Godinez High School 2014-2015
Ms. Morris
Course Syllabus: AP Biology
“Anyone who has never made a mistake has never tried anything new”
-Albert Einstein
INSTRUCTOR: Ms. J. Morris
AP BIOLOGY: Period 2
CONFERENCE 5th PERIOD: 12:48-1:43
ROOM: 2-216
TUTORING: Mon-Fri 7:00-7:45am and selected afternoons
School Telephone: 714-433-6600
Email: Jessica.morris@sausd.us
Course goals and overview:
(Excerpted from AP Course Description, The College Board)-The
AP Biology course is designed to provide students with a learning experience equivalent to a two-semester
college introductory biology course taken by biology majors during their first year of college. The course is
designed to provide students with the conceptual framework, factual knowledge, and analytical skills
necessary to deal critically with the rapidly changing science of biology. The two main goals of AP Biology
are to help students develop a conceptual framework for modern biology and an appreciation of science as a
process. Primary emphasis in an AP Biology course is on developing an understanding of the concepts.
Essential to this conceptual understanding are a grasp of science as a process rather than as an accumulation
of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major
topics of biology; and application of biological knowledge and critical thinking to environmental and social
concerns. The course emphasizes biological concepts of Molecules and Cells, Heredity and Evolution, and
Organisms and Populations. The course also includes laboratory components constituting a minimum of 25%
of instructional time. Students are encouraged to keep copies of their laboratory work for use in determining
college credit or placement (http://apcentral.collegeboard.com)
The course will culminate in the taking of the Advanced Placement Biology Examination. After showing
themselves to be qualified on the AP Examination, some students, as college freshmen, are permitted to
undertake upper-level courses in biology or to register for courses for which biology is a prerequisite. Other
students may have fulfilled a basic requirement for a laboratory-science course and will be able to undertake
other courses to pursue their majors. Many colleges give credit for introductory biology to applicants with a
score of 3 if they are non-science majors, but few will accept a score of 3 for credit or advanced placement if
the student is a science major. Many colleges DO NOT accept AP Biology Exam scores for credit for Biology
majors.
Textbook
Biology, 7th ed., by Campbell and Reece, published by Pearson, 2005.
AP Biology Lab Manual for Students
Course Planner
My AP course is structured around the four big ideas, the enduring understandings within the big ideas and
the essential knowledge within the enduring understanding.
The big ideas: (with approximate emphasis on the AP Exam)
Big idea 1: The process of evolution drives the diversity and unity of life. 17%
Big idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and
to maintain dynamic homeostasis. 32%
Big idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.
31%
Big idea 4: Biological systems interact, and these systems and their interactions possess complex properties.
20%
Godinez High School 2014-2015
Lecture and Lab Schedule for AP Biology
Time
Biological
Details of Topic
Concepts
2 weeks
(before
school
starts)
Summer
Work
Semester
1
Molecules and Cells
Sep
Semester
1
Activities/Labs
Chapter
Readings
(Pages)
1-4
Big
Idea
1, 2,
3, 4
