AP Biology
Syllabus
T. Sanders
Strong Rock Christian School
tsanders@strong-rock.com
Room 1322
678-833-1200 (school)
…but those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run
and not grow weary, they will walk and not be faint.
Isaiah 40:31
AP Exam Date: Monday, 5/9/2016 (Cost~ $91)
Strong Rock Mission Statement
To glorify God and partner with families in educating and inspiring their children to impact the world for
Jesus Christ – the Strong Rock.
Course Description
Biology is the study of living things and is one of the core scientific disciplines. Understanding biology is
essential to the understanding of the diversity of life and how all life affects the environment. This course is designed
to teach students the vital connection between biological principles and the processes of science, and to provide
students with the solid conceptual foundation necessary to understand the expanding role of biology in modern life. It
is also designed to aid students in developing their critical thinking skills so that they will be able to make wellinformed decisions about their health, the health of the environment, and about issues raised by advancements and
research in biology.
Advanced Placement Biology is designed to be the equivalent of a two-semester college introductory course
usually taken during the first year of college. After showing themselves qualified on the AP Exam, some colleges will
grant college credit for the biology course and allow the student to enroll in more advanced science classes. This
course is focused on building connections between biology at the cellular and molecular level through biology at the
environmental level. The course curriculum is as follows: Molecular Biology (25%), Heredity and Evolution (25%),
Organisms and Populations (50%). Topics include ecology, evolution, chemistry of life, cells, cellular energetics,
heredity, molecular genetics, diversity of organisms, and the structure and function of plants and animals. Class
activities will include discussion, problem solving, online lab simulations, and other interactive activities, lab reports,
and exploration projects. At least 8 of the 13 required AP Biology labs will be performed this year. Also, extensive
practice in essay writing and in understanding and responding to multiple choice questions are an integral part of the
class. Due to the large amount of content to be covered, the course is fast paced and requires a great deal of
independent study.
Course Overview and Objectives:
The curriculum is built around the four BIG IDEAS in AP Biology. They include the following:
1. The process of evolution drives the diversity and unity of life.
2. Biological systems utilize free energy and molecular building blocks to grow, reproduce and maintain
dynamic homeostasis.
3. Living systems store, retrieve, transmit and respond to information essential to life processes.
4. Biological systems interact. These systems and their interactions possess complex properties.
The Big Ideas are interconnected and are not taught in isolation. With each unit students will “connect to the Big
Ideas”. The goal is for students to develop a deeper understanding as to how the Big Ideas connect to the Enduring
Understandings. In order to investigate the four Big Ideas, the curriculum will focus on developed enduring
understandings with identified essential knowledge. The essential knowledge in conjunction with the seven science
practices are the foundation for the learning objectives for the course. The learning objectives will also serve as the
basis for the formative and summative assessments.
Laboratory Component
The AP Biology Lab Manual will serve as the source for many of the labs. Some of these laboratory
investigations are modified to meet the time restrictions of the course or modified to allow the incorporation of various
forms of technology. The course devotes 25% of the instructional time to laboratory exercises. The majority of the
laboratory investigations are inquiry based at a variety of levels, from guided to open inquiry. Students will be engaged
in a number of additional investigations that supplement the curriculum for this course.
An emphasis is placed on integrating the use of mathematical analysis into the course. Basic, yet essential
statistical tools will be utilized to analyze the data collected as laboratory investigations are performed. Example
calculations include but are not limited to Chi-square, standard deviation, standard error and the T-test. Additionally,
students need to understand the importance of identifying mathematic trends such as generating a line of best fit for
appropriate data collected.
A variety of modes are used throughout the course that allows students to present the results of laboratory
investigations. These include constructing and presenting mini-posters, developing PowerPoint presentations,
conducting peer reviews, and developing traditional laboratory reports. Complete laboratory reports include an
introduction, hypothesis, procedure, organized data, a complete statistical analysis of the data, a conclusion with both
limitations and recommendations for further investigations.
The seven science practices are incorporated into varying laboratory investigations throughout the course. The seven
science practices are outlined below:
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.
Course Outline (Tentative)
Unit
1
Topic
Estimated
Time
15 days
Biochemistry (Chemistry of Life)
Cells
Cellular Energetics (Enzymes and
Metabolism
3, 4, 5
6,7,11
8,9,10
7
Plant Structure and Function (Project)
35,36,37,38,39
8
Animal Structure and Function
(Systems – Immune, Endocrine,
Nervous)
Heredity – DNA, Cell Cycle, Mitosis
and Meiosis
Molecular Genetics
43, 45,48,49,50
#12 Fruit Fly Behavior ?
Christmas
Break - Jan
20 days
16, 12, 13,
#7 Mitosis and Meiosis
30 days
17, 18,19,20, 21
#8 Biotechnology:
Bacterial Transformation
#9 Biotechnology:
Restriction Enzymes
all
4
5
6
9
10
11
Review
1, 51, 52, 53, 54, 55, 56
AP Labs
#12 (Fruit Fly) Behavior
#10 Dissolved Oxygen
Corn
#1 Artificial Selection
#2 Hardy Weinberg
#3 Blast Lab
Properties of Water
#4 Diffusion and Osmosis
#13 Enzyme Activity
#6 Cellular Respiration
#5 Photosynthesis
#11 Transpiration
Project
2
3
Introduction, Animal Behavior,
Ecology
Mendel and Heredity
Evolution
Chapters
14,15
22,23,24,25,26
All
3-5 days
15 days
15 days
20 days
20 days
30 days
10 days
Student Expectations
1. Students are expected to exhibit high levels of commitment, motivation and academic maturity. The College
Board advises that students taking AP Biology should spend at least 1 -2 hours in individual study
outside the classroom for every hour in the classroom.
2. Students are expected to play an active role in their study by reading around the subject and taking an
enthusiastic and proactive approach to all their work.
3. Students are expected to keep an organized class notebook and lab notebook. This is essential for successful
preparation for the AP Biology exam.
Textbook

