AP BIOLOGY SYLLABUS
Westside High School Mrs. Isengard M.S.
2014-2015
Course Overview
This course is designed to be the equivalent of a college introductory biology course usually taken by biology
majors during their first year of college. It aims to provide you with the conceptual framework, factual knowledge, and
analytical skills necessary to deal critically with the rapidly changing science of biology. Some of you, as college
freshmen, will be permitted to take upper-level courses in biology or to register for courses for which biology is a
prerequisite. Others of you may complete a basic requirement for a laboratory science course and will be able to take
other courses to pursue your major. Successful scoring on the AP Biology Examination, given by the College Board in
May, determines how colleges award credit. You should check with your intended university to determine their credit
policies for AP Biology. Usually a score of 3, 4, or 5 on the exam will earn some amount of college credit.
Since AP Biology includes the topics regularly covered in a college biology course for majors, the textbooks used
for AP Biology are those used by college biology majors and the kinds of laboratory activities done by AP students are the
equivalent of those done by college students. The AP Biology course is designed to be taken after you successfully
complete an introductory course in high school biology and one in high school chemistry. You must possess excellent
skills in reading and writing, as well as in the interpretation and analysis of data. The intensity of the coursework
demands that you put forth a significant amount of time and effort to succeed. You will be challenged daily so you must
put in the time to read, study, prepare for each class, ask questions, complete assignments, and prepare for this exam.
Your motivation will strongly dictate your success in this class.
Philosophy
I have a passion for teaching. This science is a doorway through which students can learn to cure communicable diseases,
reverse the effects of genetic disorders, conserve our earth, save species from extinction, develop new and better foods to
feed the hungry, as well as other world-changing skills. I will take my students beyond learning basic facts to developing
overarching understandings and the important skills of reading for meaning, writing with a purpose, and
interpreting/analyzing data.
Necessary Materials
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Textbook
Class Notebook - loose-leaf binder is
recommended
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4 Function calculator (SCIENTIFIC
CALCULATORS ARE NOT PERMITTED ON
AP BIOLOGY EXAM)
Colored pencils - for graphing, microscope
drawings, and dissection drawings
The text for this course is Biology, 8th edition by Solomon, Berg, and Martin (2008, Thomson/Brooks/Cole). This
book also contains the Interactive Study Partner Online Access Code.
http://login.cengagebrain.com/cb/register.htm?method=loadRegistrationForm&nr=y#
This is a wonderful resource for you to use throughout the year but it must be returned at the end of the year. There are
also tons of websites and study guides available to help you and as always, your teacher will be your best resource!
The AP Biology Examination
The AP Biology Development Committee develops the AP Biology Examination so that it is representative of the
topics covered in college-level introductory biology courses for biology majors. Accordingly, goals have been set for
percentage coverage of three general areas:
I. Molecules and Cells, 25%
II. Heredity and Evolution, 25%
III. Organisms and Populations, 50%
These three areas have been subdivided into major categories with percentage goals for each major category specified.
The percentage goals serve as a guide for the design of the AP Biology course and are used to determine the time devoted
to each category. The examination is constructed using the percentage goals as guidelines for question distribution.
The AP exam is given in May. It is three hours in length and consists of two timed sections. Section I contain 69
questions (63 multiple choice and 6 grid-in questions and lasts 90 minutes). Section II has 8 free-response (essay)
questions and also lasts 90 minutes including a 10 minute reading period. Section I (multiple choice) accounts for 50% of
the examination grade and Section II free response accounts for the remaining 50%.
Teaching Strategies
Throughout each class period in this course, I will employ a variety of teaching methods. Below is a list of these
methods:
 Lecture (with daily stress on how each topic relates to the various four underlying themes of biology)
 Class discussion
 Lab work (Pre-lab assessments are to be completed before lab)
 Research-using scientific peer reviewed articles
 Computer work-online lab preparation, simulations
 Class debate on topics of biology in the news (effects on society)
 Independent and group work
Course Timeline
This course meets everyday for 90 minutes for the entire year of 180 days. This course has been designed to
teach the four major themes of biology or big ideas.
Students are given the opportunity to engage in student-directed laboratory
investigations throughout the course for a minimum of 25% of instructional time.
Students will conduct a minimum of eight inquiry-based investigations (two per big idea throughout the course).
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.
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.
To simplify, these major themes have been condensed from eight themes in previous years into four big ideas as of
2012(according to the updated 2012 AP Biology Course Description). .
Updated 2012 Four Big Ideas:
 Big Idea 1: Evolution
 Big Idea 2: Cellular Processes: Energy and Communication
 Big Idea 3: Genetics and Information Transfer
 Big Idea 4: Interactions
Integration of General Topics to the Four Big Ideas of Biology and Science Practices for Student-Directed
Investigations*
* All Science Practices (SP) are addressed in these activities
Big Idea 1: Evolution (Also coincides with Big Ideas 3 & 4)
 AP Lab 3 BLAST Activity: Students use NCBI to compare DNA and protein
sequences for organisms to test student-generated hypotheses on their relatedness.
