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Honors/AP Biology Course Syllabus
CHS Science Department
Contact Information: Parents may contact me by phone, email or visiting the school.
Teacher: Ms. Karen Houts
Email Address: karen.houts@ccsd.us or karen.houts@students.ccsd.us
Phone Number: (740) 702-2287 ext. 16258
Online: http://www.ccsd.us/1/Home
Teacher Contact Websites/Social Media: Use above email addresses & phone number
to contact and/or request information.
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CHS Vision Statement: Our vision is to be a caring learning center respected for its
comprehensive excellence.
CHS Mission Statement: Our mission is to prepare our students to serve their
communities and to commit to life-long learning
Course Description and Prerequisite(s) from Course Handbook:
Honors Biology - 310 (1 semester)
State Course # 132330, Level I
Prerequisite: Student must have a 3.40 or better GPA, must have taken Chemistry, and be
recommended by science teachers who have taught the student. If a student does not meet
the criteria, a letter from the parent/guardian and approval of the principal after conferring
with the student’s science teachers are required.
Elective
Grade: 11-12
Weighted Grade
Credit: 1
The course, designed for the superior biology student, is equivalent to a college freshman
course. Some of the labs done by Honors students will equate to the kinds of labs
experienced by college students. Therefore, the student in this course is expected to be able
to function extensively and productively in a somewhat independent manner. The course is
designed around the four Big Ideas put forth by the College Board in the revised AP Biology
Curriculum that became effective in August 2012. The four Big Ideas are: Evolution, Cellular
Processes, Genetics and Information Transfer, and Interactions. While the course is based
on the Advanced Placement Biology syllabus, Honors Biology students taking the course will
not be required to take the AP exam. At the end of the second nine weeks (end of the first
semester), the teacher will decide whether or not the student is prepared enough to continue
to AP Biology for the second semester. Those students deemed by the instructor as not
supplying sufficient effort (or who are not as prepared) will not continue on to AP Biology
and will receive credit for Honors Biology only. The Honors Biology students will be graded
upon the Board approved Honors grading scale. There is a $20 lab fee.
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AP Biology - 314 (1 semester)
State Course # 132330
Prerequisite: Student must have a 3.40 or better GPA, must have taken Honors Biology and
Chemistry, and be recommended by science teachers who have taught the student. If a
student does not meet the criteria, a letter from the parent/guardian and approval of the
principal after conferring with the student’s science teachers are required. Elective Grade:
11-12 Weighted Grade Credit: 1
The course is designed around the four Big Ideas and seven science practices put forth by
the College Board in the revised AP Biology Curriculum that became effective in August
2012. The four Big Ideas are: Evolution, Cellular Processes, Genetics and Information
Transfer, and Interactions. The course is based on the current program syllabus for AP
Biology and prepares students for the required AP examination provided by the College
Board. The student takes the AP Biology exam on the second Monday in May for possible
full year college credit for general biology. The student pays all fees associated with the test.
There is a $20 lab fee.
In order to receive AP credit with a 5 point on grading systems, the student must
take and pay for the AP exam. If the student fails to take the exam, a 4.5 point
grading scale will be applied.
Further description of the four Big Ideas and the seven Science Practices set forth by the
College Board are as follows:
The four Big Ideas are:
1. The process of Evolution drives the unity and diversity of life
2. Biological systems utilize free energy and molecular building blocks to grow,
reproduce, and to maintain homeostasis. (Cell Processes)
3. Living systems store, retrieve, transmit, and respond to information essential to
life processes. (Genetics and information transfer)
4. Biological systems interact, and these interactions possess complex properties.
The seven science practices are:
1. The student can use representations and models to communicate scientific
phenomena and solve scientific problems.
2. The student can use mathematics appropriately.
3. The student can engage in scientific questioning to extend thinking or to guide
investigations within the context of the course.
4. That student can plan and implement data collection strategies appropriate to a
particular scientific question.
5. The student can perform data analysis and evaluation of evidence.
6. The student can work with scientific explanations and theories.
7. The student is able to connect and relate knowledge across various scales, concepts,
and representations in and across domains.
The course material is divided into eight instructional units with the applicable Big Ideas
woven into each unit. Chapters from the textbook are grouped according to Unit Topic.
Four units will be presented each semester. Students are assigned all the textbook chapter
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readings for the Ecology unit as a summer project in order to free up time for group and lab
work.
