Advanced Placement Biology: Course Syllabus
Instructor: Ms. Rachel Thies
Email: rthies@sparta.k12.il.us
Room Number: 161/162
Contact Number: 618-443-4341 ext. 161
COURSE OVERVIEW
This course is a college-level biology course for highly motivated students and is designed to be
equal to a college-level introductory biology course. AP Biology differs significantly from your
freshman/sophomore biology course with respect to:
1.
2.
3.
4.
the textbook
the amount and depth of topics covered
the labs
the time and effort required of you
The goal of this course is to provide you with the BIG IDEAS and skills necessary to do biology
and to understand the applications of biology. As a result, this course may be the most difficult,
yet most rewarding, class you will take during your high school career.
The course material will be organized into the following seven units:
Unit 1. Biochemistry, Cells and Transport
Unit 2. Energy
Unit 3. Cell Cycles
Unit 4. Genetics
Unit 5. Evolution
Unit 6. Ecology
Unit 7. Plant and Animal Physiology
The units are organized around biological principles called big ideas that are woven into the
entire course and focus on the following topics:
Big Idea 1:
Big Idea 2:
Big Idea 3:
Big Idea 4:
The process of evolution drives the diversity and unity of life.
Biological systems utilize free energy and molecular building blocks to
grow, to reproduce, and to maintain dynamic homeostasis.
Living systems store, retrieve, transmit, and respond to information
essential to life processes.
Biological systems interact, and these systems and their interactions
possess complex properties.
Advanced Placement Biology: Course Syllabus
Examples of some Big Idea driven assignments in this course
 Students will research and write a formal report on antibiotic resistance as it pertains to
the big idea of evolution. (Big Idea 1)
 Students will work in small groups to create various cladograms based on different
pieces of evolutionary evidence. (Big Idea 1)
 Students will investigate mutations as a source of evolution in the “bird making” activity.
http://www.indiana.edu/~ensiweb/lessons/origam2.pdf (Big Idea 1)
 Students will model the structure of the cell, representing the structures that are
integral to its existence. (Big Idea 2)
 Students will build a 2D or 3D model project representing the important components of
the cell membrane and how it allows movement of important materials into and out of
the cell. (Big Idea 2)
 Students will model the structures of various macromolecules and use these models to
construct an explanation for the phenomena of dehydration synthesis and hydrolysis
breakdown. (Big Idea 2)
 Students will investigate the science through research and comment/argue/report
about the ethics behind genetic screening and stem cell research. (Big Idea 3)
 Students will work out basic and extensive probability math problems in genetics using
math models like the Punnett Square and the pedigree. Problems will come from our
workbook. (Big Idea 3)
 Students will explain the purpose of the Central Dogma while modeling transcription
and translation. Students will also translate specific codons into amino acid sequences.
Problems will come from our workbook. (Big Idea 3)
 Students will investigate and formally (in writing) propose a solution to reduce
detrimental human impact upon our earth (Big Idea 4).
 Students will compare and contrast various types of succession to show that
communities can change over time. (Big Idea 4).
 Students will construct an explanation for the locations of various communities over the
earth with a research project. Students will look at precipitation, climate, soil, proximity
to the equator and more as pieces of evidence for their explanations. (Big Idea 4).
 And more!!!!!!!!!!
Examples of some major cross-cutting assignments in this course
 Of these big ideas, evolution will emerge as the theme that unites all biological concepts.
The discussion of evolution and the use of the terms evolution and “change over time”.
Students will investigate evidences for evolution and how they apply to free energy and
molecular building blocks in a project later in the evolutionary biology unit. (Big Idea 1
and 2)
 Students will read Rachel Carson’s Silent Spring and report on the interconnectivity of
biological systems and the ability to maintain homeostasis. (Big Idea 2 and 4)
 Students will investigate altruism as it relates to evolution of populations of animals.
This connects the ideas of evolution to information and systems interactions. (Big Idea 1,
3 and 4)
 Students will investigate biological molecules as they relate to cell and body systems
interactions (Big Idea 2 and 4)
And much more!!!