Review of Chemistry
Intro to the Chemistry of Life
Not applicable
Chemistry of Life
 Types of chemical bonding
 Functional groups
 Classification and
formation of
macromolecules
 Characteristics of enzymes
 Water
 Proteins- structure and
function
-Comparing Molecular
Bonds
-Comparison of Bond
properties and
intermolecular bonding
-Organic Molecules
contrast chart
Lab: Toothpickase (prelab)
Lab: Enzyme Activity (AP
Lab 13)
2, 4, 5
Cellular Structure and Function
 Fluid mosaic model of the
plasma membrane
 Cell membrane structure
and function
 Types of cellular transport
 Subcellular organization
 Prokaryotic and eukaryotic
cells- evolutionary
differences
-Magnification and Size
- Surface area to volume
ratio lab
-Comparison of Cell parts
-Passive transport
Lab: Microscope
techniques for observing
and measuring different
types of cells
Lab: Diffusion and Osmosis
(AP Lab 4)
-Cell signal analogies
-Wavelengths of light
absorbed by plant
pigments
Lab: Cell Respiration (AP
Lab 6)
Lab: Plant Pigments and
Photosynthesis (AP Lab 5)
3, 7, 8
Energy & Communication
 Reception, transduction,
and response of cellular
signals
 Plant hormones and
interactions
 Functions of endocrine
system and their hormones
 Immune System
 Free energy changes
 Molecules and reactions
involved in metabolism
 Fermentation and cellular
respiration
 Light-independent and
light dependent reactions
 ATP structure and function
 Cellular respiration
 Mitochondria form and
function
Molecular Genetics
 RNA and DNA structure
and function
 Protein Synthesis
Her
edit
y
and
Evol
utio
n
Molecules and Cells
Oct/Nov
Ms. Morris
1, 2,
3, 4
Chapter 2
Pg 39-45
Chapter 4
Pg 58-63
Chapter 5
Pg 68-89
1, 2,
3, 4
Chapter 3
Pg 47-56
Chapter 7
Pg 124-137
Chapter 8
Pg. 141157
11, 39, 45
6, 9, 10
1, 2,
3, 4
Chapter 11
Pg 201-218
Chapter 39
Pg 788-815
Chapter 45
Pg 943-948
Chapter 6
Pg 98-111
Chapter 9
Pg 161-165
& 168-176
Chapter 10
Pg 182-195
DNA extraction
16, 17
Chapter 16
Pg 293-307
1, 3
Godinez High School 2014-2015
transcription and
translation
 Mutations- basis for
natural selection
Mitosis and Meiosis
 Stages involved in mitosis
 Stages involved in meiosis
 Cell Cycle mechanisms &
control
 Alternation of generations
 Spermatogenesis and
Oogenesis
Nov/Dec
Dec
Heredity and
Evolution
Dec/Jan
Mendelian and Non-Mendelian
Genetics (3 weeks)
 Inheritance patterns:
monohybrid, lethal, sexlinked, codominance,
multi-hybrid crosses
 Predicting genetic
outcomes, genetic
counseling
 Gene linkage & mapping
 Mutations revisited
Molecular Genetics
 Regulation of gene
expression
 Viruses
 Gene expression in bacteria
 Biotechnology:
Recombination technology
 Genetic development
 Use of bioinformatics to
analyze genomes
 Comparing and discussing
genomic sequences in
relation to evolution
Ms. Morris
Chapter 17
309-314
-Mitosis cell division
-Meiosis cell division
Lab: Mitosis and Meiosis
(AP Lab 7)
Lab: Karyotyping
12, 13, 46,
47
-History of genetics
timeline
-Variations in gene
expression
-Pedigree Investigator
-Chi Square Analysis
Lab: Teddy Gram
Inheritance
Lab: Corn crosses and
analyzing results
14, 15
Prelab- Bacterial
transformation
Lab: Bacterial
Transformation
(AP Lab 8)
Lab: Restriction enzyme
Analysis of DNA (AP Lab
9)
-Electrophoresis
-GMO research project
18, 19, 20,
21
2, 3
Chapter 12
Pg 219-233
Chapter 13
Pg 238-249
Chapter 46
Pg 969-973
Chapter 47
Pg 10031008
1, 3
Chapter 14
Pg 251-270
Chapter 15
Pg 274-290
1, 3
Chapter 18
Pg 334-356
Chapter 19
Pg 362-381
Chapter 20
Pg 3385398
Chapter 21
Pg 441-451
