AP Biology David Thibodaux STEM Magnet Academy
Course Syllabus
2014-2015
Teacher: Stacy Thibodeaux, B.S. Biology/Chemistry
Contact information: svthibodeaux@lpssonline.com, 521-7920
Conference Information: I am available to talk with you or your child during from 2:15-3:00 pm
daily, lunch, or after school. Please call 521-7920 to set up an appointment.
Class Schedule: AP Biology will be 94 minutes daily for the fall semester because of the lab
component associated with the course. During the months of February, March and April we will
have review Saturdays. These are not mandatory but highly encouraged since the AP exam is
not until May 2015.
Course Description: AP Biology is designed to be the equivalent of a college introductory
biology course. It includes the topics regularly covered in a college biology course for majors.
The aim of the course is to provide the students with the conceptual framework, factual
knowledge, and analytical skills necessary to deal critically with the rapidly changing science of
biology. After completion of this course students will have gained an understanding of how the
biological concepts they learned are important to their role in society.
To accomplish these goals, students will be required to read inside and outside of the text book.
Reading assignments will include articles in science sections of newspapers and science
magazines. Environmental and social concerns associated with biology will be explored at all
levels from local, national, and world issues. These issues will be discussed in class as well as
electronically using various social media such as Blackboard, Google Groups, and Edmodo.
Students will examine their role in addressing these issues as educated adults and will have an
opportunity to participate in a field trip.
The framework for this knowledge is stated in the College Board AP Biology course description
and includes:
AP Biology Big Ideas
Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize free energy and molecular building blocks to
grow, to reproduce, and to maintain dynamic homeostasis.
Big Idea 3: Living systems store, retrieve, transmit, and respond to information
essential to life processes.
Big Idea 4: Biological systems interact, and these systems and their interactions
possess complex properties.
The Investigative Laboratory Component
The course is also structured around inquiry in the lab and the use of the seven science
practices throughout the course. Students will engage in investigative lab work for at least 25%
of the instructional time. AP Biology has 12 recommended labs that the students will also
conduct using inquiry-based investigations and computer simulations. 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.
In addition to conducting inquiry-based experiments, the students must be able to communicate
the information gained from these inquiries through the use of:
 Formal written lab reports, with emphasis on a testable hypothesis, organize collected
data, and the ability to analyze and discuss results.
 Poster presentations to the class on the main components of the lab.
 Self-assessment group work using electronic messaging (Goggle Groups, Blackboard,
Edmodo, etc). This will allow the students to see the importance of collaboration with
peers.
Science Practices:
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.
Labs Connecting the Big Ideas:
Big Idea 1:


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Big Idea 2:

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Evolution Labs
Hardy Weinberg Lab
Blast Lab
Artificial Selection Lab
Cladistics Lab
Human Skull Lab
Cellular Process Labs
Cellular Respiration Lab
Photosynthesis Lab – Leaf Disk
Assay
 Plant pigment chromatography
 Transpiration
Science Practices in the Laboratory
SP1
BLAST
x
Hardy-Weinberg
x
Artificial Selection
Cladistics Lab
Skull Lab
HeLa Cells
Cellular Respiration
(Big Idea 1)
(Big Idea 2)
Leaf Disk Assay Photosynthesis (Big
Idea 2)
Diffusion and Osmosis (Big Idea 2)
Cell Division
(Big Idea 3)
x
x
x
x
x
x
x
x
 Diffusion/Osmosis Lab
Big Idea 3: Genetics and Information
Transfer Labs
 Cell Division – mitosis, HeLa
 Bacterial Transformation
 DNA electrophoresis labs
 Drosophila Lab
Big Idea 4: Ecology Labs
 Dissolved Oxygen Lab
 Transpiration
 Fruit Fly Behavior/Pill Bug
Behavior
SP2
x
SP5
x
x
x
x
x
x
Energy Dynamics Lab
Dissolved Oxygen, (Big Idea 4)
Transpiration (Big Idea 4)
Chi Square (Big Idea 4)
Enzyme Activity Lab (Big Idea 2)
Animal Behavior Lab (Big Idea 4)
x
x
x
x
x
SP4
x
x
x
x
x
x
x
x
Bacterial Transformation (Big Idea 3)
DNA Electrophoresis (Big Idea 3)
SP3
x
x
x
x
x
x
x
x
x
x
x
SP6
SP7
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Course Planner
AP Biology is organized into 8 units and about three to five weeks is spent on each unit. Every
unit is designed to integrate the topic into four big ideas, the enduring understandings with the
Big Ideas and the essential knowledge within the enduring understanding. Throughout the unit,
we will discuss how that unit ties back into all of the big ideas. Some examples to illustrate
linking the units to the Big Ideas include:




Big Idea 1: The process of evolution drives the diversity and unity of life – Students will
model DNA replication, transcription and translation and discuss the similarities and
differences between the different domains. They will describe how DNA replication
ensures the flow of information and will also determine mechanisms by which DNA can be
changed during these processes. Students also will learn how to analyze cladograms and
understand evolutionary relationships using the Basic Local Alignment Sequencing Tool.