Investigative Projects
Investigative projects will be used to create opportunities for students to extend the learning
objectives from the Big Ideas outside of the laboratory investigations. The projects will
allow students to both deepen their understanding within each of the four Big Ideas and
make connections between each one of the Big Ideas and at least one other. Students will be
required to identify which of the Big Ideas are connected through each assignment. The
projects will be given to the students in the form of a choice board.
One of the options in the choice board will be the format of the project. Students may
develop projects in the any of the following formats: written report, poster presentation,
PowerPoint or Prezi presentation, informational pamphlet, or oral presentation.
One of the options in the choice board will be for students to connect their biological and
scientific knowledge to major social issues. The topics offered in the choice board are
anticipated to change especially as new subject or current events emerge in the field of
Biology. Students will be required to complete one investigative project per content unit for
a total of eight total projects. At least two projects over the year must be related to a major
social issue.
The choice board is found on the following page:
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Choice Board by Content Unit, Big Idea, and Possible Topics
Content Unit
Unit 1 – Introduction and Ecology
Big Idea
4 and
others
Possible Topics – Students may suggest others
-Acid precipitation-why should we worry?
- Global warming- truth or fiction
- Humans: cause of latest mass extinction event?
- Invasive species in our town, county, and state
- Supersites in our state-location and cleanup progress (OH Cit.
Action)
-Relationship of protein folding and structure and function
- How organisms exploit the properties of water to survive
- Adaptations of organisms to changing water levels
- Acid precipitation
-Symptoms of trace elements deficiency
Adaptations of organisms to Se or other toxic elements
- Factors that control or regulate the cell cycle
-Hayflick limit-what it is and what does it mean to the cell cycle?
-Aging diseases such as Progeria
-Multicellularity-evolution of complexity
-Cancer-when cell division goes wrong
Unit 2 – Cell building blocks and
Cells
2 and
others
Unit 3 – Cell Cycle and cell division
3 and
others
Unit 4 – Cellular energy
2 and
others
Unit 5 – Organism Form and
Function
3 and
others
Unit 6 – Genetics
3 and
others
Unit 7 – Central Dogma:
Gene Activity and Biotechnology
3 and
others
- Development of Glofish
- Genetically modified pets – just because we can, should we?
- HOX genes – why are they important?
- What’s the latest in gene therapy?
- Genetically modified foods – risks, advantages and ethics
- What’s the latest technology break-through in biotechnology?
Unit 8 – Evolution and Phylogeny
1 and
others
- Deep sea events – the origin of life location?
- Evolution of dogs – evolution in an eye-blink
- Evo-Devo – what is it all about?
- Gene duplication and human evolution
- the RNA world’s role in the origin of life
- Sponges or Comb jellies as the earliest animal?
- How many kingdoms should we have?
Global climate change and photosynthesis
- Why do cells use ATP?
- What’s new in brewing?
- Diseases of the human respiration system
- Why evolution needed aerobic respiration
- Human Endocrine diseases – causes and cure?
- Linking cell communication, the endocrine system and the
nervous system
- Hormones and cell processes involved in radish seed germination
- When nerve signaling doesn’t work
- Immune system disorders – causes and cure?
- HIV – what is the latest?
-Acupuncture- how does it work?
How is adiponectin involved with diabetes?
- Human Genetic disease report – cause and cure?
- RNA harnessed to control cells
- RNAi – what is it and what does it do?
- Epigenetics – how important is it?
- Stem cell research – the ethics of technology and its applications
- Alphabet of Life – origin of the genetic code
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Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of
every Unit taught during this course, and the Essential Questions to be answered to better
understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will
define whether or not he or she adequately learns and can apply the skills found in Big Ideas.
This will ultimately define whether or not a student scores well on assessments given for this
course. The Common Core Standards can be found at http://www.corestandards.org/thestandards. (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 13 essential questions per Big Idea. Each Unit will vary.)
1st Quarter (Honors)
o Unit I Introduction and Ecology (Diversity & Interdependence of Life)
 Big Idea #1: Science is a process of inquiry, observation, experimentation,
analysis, and further extensions.
 Essential Question # 1: How do I design and complete an experiment, analyze my
data, draw conclusions, connect to broad ideas, and extend my thinking for future
experiments?
 Essential Question #2: How do I use representations, models and mathematics to
solve scientific problems and communicate scientific phenomena?
 Big Idea #2: Communities are composed of organisms that interact in
complex ways with both its biotic and abiotic components.
