Advanced Placement Biology
2013-2014 Class Syllabus
Instructor: Miss Lynn
Room: 103
Email Address: slynn@bcsoh.org
Availability: After school upon request
Website: http://www.bcsoh.org//Domain/763
Required Daily Materials:
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Textbook: Biology: The Unity and Diversity of Life, 10th edition, Starr and Taggart
MacBook Air
Ear buds
Lab Notebook
Class Binder/Folder
Other Materials:
 Study Guide: Multiple Choice & Free Response Questions in Preparation for the AP Biology
Examination, 6th Edition. Hartmann G. and Pfannerstill J.
 Calculator (non-graphing)
AP Biology Summary
Advanced Placement Biology is designed to be equivalent to a college introductory biology
course. A college biology course differs significantly from the usual high school course in respect
to the textbook used, the range and depth of topics covered, the laboratory work done by
students, and the time and effort required.
AP Biology is structured around four Big Ideas: Evolution, Energy & Reproduction, Genetics, and
Ecological Interactions. At least one of the Big ideas will be incorporated in every lesson
throughout the course. Because evolution is the foundation upon which the entire course is
based, it will be referenced throughout the entire course, and science as a process will be woven
throughout both the investigations and the class activities outside of the investigations.
Student-Centered Course
This course is not structured like a traditional teacher-centered class. One of the unique features
about AP Biology this year is the ability for students to work at their own pace. This is different
from most high school classes because it means that the student (not the teacher) is in charge of
the learning process! While some activities will be done as a whole class, most
of the assignments will be completed individually or in small groups. Because of
this, not all students will be working on the same assignment at the same time.
Some students will work faster and are encouraged to do so. Despite individual
pacing, all students must complete the assignments before the unit test. The
teacher’s role, therefore, is to provide assistance, clarification, and challenges for each student
when necessary.
Assignment Types
Assignments are uploaded to the class website prior to beginning each unit. Students are
responsible for completing all activities before the unit test. Assignment types include video
lectures, textbook readings, concept checks, labs (both real & virtual), case study readings,
activities and quizzes. Always check the calendar block on the website to view the dates for
upcoming tests.
 Video Lectures: Class time will not be used for whole-class lectures. Students will be
responsible for watching instructional videos during class or at home on their MacBooks.
These videos will be used to help explain the concepts covered by the textbook reading.
 Textbook Readings: Students must read the assigned chapter readings for each unit.
These may be done before or after the video lectures.
* It is my suggestion for all students to TAKE NOTES on video lectures and textbook
readings in a notebook or binder, and make sure those are brought to class every day!
 Concept Checks: A series of multiple choice questions will be used to monitor each
student’s understanding of the material covered in both the video lectures and textbook
readings. Students will have two attempts to obtain the highest score possible (questions
are randomized at the beginning of each attempt).
 Labs: Many hands-on labs will be conducted this year. Labs will be done on a whole-class
basis or in small groups depending on the nature of the lab and the pace of individual
students. Virtual labs will also be conducted by individual students when materials are
not available or time is limited.
 Case Studies: Students will be asked to read / respond to many case studies and
professional articles during the course of the year. These readings are intended to extend
the basic concepts by applying them to real-world situations.
 Quizzes: Students will take online quizzes after successfully completing the assignments
in each section. Students will be give two attempts to receive a score of 80% or better.
Unit quizzes must be taken during class time.
 Unit Tests: All students will take a paper-based test on the same day at the completion of
each unit. The typical format of tests will be short answer / essay and there are no
retakes. Any assignment listed on Moodle not completed by test day will be recorded as a
“0”.
Student Expectations
I expect that every student will:
1. Come to class prepared and ready to learn!
2. Use technology for educational purposes only. Using personal or school technology for
non-educational purposes may result in the loss of this privilege.
3. Use the entire class period for AP Biology. Do your other homework…at home!
4. Treat themselves, their teacher, and each other with kindness & respect.
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Keep all food and drink away from the lab tables.
Use integrity by not cheating, copying, or plagiarizing another person’s work.
Openly discuss ideas and questions with the teacher and fellow classmates.
Prepare in advance for the AP Biology exam on Monday, May 12.
Lab Activities
The laboratory activities in AP biology abandon the traditional teacher-directed content
coverage model in favor of one that focuses on student-directed experimentation and inquiry.
This approach enables students to identify the questions they want to answer, design
experiments to test hypotheses, conduct investigations, analyze data, and communicate their
results. As a result, they are able to concentrate on understanding concepts and developing the
reasoning skills essential to the practices used in the study of biology.
In inquiry-based laboratory investigations, students model the
behavior of scientists by discovering knowledge for themselves as
they observe and explore. By their very nature, such investigations
are more difficult and take longer to conduct, but the successful
completion of such labs lead to a better comprehension of the content
as well as a deeper appreciation for the scientific process.
Study Sessions
Students in AP Biology are encouraged to form study groups and to assist each other with
learning the course materials. These study groups can be held at during class time, at lunch,
someone’s house or a public place like the library. During these sessions you and your group
members can review/talk about the concepts from class, predict test questions and quiz each
other, as well as help one another better understand difficult concepts. There will also be
regularly scheduled after school study sessions in Miss Lynn’s room - especially as the date
approaches for the AP exam.
Parents
It is important that parents and students read through the syllabus together. For your
student to be successful, they must understand the policies and procedures within this
syllabus. If you have any questions or concerns throughout the year, please feel free to
contact me. The quickest method is via e-mail. I check my email during the school day, and
will make every effort to get back to you within 24 hours during the school week.
Grading:
Final grades will be replaced with the designation “credit/no credit" on report cards and
transcripts on credit-bearing courses. Because GPA is calculated from semester grades, it has no
effect on students.
 For each semester course, credit will be awarded when the student has earned BOTH a
passing GPA for the course (on the scale above) and two passing grades for the semester.
Semester course GPA calculation: Q1 or Q3 (40%) + Q2 or Q4 (40%) + Exam (20%)
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For each full-year course, credit will be awarded when the student has earned BOTH a
passing GPA for the course (on the scale above) and two passing grades in the second
semester.
Full-year course GPA calculation: Q1 (20%) + Q2 (20%) + Exam1 (10%) + Q3 (20%) + Q4
(20%) + Exam2 (10%)
90/10:
BHS uses 90/10 grading to plan assessments and calculate grades in all classes. This policy
assures that 90% of each report card grade reflects students’ mastery of the subject matter with
10% being allowed for assessment of students’ work habits. Traditionally, this ratio has been
determined by each individual teacher. This approach to grading causes grades to have a more
common, consistent meaning across subjects and grades levels, which increases their usefulness
as tools for understanding students’ learning, intervening appropriately and communicating
with parents. This syllabus reflects 90/10 guidelines.
The Bottom Line
In my classroom, I expect you to work as hard as you can, be respectful of yourself & others, and
have fun time learning about biology. In return, I will do the same and make sure everyone in
this class has the opportunity to succeed. Get ready for an amazing year!