 AP Lab 2 Hardy-Weinberg: Spreadsheet development to investigate factors affecting
Hardy-Weinberg Equilibrium. Students will design and explore a population dynamics scenario where an environmental
factor is modified. They will calculate predicted and actual population outcomes of this experiment and report findings to
class.
Big Idea 2: Cellular Processes; Energy and Matter (Coincides with Big Ideas 3 & 4)
 AP Lab 5 Cellular Respiration: Students investigate an aspect of cellular
respiration in various invertebrate organisms.
 AP Lab 6 Photosynthesis Students investigate photosynthetic rate under a variety of
student-selected conditions.
 AP Lab 4 Diffusion/Osmosis: Students investigate diffusion and osmosis in model
systems and in plant tissue.
Big Idea 3: Genetics and Information Transfer (Coincides with Big Ideas 1, 2 & 4)
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AP Lab 7 Cell Division: Mitosis and Meiosis. Students compare mitotic rate after
exposure to lectin or other substances presumed to affect mitotic rate.
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AP Lab 9 Restriction Enzyme Analysis: Students investigate restriction enzyme
analysis at Clemson University’s DNA Learning Center.
Big Idea 4: Interactions (Coincides with Big Ideas 2 & 3)
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AP Lab 11 Transpiration: Students investigate the movement of water through plants
in a model system. They will design an experiment that manipulates water availability, temperature or wind exploring
how this affects transpiration rates.
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AP Lab 13 Enzyme Investigation: In an open inquiry lab, students will investigate and
quantify factors that affect enzyme action.
AP Biology Course Pacing Outline
Unit #
1
WEEKS
4
CHAPTERS
Chapters 1-3
2
4
Chapters 4-6
3
3
Chapters 7-9
4
4
Chapters 10
and 11
5
4
Chapters 12-17
TOPIC
Chemistry of Life (7%)
includes atoms, molecules,
bonds, water, carbohydrates,
lipids, proteins and enzymes,
and nucleic acids
Cells (10%) includes cells,
cell membranes, transport,
and cellular communication
Cell Energetics (8%)
includes thermodynamics,
redox reactions,
photosynthesis, and cellular
respiration
Heredity (8%) includes cell
cycle, mitosis, meiosis,
classical genetics, and
chromosome basis of
heredity
Molecular Genetics (9%)
includes DNA, RNA, protein
synthesis, viruses, bacterial
genetics, eukaryotic
REQUIRED LABS
Lab/ Investigation 13
Enzyme Catalysis
(2 90 min Blocks)
(Big Idea 4: Interactions)
Lab/Investigation 4 Diffusion and Osmosis (2 90
min Blocks) (Big Idea 2: Cellular Processes and
Communication
Lab/Investigation 5 Photosynthesis
Lab/Investigation 6 Cellular Respiration
(2 90 min Blocks- each)
(Big Idea 2: Cellular Processes and
Communication
-Lab/Investigation 7 Mitosis and Meiosis
(2 90 min Blocks)
(Big Idea 3: Genetics)
Lab/ Investigation
8 & 9 Bacterial Transformation;
Restriction Enzyme Analysis of DNA Molecular
Biology
genomes, biotechnology, and
developmental genetics
Evolutionary Biology (8%)
includes natural selection,
population evolution, origin
of species, phylogenies, and
systematics
(DNA learning center-Clemson)
(Big Idea 3: Genetics)
Lab/ Investigation 2& 3:
Hardy Weinberg Mathematical Models;
Comparing DNA in Evolutionary relationships
(2 90 min blocks)
(Big Idea 1: Evolution)
6
4
Chapters 18-22
7
3
Chapters 23-31
Diversity of Organisms (8%)
includes a survey of
Archaebacteria, Eubacteria,
Protista, Fungi, Plantae, and
Animalia
Lab/Investigation 10: Energy Dynamics
Dissection:
(2 invertebrates, fungi)
(Big Idea 4: Interactions)
8
2
Ecology:
Chapters 52-56
(Outside
Reading)
Ecology (10%) includes
intro. to ecology, the
biosphere, behavioral
biology, population ecology,
community ecology,
ecosystems, and
conservation
Plant Form and Function
(16%) includes plant
structure, growth, transport,
nutrition, reproduction,
biotechnology, and
responses to stimuli
Animal Structure and
Function (16%) includes
structure, function, nutrition,
circulation, gas exchange,
defense, homeostasis,
chemical signaling,
reproduction, development,
nervous systems, senses, and
motor mechanisms
Project Work
9
4
Chapters 32-37
10
4
Chapters 38-51
Ecology:
Chapters 52-56 (Outside Reading)
Lab/Investigation #11 Transpiration
(Big Idea 4: Interactions)
Plant Physiology Research
Invertebrate Dissections (starfish, earthworm, etc.)