Semester
2
Jan/Feb
Heredity and
Evolution
END OF FIRST SEMESTER
Evolutionary Biology
 Lamarck’s theory of
evolution
 Darwin’s Origin of Species
 Natural selection
 Evidence of evolution
(molecular analysis &
morphological analysis)
 Phylogeny and Systematics
 Evolution populations
 Hardy-Weinberg Law
-Phylogenetic comparison
of mammals
-Phylogenetic analysis
using molecular data sets
Lab: Mathematical
Modeling: Hardy-Weinberg
(AP Lab 2)
Lab: Artificial Selection (AP
Lab 1)
22, 23, 24,
25
Chapter 22
Pg 415-420
Chapter 23
Pg 454470
Chapter 24
Pg
473-488
Chapter 25
1, 3
Godinez High School 2014-2015
Semester
2
Feb/Mar
Biological Diversity &
Microbiology
 Origin of Life
 Fossil record
 Evolution of multicellular
organisms
 Biological diversity
 Archae, Bacteria, Eukarya
 Review Viruses
 Protists
 Fungi
Organisms and
Populations
Feb
Mar
Organisms and Populations
Mar
Ms. Morris
Lab: Analyzing genes with
BLAST (AP Lab 3)
-Evolution and
development mobile of the
major eukaryotic phyla
Pg 492-506
26, 27, 28,
31
1, 3,
4
Chapter 26
Pg 513-531
Chapter 27
Pg 534-538
Chapter 28
Pg 549-551
Plants & Their Diversity
 Primitive plants
 Gymnosperms and
Angiosperms
 Plant structure, growth and
function
 Transpiration
 Plant nutrition
 Evolution of seed plants
-Plant structures scavenger
hunt
-Plant visual dictionary
Lab: Structure of the Stem
(AP Lab 9B)
Lab: Transpiration (AP Lab
11)
Lab: Fruit and Flower
Dissection
Lab: Onion Plasmolysis (AP
Lab 1E)
Invertebrates
 Animal diversity
 Evolution of symmetry
 Characteristics (body plans
and systems) as you go up
phylogenetic tree

-Comparison of major
invertebrate phyla
Lab: Sea Urchin
Fertilization and
Development Lab
Vertebrates
 Evolution of vertebrae
 Homeostasis and feedback
mechanisms
 Circulation and gas
exchange
 Immune System
 Osmoregulation and
excretion
 Digestive, Circulatory,
Respiratory, Excretory,
Endocrine, Nervous,
Muscular Systems
-Vertebrate phylogenetic
tree characteristics
Lab: Frog Dissection Lab
- Eduweblabs - Daphnea
heart rate
- Eduweblabs - Cardiac
Physiology
- Human Biology:
Circulation and Blood
Pressure
Lab: Examining circulation
of the goldfish
Chapter 31
Pg 608-612
29, 30, 35,
36,37, 38,
39
32, 33
1, 3,
4
1, 3,
4
Chapter 32
Pg 626-636
Chapter 33
Pg 642-650
34, 40, 41,
42, 43, 45,
48
1, 3,
4
Godinez High School 2014-2015
Organisms and
Populations
Apr/May
May
May
June
Ecology
 Ecological interactions
 Abiotic and biotic factors
 Behavior ecology
 Population dynamics
 Ecological disturbances
 Energy flow in an
ecosystem
 Conservation biology
 Environmental concerns
Ms. Morris
-Global climate
50, 51, 52,
-Biome diorama project
53, 54, 55
-Population dynamics
game
-Population dynamics of
the Kaibab Deer
-Animal behavior
characteristics
Lab: **Pill Bug Lab (AP Lab
12)
Lab: Dissolved Oxygen and
Aquatic Primary
Productivity
Project 1: Biological Social Concerns.
Students will research a social concern (i.e. Global warming, Stem cell
research, Embryonic development, Animal experimentation, etc.). This
information will be presented to the class while the student will lead a
debate with discussion on pros and cons of the issue. Classmates will form
opinions based on the information presented.
Project 2: Biology in Pop Culture.
Students will read at least one suggested novel and watch at least one
movie both of which focus heavily on some aspect of biology. Students will
then validate or invalidate the science in these 2 entertainment mediums
and present their findings to their peers.