Advanced Placement Biology: Course Syllabus
LAB COMPONENT
Students are given the opportunity to engage in student-directed laboratory investigations
throughout the course for a minimum of 25% of instructional time. [CR7] Students will conduct
a minimum of eight inquiry-based investigations (two per big idea throughout the course). [CR6]
Additional labs will be conducted to deepen students’ conceptual understanding and to reinforce
the application of science practices within a hands-on, discovery based environment. All levels
of inquiry will be used and all seven science practice skills will be used by students on a regular
basis in formal labs as well as activities outside of the lab experience. The course will provide
opportunities for students to develop, record, and communicate the results of their laboratory
investigations.Students will work in small groups to complete the labs. Prior to beginning a lab,
it is critical that students have completed all required background reading and pre-lab
assignments. Students will be expected to formalize their conclusions by writing either
laboratory reports or abstracts (teacher’s decision per lab).
Laboratory activities cannot be made up. Therefore, it is important to make every effort to
attend class on days that laboratories will be completed. If a student misses a lab for any
reason, excused or otherwise, they must write a full laboratory report to demonstrate their
mastery of the lab’s objectives.
Science Practices (SP)
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 AP course.
4. The 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.
EXPECTATIONS
Most of all, I expect that you are in this class because you enjoy and take interest in biology. If
this is not true, you should not be here! Additionally, students are expected to complete all
assignments, on time. You should expect a minimum of one hour of homework nightly. Late
assignments will not be accepted for full credit (75% maximum). Every effort should be made
to attend class every day; repeated absences will majorly hurt you in this course. You are
responsible for obtaining and turning in make-up material.
This class will be partially flipped. You will likely daily be given a video topic/reading to go over
at home or during study hall. If you have issues with technology, please come see me
immediately.
Advanced Placement Biology: Course Syllabus
Every chapter in the text will be covered in class through lecture, group work, or peer
instruction. My focus will be on in-depth discussion and clarification of the ‘big ideas’, so that
you have a solid framework for tackling specific questions. It is critical that you take the time
to read each chapter, preferably before it is covered in class. This way, you have been
introduced to the material and will be better prepared to discuss it in class. Because of this
expectation, material that is not explicitly covered in class may be included on assessments.
This helps to keep our focus on analysis and application, not memorization. The AP Biology
exam is optional and requires a fee ($91).
I also expect that you will seek me out for assistance on difficult topics. If additional help is
needed beyond our class time, I am happy to meet with you after school. You may also feel
free to email me; I typically check my email until 8 pm. I also recommend that you sign up for
my remind texts (you will never see my number and I will never see yours… your parents can
sign up too).
GRADING
Per Semester:
Tests
Labs
Quizzes
Homework
40%
30%
20%
10%
Semester Exam = 20% of final grade and semester grade = 80% of final grade
My grading scale for AP Biology is:
90%- 100%
89.9%- 80%
79.9%- 70%
69.9- 60%
Below 60%
A
B
C
D
F
BEHAVIOR
At this point, you should all be aware of what is appropriate classroom behavior. My main rule
is to show respect (to yourself, the process, me, and the classroom). After an initial warning,
students may expect to receive in-school or after-school detention for repeated violations.
During laboratory activities, students are expected to act in a professional manner. Any
horseplay or misuse of laboratory materials will result in a student’s ejection from the
classroom for the day and earn them a zero on the lab.
No food or drink may be brought into the classroom unless otherwise instructed.
Advanced Placement Biology: Course Syllabus
MATERIALS
Textbook: Biology; Sylvia S. Mader; McGraw-Hill Companies; 9th edition (6/30/2007)
Each student will be provided with a textbook which must be taken care of. In addition,
students must have:

A 3 ring binder

A notebook (preferably composition)

Dark-ink pens or pencils

An email address (suggested, but not required)
UNIT CURRICULUM DESIGN
Science Practices (SP)
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 AP course.