Biology, Campbell and Reese 9th edition

AP Biology Investigative Labs: An Inquiry-Based Approach by the College Board
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Readings from peer-reviewed scientific journals and other relevant current event topics
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Web-based investigations
Recommendations
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Student Study Guide that accompanies text (Biology 9th ed. Campbell and Reese)

Strive For a 5 Guide by Franklin Bell and John Lepri
Materials

2-3 inch 3-ring binder (at least)

Several dividers (at least 10-15)

1 – 1-3 subject spiral notebooks college ruled (preferably Mead or similar with plastic cover) to be used for
lab notebook

1-Composition Notebook for pre-discussion questions.

Notecards (?4x6) – for vocabulary (or you can use another spiral notebook)
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Pens, pencils, colored pencils, loose leaf paper
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Calculator
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**Optional – AP Biology review Book
Teacher Information:
Although born in the “Tarheel State,” I have lived most of my life in Georgia. I was brought up in church
and accepted Jesus in my heart when I was in 6th grade. I credit my grandmother with modeling for me a true servant’s
heart and the importance of “hiding God’s word in your heart.” I have been married to my husband, Daryl for 20 years
and we have 2 wonderful boys- Heath who is in 9th grade, and Brady who is in 6th grade. Throughout school my
favorite subjects were always math and science, and thanks to my chemistry teacher in high school I majored in
chemistry at UGA. Although teaching was not on my original agenda for my life, I learned quickly that you don’t say
“never” to God, and not long after graduating from UGA, I completed my MEd in science education from Georgia
State. I began my teaching career in 1996 at Mount Zion High School in Clayton County and continued the
experiences at Stockbridge High School here in Henry County until we had our first son. I stayed home for 7 years,
and then God called me again back to teaching here at Strong Rock, where he has changed my heart once again with a
strong passion to show and demonstrate God’s love to the students here at Strong Rock, while teaching them about the
world of science!! When I’m not working, I love spending time with my family, playing tennis, reading, scrapbooking,
and going on trips – especially to the beach!
Mandatory Extra Class Time
? mornings 7:30 (unless otherwise instructed) *** We will choose a day that works for the class
We will meet early on these mornings to allow us extra time for labs, review test materials or catch up on other chapter
information.
Science (High School) Tutoring Times
Thursday mornings: (7:25-7:55);
Thursday afternoons: (3:00-3:45)
(If this day/time does not work for you then please see me to arrange another time for tutorial).
Teaching Strategies
Differentiation: Lecture, guided practice, shared inquiry, class discussions, independent practice, graphic organizers,
group work, read aloud, vocabulary, foldables, note cards, real life applications, student created illustrations, and
laboratory investigations, internet activities, journal readings, possible field trips, AP Biology Practice Exams.
Technology Integration: Smartboard applications
Biblical Concepts (BWI)
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We have a responsibility as Christians to “test everything” (seek the TRUTH), and not assume that anyone
who claims to speak in the name of the Lord is to be accepted without question.
I Thess 5:21, I John 4:1,
Titus 1:10-16 (scientific method)
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Man was created by God to have a relationship with Him and depend on Him in all aspects of our lives.
Psalm 46:1, Psalm 91:2, Matt 22:37-39 (DV, IV, graphing)