Review for Final Exam
1, 3,
4
1, 2,
3, 4
1, 2,
3, 4
COURSE GRADING PROCEDURES AND POLICIES:
All graded work is important! Don’t neglect any aspect of the class. Don’t ask me to raise your grade just
because you’re close. An 89 is an 89. Here are the expected percentages of the grade:
o Unit Assessments (Tests)- 25%
o Labs/ Performance assessments – 35%
o Learning activities/learning logs/reading guides (CW/HW) – 20%
o Final Exam – 20%
MATERIALS:
 2 ½- 3 inch Binder (this will stay in class
 Colored Pencils
and ONLY have AP Bio stuff in it)
 At least 2 different colored highlighters
 Calculator- simple (non scientific) with
 Different colored pens (at least 4) good
only square root function
for making illustrations and organizing
 Dividers
your notes
IF you have any trouble getting these items please let me know, I have limited resources that I can share out
with you.
Some of the required work for this class requires the use of a computer and the internet. If you do not have
access to this equipment at home you will need to make arrangements to do some of your work before/after
school in the library or computer labs.
HOMEWORK:
Homework will be assigned Monday-Thursday. Whether or not we have previously done exactly the same
type of work in class, you should attempt the assignment, using what you have learned and the textbook as a
resource. This will develop your critical-thinking abilities and hopefully your awareness of your strengths
and weaknesses. If you are frustrated with a question, SEEK HELP! Remember, you must do the homework
to do well in the class.
TESTS & QUIZZES:
Godinez High School 2014-2015
Ms. Morris
Tests will follow the AP format. Tests will be given at the end of every unit. The tests are cumulative to help
you with the AP exam. In general, each test will have several multiple-choice questions in the first part and
free-response questions at the end. These are essay or application type problems. Points are given for each
part of the rubric answered completely.
LABORATORY EXPERIENCE:
1.
Approximately 35% of your course work will be in the form of laboratory investigations.
2.
You will be required to wear appropriate safety attire while working in the lab.
3.
A copy of the Laboratory Safety Rules will be given to you. You must earn a score of 90% on the
Safety Test in order to be allowed to participate in any laboratory experience. Safety will be reinforced
in every laboratory experience.
4.
Anyone not observing safety regulations will be removed from the laboratory setting and earn a grade
of “0” (zero) for the lab.
INQUIRY:
The new AP Biology curriculum relies heavily on students being able to think critically and to design and
carry out experiments to test hypothesis. This class will be different from your other classes, especially your
other AP classes, there will be minimum of lecturing and a maximum of student centered learning. You
will be asked to explore topics in a guided process and you will not be spoon fed information. This will be an
adjustment for all of us, please do not hesitate to come and talk to me if you are confused or have questions
at any point during the year.
CARD SYSTEM:
The Godinez card system will be in place for dress codes, tardies, and missed homework assignments. Please
review your student handbooks if you have questions about this system.
BEHAVIOR:
You are expected to: use biology class time only for activities related to biology class, and to act responsibly
and in a way that promotes learning (both your own and that of your classmates). Expect to work every day
in this class. You must follow all school rules, and the classroom rules.
EXPECTED CLASSROOM BEHAVIORS:
 Be responsible for one's own property and behavior.
 Observe and follow rules stated in the student handbook.
 Follow directions first time given.
 Bring required materials to class daily.
 Be on time for class. Tardy is defined as "not in your seat when the bell rings".
 Respect yourself, your classmates, and school personnel.
 Be silent and listen when another person is speaking.
 Respect other people and their ideas.
 Keep working until your teacher dismisses you.
 Excessive talking, roaming, grooming, sleeping, eating, singing, use of profanity, use of electronic
devices and any other inappropriate behavior in class is not allowed.
 Do not touch any equipment unless instructed to do so by the teacher.
 Read, understand, sign and follow the Safety Contract.
 Keep the classroom clean.
The student that fails to follow safety or classroom rules will be subject to detention and/or referred to
the administration for further disciplinary action.
ATTENDANCE:
Godinez High School 2014-2015
Ms. Morris
Students are expected to be in their designated class every day they are in attendance in school. In case of an
absence, a student must provide a valid excuse for being absent from school. The teacher will contact parents
as and when required in relation to attendance issues.
