AP Biology
Course Syllabus
Deanna Tegeler: Science Department (Room 252)
Instructor Email Address: dtegeler@clintonia.org
Instructor School Phone Number (563) 243-7540 ext. 2520
Course Description
AP Biology is an elective course designed for the college preparatory student. Taking Physiology
during the same year is highly advised by the instructor as it complements the AP Curriculum.
The course is rigorously paced, examines biological concepts in depth, and provides students
with a well-rounded basis in biology. The course format combines lecture and lab with a handson approach. The general goal is to enable the students to be successful on the AP Biology
Examination and to create attitudes and study habits for college success. Students will be
expected to complete the course final.
Critical Course Objectives
AP Suggested Topics and Guiding Questions
Chemistry
WaterHow do the unique chemical and physical properties of water make life on earth
possible?
Organic molecules in OrganismsWhat is the role of carbon in the molecular diversity of life?
How do cells synthesize and break down macromolecules?
How do structures of biologically important molecules (carbohydrates, lipids, proteins,
nucleic acids) account for their functions?
Fee energy changesHow do the laws of thermodynamics relate to the biochemical processes that provide
energy to living systems?
EnzymesHow do enzymes regulate the rate of chemical reactions?
How does the specificity of an enzyme depend of its structure?
How is the activity of an enzyme regulated?
Cells and their Process
CellsWhat are prokaryotic and eukaryotic cells similarities and differences?
Where are prokaryotic and eukaryotic evolutionary relationships?
MembranesWhat is the current model of the molecular architecture of membranes?
How do variations in this structure account for the functional differences among
membranes?
How does the structural organization of membranes provide for transport and
recognition?
What are the various mechanisms by which substances cross membranes?
Subcellular OrganizationHow does compartmentalization organize a cell’s functions?
How are the structures of various subcellular organelles related to their functions?
How do organelles function together in cellular processes?
What factors limit cell size?
Cell Cycle and its regulationHow does the cell cycle assure genetic continuity?
How does mitosis allow for the even distribution of genetic information to new cells?
What are the mechanisms of cytokinesis?
How is the cell cycle regulated?
How can aberrations in the cell cycle lead to tumor formation?
Cellular Energetics
Coupled reactionsWhat is the role of ATP in coupling the cell’s anabolic and catabolic processes?
How does chemiosmosis function in bioenergetics?
Fermentation and Cellular RespirationHow are the organic molecules broken down by catabolic pathways?
What is the role of oxygen n the energy-yielding pathways?
How do cells generate ATP in the absence of oxygen?
PhotosynthesisHow does photosynthesis convert light energy into chemical energy?
How are the chemical products of the light-trapping reactions coupled to the synthesis of
carbohydrates?
What kinds of photosynthetic adaptations have evolved in response to different
environmental conditions?
What interactions exist between photosynthesis and cellular respiration?
Heredity
Meiosis and GametogenesisWhat features of meiosis are important in sexual reproduction?
Why is meiosis important to heredity?
How is meiosis related to gametogenesis?
What are the similarities and differences between gametogenesis in animals and
gametogenesis in plants?
Eukaryotic ChromosomesHow is genetic information organized in the eukaryotic chromosomes?
How does this organization contribute to both continuity of and variability in the genetic
information?
Inheritance PatternsHow did Mendel’s work lay the foundation of modern genetics?
What are the principal patterns on inheritance?
Molecular Genetics
RNA and DNA structure and functionHow do the structures of nucleic acids relate to their functions of information storage and
protein synthesis?
What are the similarities and differences between prokaryotic and eukaryotic genomes?
Gene RegulationWhat are some mechanisms by which gene expression is regulated in prokaryotes and
eukaryotes?
MutationIn what ways can genetic information be altered?
What are some effects of genetics alterations?
Viral Structure and ReplicationWhat is the structure of viruses?
What are the major steps in viral reproduction?
How do viruses transfer genetic material between cells?
Nucleic Acid technology and applicationsWhat are some current recombinant technologies?
What are some practical applications of nucleic acid technology?
What legal and ethical problems may arise from these applications?
Evolutionary Biology
Early Evolution of LifeWhat are the current biological models for the organisms of biological macromolecules?
What are the current models for the origins of prokaryotic and eukaryotic cells?
Evidence for EvolutionWhat types of evidence support and evolutionary view of life?
Mechanisms of EvolutionWhat is the role of natural selection in the process of evolution?
How are heredity and natural selection involved in the process of evolution?
What mechanisms account for speciation and macroevolution?
What different patterns of evolution have been identified and what mechanisms are
responsible for each of these patterns?
Diversity of Organisms
Evolutionary patternWhat are the major body plans of plants and animals?
Survey of the diversity of LifeWhat are representative organism from the Monera, Fungi, and Protista?