4. The 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.
Big
Practice Practice Practice Practice Practice Practice Practice
Idea
1
2
3
4
5
6
7
Lab 1
2
X
X
X
X
X
X
X
Lab 2
2
X
X
X
X
X
X
X
Lab 3
3/4
X
X
X
Lab 4
3
X
X
X
X
X
X
Lab 5
1
X
X
X
X
X
X
X
Lab 6
1
X
X
X
X
X
X
X
Lab 7
4
X
X
X
X
X
X
X
Lab 8
4
X
X
X
X
X
X
NOTE: 2 LABS PER “BIG IDEA”, BUT MANY ADDITIONAL MINI INVESTIGATIONS WILL TAKE PLACE
THROUGHOUT THE YEAR
Advanced Placement Biology: Course Syllabus
UNIT 1
TOPICS: Biochemistry, Cell Biology and Transport
 Biochemical molecules
 Cell organelles
 Cell membrane behavior
 Active and passive transport
LAB
DESCRIPTION
Osmosis/Diffusion
Egg Lab
Modified from
http://www.biologyjunction.co
m/egg_osmosis_sample2_lab.h
tm
BIG
IDEA
2
SCIENCE PRACTICE SKILLS
1
(creating drawings of
movement of water)
(Measuring mass and
circumference, graphing
before and after data of
mass and circumference)
(creating driving questions
about fluid movement in
the model of the lab)
(planning data collection
strategies as a small group
in this investigation)
(analyzing collected data
from eggs over time)
(creating an explanation for
the phenomena that
occurred in the egg
experiment)
(connecting the knowledge
obtained in the lab to a real
world phenomena and
writing about it in the
formal lab report)
2
3
Students will dissolve the shell
from chicken eggs and measure
the behavior of the fluid inside
and out of the membrane by
measuring mass and
circumference after placing
them in different
concentrations of solutions.
4
5
6
7
TOPICS: Energy



Photosynthesis
Respiration
Enzyme activity
LAB
DESCRIPTION
Photosynthesis Lab
Modified from
http://biologycorner.com/w
orksheets/photosynthesis_r
ate.html
Using baking soda, elodea
and light, measure the
bubbles to observe how fast
BIG
IDEA
SKILLS APPLIED
2
1
2
3
(creating drawings
including the working
knowledge of
photosynthesis)
(measuring rate of
photosynthesis in different
scenarios in the lab)
(creating driving questions
about the factors of
photosynthesis)
Advanced Placement Biology: Course Syllabus
a plant photosynthesizes
and releases oxygen.
4
(planning data collection
strategies as a small group
in this investigation)
(analyzing collected data
from leaves in the lab over
time)
(creating an explanation
for the phenomena that
occurred in the
photosynthesis activity)
(connecting the
knowledge obtained in the
lab to a real world
phenomena and writing
about it in the formal lab
report)
5
6
7
UNIT 3
TOPICS: Cell Cycles
 Mitosis
 Cancer
 Meiosis
LAB
Mitosis Onion Root
Slide Viewing
DESCRIPTION
BIG IDEA
Students will
3 and 4
observe the
different stages of
mitosis in a
meristematic
region of an onion
root. They will
model the
different stages of
mitosis through
drawings, ask
important driving
questions and
connect the cell
cycle studied to
important social
and medical
issues like cancer.
SKILLS APPLIED
1
3
7
(creating drawings and
explanations of the cell
cycle)
(creating driving
questions and
predictions about
expectations of the lab)
(connecting the
knowledge obtained in
the lab to a real world
phenomena like cancer
and creating a formal
report to outline the
relationship)
Advanced Placement Biology: Course Syllabus
UNIT 4
TOPICS: Genetics







Mendelian genetics
Nonmendelian genetics
Human Genome Project
Genetic testing/research
DNA
Replication
Transcription/translation
LAB
DESCRIPTION
BIG IDEA
DNA
Extracti
on
Taken from
http://www.biologycorner.c
om/worksheets/DNA_extrac
tion.html
Students will plan and carry
out an extraction investigate
an activity that allows them
to see DNA in its most
simple structure. They will
use problem solving
techniques to remove DNA
from its home in the nucleus
and unwind it from the
histone proteins.