Students will analyze morphological details about a newly discovered fossils, hypothesize
as to the position of the fossil in a pre-constructed cladogram, then test the hypothesis
using BLAST.
Big Idea 2: Biological systems utilize energy and molecular building blocks to grow,
reproduce, and maintain homeostasis – Students will build the inner mitochondrial
membrane and identify this as a feature allowing separation of the cell and explain how
proton gradients can be produced to generate ATP. The development of this membrane
will be related to photosynthesis in prokaryotes and will be enforced by the use of the
BLAST lab where they will observe the connections across the domains.
Big Idea 3: Living systems retrieve, transmit, and respond to information essential to
life processes – Students will conduct a Hardy Weinberg lab in which they calculate the
changes in allele frequency. These alleles will be connected back to the evolutionary
history of an organism and also how environmental changes influence the genetic make-up
of a population. Students will also perform a transformation experiment in which they
transform a bacterial cell to contain a plasmid containing a gene which can be expressed
so as to produce protein products which make the cell “glow”.
Big Idea 4: Biological systems interact, and these interactions possess complex
properties – Students through guided inquiry, will investigate how to measure dissolved
oxygen using the Winkler method (ex: How does temperature affect the dissolved oxygen
concentration in samples of water?) Continuing, students will explore respiration and
photosynthesis processes in samples of a Chlorella culture as they study gross and net
primary productivity. Students will then be challenged to write and conduct a controlled
experiment to test the effect of a variable on primary productivity. The study will involve
hypothesizing, designing the experiment, data collection of dissolved oxygen
concentrations, calculations of primary productivity, graphing and making a conclusion.
The entire laboratory investigation will be written in the laboratory research notebook.
Materials and Textbook: The book for this course is Principles of Life, written by Hillis, Sadava,
Heller, and Price. Teacher made questions will accompany each unit of study. Students are
required to have a 3-ring BINDER for these notes and handouts. A separate notebook is also
required for the lab notebook because labs are extremely important in AP Biology because of
the lab based questions on the AP exam. Some colleges also require that a lab portfolio be
submitted for AP credit, so the notebook is an integral part of the class. Along with the 12
required labs, students will perform numerous other labs and projects that will serve to enforce
biological concepts. Students must also have a scientific calculator in order to perform the
mathematical and statistical analysis required for the course. The calculator does not have to
be a graphing calculator.
Grading Policy: Grades will be based on a point system. Students will receive points for
homework, class work, laboratory reports, projects, quizzes, and tests. The percentage out of
the total possible number of points will determine the grade in the class. For example: Total
number of points for the first six-weeks is 900 points. If you earn 810 points on all of your
assignments, your grade will be 90%, and B. Progress reports will be sent home the Friday of
every week. Progress reports must be returned with a parent’s signature within two days.