-Anatomical Research Project will take place here.
(Big Ideas 1-4 are all emphasized in this unit)
Labs and Activities (by Unit)
Hands-on experiences are essential in AP Biology and over 25% of the course will be spent doing the 8 required AP
Biology labs (2 from each of the four main ideas in Biology) and other hands-on activities. By design, these labs will be
highly student-directed to facilitate inquiry based learning. These activities will stress hypothesis writing, hypothesis
testing, collection/analysis of data, presentation of data, and discussion of results. Formal reporting will be required for
many of these activities.
Unit 1: M&M Chi Square Analysis Standard Deviation
Introduction to Atoms and Moleculeso Chemistry of Life: Organic Compounds concept map
o Outside Theme Research Assignment (Science as a process/Energy Transfer)
-See Themes below for more details
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Required AP lab: Lab 13 Enzyme Catalysis
Students complete AP lab on enzyme catalysis. This lab was purchased as a set from Ward’s Scientific.
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Molecular Models
Students work with model kits to build fatty acids, fats, amino acids, simple proteins, and various
carbohydrates. The model kits were purchased from Ward’s Scientific.
Origami DNA
Students construct 3D models of DNA using templates from DNAI.org
Acids and bases demonstration
Various substances are tested for pH values using pH paper and electronic pH meters. Data will be
collected and analyzed.
Water demonstrations
Students participate in demos of capillary action, surface tension, and temperature changes in water.
Biochemical Indicators quick lab
Students use Lugol’s solution, Benedict’s solution, and Biuret’s solution to test for the presences of
biological molecules in various substances. Data will be collected and analyzed.
Toothpickase quick lab
Students complete this modified activity to break toothpicks and to see how the enzyme rate of reaction is
affected by competitive inhibitors and substrate concentration. Data will be collected and analyzed. This
can be found in many lab manuals.
Unit 2:
 Required AP Lab: Lab #4 Osmosis and Diffusion
Students complete AP lab #4 on osmosis and diffusion (Ward’s) (Supports big idea 2; SP 2, 3, 4).
 Using the Microscope activities
Students take part in the letter “e” lab and view various substances under the light microscope such as
cheek cells, onion, cork, etc. Also, the students participate in a microscope measurement activity. These
activities can be found in most lab manuals.
 Plant and Animal cell comparison
Students view Elodea and cheek cells slides under microscopes and compare the structure of each.
 Cell Size activity
Students use various sizes of potato squares and purple grape juice to see how size influences diffusion of
the grape juice into the potato tissues. Data will be collected and analyzed.
 Cell Membrane demonstration
Students use dialysis tubing filled with starch solution and place it into a beaker of water and Lugol’s
solution. The Lugol’s solution diffuses into the bag to turn it black but the starch does not diffuse out.
This illustrates selective permeability of the cell membrane.
Unit 3:
 Required AP Lab: Lab #5 Plant Pigments and Photosynthesis
Students complete AP lab #5 on photosynthesis and chromatography (Ward’s).
-Student Directed Component: Photosynthesis Laboratory: Student-directed and inquiry based
investigations about photosynthesis using the floating leaf disc procedure. A write-up of the design and
discussion of the outcome will be kept in their laboratory research notebook. (Supports big idea 2; SP 2,
3, 4)
 Required AP Lab: Lab #6 Cellular Respiration
Students complete AP lab #6 on cellular respiration (Ward’s).
 Celery Xylem demonstration
Students participate in activity that shows how red food coloring moves up the xylem of celery.
 Stomata survey
Students collect leaves of various plants and use clear nail polish to form casts of the stomata. The
students then view 3 different fields under the microscope and take an average on the number of stomata
per field of view. They attempt to calculate the number of stomata on the particular leaf by determining
its area (Supports big idea 2; SP 2, 3, 4).
 Fermentation quick labs
Unit 4:
 Required AP Lab: Lab #7 Mitosis and Meiosis
Students complete AP lab #7 on Mitosis and Meiosis (Ward’s).
Students design a controlled experiment on root cells (treated with increased-mitotic rate chemicals) to
test the effect on onion root cells. They will then apply Chi Square to analyze data. A write-up of the
laboratory and outcome, including calculations and analysis of data will be prepared in the laboratory
research notebook. (Supports big idea 3; SP 2, 3, 4, 5)
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Probability Lab
Students participate in flipping coins to learn the principles of probability and Mendelian genetics. Data
will be collected and analyzed to find ratios. This lab can be found in most lab manuals.
Dihybrid Corn Lab
This Flinn Scientific lab allows the students to count kernels of two colors and two textures on the same
ear to determine the parental types in this dihybrid cross.
