARNING S T A N D A R D S

3-EnglishLanguageArts4-Mathematics5-Science8-Technology9-21stCenturyLifeandCareers


A P P E N D I X F C U R R I C U L U M M O D I F I C A T I O N S & A D A P T A T I O N S

scn304 ap biology - parsippany-troy hills school …sharepoint.pthsd.k12.nj.us/ci/approved...

Documents