What are representative members of the major animal phyla and plant divisions?
Phylogenetic classification-
What are the distinguishing characteristics of each group (kingdoms and major phyla and
divisions of animals and plants)?
Evolutionary RelationshipsWhat is some evidence that organisms are related to each other?
How do scientists study evolutionary relationships among organisms?
How is evolutionary relationship information used in the classification of organisms?
Structure and Function of Plants
Reproduction, growth, and developmentWhat patterns of reproduction and development are found in plants and how are they
regulated?
What is the adaptive significance of alternation of generations in the major groups of
plants?
Structural, physiological adaptationsHow does the organization of cells tissues, and organs determine structure and function in
plant systems?
How are structure and function related in various organ systems?
What adaptive features have contributed to the success of various plants on land?
Response to the environmentWhat are the responses of plants to environmental cues, and how do hormones mediate
them?
Structure and Function of Invertebrates
Reproduction, growth, and developmentWhat patterns of reproduction and development are found in animals and how are they
regulated?
Structural, physiological adaptationsHow does the organization of cells tissues and organs determine structure and function in
animal systems?
How are structure and function related in various organ systems?
What adaptive features have contributed to the success of various animals on land?
Response to the environmentWhat are the responses of animals to environmental cues, and how do hormones mediate
them?
Structure and Function of Vertebrates
Reproduction, growth, and developmentWhat patterns of reproduction and development are found in animals and how are they
regulated?
Structural, physiological adaptationsHow does the organization of cells tissues and organs determine structure and unction in
animal systems?
How are structure and function related in various organ systems?
What adaptive features have contributed to the success of various animals on land?
Response to the environment-
What are the responses of animals to environmental cues, and how do hormones mediate
them?
Ecology
Population DynamicsWhat models are useful in describing the growth of a population?
How is population size regulated by abiotic and biotic factors?
Communities and EcosystemsHow is energy flow through an ecosystem related to trophic structure (trophic levels) ?
How do elements (carbon, nitrogen, phosphorous, sulfur, oxygen) cycle through
ecosystems?
How do organisms affect the cycling of element and water through the biosphere?
How do biotic and abiotic factor affect community structure and ecosystem function?
Global IssuesIn which way are humans affecting biogeochemical cycles?
Primary Resources
Textbook Used:
"Biology" by Campbell and Reece 6th Ed. 2002.
ISBN 0-8053-6624-5
Benjamin Cummings Publishing Co.
1301 Sansome St.
San Francisco, CA 94111
Note - This is a college level textbook, hence its size and weight. Students should be prepared to spend a
great deal of time in reading and studying this text so that the required material can be covered in the time
allotted. The textbook does not need to be brought to class. The book comes with a CD that students can
use as an interactive study guide and information resource.
Student Study Guide for Biology:
Recommended, but not required: This is an optional material for students to help with
understanding the content.
"Student Study Guide for Biology" by Martha R. Taylor 6th Ed. 2002
ISBN 0-8053-6634-2
Benjamin Cummings Publishing Co.
1301 Sansome St.
San Francisco, CA 94111
Magazine Articles:
Students are required for each unit of study to find a current (within the last year)
magazine/journal article that relates to the unit and complete an analysis of the article then share
that information with their classmates in a discussion format. Articles are expected to be more
than two pages in length and be from reputable sources.
Additional Readings:Philip R. Reilly, Abraham Lincoln’s DNA and Other Adventures in
Genetics. Cold Spring Harbor Laboratory Press, 2000.
Reading ExpectationsStudents are expected to read and utilize the college level textbook on a daily basis. Students are
expected to read all materials prior to coming to class discussion. Literacy strategies will be
highly emphasized in the beginning of the course with the goal of transitioning students to
literacy independence throughout the course. Students will also be required to read nonfiction
science literature of their choosing from the classroom library. They will complete 3 readings
throughout the year. Students will also be reading from a variety of sources, such as textbooks,
science journals, web resources and other students’ works.
ExpectationsCourse Materials
Many of the course materials such as handouts, lecture outlines and Power Points will be available on the
web through email. If a student does not have an email account or would prefer to receive a CD of class
materials please inform the instructor at the beginning of the course. Students will receive instruction
during class on how to email assignments to the instructor. Students must check their email weekly as
announcements, handouts, lab data etc. will be sent out each Friday morning for the following week’s
material. This should give students plenty of time to work ahead if they so desire.
Students will be required to keep certain course materials in a 3-ring binder to document their AP Biology
experiences to colleges and to use as study material for the AP Exam.
Submitting electronic files
All of the lab reports and many of the homework assignments should be submitted in paper and electronic
form if possible. Majority of colleges have gone to a paperless format and this is good practice for
becoming comfortable with that procedure.
Important!!