Chromosome Mapping activity
Students learn to prepare and read a chromosome map.
Pedigree Project
Students select a trait that follows autosomal or x-linked genetics patterns and trace it through family
generations. They are to construct a large, labeled pedigree of their findings.
Karyotyping activity
Students are given 3 sample chromosome arrays. They are to cut and arrange the chromosomes and
diagnose the condition. This is modified from a Flinn lab.
Unit 5:
 Required AP Lab: Lab #8 Biotechnology
Students complete a DNA fingerprinting activity and transform bacteria (Ward’s). (Completed at the
Clemson DNA Learning Center) Students will use micro-techniques to restrict DNA, and using a marker
DNA along with “crime scene” and “suspect” DNA, predict which suspect matches the crime scene.
Students will understand the principles of gel electrophoresis.
Students will collect quantitative data by using the marker DNA results to graph data. They will utilize
band migration distances and extrapolate band sizes by extrapolating from their graphs. The entire
laboratory study will be documented in the laboratory research notebook.
 DNA extraction from fruit cells
Students follow a modified procedure to remove the DNA from fruit cells.
 Gram Staining of bacteria quick lab
Students stain and prepare slides of bacteria cultured from various places in the school. This lab can be
found in many lab manuals.
Unit 6:
 Required AP Labs: Investigation 2 & 3 Population Genetics and Evolution
Students complete AP lab #2 on evolution and Hardy-Weinberg
equilibrium (Ward’s).
Investigation 3: Compares DNA Sequences using BLAST technology simulations.
 Allele Frequency lab
Students analyze heterozygote advantage in the case of sickle cell anemia and malaria resistance. They
count ratios of red to white beans over 3 generations and determine why the recessive allele does not go
away.
 Hardy-Weinberg Practice problems (Allele & Genotype Frequencies)
 Cytochrome-c activity
Students compare molecular evidence to show the relatedness of various organisms. They also construct
a cladogram based on this data.
 Timeline lab
Students construct a timeline that shows the appearance of various organisms during the history of the
earth. This is scaled in a way that allows them to see the explosion of life during the last few hundred
million years.
 Dichotomous key activity
Students use this modified activity to collect random objects and learn to write a dichotomous key for the
purposes of identifying each object.
Unit 7:
 Gram staining lab may also be completed here to identify bacteria samples.
 Bacteria Culturing activity
Students simply practice collecting and culturing bacteria samples from various places within the school.
 Pondwater Life activity may also be completed here to identify protists.
 Fungi Sampling activities
Students identify and bring in samples of fungi from their daily lives. They also have the chance to
dissect mushroom caps and analyze their spores.
 Plant Sampling activities
Students will complete activities such as dissecting flowers and fruits,
analyzing pine cones, collecting moss and fern samples, etc.
Unit 8:
 Ecology Independent Research Project (Rubric will be provided)
 Includes introduction to ecology, the biosphere, population, community ecosystems and conservation.
Unit 9:
 Required AP Lab: Lab #11 Transpiration
Students designed a student-directed controlled experiment measuring varying degrees of transpiration in bean
seedlings (Ward’s). (Big Idea 4: Interactions)
 Plant Physiology Research
 Plant Sampling activities may also be completed here
Unit 10:
 Animal Dissections
Depending on time, we will complete at least two invertebrate dissections. Those animals may include
crayfish, earthworms, clams, starfish, etc.
Grading
1.
Each nine-week grade is determined by the following percentages:
60% Tests
25% Laboratory Reports and Projects
15% Quizzes and Daily Work
2.
Laboratory Grading:
A. Informal Laboratory Reports may involve turning in a handout lab sheet with data, graphs, conclusions, and
answered questions.
B. Formal Laboratory Reports will be required for two or three specified labs per quarter, and must follow given
guidelines and rubrics. One-page lab reports are also used.
C. All lab grading involves a performance aspect that includes participation, use of time, proper use of equipment,
and following safety rules.
3. Tests:
A. Tests are patterned after the final AP Biology Exam but with fewer questions due to time constraints. Most tests
will cover two or more chapters. Tests usually consist of 50 multiple-choice questions and 2 essay (free response)
questions.
4.
Quizzes:
A. Quizzes are given throughout the learning sequence and may consist of a single essay question or a small set of
multiple-choice questions. Quizzes will NOT always be announced.
B. Most quizzes are designed to take 20 minutes to complete.
AP BIOLOGY SYLLABUS
I have thoroughly read this AP Biology syllabus and I understand the expectations of this course. I also understand the
commitment that I must make to be successful in this course and to pass the AP Biology exam. I am also aware of the
resources that I can use to help me prepare for each class.
Student Signature:___________________________ Date: ___________________
Parent Signature:____________________________ Date:____________________