AP Biology Syllabus 2015 - 2016
Welcome to AP Biology!!!
AP BIOLOGY
Advanced Placement Biology is designed to be the equivalent of a 2 semester,
introductory, college biology course. The AP Biology Curriculum Framework is centered on four
major themes and considers a wide range of topics that are important in 21st century biology.
Students investigate topics in a number of ways, including lecture, investigative labs, data
interpretation, work with informational resources, expository communication and so on. The
curriculum gives students the opportunity to successfully take the AP Biology Exam in the
spring.
In addition to working with the curriculum framework students will develop scientific
and collaborative skills by performing a number of the thirteen AP Biology labs and many other
investigations, most of which involve considerable student directed inquiry or the application of
critical problem solving.
Many AP Bio teachers feel each hour of class time should be matched by 1 ½ hours of
study outside of class. Whether this will be true for you depends on a number of different things.
AP Biology offers abundant rewards but asks for a serious commitment from students.
Advantages to taking AP Biology are many. Your knowledge of biology and appreciation
for the living world around you will be greatly enhanced. Additional advantages are the
following…
 This class will facilitate your transition to any competitive university program. Your
participation will help you develop effective mental habits, cognitive abilities and professional
skills that will benefit you in the future.
 Success on the AP exam will allow most students to earn some type of college credit, sparing
the expense and effort in the future and allowing you to move on to more advanced work.
 Doing well in this class will increase the probability of acceptance at many universities, since
success demonstrates the ability to handle challenging college-level work.
COURSE GOALS
1. To allow students to develop a wide range of important skills within a challenging collegelevel, introductory biology course. Students in AP Biology are expected to perform at the
level of first- year, ambitious and motivated college students.
2. To prepare students well for the AP exam by exposing them to necessary content and helping
them develop effective thinking and learning strategies, and expository essay writing skills.
Students are encouraged to take the AP exam.
3. To help students develop a sophisticated conceptual framework for modern biology and,
through study and labs, help students gain an appreciation for science as an ongoing,
investigative process. This framework will be very important particularly for students who
pursue careers that involve biology.
TEXTBOOK and READING
Urry, Lisa A…[et al.]. Campbell: Biology in Focus, AP Edition 2014
Students are expected to work extensively with the textbook and other support materials,
including AP exam prep books and other resources discussed in class. Students are expected to
complete preparatory reading and writing assignments by the assigned deadlines.
CURRICULUM DESIGN
This course is structured around the “Enduring Understandings” within the four “Big Ideas”
as described in the AP Biology Curriculum Framework.
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 following syllabus shows the year divided into four major units, each entitled with one of
the four ideas. In each unit one idea is stressed but connections to the other ideas are constantly
emphasized. Course topics are typically introduced by way of our textbook and in the form of
lecture and discussion.
Investigative laboratory experiences as well as other activities that allow us to practice
scientific skills are also an important part of our curriculum. Many of the skills we work with are
described in AP Biology’s seven “Science Practices” (See College Board AP Biology web page).
Most lab work is structured to allow significant student inquiry and critical thinking. Students
will be expected to keep a neat lab journal, and grades on lab work will form a significant portion
of your final grade. More than ¼ of our class time involves investigative labs and activities.
COURSE PACING
This course is designed to cover many of the textbook’s 42 chapters in 33 weeks. The course
also must include significant time for creative discussion, investigation of current events in
biology, experiments and other investigations, writing practice, and other activities. As such, we
proceed at a pace that is considerably more accelerated than probably most, if not all of the
classes that you have experienced in high school. Ultimately, students are expected to be actively
responsible for their own learning. This involves focused work in class, commitment of adequate
time at home and possibly attendance at review sessions outside of class.
GRADING
The following list details the approximate percentage of points available for each type of
graded activity. Students are required to invest significant study time outside of class.
Tests/Final Exam/Quizzes
50%
Lab Participation/Journal
35 %
Essays and Other Written Work
15%
Grades are scaled in the traditional manner (100 – 90% = A, etc.; 59% or less = F). The class
grade is not tied to the grade on the AP exam.
SOME EXPECTATIONS
We all are expected to take a mature and professional approach to class that is respectful of
the opportunity AP Biology presents and the effort it requires on all of our parts for success.
Some obvious manifestations of this approach are as follows…
 We should be punctual and prepared. Cell phones and electronic devises remain away during
class and lab unless using them with permission for the activity.
 We are responsible for making up work missed due to absences.
The following policy applies to absences on test days.
Students will not take the multiple choice section of the test. Instead the last test’s or
next test’s multiple test score will substitute for the missing score.
Students will take the written part of the test outside of class at the earliest possible time.
 Each of us must participate during class with a positive attitude. We strive to create a
positive, professional learning environment that is respectful and welcoming for all
individuals.