ASSIGNMENTS:
1. Students are expected to complete all the given assignments and submit them on time.
2. Students are expected to maintain in a chronological order all dated daily work.
3. Completed assignments are due at the beginning of class on the due date. All homework is due the next
day unless specified otherwise.
4. All work submitted for a grade should be neat, complete, organized, and legible.
5. Keep up with your assignments by listening in class, writing information down and discussing with your
study buddies during break time.
6. ACADEMIC INTEGRITY IS A MUST!
Examples of Cheating include, but are not limited to:
 Plagiarism – using words or ideas from a published source without proper documentation; using the
work of another student (e.g. copying another student’s homework, composition, or project); using
excessive editing suggestions of another student, teacher, parent or paid editor.
 Looking on someone else’s paper during a test or quiz.
 Cheat sheets of any kind.
 Knowingly accepting or giving information concerning the contents of a test or quiz.
 Changing the appearance of computer printouts.
 Allowing another student to complete web-based activities using your name and login information.
 Please DO NOT copy OR let someone copy your assignments. If I see you copying OR if it is
obvious that you copied both the student that copied and the student that “shared” their paper will
receive a ZERO on that assignment and it will count as a MISSED HOMEWORK assignment.
MAKE UP WORK POLICY:
1. If your absence is excused it is YOUR RESPONSIBILTY to get make-up work from me.
i. You must see me outside of class time to get make up work. Please DO NOT
interrupt class to demand work.
1. All missed handouts will be kept by door in a labeled cubby. This is where
you will need to LOOK when you return to class.
ii. Make-up work must be completed within the grace period- 1 day for each absence
iii. Make-up labs and exams will be scheduled by me during office hours within two
days of an absence
1. Labs and exams are EXTREMELY difficult to make-up so please make
every effort to come to class on these days
2.
For students with UNEXCUSED absences, the grade earned on the makeup work will be reduced by 20
points.
3.
To receive credit for assignments, they must be turned in on time. Makeup work submitted late will
receive a zero.
4.
Assignments or tests missed due to excused absences should be made up within three days of the
student’s return to school, or as agreed upon by the student and teacher.
5.
I will be available for scheduling of make-up assessments, presentations, and labs and expect students
to schedule the make up work promptly. A student who fails to appear for scheduled makeup work will
receive a zero.
WANT TO TALK ABOUT IT?
If at any time you feel uncomfortable about our class, please request an individual conference or email me.
Your feelings are important to me, and I would like to give you my full attention—something I cannot do
when I am in charge of the whole class. Please ask for a conference. If your parents would like a conference,
please have them call guidance and leave a message.
Godinez High School 2014-2015
Ms. Morris
DISCLAIMER:
I do not give out grades; you earn your grades. The only person responsible for your performance in class is
you. Some people may have to work harder to reach success in the class than others will. I am here to help
you succeed. Please do not wait or hesitate to see me for help. I am available nearly every morning from
7:00-7:50 and most days after school until 4:30, please check the posted calendar for tutoring schedules and
my availability. I will try to make sure that you are 100% aware
of when I am available.
AP BIOLOGY SYLLABUS CONFIRMATION FORM
Dear Parent/ Guardian:
This form is to confirm that you and your child have read and
understand the guidelines listed in the attached course syllabus.
It is very important that you and your child sign below indicating
that you have received this information. This form should be
returned to the instructor immediately. The course syllabus itself
must remain in the front of your child’s notebook.
Thank you in advance for all that you do to insure parental
support to your child and to Godinez Fundamental High School.
I look forward to working with you and your child this school year.
Sincerely,
Ms. Jessica Morris
AP Biology Teacher
Student’s Name (Print) ____________________________________________________
Student’s Signature_______________________________________ Date_____________
Parent’s/ Guardian’s Name (Print) ___________________________________________
Parent’s Signature_______________________________________ Date_____________
Contact Phone #: ______________________
Home Address____________________________________________________________
Parent’s/ Guardian’s E-Mail_________________________________________________
Note: The teacher reserves the right to change or adjust any section of the course syllabus at any time to better meet
the needs, abilities, and interests of the students.