3
SKILLS APPLIED
1
2
3
5
6
(creating drawings including the working
knowledge of the structure and function
of DNA)
(measuring materials for lab as well as
measuring the mass of the organism
before and after DNA extraction)
(creating driving questions about where
DNA is located and how to get to it as its
most basic structure)
(analyzing collected data from leaves in
the lab over time)
(connecting the knowledge obtained in
the lab to a real world phenomena and
writing about it in the formal lab report)
UNIT 5
TOPICS/GOALS: Evolution
 Darwinian evolution
 Natural selection and population evolution
 History of life
LAB
DESCRIPTION
BIG IDEA SKILLS APPLIED
1 (using materials to mathematically
Polka Dot Taken from
1
and visually model natural selection)
Evolution http://www.goldiesroom.org/
2 (measuring fluctuations of colors of
Lab
AP%20Biology/AP%20Labs%20
“individuals” in certain environments
pdf/v2013/AP%20Lab%2017%
based on visibility)
203 (creating driving questions about
natural selection and camouflage)
%20Natural%20Selection%20S
4
(planning data collection strategies
imulation%202013.pdf
Students will plan and
investigate a situation where
5
6
as a small group in this investigation)
(analyzing collected data from
surviving and deceased individuals in
the lab over time)
(creating an explanation for the
Advanced Placement Biology: Course Syllabus
organisms in a population are
preyed upon based on their
color and if/how it allows
them to hide (camouflage).
Organisms are hole-punched
colored paper and their
environment is colored
wrapping paper. Students will
use mathematical reasoning to
back up the claim that
camouflage is an
evolutionarily helpful trait.
HardyStudents will plan and carry
Weinberg out a simulation of the HardyBead Lab Weinberg principle using
beads and different situations
to carry out. A Chi-square test
will also be carried out.
7
1
1
2
3
4
5
6
7
phenomena that occurred in this
activity)
(connecting the knowledge obtained
in the lab to a real world phenomena
and writing about it in the formal lab
report)
(creating a way to model population
evolution using the Hardy-Weinberg
principle)
(measuring numbers in a population
over multiple generations and
solving algebraic equations using the
Hardy-Weinberg principle)
(creating driving questions about the
factors of evolution with respect to
populations)
(planning data collection strategies
as a small group in this investigation)
(analyzing collected data from beads
that represent individuals in a
population in the lab over time…chi
square)
(creating an explanation for the
phenomena that occurred in the
Hardy-Weinberg bead activity)
(connecting the knowledge obtained
in the lab to a real world phenomena
and writing about it in the formal lab
report)
UNIT 6
TOPICS/GOALS: Ecology
 Population, community and ecosystem ecology
 Human impact
Advanced Placement Biology: Course Syllabus
UNIT 7
TOPICS/GOALS: Plant and Animal Physiology
 Plant and animal behavior
LAB
Transpirati
on Lab
DESCRIPTION
Taken from
http://www.biologycorner.
com/worksheets/transpirat
ion_lab.html
BIG IDEA
4
SKILLS APPLIED
1
2
3
4
Students will use seedlings
to investigate the rates of
transpiration with different
amounts of water over
time.
5
6
7
Isopod
Behavior
Lab
(starting
unit)
Students will plan and
investigate an open ended
crustacean behavior
investigation. They will
choose an animal behavior
to work with and collect
data over time.
4
2
3
4
5
6
7
(creating drawings including the
working knowledge of transpiration)
(measuring rate of transpiration in
different scenarios in the lab)
(creating driving questions about the
factors of transpiration)
(planning data collection strategies as a
small group in this investigation)
(analyzing collected data from plants in
the lab over time in different
conditions)
(creating an explanation for the
phenomena that occurred in the
transpiration activity)
(connecting the knowledge obtained in
the lab to a real world phenomena and
writing about it in the formal lab
report)
(collecting numerical data in the lab
depending on the behavior chosen)
(creating driving questions about
animal behavior in a certain crustacean
species)
(planning data collection strategies as a
small group in this investigation)
(analyzing collected data from
crustacean behavior in the lab over
time)
(creating an explanation for the
phenomena that occurred in the
photosynthesis activity)
(connecting the knowledge obtained in
the lab to a real world phenomena or
behavior and writing about it in the
formal lab report)