Major Tests – 2 to 3 chapters usually and are always 100-200 points
Quizzes – Announced and unannounced – 10 to 50 points
Class work – 10 to 20 points
Laboratory Reports – 30 to 50 points
Projects – 50 to 100 points
Semester Exam – 25% of Semester grade
Statements of Essential Functions:
The student will be able to:
1. Follow and apply basic safety requirements.
2. Collect and analyze data.
3. Manipulate apparatus.
4. Perform laboratory work.
5. Prepare and read graphs.
6. Perform mathematical calculations.
7. Prepare written reports.
8. Communicate effectively in writing and orally.
9. Solve problems.
10. Read from textbooks, supplemental materials, and teacher made materials.
11. Prepare collections and projects.
12. Complete written and project based assessments.
13. Work effectively in groups or teams.
14. Take accurate and useful class notes.
15. Follow written and oral directions.
Attendance:
 Your attendance in my class is imperative. If you must be absent, please see your
syllabus/calendar for any missed materials and be prepared for class the day of your
return. Because this is primarily a student led class, everyone is expected to participate
in class discussions and projects. You will be working on your own and in a group for the
majority of the class. You will receive participation points for each 9 weeks. Learning
does not stop just because you were not present in class. You are responsible for any and
all missed work.
 You have 5 days after returning from an excused absence to make up missed work.
Make-up work will be in a file folder (missing assignments) on the table in the back of the
room. You may get make-up work yourself. You are responsible to see me outside of
class if you have questions about make-up work. I will not hunt you do for you to submit
make-up work.
 If you are absent on a test day, look for your name on the board in the classroom. If
your absence is not excused, then your make up exam will be all essays. Be prepared to
take the exam the next day upon your return, before or after school or at lunch, NOT
DURING CLASS TIME. You must make up your exam within 5 days of your return or
your will receive a ZERO for that exam.
 If an assignment was missed, the assignment must be made up within 5 days of your
return. If an assignment or homework have already been returned or reviewed, you will
not be able to make it up. No grade will be given for that assignment.
 Excused absences are as follows: death in immediate family, illness of a child, quarantine,
court summons, work/activity accepted by school authorities (approved in ADVANCE), or
a doctor’s excuse.
Classroom procedures:
 Conference by appointment only between 2:15-3:00 pm daily if you or your child needs
anything. Please feel free to call me at 521-7920 or email at
svthibodeaux@lpssonline.com.
 All school rules as outlined in the LPSB and DTSMA student handbooks will apply in class.
 Come to class on time and prepared. Walk in, take a seat, and get to work on the focus
question. Read the board and get your necessary supplies so you will be ready to start
class when I start the lesson. You are not permitted to eat or drink anything at any
time in class. You will have a break during class for snacks, restroom, and water.
 This is a lab/activity experience based class. Students may not be allowed to participate
in lab/activities if course fees are not paid, are not prepared for class, or are disruptive
during the activity.
 Work only on your work for this class during this class time. If you work on other
assignments, the work will be picked up and either thrown away or given to that teacher.
 As part of class, never interrupt during class. This includes while the teacher is talking
and/or another classmate is talking.
 Encourage one another. Whether by words or action, lift each other up by encouraging
others.
Respect others and their belongings. Disrespect and negative attitude directed toward
anyone will not be tolerated.
 The teacher and/or bell sounding will conclude the class and then you will be dismissed.
The classroom must be cleaned up and back in order before all students are allowed to
leave the room.
 All interaction in the on-line environment must be conducted within the guidelines of the
district’s Acceptable Use Policy.
Academic Honesty:
You should not cheat, lie or be dishonest. A graded element is to be a student’s own work.
Copying is wrong; it is plagiarism. Plagiarism includes: copying word for work, partial from
someone else, copy and paste from the Internet, download a paper and change a sentence or
two, get a copy and change the name to yours, cheat sheets or looking off of someone else’s
paper. I will give you a zero on the assignment!
Consequences:
If the above rules are not followed, the consequences below will take place. Depending on the
severity of the offense, the order may change.
