APBiologySyllabus
Textbook
Campbell, N. and Reece, J. (2005). Biology, 7th edition. Benjamin/Cummings Pub Co. ISBN
0805371559
Supplemental Resources for Campbell’s Biology
 CD-ROM
 AP Biology Study Guide Workbook
 AP Biology Lab Manual, teacher-generated labs or labs from other sources.
 Online Biology Resource which includes tutorials, animations, art, chapter objectives,
laboratory objectives, practice tests questions, the entire textbook online, science in the
news articles and papers
http://wps.aw.com/wps/media/access/Pearson_Default/1663/1703422/login.html
About the AP Biology Course
The AP Biology course is correlated with the standards put forth by the College Board for all AP
courses and covers all of the topics in the AP Biology Course Description. These include
molecules, structure and function of cells, cellular transport mechanisms, energy transformations,
cell division, molecular genetics, inheritance, evolution, classification and diversity, plant and
animal physiology, animal behavior, and ecology. All of these topics are integrated throughout
the course using the eight major themes for the AP Biology Curriculum Requirements.
The AP Biology course meets 50 minutes, 5 days a week for 36 weeks. Within in this time
frame, the goals are to allow students to appreciate the value of biology in their everyday lives,
understand the major concepts of biology and apply them to society.
Labs are a major component of the course, about 25 percent of the students’ time is devoted to:
 Demonstrating science safety skills
 Demonstrating skills in using various types of biological instruments
 Practice in finding and using patterns in collected data to solve scientific problems
 Exhibiting mastery of the major principles of biology
 Learning how to read and critique scientific papers, articles, publications
 Expressing scientific data in a formal written experimental report
 Collaborating scientific findings with classmates and peer evaluating data
Grading Policy
Tests – 40%
Tests are given at the conclusion of a unit. The composition of the test will be Multiplechoice questions and short answer/essay/free response/annotating diagrams
Quizzes – 15%
Quizzes are given throughout the semester and on shorter chapter and pop quizzes on
reading assignments and recently covered material. They may include homework
questions and key concepts (reading quizzes).
Labs – 25%
Homework – 20%
Course Planner
The course will be designed to address the big ideas beginning Fall 2012
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
Molecules and Cells: Chapters 1-7: (5 weeks)
1. Biochemistry
 Inorganic chemistry, atoms, chemical bonding
 Water: Water Properties Work Station Lab (teacher generated)
 Functional groups
 Organic chemistry: Protein Determination lab (teacher generated), Macromolecule
presentation (student generated)
 Structure and function of enzymes: Filter paper and hydrogen peroxide lab (teacher
generated), AP Lab 2: “ Enzyme Catalysis”
2. Cells
 Prokaryotic, eukaryotic and structure and function of cell organelles: independent study,
cell brochure, cell model activity, Compound Microscope lab (teacher generated)
 Cell membranes and transport mechanisms: role plays-passive and active transport,
endocytosis and exocytosis, AP Lab 1: “Diffusion and Osmosis”
Energy Transformations: Chapters 8-10: (3.5 weeks)
1. Metabolism
 Free energy transformations
 Molecules and reactions involved in metabolism
2. Photosynthesis
 Light dependent reactions: AP Lab 4: “Plant pigments and Photosynthesis”
 Light independent reactions- role play
 Evolutionary adaptations of plants to reduce photorespiration, C4 and CAM
3. Cellular Respiration
 Glycolysis
 Krebs cycle
 Electron Transport chain/chemiosmosis
 Anaerobic respiration
 Control feedback mechanisms
 AP Lab 5: “Cell Respiration”
 Role-play
4. Evolutionary Chemiosmotic and Endosymbiotic theory Discussion
Cell Division and Genetics: Chapters 12-20: (7.5 weeks)
1. Cell Reproduction
 Stages of mitosis: Microscopic observation of Onion Root tip mitosis Lab (teacher
generated)
 Chemical control mechanisms of cell cycle, cdk, cyclin, MPF
 Stages of meiosis: AP Lab 3: “Mitosis and Meiosis”, Meiosis Flip Book Activity
(teacher generated)
 Independent assortment, law of segregation, crossing over
2. Mendelian and NonMendelian genetics
 Inheritance patterns: monohybrid and dihybrid crosses
 Inheritance patterns: sex-linked, linked genes, codominance, incomplete dominance,
blood types, polygenic inheritance, crossing over frequencies, multifactorial
 AP Lab 7:” Genetics of Organisms”
 Genetic Problems from chapter 14 and 15
3. Human Genetics
 Mutational changes at chromosomal and molecular level
 Genetic diseases: PowerPoint Presentation (student generated)
 Karyotype analysis activity
4. Molecular Genetics
 Structure and function of DNA and RNA: DNA extraction Lab (teacher generated)
 Contributions of scientists that studied DNA
 Structure and function of prokaryotic and eukaryotic chromosome
 DNA replication and binary fission
 Gene regulation in prokaryotes, Lac and Trp Operons
 Protein synthesis: Protein Synthesis Activity (ACCESS)
 DNA technology, RFLP analysis, CAT activity, fingerprinting, Genetics debate,
PowerPoint presentation regarding cloning, DNA fingerprinting, stem cell research,
