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I believe that given the proper instruction and tools, everyone can learn. Likewise, I can learn
something from everyone I meet. I would like students to understand how living things, Biology
is dynamic, and the world around us is interconnected. It is not only important to look at
Biology as a framework of concepts and knowledge, but also as a continually growing science.
My desire is that students become critical thinkers and can apply and effectively communicate
knowledge both independently and collaboratively. My goal is to help foster students who leave
the classroom equipped to meet the challenges and needs of the 21st Century.
Course Overview
Students should gain a solid understanding of the major concepts of biology and how they relate
to the world around them. Students should be able to make better environmental, nutritional, and
societal choices. Also, through doing labs in class, emphasis will be placed on science as a
process through scientific inquiry.
Students and parents are reminded that the goals of Advanced Placement Biology are to:
Provide college-level lecture and lab experience in a high school setting using up-to-date
college texts and lab materials.
Foster independent learning skills development before post-secondary education begins.
Help students develop a conceptual framework of Biology and to understand and
appreciate science as a process.
Recognize that evolution is the foundation of modern biological thought.
Apply biological knowledge and critical thinking to both social and environmental
concerns.
Prepare students to pass the AP Biology Test with a score of 3 or greater.
NOTE: Students are expected to adhere to the registration deadlines and are responsible
for ALL cost associated with testing (approximately $100 per AP test taken).
Pre-requisites
The College Board sets the following pre-requisites for AP Biology:
1. One year of biology
2. One year of chemistry (suggested, but not mandatory)
Core Text Used: Biology 8th Edition, Campbell 2005
Required Materials:
2 Binder 3-ring binder, with loose-leaf notebook paper and tab dividers
Pencils with erasers
Blue or black ink pens
Highlighters,
Colored pencils
Black/white composition book
Flash drive
Index cards
Graph paper
1st 9 Weeks
Chapter 1: Introduction Big Ideas
Unit 8: Ecology
Unit 1: Chemistry of life
2nd 9 Weeks
Unit 1: Chemistry of Life (Continued)
Unit 2: The Cell
Midterm Exams REQUIRED PER HCS
3rd 9 Weeks
Unit 3: Genetics
Unit 4: Mechanisms of Evolution
Unit 5: Evolutionary History of Biodiversity
(Classification & Kingdom Summary)
4th 9 Weeks
Unit 6: Plant Form and Function
Unit 7: Animal Form and Function
AP Biology Exam: Monday, May 11, 2016
Dissections & Final Projects
Final Exams Waved only if both parts of AP Biology
Exam has been taken
Grading:
90-100 =A
80-89=B
70-79=C
64-69=D
Below 63=F
Assignments:
All work submitted should be written neatly in black or blue pen and/or pencil on standard
notebook paper, and should be headed with: name, date, and block (green or gold) and number
in the upper right-hand corner. In addition, completed work should be labeled with a title in
order to appropriately identify the assignment. Homework is to be turned in at the BEGINNING
of class. ALL assignments should be turned in on the designated due date.
Any work submitted after the designated date/time (including later in the class period or the
same day) is considered late. Failure to submit assignments on time will result in point loss (1/2
credit for late assignments). A grade of zero (0) will be given for work not submitted.
SAFETY RULES
1.
Conduct
yourself
in
a
responsible
manner
at
all
times
in
the
science
room.
Horseplay,
practical
jokes,
and
pranks
will
not
be
tolerated.
Lab
privileges
may
be
taken
away
and
a
grade
of
zero
will
be
given.
2.
Follow
all
written
and
verbal
instructions
carefully.
Ask
your
teacher
questions
if
you
do
not
understand
the
instructions.
3.
Do
not
touch
any
equipment,
supplies,
animals,
or
other
materials
in
the
science
room
without
permission
from
the
teacher.
4.
Perform
only
authorized
and
approved
experiments.
Do
not
conduct
any
experiments
when
the
teacher
is
out
of
the
room.
5.
Never
eat,
drink,
chew
gum,
or
taste
anything
in
the
science
room.
6.
Keep
hands
away
from
face,
eyes,
and
mouth
while
using
science
materials
or
when
working
with
either
chemicals
or
animals.
Wash
your
hands
with
soap
and
water
before
leaving
the
science
room.
7.
Wear
safety
glasses
or
goggles
when
instructed.
Never
remove
safety
glasses
or
goggles
during
an
experiment.
There
will
be
no
exceptions
to
this
rule!
8.
Keep
your
work
area
and
the
science
room
neat
and
clean.
Bring
only
your
laboratory
instructions,
worksheets,
and
writing
instruments
to
the
work
area.