A standardized file name format should be used so that Mrs. Tegeler can keep things
organized in folders. Please label all submitted files in the following format:
“last name dot first name initial dot assignment name”
For example, the lab report for the first lab on Bean Evolution if submitted by Mrs. Deanna Tegeler
would look like this: “Tegeler.D.beanevolution lab report”
Laboratory
The AP Biology curriculum has 12 recommended laboratory exercises. These labs are part of the AP
Biology national exam.
1. Mrs. Tegeler will provided lab activities for all of the recommended AP Biology labs. The lab
procedure will be demonstrated and sometimes computer-interfaced equipment will be used to gather
data. A data set will be made available for analysis and for completing the lab report.
2. A few labs will require additional lab time outside of class but this should be minimal if students use
their class time wisely.
3. Formal Lab reports will be collected for the 12 recommended AP Biology labs, but will not be
requested for all other lab activities.
Note - Additional lab activities beyond the 12 required AP Biology labs will be completed. These labs
are designed to supplement the lecture coverage of various topics and will be written in a shorter informal
format.
Course Pacing
The course has been designed by the College Board to cover the 55 chapters in the text. Mrs. Tegeler will
be covering approximately one or more chapters per week. Students are expected to cover additional
chapters by self-study as assigned.
Because of the rapid pacing, students should not expect any wasted time in class. Students are
expected to be actively responsible for their own learning and to advocate their needs.
If you have questions about the course or materials, ask Mrs. Tegeler.
Homework
The majority of homework assigned to students is preparation work for class or lab studies. Students will
also receive chapter and unit comprehension questions to help them identify and clarify areas they are
struggling to comprehend.
Note – It is better for students to struggle with the homework and miss a few points than to cheat and
copy answers from each other. Homework is only worth 10% of the grade. Tests are worth 60%. The
homework is not “busy-work”, but is intended as an opportunity for students to learn and practice the
biological concepts.
Late Work
All class preparation assignments are due when stated with no extension. However, all other
assignments will be permitted a 24 hour extension without penalty or explanation. Work due on Friday
must be turned in by class time on Saturday midnight, not Monday. Work received after the 24-hour
extension will not receive credit unless permission is granted by Mrs. Tegeler in advance.
Make-up work for pre-arranged absences should be discussed with the Mrs. Tegeler in advance.
Academic Dishonesty
Students in AP Biology are encouraged to form study groups and to assist each other. However, students
are expected to complete their own work for homework and lab reports. Academic dishonesty, as
described in the student handbook will not be tolerated. Students who commit Academic dishonesty will
be severely penalized. If you are unclear on what is permissible collaboration, please talk to Mrs.
Tegeler.
Laptop Computer Use- If you have a lap top computer I encourage you to bring it to class if you and your
parents are comfortable with that arrangement. Please note-Mrs. Tegeler will not be responsible for your
lap top when it is not in the classroom. I will store them in my locked office during the day. Your lap top
should never be left in your locker.
1. If you use a laptop in class, please boot up your computer as soon as you arrive so that you will
be ready to go to work as soon as class starts.
2. The student is responsible for maintaining the power of their computer.
3. The volume on your laptop should be turned all the way down during class. Your laptops should
be silent except for the clicking of the keyboard.
4. You may not read or send e-mail, play music or games, participate in chat rooms, or download
music or audio files during class.
5. You are encouraged to take notes using your laptop, but you also need to be prepared to use pen
and paper when asked.
6. You are responsible for maintaining your computer. Please make sure your computer is working
before coming to class.
7. The Internet is a wonderful source of information when used properly. When using sources from
the Internet, you must evaluate the credibility of the information. All materials found on the
Internet must be properly documented like any other source of information to avoid plagiarism
which is a form of Academic Dishonesty. If you are unsure how to cite this information, please
see Mrs. Tegeler.
8. Remember to save your work frequently. Loss of a file by accident is not an acceptable excuse.
9. Close your lid/screen half way during discussions or class presentations or when otherwise
requested by Mrs. Tegeler
10. Do not hide toolbars. Keep all items you are working on visible on the screen and available for
inspection.
11. The use of computer during a test or quiz is strictly forbidden and will result in a zero on the
exercise.
Course EvaluationStudent Evaluation:
Grading
Since the purpose of the AP Biology course is to prepare for the national exam, calculation of grades will
be predominantly based on exam performance. Course grades will be based on the following items and
percentages:
Exams Projects and Quizzes 70%
Lab 20%
Homework 10%
Students are expected to work on AP biology every night in order to stay current in the class.
This could include readings, lecture outlines, working on projects, completing labs, reviewing
notes or studying for tests or quizzes.
Tests
We are "in training" for the national AP Biology exam, which will be given on the morning in May
therefore:
The tests used in the course will attempt to reflect the style and difficulty level of the actual AP
Biology exam.