 Essential Question #1: How do I explain the structure of a community in terms of its
species composition, diversity, and interactions?
 Essential Question #2: How do I use mathematical and graphical representations to
illustrate both exponential and logistic population growth patterns?
 Essential question #3: How do I interpret age distribution tables used to study
human populations?
 Big Idea #3: Interactions among living systems and their environment
result in the movement of matter and energy.
 Essential Question #1: How do I compare and contrast the movement of matter and
energy through an ecosystem?
 Essential Question #2: How do I illustrate the dependence of food chains/webs on
primary productivity?
 Essential Question #3: How do I use the logistic model of population growth to
describe the effects of competition for resources and other factors on population growth?
 Big Idea #4: Naturally occurring diversity among and between
components within biological systems affects interactions with the
environment.
 Essential Question #1: How do I contrast the fitness of a population with little
genomic diversity to one with robust fitness?
 Essential Question #2: How do I explain the contribution of keystone species,
predators, and essential abiotic and biotic factors to the maintenance of ecosystem
diversity?
o Unit II Cell Building Blocks and the Cellular Nature of Life
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Big Idea #1: Biological systems use molecular building blocks to grow,
reproduce, and maintain dynamic homeostasis
 Essential Question #1: How do I explain how the unique properties of water make
life on earth possible?
 Essential Question #2: How do I explain the structure and formation of
macromolecules and how these are used by the cell to grow and reproduce?
 Essential Question #3: How do I use models to communicate scientific phenomena?
Big Idea #2: The size of a cell is limited to enhance its efficiency.
 Essential Question #: How do I explain how cell size and shape affect the overall
rates of nutrient intake and waste elimination?
 Essential Question #2: How do I use calculated surface area to volume ratios to
predict which cells might eliminate waste or obtain nutrients by diffusion?
 Essential Question #3: How do I describe several mechanisms of active transport and
how they differ from diffusion?
Big Idea #3: Cells consist of specialized structures called organelles.
 Essential Question #1: How do I explain how internal membranes, specialized
organelles, and their interactions, provide essential cell functions?
 Essential Question #2: How do I construct models that connect the movement of
molecules across membranes with membrane structure and function?
Big idea #4:Osmoregulation and excretion depend on the processes of
osmosis, diffusion, and active transport
 Essential Question #1: How do I explain how diffusion, osmosis, and active
transport are involved in nephron functioning in the kidneys of multicellular
organisms?
2nd Quarter (Honors)
o Unit III The Cell cycle
 Big Idea #1: The life cycle of a cell has subdivisions that are regulated by
both internal and external controls.
 Essential Question#1: How do I describe the various subdivisions of the cell cycle
and the internal regulatory proteins involved in its control?
 Essential question #2: How do I describe the role of apoptosis in development and
differentiation as well as in the reuse of molecules and maintaining dynamic
equilibrium?
 Essential question#3: How do I describe the consequences of cell cycle regulation gone
awry?
 Big idea #2: The division of sex cells is called meiosis.
o Essential Question #1: How do I construct a representation that connects the process of
meiosis to the passage of traits from parent to offspring?
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Unit IV Cellular Energy
 Big Idea #1: All organisms require constant energy input to maintain
organization, to grow, and to reproduce.
 Essential Question #1: How do I describe/define Gibbs free energy and mathematically
determine whether a reaction is exergonic or endergonic?
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Essential Question #2: How do I explain that biological systems require constant free
energy and that multiple strategies exist in different systems for obtaining free energy?
 Essential Question #3: How do I predict how changes in the availability of free energy
affect organisms, populations, and ecosystems?
Big Idea #2: Organisms have specific structural features that allow them
to capture, store, and release free energy.
 Essential Question #1: How do I describe and explain how these structural features
capture, store, and release free energy?
 Essential Question #2: How do I use representations to pose questions about what
mechanisms and structures allow organisms to capture, store, and release free energy?
 END OF COURSE EXAM
3rd Quarter (AP)
o Unit V Organism form and function
 Big Idea #1: Both unicellular and multicellular organisms share common
cell communication processes.
 Essential Question #1: How do I describe/create diagrams/ give examples of both
direct contact and long distance (hormonal and immune system) cell signaling?
 Essential Question #2: How do I describe models of signal transduction pathways
through which signals are converted to cell responses?
 Essential Question #3: How do I explain how certain drugs affect signal reception
and, thereby, signal transduction pathways?
 Big idea #2: Nervous systems, endocrine systems, and immune systems
use cell signaling mechanisms.