 We are expected to have some availability outside of class to catch up, make up missed work,
attend tutoring, and so on.
Course Outline
Semester 1
Dates given below are approximate and will be reviewed and updated regularly with students.
Unit 1 Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to
reproduce, and to maintain dynamic homeostasis.
WEEK 1
(August 6 – 14)
Study Guide Notes 1 Science, Living Things, The 4 Big Ideas
SGN 2 The Controlled Experiment, Data Collection, Analysis and Presentation
Lab 1 Are These Specimens Alive?
Characteristics of Living Things
Lab 2 An Investigation of the Behavior of Milk, Soap and Dye
Experimental Design
WEEK 2
(August 17 – 21)
Lab 3 An Investigation of the Role of Intact Chloroplasts and Light on Photosynthesis
Data Collection, Statistical Analysis and Presentation
Spectrophotometry
WEEK 3
(August 24 – August 28)
SGN 3 The Basic Chemistry of Life - Biochemistry, Bonds, Molecules, Reactions
SGN 4 Water: Importance and Characteristics
Ocean Acidification
How does the carbonate ion concentration of seawater affect the calcification rate of a coral reef?
Interpreting a scatter plot with regression lines
WEEK 4
(August 31 – September 4)
SGN 5 Carbon and Assembling Biomolecules
Lab 4 Molecular Models Part 1 Bonds, Water, Molecules and Ions
The Use of Models to Represent and Communicate Scientific Phenomena
Labor Day 9/7
WEEK 5
(September 8 - September 11)
SGN 6 Biomolecules and Biochemistry
Lab 4 Molecular Models Part 2 Biomolecules
The Use of Models to Represent and Communicate Scientific Phenomena
Are rhesus monkeys or gibbons more closely related to humans?
Analyzing polypeptide sequence
Test 1 SGN 1 – 5, Labs 1 – 4 Part , Supplementary Exercises
WEEK 6
(September 14 – September 18)
SGN 7 The Cell
Lab 5 A Review of the Compound Light Microscope
Cytology and Histology
WEEK 7
(September 21 – September 25)
SGN 8 The Plasma Membrane
Lab 6 An Investigation of Diffusion and Osmosis
Water Potential
WEEK 8
(September 28 – October 2)
SGN 9 Energy, ATP and Enzymes
Lab 7 An Investigation of Enzyme Activity
Working with Scientific Explanations
WEEK 9
(AP Investigation 4)
(AP Investigation 13)
(October 5 – October 9)
SGN 10 Cellular Respiration
Lab 8 Cellular Respiration
(AP Investigation 6)
Data Analysis and Evaluation of Evidence
Test 2 Emphasizing SGN 6 – 9, Labs 4 Part 2 - 8 , Supplementary Exercises
Fall Break 10/12 – 10/16
WEEK 10 (October 19 – October 23)
SGN 11 Photosynthesis
Lab 9 Photosynthesis
Experimental Design
Summary
How to the topics in Unit 1 illustrate Big Idea 2?
How do the topics in Unit 1 illustrate Big Ideas 1, 3 and 4?
(AP Investigation 5)
Unit 2 Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life
processes.
WEEK 11 (October 26 – October 30)
SGN 12 The Cell Cycle, Mitosis and Meiosis
Lab 10 A Microscope Investigation of Mitosis
Applying Chi Square Analysis
(AP Investigation 7)
WEEK 12 (November 2 – November 6)
SGN 13 Mendel and the Gene Ideas; Extending Mendelian Genetics
Worksheet: Genetics and Probability
Veteran’s day 11/11
WEEK 13 (November 9 – November 13)
SGN 14 The Chromosomal Basis of Inheritance
Lab 11 Wisconsin Fast Plants
(Abbreviation of AP Investigation 1)
Chi-Square Statistics
Are two genes linked or unlinked?
Using the Chi-Square test
Test 3 Emphasizing SGN 10 – 13, Labs 9 – 10, Supplementary Exercises
WEEK 14 (November 16 – November 20)
SGN 15 Molecular Genetics, DNA Replication
Lab 12 Restriction Enzyme Analysis of DNA
(AP Investigation 9)
Chromatography, PCR and Other Technologies Used in the Biosciences
WEEK 15 (November 23 – November 25)
SGN 16 Gene Expression, Mutation
Thanksgiving 11/26, 27
WEEK 16 (November 30 – December 4)
Catchup!!