nanotechnology, all of which include ethical issues and impacts on society (student
generated): AP Lab 6: “Molecular Biology: (modified)
Evolution: Chapters 22-26: (2 weeks)
Evolution (may be Winter Break assignment)
 Historical background of Darwin and his theory of natural selection: PBS Evolution
Videos and online activities
 Evidences of evolution
 Chemical evolution
 Mechanisms of evolution: AP Lab 8: “Population Genetics and Evolution”
Classification and Survey of Protists, Fungus, Animals and Plants: Chapters 26-34: (1 week)
 Diversity of each kingdom
 Observe specimens from each phyla
 Identify characteristics of each kingdom and certain phyla
 Practice placing organisms on the phylogenetic trees
 Comparative Anatomy and Dissection of earthworm, grasshopper, frog, and fetal pig Lab
(teacher generated), CATWORKS CD-ROM as an alternative assessment
 Microscopic Observation of Protists Lab (teacher generated)
 Identification of Fungus Lab (teacher generated)
 Identification of bryophytes, conifers, angiosperm Lab (teacher generated)
Structure and function of animals (12 weeks)
1. Homeostasis overview
2. Structure and function of tissues and organs: Microscopic Tissue Identification Lab (teacher
generated)
3. All major organ systems
 The Endocrine system
 The Digestive system: Students design stories or game boards about the digestive system
 The Circulatory system: AP Lab 10: “Physiology of the Circulatory System”,
Valentines Day Cards and puzzles (student generated)
 The Respiratory system: Spirometer Lab (teacher generated)
 The Excretory system and osmoregulation, Observe how a dialysis machine works
 The Immune system: students design cartoon or comic strips to explain the functions of
different immune cells, watch the National Institute of Health HIV video
 The Nervous system: students design their own sense lab testing vision, taste, smell,
touch, or hearing
 The Muscular system: role-play muscle contraction, watch animations, muscle
contraction demonstration
 Human Reproduction and Development: hormonal control, embryonic development
slides of sea urchin, computer animation
 Animal Behavior: AP Lab 11:”Animal Behavior of Pill bugs” (modified)
 Evolutionary trends and patterns found among vertebrate and invertebrate anatomy of
organ systems. For example, comparison of protonephridia, metanephridia, malpighian
tubules, and nephrons
4. Evolutionary adaptations that make terrestrial life possible for animal
Structure and function of plants: Chapters 35-39: (3 weeks)
 Alternation of generations
 Plant reproduction and growth
 Angiosperm leaf, root, stem anatomy and structure: Microscopic Observations of
Monocot and Dicot leaf, root, and stem Lab (teacher generated)
 Plant nutrition: students design their own lab testing nutritional requirements of different
plants (if time permits)
 Plant transport, responses to environment and control mechanisms: AP Lab 9:
“Transpiration” (modified)
 Evolutionary adaptations to plants, especially angiosperms
Ecology: Chapters 50-54: (2 weeks)
1. Biomes: Student generated poster sessions about different biomes
2. Community ecology
 Ecological succession
 Symbiotic relationships
 Co-evolution
3. Population ecology
 R-selected species
 K-selected species
 Exponential growth
 Logistical growth
 Carrying capacity
4. Ecosystems
 Food chains
 Food webs
 Trophic levels and structure
 Chemical cycling
 Human impacts on the environment: mock debate, environmental issue (teacher and
student generated) AP Lab 12: “ Dissolved Oxygen and Aquatic Primary
Productivity”
Teaching Strategies
I try to employ a variety of teaching techniques so that I can reach and capture as many students
possible. These techniques implement both individual and group activities.
 Lecture is provided for about 2-3 days per topic required by the AP Biology
Course Description. With the lecture students may take their own notes, an
outlined partial notes (teacher generated) may be given or a PowerPoint handout
may be provided for students to follow along. Each lecture is supplemented with
diagrams, explanations, visuals, examples, animations, videos, computer
simulations, overhead transparencies or demonstrations. Lecture is meant to aid in
the understanding of their chapter readings.
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Open Class Discussion is implemented pre, during or post lecture. The students
may ask questions or I will ask questions. A handout of questions and vocabulary
are also required per topic. Often, an evolutionary unifying theme question is
incorporated in this handout.
Hands-on activities and role-plays are important to my course. I believe that if
students teach each other, then their learning will be much more valuable. The
hands-on activities and role-plays allow them to be more active learners.
Our school requires weekly Silent Sustained Reading in each course. I use this
time to introduce primary scientific research papers, popular science articles or
newspaper articles that are of a biological nature to my students. After their
required reading time we have an open class discussion about the reading and
how it influences their lives, society, and any ethical issues that may be involved.
Sometimes they are required to write a reflection about the reading.