9.
Clean
all
work
areas
and
equipment
at
the
end
of
the
experiment.
Return
all
equipment
clean
and
in
working
order
to
the
proper
storage
area.
10.
Follow
your
teachers
instructions
to
dispose
of
any
waste
materials
generated
in
an
experiment.
11.
Report
any
accident
(fire,
spill,
breakage,
etc.),
injury
(cut,
burn,
etc.),
or
hazardous
condition
(broken
equip-
ment,
etc.)
to
the
teacher
immediately.
12.
Consider
all
chemicals
used
in
the
science
room
to
be
dangerous.
Do
not
touch
or
smell
any
chemicals
unless
specifically
instructed
to
do
so.
Use
wafting
motion
to
smell
chemicals
when
instructed.
14.
Always
carry
a
microscope
with
both
hands.
Hold
the
arm
with
one
hand;
place
the
other
hand
under
the
base.
15.
Treat
all
preserved
specimens
and
dissecting
supplies
with
care
and
respect.
a.
Do
not
remove
preserved
specimens
from
the
science
room.
b.
Use
scalpels,
scissors,
and
other
sharp
instruments
only
as
instructed.
c.
Never
cut
any
material
towards
youalways
cut
away
from
your
body.
d.
Report
any
cut
or
scratch
from
sharp
instruments
to
the
teacher
immediately.
16.
Never
open
storage
cabinets
or
enter
the
prep/storage
room
without
permission
from
the
teacher.
17.
Do
not
remove
chemicals,
equipment,
supplies,
or
animals
from
the
science
room
without
permission
from
the
teacher.
18.
Handle
all
glassware
with
care.
Never
pick
up
hot
or
broken
glassware
with
your
bare
hands.
19.
Use
extreme
caution
when
using
matches,
a
burner,
or
hot
plate.
Only
light
burners
when
instructed
and
do
not
put
anything
into
a
flame
unless
specifically
instructed
to
do
so.
Do
not
leave
a
lit
burner
unattended.
20.
Dress
properlylong
hair
must
be
tied
back,
no
dangling
jewelry,
and
no
loose
or
baggy
clothing.
Wear
aprons
when
instructed.
Wear
closed
toe
shoes
in
the
laboratory.
21.
Learn
where
the
safety
equipment
is
located
and
how
to
use
it.
Know
where
the
exits
are
located
and
what
to
do
in
case
of
emergency.
AP Biology
Major Topics
% of Course Goals
I. Organisms and
Populations
Diversity
of
Organisms
Structure
and
Function of Plants and
Animals
Ecology
32%
9. Transpiration Lab
10. Physiology of the Circulatory System Lab
10%
II.
Heredity and 25% of Course Goals
Genetics
Heredity
8%
Molecular Genetics
9%
Evolutionary Biology
8%
Cells
10%
Cellular Energetics
8%
Chapters
50-55
52.1-52.6
50.2-50.4,
53.1-53.5,
54.1-54.5
50.1, 50.2,
54.5, 55.155.4
Chapters
22-26
26.1-26.5
22.2,22.3,25.1
-25.5
o Mechanisms of evolution
Gradualism
Speciation: allopatric, synpatric, adaptive radiation
Lamarcks Theory of Evolution
Darwins research
*Natural Selection* and adaptive evolution
Homology, Biogeography, and Fossil Record
Population genetics
Gene pools and allele frequencies
Hardy-Weinberg Theorem
The Modern Synthesis
Mutation, Sexual Recombination
Genetic drift, gene overflow
Organisms and Populations: Diversity of Organisms (3-4 weeks)
CORE LAB: Animal Behavior Lab
o Evolutionary patterns
Plants: adaptation to land
Morphological and biochemical evidence
Genetic evidence
Cell structure and specializations
History of animals
o Survey of the diversity of life/ Links to evolution
Tree of life
Prokaryotes
Protists
Plants
Fungi
Animals
Invertebrates
Vertebrates
22.122.3,23.123.4,24.124.3,25.4,25.5
Chapters
27-34
29.1,29.2,31
.1, 32.1-32.3
26.6,27.127.4,28.128.8,29.229.4,30.230.4, 31.231.5,32.4,33
.1-33.8,
34.1-34.8
o Phylogenetic classification
Prokaryotic phylogeny
Protist phylogeny
Plant phylogeny
Fungi phylogeny
Animal phylogeny
25.2,26.6,27
.1,27.3,
28.328.8,29.129.4, 30.130.4, 31.131.4, 32.1,
32.4, 33.133.8, 34.134.8
o Evolutionary relationships
Phylogenies and common ancestries
Classification and phylogenies
Cladistics
Molecular clocks and universal tree of life
25.1-25.5
Organisms & Populations: Structure and Function of Plants & Animals (4 weeks)