 Essential Question #1: How do I explain/create a visual depiction of how nervous
systems (and in particular, the vertebrate nervous system) detect external and internal
signals, transmit and integrate information, and produce responses?
 Essential Question #2: How do I create diagrams/models to describe immune
responses?
 Essential Question #3: How do I describe several examples of how hormones elicit
responses to maintain homeostasis using long-distance signaling?
o Unit VI The Genetic Basis of Life
 Big Idea #1: Life is specified by the information found in genomes
o Essential Question #1: How do I apply mathematical routines to determine
Mendelian inheritance patterns from sets of data?
o Essential Question #2: How do I recognize and describe the inheritance of traits that
are not explained by Mendel’s model of inheritance?
 Big Idea #2: Alterations of the genome can occur at the chromosome
level.
o Essential Question #1: How do I identify and describe the effects of various
chromosomal aberrations?
o Essential Question #2: How do I pose questions about ethical, social, or medical
issues related to human genetic disorders?
 Big idea #3: Normal embryonic development is a process that involves
timing and coordination of several events that are regulated by multiple
mechanisms, including genes.
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o Essential Question #1: How do I explain that development is a sequential process
that involves control of the timing and order of events?
o Essential Question #2: How do I describe some of the regulatory mechanisms
involved in development?
4th Quarter (AP)
o Unit VII Central Dogma: DNA  RNA  Protein
 Big idea #1: DNA and, sometimes, RNA are the primary sources of
genetic information.
o Essential Question #1: How do I describe/explain the various historical investigations
that led to the claim that DNA is the source of genetic information?
o Essential Question #2: How do I describe that models that show how genetic material is
copied for transmission between generations?
o Essential Question #3: How do I describe the how genetic information is translated into
proteins?
o Essential Question #4: How do I describe two common biotechnologies used to
manipulate genetic material?
 Big idea #2: Gene regulation is essential for the proper functioning of a
cell.
o Essential Question #1: How do I connect gene regulation with both differences
between individuals in a population and between different types of organisms?
o Essential Question #2: How do I use diagrams/models to explain how gene
regulation influences cell products and function (including how signal pathways
mediate gene expression)?
o Essential Question #3: How do I compare and contrast gene regulation models
o Unit VIII Evolution and Phylogeny
 Big Idea #1: Natural selection is a major mechanism behind the changes
in the genetic makeup of a population.
o Essential Question #1: How do I evaluate data-based evidence that describes
evolutionary changes in the genetic makeup of a population over time?
o Essential Question # 2: How do I apply mathematical methods to calculate
frequencies of genes in populations, providing evidence for the occurrence of evolution?
o Essential Question #3: How do I describe specific examples of phenotypic
variations that significantly increase or decrease the fitness of the organism and the
population as well as how random changes in the environment impact evolution?
o Essential Question #4: How do I evaluate scientific evidence from different
disciplines that support evolution?
 Big Idea #2: In addition to natural selection, other processes affect the
evolution of populations.
o Essential Question #1: How do I interpret given data and or explain how
mutation, genetic drift, sexual selection, artificial selection, inbreeding, and human
endeavors such as genetic engineering contribute to the loss or gain of variation in
populations?
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Big idea #3: Organisms are linked by lines of descent from common
ancestry.
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o Essential Question #1: How do I cite examples of molecules, structures, and
metabolic pathways common to all domains of organisms as evidence that all
organisms are linked through a common ancestor?
o Essential Question #2: How do I interpret and/or construct phylogenetic trees and
cladograms that represent the history of the appearance or loss of a trait and/or
speciation?
Big Idea #4: Life continues to evolve within a changing environment.
o Essential Question #1: How do I analyze data related to questions of speciation
and extinction throughout Earth’s history?
o Essential question #2: How do I describe/identify mechanisms of speciation?
o Essential Question #3: How do I describe/explain examples of evolution that
have occurred in the past and evidence that evolution continues, today?
Big Idea #5: The origin of living systems is explained by natural
processes and is supported by evidence from many different disciplines.
o Essential question#1: How do I describe a scientific hypothesis about the origin of
life on earth?
o Essential Question #2: How do I explain why revisions occur in hypotheses about
the origin of life on earth?
o Essential Question #3: How do I justify the selection of geological, physical, and
chemical data that reveal early Earth conditions?
 END OF COURSE EXAM
Textbook: Biology: The Dynamic Science by Peter J. Russell, Paul E.