WEEK 17 (December 7 – December 11)
Finals Review
SGN 1 – 16, Labs 1 -12, Supplemental Readings and Exercises
WEEK 18 (December 14 – December 17)
Finals Week
Semester 2
The agenda presented above for semester 1 is an ambitious schedule. As planned it requires students to
work at a challenging pace. Working hard, we have a chance of sticking to this schedule. But even with the
best of work ethics and intentions, we sometimes do not reach our goal. One reason for this is that many of
our labs call for student exploration (“inquiry”), which requires some degree of flexibility in regard to how
the labs proceed. Other happenings, such as open ended discussions, current events, unscheduled
assemblies and so forth, also sometimes leave us behind schedule. Therefore the schedule given here
continues to be approximate and regular updates will be given in class.
WEEK 1
(January 4 – January 8)
SGN 17 Regulation of Gene Expression
Lab 13 Bacterial Transformation
Prokaryotic Regulation of Gene Expression
WEEK 2
(AP Investigation 8)
(January 11 – January 15)
SGN 18 Bacterial and Viral Genetics
Analyzing a DNA Sequence-Based Phylogenic Tree to Understand Viral Evolution
How can DNA sequence data be used to track flu virus evolution during pandemic waves?
Summary
How to the topics in Unit 2 illustrate Big Idea 3?
How do the topics in Unit 2 illustrate Big Ideas 1, 2 and 4?
Unit 3 Big Idea 1: The process of evolution drives the diversity and unity of life.
.
Martin Luther King Jr Day 1/18
WEEK 3
(January 19 – January 22)
SGN 19 Evolution and Natural Selection: Decent with Modification
Lab 14 Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST
(AP Investigation 3)
Making and Testing Predictions
Can predation result in natural selection for color patterns in guppies?
WEEK 4
(January 25 – January 29)
SGN 20 The Evolution of Populations
Lab 15 Mathematical Modeling: Hardy-Weinberg
Using Models to Represent Scientific Phenomena
WEEK 5
(AP Investigation 2)
(February 1 - February 5)
SGN 21 The Origin of Species
Nova; PBS Video: What Darwin Never Knew
The Modern Synthesis of Evolution and Genetics
Test 1 Emphasizing Notes 17 – 20, Labs 13 – 15, Supplementary Exercises
WEEK 6
(February 8 – February 12)
SGN 22 Broad Patterns of Evolution and Phylogeny
Lab 16 Born to Run – Artificial Selection in Mice
Experimental Design and Data Collection
WEEK 7
(February 15 – February 19)
SGN 23 The Origin of Life and The Diversification of Prokaryotic and Eukaryotic Life
Nova: PBS Video: How Life Began
Hypotheses regarding Life’s Origins and Development
WEEK 8
(February 22 – February 24)
SGN 24 The Diversification of Eukaryotic Life
Summary
How to the topics in Unit 3 illustrate Big Idea 1?
How do the topics in Unit 3 illustrate Big Ideas 2, 3 and 4?
Rodeo Days 2/25, 26
Unit 4 Big Idea 4: Biological systems interact, and these systems and their interactions possess complex
properties
WEEK 9
(February 29 – March 4)
SGN 25 Cell Signaling and an Introduction to the Endocrine System
Does Thyroid Hormone level affect oxygen consumption in cells?
Making a bar graph and evaluating a hypothesis
Test 2 Emphasizing Notes 21 – 24, Lab 16, Supplementary Exercises
WEEK 10 (March 7 – March 11)
SGN 26 The Nervous System
Lab 17 Lights, Camera, Action Potential
Modeling Scientific Phenomena
Spring Break 3/14 – 3/18
WEEK 11 (March 21 – March 25)
SGN27 The Immune System
Comparing Two Variables on a Common X-Axis
How does the Immune System Respond to a Changing Pathogen?
WEEK 12 (March 28 – April 1)
SGN 28 Animal Behavior
Lab 18 Fruit Fly Behavior
Experimental Design
(AP Investigation 12)
WEEK 13 (April 4 – April 8)
SGN 29 Population Ecology and the Distribution of Species
Lab 19 Plant Transpiration
(AP Investigation 11)
What factors, including environmental variables, affect the rate of transpiration in plants?
WEEK 14 (April 11 – April 15)
SGN 30 Ecosystems and Energy
Lab 20 Dissolved Oxygen and Primary Productivity
Test 3 Emphasizing Notes 25 – 29 Labs 17 - 19, Supplementary Exercises
WEEK 15 (April 18 – April 22)
SGN 31 Global Ecology and Conservation Biology
Making a Scatter Plot with Regression Lines
Does atmospheric CO2 concentration affect the productivity of agricultural crops?
WEEK 16 (April 25 – April 29)
Catchup!!
WEEK 17 (May 2 – May 6)
Catchup!!!
WEEK 18 (May 9 – May 13)
Finals Review
Emphasizing SGN 17 – 31, Labs 13 -20, Supplemental Readings and Worksheets
WEEK 19 (May 16 – May 19)
Finals Week