1. Verbal warning between the student and teacher
2. Verbal warning followed by a phone call home to parent/guardian
3. Phone call home as well as a referral to the counselor or principal’s office
Late projects/lab reports:
 Late will only be accepted for full credit if accompanied by a valid excuse, see above. If
work is not excused, 10% points will be deducted each day that it is late.
 All work is considered late if not present when I call for it (this means turning it in later
in the day.) All due dates are given out the first day of the unit (see syllabus).
 There really should be no excuse for late work. Homework will not be taken late if
reviewed in class!!!
Tutoring/extra credit or extra help:
 Tutoring, lab make-ups, and project assistance after school daily from 2:15-3:15 pm,
lunch daily, and by appointment.
● Before school, during lunch periods and after school by previous appointment (1 day
prior), after school on Monday and Tuesday, in the morning of exam days before 6:30 am
or through email (I check my e-mail every day).
● You may turn in up to two article critiques each week for a max of 5 points extra credit
per critique. Each critique must include the article and be 1 page in length. The first
half of the page should be a summary of the article and the second half should be your
opinion. You must type it, double spaced with correct citations, APA format.

AP Biology Course Outline
Day
1
Chapter
Page #s
1
2-14
2
1
10-14
Lab: Scientific Method/Inquiry
3
2
16-21
4
2
21-22
5
2
23-29
Discussion: Chemical context of
life Lab: Acids/Bases/Buffers
Discussion properties of water.
Mini lab Properties of water
Discussion: Macromolecules,
Metabolism/Reactions
6
3
29-39
7
3
39-53
8
3
46-53
9
10
Unit
4
Exam:
57-76
11
4-5
57-91
12
5
78-91
13
14
5
5
78-91
89
15
5
91-99
16
17
Unit
6
Exam:
101-113
18
6
106-113
19
6
113-120
20
21
6
6
101-120
113-120
Topic(s)
Discussion: Organizing themes
of biology and the Scientific
Method
Lab Metabolism Discussion
Nucleic acids as macromolecules
Discussion: Structure and
function of proteins and enzyme
kinetics
Toothpickase lab Lab: enzyme
function
Biochemistry and
Discussion: Cell biology Lab:
Cell structure (microscope)
Cell function activity
Discussion: Cell membrane
structure and function
Lab Diffusion and Osmosis
Discussion: Cell Membrane
Finish diffusion lab, cell size lab
Discussion: applying osmosis and
diffusion to biology Lab: cell
membrane model making
Discussion cell response Case
study: cell signaling
Cells
Discussion: ATP, chemiosmosis
and cell respiration
Finish discussion on cell
respiration Lab: Cell
respiration
Discussion: Photosynthesis –
light dependent and independent
Lab: Photosynthesis
Test: Photosynthesis
Assessments
Concept mapping, Web
activity 1,2 and presentation
of data/graphs; questions
from figs. 1.9 and 1.10
Lab analysis, animated tutorial
1.1
Paper models Animated
tutorials 2.1
Free response questions
Dates
August 13
Web activity 2.1, animated
tutorial 2.2, web activity 2.2,
free response
Lab analysis Web activity 3.1
and 3.2
Ball and stick modeling; web
activity 3.3, investigation fig.
3.10
Present lab analysis
August 19
August 14
August 15
August 18
August 20
August 21
August 22
Enzymes
Lab drawings/analysis
August 25
August 26
Web activity 5.1, interactive
tutorial 5.1, questions figure
5.2
Lab water potential problems
August 27
Free response
Lab analysis
August 29
Sept 2
Working with data 5.2,
animated tutorial 5.4 and 5.5.