The material world (all matter) was created by God and for his purpose. Psalm 24:1, Rev 4;11, Col 1:16
(matter)
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We have a responsibility as Christians to remain pure (retain our saltiness) in order to impact the world for
Jesus Christ – The Strong Rock! Matt 5:13, Col 4:6 (ionic/ covalent compounds and types of chemical
reactions)
God is creator of all things. Genesis 1:1, Exodus 20:11, Ecclesiastes 11:5; Romans 1:20 (Creation / History of
Life)
The creation of God is orderly, purposeful, and intelligible. Psalm 119:90-91; 148:1-6; Ecclesiastes 1:4-7,
3:11; Isaiah 45:18; Colossians 1:17 (Classification - plants, invertebrates, vertebrates)
Grading
1. Homework / Classwork / Quizzes / Current Events/ Minor Projects (15%)
This category will normally consist of pre-discussion questions, vocabulary assignments, reading
guides, learning logs, practice free response essays, current event…
2.
Labs (20%) - Lab reports will count twice
3.
Tests (45%)
Tests will be given at the end of each unit and will be patterned after the AP Exam with multiple
choice questions, grid in questions and free response questions.
4.
Semester Final Exam (20%)
Note: Assignments within each category may be weighted differently to reflect the complexity of the lab or assignment
given. These will be seen as “points” within each category. For example a simple in class lab activity may only be
worth 20 points where as a more in depth lab will be worth more like 80 or 100 points. These point values will be
designated when the assessment is given. Because a point system is being used, it will be necessary for you to not only
look at the points earned but the total points for the assignment to determine what your equivalent grade is. For
example, if you earn 18 points out of 20 on an assignment, that would be equivalent to a 90 out of 100.
The HW/CW/Quiz category, the Lab category, and the Major Test category comprise 80% of the grade for the semester
and can be viewed in RenWeb grade book throughout the semester. The final exam for AP comprises 20% of the
semester grade and will be accessible through the report card in RenWeb.
Student Work
Assignments may include but are not limited to classwork, homework, quizzes (both announced and unannounced),
pre-discussion questions, labs, scientific reasoning through analysis and synthesis, mini-posters, PowerPoint
presentations, peer reviews, lab reports, unit work, tests, projects, article summaries, writing expression (being able to
present one’s point of view and writing essays for free response essays), research techniques, cumulative final exams,
and becoming an intentional learner!
Students will be asked to read certain articles which address some issues in science such as environmental and social
concerns. Journals for reference may include but are not limited to The Science Teacher, National Science Teachers
Association, and Journal of Research in Science Teaching. Students will need to select a point of main significance in
the article and in thirty words or less, express it with clarity.
Homework
Homework is a valuable aid in helping each student make the most of his or her studies. Homework reinforces what
has been taught or discussed in class, prepares students for upcoming lessons, and helps students develop selfdiscipline, responsibility, and organizational skills.
For good communication and to avoid late homework, we ask that you review your child’s daily assignments and
check RenWeb on a regular basis
Grading Scale
A: 90-100
B: 80-89
C: 74-79
D: 70-73
F: Below 70
Communication / Renweb
Strong Rock Christian School will utilize RenWeb, an online classroom system as well as the vehicle for
communicating lesson plans, grades, homework assignments, and upcoming tests and projects so that parents may
continually review and monitor the progress in each subject. Teachers will upload grades and lesson plans each
Monday and will upload grades on major tests and projects as soon as they are graded.
Make-up Work
The student is responsible for acquiring the missed work from the teacher. A student will have the number of days plus
one to make up the missing work for an excused absence. Assignments made prior to the student’s absence are due
upon the student’s return.
***Students who check out during the day are expected to turn in/make up missed assignments /tests the next morning
before school starts. All teachers will be available at 7:30 a.m. Students who check in after the school day has started
are expected to make up missed tests/assignments after school.
Students who fail to make up missed assignments / tests according to the time frame stated above will be subject to late
work policy penalties.
Missing / Late Work
Since this class is equivalent to a college level biology course, late assignments are discouraged. Late work will only
be accepted one day after the due date. After grading the late work the maximum grade given will be a 50. Late
assignments will not be accepted after 24 hours from the due date and will result in a zero for that assignment.
An “M” will be entered in RenWeb to indicate an assignment is missing. After the 24 hours, if the assignment is not
turned in, the “M” will be changed to a 0.
NOTE: If the assignment was gone over in class the day the assignment was due, the late penalty does not apply and
the student will receive a zero.
Academic Integrity
All students are expected to conform to a standard of moral behavior and adhere to the Strong Rock Honor Code. Your
integrity is your honesty and your honor. Academic dishonesty (including plagiarism, cheating, copying the work of
another, unauthorized collaboration on an assignment, or communication between students and /or use of cell phones
during an examination) will result in a zero for the assignment.
Cheating/Copying will be determined by the teacher as it applies to any test, quiz, classwork, homework, etc.