Hertz and Beverly McMillan. Third edition, 2014. Brooks/Cole,
Cengage Learning
Supplementary texts:
 AP Biology Investigative Labs: An Inquiry-Based Approach,
Publisher: The College Board, 2012
 Aplia for Biology
Course Expectations:
Students are expected to have materials every day:
 Chromebook, textbook, paper, notebook, pencil or pen.
 Students will be expected to complete all assignments on time.
 Students will participate in classroom discussion/activities.
 Students will check their individual Progress Book grades regularly.
Course Materials:
 Google Chromebook
 Textbook
 Paper
 Writing utensils
 Notebook
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Grading:
Unit Exams
50%
Assessments (Quizzes, labs, projects, essays)
30%
Homework/Class Work
20%
 End of Course Exam is 20% of a student’s final grade.
Grading Scale: The grading scale for Chillicothe High School can be found in the student
handbook or online at http://www.ccsd.us/1/Content2/studenthandboook
Late Work: Late work will be subject to the board adopted policy on assignments that are
turned in late (to be reviewed in class). Information can be viewed on-line at
http://www.ccsd.us/1/Content2/studenthandboook
CHS TENTATIVE Honors and AP Biology Course Schedule
This is an overview of what will be covered in this course at CHS for this school year.
Although I would like to follow this plan verbatim, this years’ tentative schedule is subject to
change (at the teachers’ discretion).
1st 9 Weeks (Honors Biology):
Week 1: Beginning of the Year Pre-Assessment Exam
Unit 1 Introduction and Ecology (Diversity and Interdependence of Life)
Weeks 1-2
Chapter 1: Introduction to biological concepts and research
1. Scientific journals, inquiry labs, graphing, and scientific writing. Students spend
one class period perusing scientific journals in our INFOHIO library database,
choose an article interesting to them and for homework, prepare a brief presentation
about the paper, its format, and what they learned.
2. Radish seed experiment (Independent research project)
3. Introduction to the course format, Essay writing, rubric setting, and practice grading for the May
2015exam.
 Formative Assessment
Weeks 2-4:
 Chapters 51 - 56 Review of summer Ecology Unit
 Unit 1 Big Idea Project
 Formative Assessment
 AP Investigative Lab 10 Energy Dynamics, AP Investigative Lab 11 Transpiration –
whole plants, basic plant anatomy and physiology
Week 4: Unit I Summative Assessment
Unit II Cellular building blocks and the cellular nature of life
Weeks 4-5
 Chapters 2 and 3
1. Chemistry and bonds review, properties of water related to maintenance of
life on earth
2. Biological macromolecules (Lipids, Carbohydrates, Proteins, Nucleic Acids).
 Formative Assessment
 Unit 2 Big Idea Project
Weeks 6-8
 Chapters 5, 6, and 48.1-48.5
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1.
2.
3.
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Tour of the cell, Membrane Structure and Function
Cell transport mechanisms (passive and active)
Osmoregulation
Formative Assessment
AP Investigative Lab 4- Diffusion and Osmosis
Week 9: Unit II Summative Assessment
2nd 9 Weeks (Honors Biology):
Unit III The Cell Cycle
Weeks 1-2: Chapters 10 and 26
1. Cell Cycle and its regulation
2. Cell division in both eukaryotic and prokaryotic cells
3. Prokaryotes
Weeks 3-4
 Formative Assessment
 Unit 3 Big Idea Project
 Chapters 11 and 30 Meiosis – the cellular basis for sexual reproduction and
Kingdom Fungi
 Formative Assessment
 AP Investigative Lab 7-Cell Division
Week 4: Unit III Summative Assessment
Unit IV Cellular Energy
Week 4: Weeks 5-6:
 Chapter 4 Introduction to Metabolism: ATP, Free energy changes, enzymes,
metabolism and coupled reactions. Enzyme Lab Activity
 Chapter 8 Cellular Respiration, fermentation and aerobic cellular respiration
 Formative Assessment
 Unit 4 Big Idea Project
Weeks 7-8:
 Chapter 9 Photosynthesis, and AP Investigative Lab 5 Photosynthesis
 Formative Assessment
Weeks 9: Unit IV Summative Assessment
3rd 9 Weeks (AP Biology):
Week 1: Beginning of the year Pre-Assessment Exam
Unit V Organism Form and Function
Week 1
 Chapter 7 Cell Communication Website Investigation and oral report
 Formative Assessment
Week 2: Chapter 38 Basic Principles of Animal Form and Function.