Analysis questions/diagrams
Sept 3
Web activity 6.1-6.6 and free
response
Lab analysis
Animated tutorials 6.3-6.5
Web activity 6.6, free
response
Lab analysis
August 28
Sept 5
Sept 8
Sept 9
Sept 10
Sept 11
Sept 12
22
7
127-132
23
7
24
8
144-150
25
8
150-151
26
8
152-155
27
28
8
8
156-160
160-162
29
9
171-185
30
31
Unit
10
188-204
32
10
188-206
33
11
208-225
34
11
208-225
35
13
244-262
36
13
244-262
37
38
Unit
14
Exam:
263-292
39
15
292-300
40
15
300-313
41
16
316-331
42
17
333-346
Exam:
Discussion: The cell cycle
Lab: The cell cycle
Discussion: Cell cycle controls
and mitosis vs. meiosis
Discussion Medelian Genetics
Practice Genetics problems
Hands on activity – probability
Discussion pedigree analysis
Discussion: Beyond Medelian
Genetics Discussion: Sex
Linkage
Lab: Genetics of organisms
Discussion: Prokaryotic gene
exchange and DNA structure and
function
Discussion: DNA replication and
mutation DNA replication
activity
Genetics and Replication
Discussion Transcription and
Translation
Activity/review: Protein
synthesis Discussion: Posttranslation control
Discussion: viral, prokaryotic
and eukaryotic gene expression
Gene expression lab activities (C.
elegans)
Discussion: Restriction enzymes
and recombinant DNA and
cloning
Lab: DNA extraction,
transformation and
electrophoresis
Protein Synthesis and
Discussion: Genes, development
evolution, and theory of evolution
Discussion population genetics
Lab population genetics
Discussion: Natural selection
Lab/activity: natural selection
Discussion: phylogeny Activity:
cladogram/phylogentic tree
Discussion: models of speciation
Activity: speciation
Web activity 7.1-7.3,
animated tutorial 7.1
Concept map Web activity
7.4
Venn diagram
Punnett squares, web activity
genetics problems
Lab questions, free response
Sept 15
Genetics problems, animated
tutorial 8.2, free response
question
Lab analysis
Free response questions,
animated tutorial 9.1
Sept 19
Animated tutorial 9.2-9.4,
web activity 9.1, interactive
tutorial 9.1, activity summary
or product
Animated tutorial 10.3,
working with data 10.1, web
activity 10.1-10.2, interactive
tutorial 10.1
Activity summary or product,
written response animated
tutorial 10.4
Web activity 11.1-11.2,
animated tutorials 11.1-11.3,
free response question
Lab questions
Sept 16
Sept 17
Sept 18
Sept 23
Sept 24
Sept 25
Sept 26
Sept 29
September
30
Oct 1
Oct 2
Animated tutorial with data
13.1 and web interactive 13.1
Oct 3
Lab analysis
Oct 6
Biotechnology
Animated tutorial 14.1-14.4,
15.1 Web activity 14.2,
interactive tutorial 14.1
Web activity 15.1, Lab analysis
summary
Free response question
Activity summary
Web activity 16.1-16.2
Cladogram construction
Interactive tutorial 17.1,
Animated tutorial 17.1-17.2,
Oct 8
Oct 9
Oct 10
Oct 13
Oct 14
Oct 15
43
18
347-348
44
45
Unit
19-20
366-392
46
21
411-426
47
21
426-436
48
23
490-503
49
24
504-520
50
25
521-538
51
26
539-568
52
28
573-586
51
29/30
589-619
52
53
30
31
604-619
54
32
638-668
55
56
Unit
34
673-684
57
34
684-690
58
35
696-704
Exam:
621-637
Exam:
Discussion: five major
extinctions
Evolution
Discussion: lines of common
descent Discussion/activity:
Endosymbiosis
Discussion/lab: Plant
adaptations Lab: plants and
seeds
Lab: flowers, fruits and
reproduction Discussion: animal
body plans
Discussion: vertebrate
diversification on land activity:
transition to land
Discussion and lab: plant
structure and function
Discussion/lab: Plant nutrition
and transport
Discussion: Plant growth,
development and reproduction
Discussion: cell signaling in
plants and the environment
Activity: plant cell signaling
Discussion: temperature
regulation, homeostasis, and