CORE LABS:
9. Transpiration Lab
10. Physiology of the Circulatory System Lab
VERTEBRATE AND INVERTEBRATE DISSECTION LABS
o Reproduction, growth, and development (plants)
Primary and secondary growth
Growth, morphogenesis, and differentiation
Mosses and bryophytes
Ferns and seedless vascular plants
Angiosperm reproduction
o Structural, physiological, and behavioral adaptations (plants)
Diversity of the plant kingdom
The plant body
Traits of plants
o Reproduction, growth, and development (animals)
Asexual and sexual
Reproductive organs and fertilization
Hormone regulation
Embryonic development: morphogenesis
o Structural, physiological, and behavioral adaptations (animals)
All systems (human and animal)
Chapters
35-49
21.1-21.4,
29.1-29.4,
30.1-30.4,
35.2-35.5,
36.1-36.5,
37.1-37.4,
38.1-38.3,
39.1-39.5
21.1-21.4,
46.1-46.5,
47.1-47.3
40.1-40.5,
41.1-41.5,
42.1-42.7,
43.1-43.3,
44.1-44.6,
45.1-45.5,
48.1-48.6,
49.1-49.7,
51.2-51.6
39.1-39.5
40.4, 40.5,
43.1, 43.2,
44.1, 44.2,
45.1-45.5,
48.1, 49.149.4, 51.151.2
Chapters
6-7, 11-12
6.1-6.7,26.326.4,27.1
o Membranes
Fluid mosaic model
Selective permeability
Passive and active transport
Bulk transport: endocytosis and exocytosis
o Subcellular organization
Endomembrane system
Parts and function
Cytoskeleton
o Cell cycle and regulation
Mitotic phases
Cell cycle regulation
Molecules and Cells: Cellular Energetics (3 weeks)
CORE LABS: 4. Plant Pigments and Photosynthesis
CHROMATOGRAPHY ACTIVITY
5. Cell Respiration
o Free energy changes (G)
Metabolism
Stability and Equilibrium
Endergonic verses Exergonic reactions
o Enzymes
Catalytic cycle
Conditions that effect enzyme activity
o Photosynthesis
Sites of photosynthesis
Light reactions
Calvin cycle
Alternative mechanisms
Unit 7 Heredity and Evolution: Heredity (3 weeks)
CORE LAB: 7. Genetics of Organisms Lab
PLANT GENETICS LAB AND STATS
o Meiosis and gametogenesis
Inheritance of genes
Sexual vs. asexual reproduction
Stages of meiosis
Genetic variation and evolution
o Eukaryotic chromosomes
Mendels Laws
Monohybrids, dihybrids, and probability
Linked and sex-linked genes
6.2,6.4,7.17.5,11.1-11.4
6.2-6.7
12.1-12.3
Chapters
8-10
8.1-8.2
8.4-8.5
10.1-10.4
Chapters 1315
13.1-13.4,29.229.4,30.130.3,46.4
15.1-15.5
o Inheritance patterns
Non-mendelian genetics
Pedigrees and genetic disorders
Nature via Nurture
o Eukaryotic Genomes:
14.1-14.4,15.315.5
19.1-19.5
Including
excerpts and
full chapters.
Chapters
16-21
16.1,16.2,17.117.6,18.3
18.4,19.1-19.3
o Mutation
Evolutionary changes
Point mutations
Mutagens
Protein structure and function
15.4,17.7,18.3,
19.3,19.5
18.1-18.2
20.1-20.5
STUDENT/PARENT AGREEMENT
I have read, discussed (parent and student), and understand the laboratory safety
agreement, course requirements and expectations that have been provided by my teacher. I
agree to comply with and/or support these guidelines in order to establish and maintain a
safe, productive learning environment.
Note:
laboratory practices will receive a lab grade of zero for that assignment and may be
prohibited from participating in future class laboratory exercises. As a reminder of this
agreement, a copy of the syllabus and lab safety contract will remain in the students AP
Biology notebook at all times.
I am aware that my teacher is available for after school tutoring in room 903 on Tuesdays
3:20 4:20PM or by appointment. I pledge to attend afterschool tutorials, as needed. If I
have questions related to these items and/or student progress, I will contact my teacher by
telephone or through school e-mail.
_______________________________ ________________________________________
Students Name (Print)
Student Signature
Date_________
________________________________ ________________________________________
Parents Name (Print)
Parents Signature
Date________