Any student who copies any type of work will be given a zero for that assignment.

Any student who allows someone to copy will also receive a zero.

Parents of both students will be contacted

Office Referral
Do your own work. Think for yourself. Cheating shows a lack of integrity, and once you’ve shown this, it is difficult,
if not impossible to earn respect. Consequences are severe and can be long lasting.
While you are in my classroom I expect you to act, speak, and write with integrity and to honor God with your attitude
and with the quality of your work. Colossians 3:17 “And whatever you do, whether in word or deed, do it all in the
name of the Lord Jesus…”
Attendance
Attendance is of the utmost importance for success in the classroom. Therefore, as per the student handbook, if a
student misses 500 minutes of class time, (equivalent to about 10 class periods), for a particular class, that student will
be assigned Saturday school.
Entering and Leaving the Classroom
Please use the restroom between classes; only in case of emergency will you be allowed to go during class. At that
time the student will leave his or her phone on the desk. They may have their phone back when they return from the
restroom.
Please avoid entering the classroom from another teacher’s class to go to your cubby. This is a huge distraction to my
instruction time and will count toward your tardies to class. It is only excused if you are checking out of school.
Classroom Expectations
All students should be in their assigned seats with class materials when the bell rings. Students are expected to abide
by the rules and guidelines found in the SRCS handbook and maintain a Christ-like attitude at all times.
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Be prompt. Be on time to class and in your seats when the bell rings.
Be prepared. Bring all materials to class every day.
Be respectful and courteous. Show respect to both authority and peers.
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Be obedient. Follow all school rules. This includes no cell phones or other electronic devices unless
instructed otherwise. This also includes all lab safety rules!!  Display a behavior that maximizes the
opportunity or learning.
Be responsible. Take responsibility for your actions in both word and in deed.
Be like Jesus! 
Safety: We will be working with a variety of lab equipment, chemicals, etc., therefore, students MUST conduct
themselves in a responsible manner at all times, pay close attention during lab introductions, and follow ALL safety
rules.
If You Choose to Break a Rule / Procedure (Consequences)
1st Violation: Warning
2nd Violation: Warning
3rd Violation: 30 minutes detention and slip sent home to parent to be signed
4th Violation: Administrative Office Referral
Detentions will be served on Tuesday afternoons from 3:15-3:45. Failure to report to detention will result in an
administrative referral.
*Any severe infraction such as fighting, cheating, profanity, or failure to obey lab safety rules will result in an
automatic office referral. Remember: Every action – this includes what you do (or don’t do) and what you say – has
a consequence.
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It is my plan as a teacher, to do everything in my power to help your child become successful in future college science
courses and to impact the world for our Lord and Savior Jesus Christ. Thank you for this opportunity to teach your
son/daughter in AP Biology.
Sincerely,
Tammy Sanders
AP Biology Syllabus
Please sign below along with one or both of your parents/guardians. Your signature
states your agreement that you have thoroughly reviewed the syllabus and understand the
requirements, policies, and goals for the 2015-2016 school year.
Student signature _______________________________________
Date ____________
Parent / Guardian signature ________________________________ Date ____________
AP Biology Syllabus
Parent/Guardian and Student should both sign below again and return only this last page to
Mrs. Sanders. The syllabus is for you to keep in your biology interactive notebook.
Please sign below along with one or both of your parents/guardians. Your signature states your
agreement that you have thoroughly reviewed the syllabus and understand the requirements,
policies, procedures, behavior expectations, and goals for the 2015-2016 school year.
Student Name (Please Print):________________________________ Class period: _________
Student signature _________________________________________ Date: _______________
Parent / Guardian Name (please print) ____________________________________________
Parent / Guardian signature_________________________________ Date:________________
Parent / Guardian Contact Information:
Email address: ____________________________________________________
Preferred phone #: _________________________________________________
Preferred method of Contact: (Circle One) Email / Phone