hormones as chemical
messengers
Lab activity: hormones
Discussion: Immune response
activity: immune system
Discussion: Human reproduction
and gastrulation
Adaptations and
Discussion: Electrical
transmission in neurons and
chemical transmission in neutron
Activity/lab: nervous system
Discussion: sensory systems
Lab: senses
Working with data 17.s1
Article summary, activity
questions
Free response
Animated tutorial 19.1-20.1
video, flipboard, claymation
Oct 16
Oct 17
Oct 20
Lab questions: free response
Oct 21
Web activity 21.5, animated
tutorial 21.3-23.3 Working
with data 23.1
Web activity 23.4, amniotic
egg analysis activity
questions or product
Web activities 24.1-24.5,
labeling activity, lab analysis
Animated tutorial 25.1-25.3,
working with data 25.1,
interactive tutorial 25.1, web
activity 25.1
Web activities 26.1, 26.3
Animated tutorial 26.1, 26.2
Animated tutorial 27.1-27.2,
28.1 Working with data 28.1
Oct 22
Web activities 29.1, 29.2
30.1-30.2, working with data
29.1, animated tutorial 29.1,
30.1-30.3
Lab questions
Animated tutorials 31.1-31.4,
web activities 31.3-31.2,
activity questions
Animated tutorials 32.1-32.2,
33.1-33.2, web activities
Phylogeny
Animated tutorials 34.1-34.4,
web activities 34.1-34.3,
interactive tutorials 34.1-34.3
Lab/activity summary
questions
Interactive tutorials 35.1,
web activity 35.1, animated
tutorial 35.1, lab
questions/analysis
Nov 6
Oct 29
Oct 30
Oct 31
Nov 3
Nov 5
Nov 7
Nov 10
Nov 11
Nov 12
Nov 13
Nov 14
Nov 17
59
37/38
732-764
Discussion: Respiratory and
circulatory system
60
39/40
766-798
Discussion: Digestion and
excretion
61
39-41
673-819
Evolution discussion: human
systems and social behaviors
62
41
814-819
63
41
804-823
64
43
843-858
Lab: animal behavior (slugs, beta
fish, etc.)
Discussion: development of
social behavior, organisms and
their environment
Discussion: population ecology
65
44
860-872
Discussion: ecology and evolution
66
45
873-891
Discussion: Community ecology
Review
46
896-907
After thanksgiving
Discussion: biogeochemical
cycles and climate change
Unit
Review
Review
Review
Review
Review
Review
Review
Review
Finals
Exam:
of
of
of
of
of
of
of
of
and
Ecology and Behavior
Unit one material
Unit two material
Unit three material
Unit four material
Unit five material
Unit six material
Unit seven material
Unit eight material
Review for final exam
67
68
69
70
71
72
73
74
75
76
78
Animated tutorial 37.1,
working with data 37.1 web
activity 38.1-38.3, animated
tutorial 38.1, interactive
tutorial 38.1
Web activities 39.1-39.3,
40.1-40.4, animated tutorials
39.1-39.2, 40.1, interactive
tutorial 39.1-40.1, body map
poster
Animated tutorials 41.1-41.4,
interactive tutorial 41.1, web
activities 41.1-41.2
Lab analysis, questions,
analysis, protocol
Skits, animation, questions
animated tutorial 42.2, web
activity 42.1
Web activity 43.1, animated
tutorials 43.1-43.4, working
with data 43.1
Animated tutorial 44.1, web
activity 44.1
Animated tutorials 45.1-45.3,
web activities 45.1-45.2,
working with data 45.1
break
Animated tutorials 46.1-46.4,
web activities 46.1-46.2
Nov 18
Nov 19
Nov 20
Nov 21
Dec 1
Dec 2
Dec 3
Dec 4
Dec 5
Dec 8
Dec 9
Dec 10
Dec 11
Dec 12
Dec 15
Dec 16
Dec 17
Dec 18
Dec 19
Jan 6-8
Possible review Saturdays
*This course outline is a proposed sequence for the topics covered in AP Biology. The amount of time for
each topic may vary based on student understanding and therefore the test dates may vary as well. I will
try to follow the outline as closely as possible, but will use my professional judgment when altering the time
frame to best ensure that student learning is maximized.