Students practice answering and scoring AP Biology Free-Response Questions. I
will create my own AP Biology Free-Response Questions or utilize former ones
as homework or as test questions. Students use AP Biology scoring guideline to
grade their own responses. They also analyze a range of low to high response
student samples and scores so that they can learn how to improve their own
written responses.
Multiple Choice Questions are generated for each unit test. These multiple choice
questions range from factual recall to analysis, judgment, and comprehension.
Students learn how to evaluate each question and pull out key terms and concepts.
They also learn how the items are structured around each topic and how incorrect
choices can affect their score.
A PowerPoint presentation is developed by groups of students regarding ecology,
animal behavior, genetics or DNA technology. Each student is responsible for
giving a short presentation about the topic to the classmates. The students are peer
evaluated and teacher evaluated.
Students also design one experiment in which they test the variables, analyze and
discuss data. This is presented in a formal written experimental report.
Periodically, I will use DVDs and videos that will enhance the students
understanding of biological concepts. They are usually from Howard Hughes
Medical Institute, Nature, NOVA and PBS.
I encourage my students to seek out and use many AP Biology Web sites and
computer simulations.
Labs
Labs are essential for student learning of the biological concepts. Students gain a deeper
understanding and appreciation of topics they explore through firsthand observations during
scientific investigations. They perform two types of labs; those in the AP Biology Lab Manual
and those I have designed or taken from other sources. Being that I am restricted to 52 minute
class periods, I usually have to split the labs over a period of 2-3 days. All labs count as a grade.
To emphasize biology and science as a process, many of the AP Biology Labs are required to be
written in a formal lab report of which is graded. Formal reports require a clear presentation of a
purpose, hypothesis, variables, data, and results in the form of charts, tables, graphs, analysis (I
encourage the use of Excel and graphing calculators to do statistical analysis if possible) and
conclusion/evaluation (see requirements below). They are also required to provide a written
discussion of limitations and suggestions to each lab. Some labs may not have a formal report,
but instead the students simply provide charts, tables, annotated diagrams, or flow charts.
When possible, the AP Biology labs are modified to use smaller quantities of perishable and
nonperishable items. This is due to time and financial constraints. Some labs are also
supplemented with computer simulations. Some of the units do not have labs. Investigations
done beyond the AP curriculum include various microscope labs, plant nutrition lab, comparative
vertebrate anatomy and dissection lab, various identification of organisms labs and DNA
extraction.
I. Planning A
A. Title
B. Define the problem – the problem is always stated in the form of a question
C. Formulate a hypothesis – detailed with explanation
A good hypothesis should include:
1) Predicted outcome,
2) Reason for outcome,
3) How to go about achieving that outcome.
D. Select variables that will be investigated in the lab – manipulated and controlled. State
the relationship between the variables.
II. Planning B – Experimental Design, procedure, materials and diagram of set-up
A. Design a method with appropriate materials
B. Design a method for controlling the variables
C. Design a method for collecting data
D. Include safety procedures as well
III. Data Collection
A. Observe and record raw data
B. Organization and presentation of data – including units
IV. Data Analysis
A. Process data to produce results that aid in the interpretation of data
B. Present transformed data / results effectively and appropriately
C. Includes but is not limited to: graphs, calculations, observations, analysis questions in
paragraph form, percent error, etc.
D. Show sample calculation for each equation used in the lab
E. Provide all information needed for a graph. Title, axes, size, indicate points clearly,
appropriate scale with key, best-fit curve (straight line) and slope calculations
V. Conclusion / Evaluation
A. Draw a valid conclusion based on the correct interpretation of data – do not just restate
the results
B. Compare with stated value if possible
C. Evaluate procedure (method, materials, apparatus) including limitations, weaknesses
or errors in manipulation (discuss limitations of data analysis)
D. Recommend modifications for the experiment - Look at both the pros and cons of the
lab
Experiments Completed in AP Biology
The experiments that will be performed in AP Biology are listed in the Course Planning section
above.
Grading Period One
Waiver Days
08/2527/2014
First Day Tchr. 08/25/14
First Day Stu.
08/28/14
Pre-DAP Test
08/299/19/14
Labor Day 09/01/14
Waiver Day 09/24/14
End of GP One 10/23/14
PT Conferences 10/24/14
Grading Period Two
GP Two Begins
10/27/14
OGT 10/27/2014 –
11/09/14
Aspire test TBA
Thanksgiving 11/2728/14
Exam/Post-DAP 12/01/14
-12/21/2014
Winter Break 12/22/1401/02/15
Waiver Day
01/05/15
Second GP Ends
01/09/15
Grading Period
Three
Third GP Begins
01/12/15
City-wide In service
01/16/15
MLK Day
01/19/15
President’s Day
02/16/15
PT Conferences
02/20/15
OGT Gr. 10
03/1629/15
Third GP Ends
03/20/15
Grading Period Four
Fourth GP Begins
03/23/15
Spring Break 04/0310/15
ACT Testing 04/28/15
Memorial Day
05/25/15
Exam Week 06/01–
04/15
Final day students
06/04/15
Final day teachers
06/05/15