 Homeostasis and systems overview
Weeks 3-4:
 Chapters 39 and 40 Neurons, Synapses, and Signaling. Nerve Signaling simulation or
website activity.
 Chapter 42 Hormones and the Endocrine System Project: Endocrine Diseases
 Formative Assessment
 Chapter 45 Immune system: long distance signaling
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 Unit 5 Big Idea Project
Week 4: Unit V Summative Assessment
Unit VI The Genetic Basis of Life
Weeks 5-6:
 Chapter 12 Mendel, Genes, and Inheritance Genetics: Gregor Mendel, laws of
segregation and independent assortment, probability, codominance, incomplete
dominance, multiple alleles, pleiotropy, epistasis, polygenic inheritance, sex linked
traits, recombination, Chi Square Lab, Virtual Fruit Fly lab
 Formative Assessment
 Unit 6 Big Idea Project
Weeks 7-8:
 Chapter 13 Genes, Chromosomes, and Human Genetics: gene linkage and
recombination, X-linked traits, Chromosomal aberrations, genetic disorders, human
diseases project.
 Formative Assessment
 Reference chapter 50: the sequence of embryo development and some of its
regulatory mechanisms
Week 9: Unit VI Summative Assessment
4th 9 Weeks (AP Biology):
Unit VII Central Dogma; DNARNAProtein and DNA Technology
Weeks 1 -2:
 Chapter 14 History of the discovery of DNA structure, replication, and organization
in both eukaryotes and prokaryotes.
 Chapter 15 From DNA to Protein - Molecular Biology: Connection between DNA,
RNA, and protein. Transcription, translation, mutations
 Formative Assessment
 Unit 6 Big Idea Project
Weeks 2 - 3:
 Chapter 16 Regulation of gene expression – 4 different levels, genetics of cancer
 Chapter 17 Bacterial and viral genetics
 Formative Assessment
A practice AP Biology Exam will be given out of class (on an agreed upon weekend
dates) during the 4th nine weeks in order for students to experience the 3 ½ hour
experience as preparation for the exam in May.
Weeks 4 -5
 Chapter 18 Biotechnology AP Investigative Labs 8 and 9, restriction enzymes and
genetic engineering, nucleic acid technology and genomics (applications)
 Chapter 19 Genomes and Proteomes
Week 5: Unit VII Summative Assessment
Unit VIII Evolution and Phylogeny
Weeks 6-7:
 Chapter 20 Development of Evolutionary Thought: Charles Darwin, natural
selection , evidence for evolution, AP Investigative Lab 1 Artificial Selection
 Chapter 21 Microevolution: Genetic changes within populations: Hardy-Weinberg
equilibrium and equation, causes of microevolution, modes of selection, AP
Investigative Lab 2 Hardy Weinberg Equilibrium
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 Formative Assessment
Weeks 8-9
 Chapters 22, 23, and 24 Speciation, paleobiology and macroevolution, Phylogeny and
Systematics cladograms, molecular clocks, early evolution of life, AP
Investigative Lab 3 BLAST Lab
 Chapter 26 Tree of Life: Intro to Biodiversity 6 Kingdom Concept map (3 Domains
and 6 Kingdoms),
 Formative Assessment
 Week 8: Unit 8 Big Idea Project
 Unit VIII Summative Assessment
Week 9: END OF COURSE EXAM
Advanced Placement Biology Exam: Monday, May 9, 2016. 7:30AM
Performance Based Section: Writing
Assignments/Exams/Presentations/Technology
One or more of the End of Unit Exams may be Performance Based. According to the Ohio
Department of Education, “Performance Based Assessments (PBA) provides authentic ways
for students to demonstrate and apply their understanding of the content and skills within
the standards. The performance based assessments will provide formative and summative
information to inform instructional decision-making and help students move forward on
their trajectory of learning.” Some examples of Performance Based Assessments include but
are not limited to portfolios, experiments, group projects, demonstrations, essays, and
presentations.
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CHS Honors/AP Biology Course Syllabus
After you have reviewed the preceding packet of information with your parent(s) or
guardian(s), please sign this sheet and return it to me so that I can verify you understand
what I expect out of each and every one of my students.
Student Name (please print): _______________________________________________
Student Signature: ________________________________________________________
Parent/Guardian Name (please print): _________________________________________
Parent/Guardian Signature: _________________________________________________
Date: ________________________________________________________