At least four tests will be given each semester. Each test will consist of a 60 question multiple-choice
exam and a four- 10 point questions essay exam. Each exam is expected to take one hour (two class
meetings) for both parts. A reading period will be used with the essay exam questions before the students
will be permitted to write. The exams are graded 60% multiple choice, 40% essay.
Letter grades on the exams will be determined on a curve that is based on previous student performance
on the national AP Biology exam. The anticipated letter grade breakpoints will be:
A = >85%
A- = 84-81%
B+ = 75-80%
B = 65-74%
B- = 60-64%
C = 55-59%
C- = 50-54%
F* = <50% Will be entered as a 50%.
Keys and grading standards will be made available after each exam.
Multiple choice take-home exams or practice essay questions will be given for the self-study chapters at
periodic intervals.
Additional Information
Course Description
The Advanced Placement Biology course is designed to be the equivalent of a College
Introductory Biology Course taken by biology majors during their first year. (We are using the
same textbook as University of Iowa. Except they are using the 7th edition and we are using the
6th.) A college biology course differs significantly from the usual high school course in respect to
the textbook used, the range and depth of topics covered, the laboratory work done by students,
and the time and effort required. Although much of the content will be presented in class,
students will be expected and required to cover additional materials on their own.
Students in AP Biology will only succeed if they appreciate that this course will be taught at
the college level and will be very challenging. Students should be prepared to spend a
minimum of 1-2 hours of study time per class period.
Teaching Philosophy
My educational philosophy for this course consists of the following three goals.
The first component is to increase of student understanding of scientific content in an interactive,
fun and caring environment. In this course it means hands-on experience through the use of labs,
real world scenario’s and scientific data. The students then will apply and analyze and evaluate
that data’s significance in the real world. Students actively engage in the learning so they are
motivated to learn by seeing the contents impact in their everyday lives.
The second goal is increase students understanding of their own learning process and the
strategies they need to use in order to maximize their educational experiences. These strategies
will help students develop study habits and learning skills so that they can succeed in college at
the highest level. For many students this their first truly academically rigorous course and
helping students deal with the challenges of how to handle that academic trauma is one of the
best skills I can equip them with as a teacher.
The third goal is to improve students’ verbal and written communication skills. Students are
entering an intellectual world where ideas are easily exchanged between groups of people
geographically far apart. In order for that exchange to occur successfully students must be
effective written and verbal communicators. To help facilitate this goal students’ will spend a
large amount of time in sharing their work with others through small group discussion, class
discussion, sharing lab data and presentations.
Here are a few tips to help your child succeed.
1. Quiet structured study time! Help your child to establish a study routine by setting up a quiet
study area and a consistent quiet study time nightly. The routine will help them practice good
study habits for college. Should the study area be their bedroom or a family area, like the dining
room? That depends on your household and your child. If your child is self-motivated and can
work steadily without supervision, then a quiet desk space in their bedroom would work well.
However, if their bedroom is equipped with distractions like a stereo or TV, then this might not
be conducive to concentrating on homework and the family area may work better.
2. Work on Biology EVERY night! Encourage them to use the syllabus wisely to stay ahead of
the work load. For your child to stay up-to-date in this course they need to spend some time on
biology every night. The ideal would be about one (1) hour per night or approximately six (6)
hours per week. This would include textbook reading, lecture review, lab assignments, and test
preparation. On weeks when they cannot devote that one hour on a weeknight, they should put in
extra time on weekends to make up for it. Students are given the syllabus and assignments at the
beginning of each unit to help with time management issues.
3. Support Study Groups! Encourage your child to arrange a study group with other students in
the class. Each student will have different strengths and weaknesses in this course. Putting two or
more heads together is always a benefit. You never learn something as well as when you have to
explain it to someone else. However let me emphasize that, while study groups and cooperative
effort are strongly encouraged; on final written work, all students are required to craft their own
answers and must have a completely uniquely worded answer for each question unless it was
given as a team assignment!
4. Use a Lifeline! Encourage your child to ask for help. I can stay after any day for extra help.
Also, all my AP students have my home phone number and they can readily call me for help at
any time after school hours and I will make every effort contact them immediately. Do not allow
them to feel like they are intruding, I am here to help them understand and learn to love the
subject of Biology as much as I do.
5. Don’t Panic! Stick with it! Some parts of this course will come more easily than others.
Encourage your child to work steadily and not to be discouraged. Success will build as they
improve their critical thinking skills and their writing ability through practice. This is a college
course and they are working on more than learning biology; they are working on skills that they
will use to succeed academically for years to come. Your child needs to work hard and work
steadily and they will be rewarded in this course!
6. Please feel free to contact me with any concerns about your child’s progress. I am here to help
and want each student to be successful with the coursework material.