Teacher: Ms. Casey Dziuba
Email: cdziuba@dadeschools.net
Purpose of Course
AP
®
Biology is a high school course designed to be equivalent to a two-semester college introductory biology course usually taken by biology majors during their first year and follows the guidelines established by the College Board. The course aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology.
In AP
®
Biology there is an emphasis on connecting different topics into several overarching themes or big ideas. Throughout the course, laboratory work will be utilized to connect these big ideas and to solidify student comprehension by putting newly acquired knowledge into action. Critical thinking and problem solving activities will be the main emphasis of these laboratory activities, which require students to anticipate experimental results when changing specific variables within the lab set up.
Students will have an assignment from this class every day. These assignments may range from reading and outlining a chapter, to completing a lab report, to reviewing for a test, or another assignment.
After completion of the course, skills and knowledge of biology measured throughout will be finalized by taking the AP® Biology exam. The Advanced Placement Biology exam is scheduled for May 2015. You are required by the school and district to take this exam. There will be a mock exam that will help to better prepare you for the real exam and this is mandatory for all students in the advanced placement program. This exam is not easy unless you are prepared.
In order to be successful in this course you must plant to spend 1-3 hours every day studying for this class. Academic commitment, effort and enthusiasm are all things required for success in this course!
Course Prerequisites
Students must have completed and received a grade of B or better in their core science course requirements including: earth & space science, biology, and chemistry. The students must also have already taken and passed with a grade of B or better algebra 1 and geometry. The Florida’s
Comprehensive Assessment Test® (FCAT) scores will also be used for placement.
Textbook:
Campbell, Neil and Reece, Jane B. 2011. AP Edition Biology , Ninth Edition, San Francisco, CA:
Pearson Benjamin Cummings.

Required Materials :
1.
A composition notebook for lab work
2.
Notebook or 3-ring binder for class notes
3.
Black or Blue Pens and Pencils
Curriculum Framework:
The revised AP Biology curriculum allows students to spend more time understanding biological concepts by using essential science practices. This in turn makes it easier for students to develop and refine testable explanations and predictions of natural phenomena.
The key concepts and related content that define the revised AP Biology course and exam are structured around the four big ideas and the enduring understandings identified in the Curriculum
Framework. The four big ideas, or underlying principles, are as follows:
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.
Students will be given a copy of the big ideas and enduring understandings and will be expected to self-monitor mastery of these major organizing tools. The big ideas and enduring understandings will also be posted on the AP Biology course page of the school website. As new topics are introduced throughout the year, they will be related back to prior chapters and tied into the different big ideas. In addition, the big ideas and enduring understandings will be posted in the classroom. As connections are made across big ideas, these will be referred back to through class discussions and higher order thinking questions. Topics will be physically posted and connected to the big ideas to visually building a web of interconnectedness as the course progresses. In addition, students will be given “self quiz” questions to evaluate their progress and understanding of the topic being discussed in class. Self quiz questions will be utilized to tie together the big ideas and enduring understandings as the course progresses.
The learning objectives for AP Biology will be utilized as a way to aid students in learning biological content through the use of specific scientific process skills. At least one of these skills will be practiced each class period and utilized as ways to introduce the subject area content.
Curriculum Schedule
READINGS: Class readings will come from the Campbell Biology textbook as well as additional resources assigned in class.
ACTIVITY/LABS: Activities and lab will range from a single day lab to a week-long lab. Labs and activities will be taken from the AP Biology Lab Manual.
ASSESSMENT: Assessments given in class will mimic the AP exam and will be composed of a variety of question types including multiple choice, mathematical problems or written responses.

Week Of
August 18
Topic
Introduction
Campbell Readings
Summer Packet
August 25 Chemistry of Life
Macromolecules
September 1 Cell Transport
September 8 Cell Structure and Function
September 15
September 22
September 29
October 6
October 13
October 20
October 27
November 3
November 10
November 17
November 24
Metabolism
Cellular Respiration
Cellular Respiration
Photosynthesis
Cellular Reproduction
Cellular Reproduction
Mendel’s Gene Idea
Mendel’s Gene Idea
Chromosomal Bases of
Inheritance
Molecular Basis of
Inheritance
From Gene to Protein
4.1-4.3
7.1-7.5
6.1-6.7
8.1-8.5
9.1-9.6
9.1-9.6
10.1-10.4
12.1-12.3
13.1-13.4
14.1-14.4
14.1-14.4
15.1-15.5
16.1-16.2, 17.1-17.3
17.4-17.6
December 1 From Gene to Protein 17.4-17.6
December 8
December 15
December 23
December 30
January 5
Regulation of Gene
Expression
Regulation of Gene
Expression
Winter Break
18.1-18.5
18.1-18.5
Winter Break
Virus/ DNA Technology,
Genomes and their Evolution
19.1-19.2, 20.1-20.2,
21.1-21.5
22.2, 22.3, 23.1 (469-
472)-23.4
19.1-19.2, 20.1-20.2,
21.1-21.5
Labs/ Activities

Summer Reading Test

Summer project presentations

Macromolecule Modeling
Activity

Potato Osmosis Lab

Microscope Lab and Mini-
Posters: Comparison of different cell types

Enzyme Catalysis Lab

Pineapple Enzyme Activity

Cellular Respiration Lab

Yeast Fermentation
Demonstration

Photosynthesis Lab

Plant Cell Mitosis
Microscope Observation
Activity

Sordaria Meiosis Lab

Population Genetics Lab
Using FastPlants

Chi Square Calculations

Karyotype activity
 K’NEX Modeling Kit

Transcription and
Translation Practice
Questions

PBS Video and class discussion on gene based medicine.

Lactose Intolerance Case
Study

Learn Genetics Utah: Lick
Your Rats

Concept Map Assignment

Concept Map Assignment

DNA Gel Electrophoresis
Lab

January 12
April 13
Virus/ DNA Technology,
Genomes and their Evolution
January 19 Descent with Modification,
The Evolution of Populations
January 26 Descent with Modification,
The Evolution of Populations
22.2, 22.3, 23.1 (469-
472)-23.4
22.2, 22.3, 23.1 (469-
472)-23.4
February 2 The Origins of Species, The
History of Life on Earth
February 9 Phylogeny and the Tree of
Life, Bacteria and Archaea
February 16 Angiosperm Reproduction
Response to Internal and
External Environment
February 23 Basic Principal of Animal
Form and Function
March 2
March 9
March 16
The Immune System
Hormones and Endocrine
System
Neurons, Synapses and
Signaling , Nervous System
Animal Behavior, Ecology and the Biosphere
March 23
March 30
April 6
Spring Break
Population Ecology
Community Ecology
Ecosystems and Restoration
Ecology
19.1-19.2, 20.1-20.2,
21.1-21.5
24.1-24.4, 25.1-25.5
26.1-26.3, 27.1-27.2,
38.1, 39.1-39.3, 39.5
40.1-40.4
43.1-43.4
45.1-45.2, 47.3
48.1-48.4, 49.2
51.1-51.4, 52.2-52.3
53.1-53.6, 54.1-54.5
55.1-55.5
55.1-55.5
April 20
April 27
May 4
Testing Week/ Mock Exam Catch Up Week/ Review
Testing Week Review Week
Review Review Week

Biotechnology: Bacterial
Transformation Lab

Independent research and class discussion on GM food.

Artificial Selection Lab

HHMI Rock Pocket Mouse
Lab

Natural Selection of Bean
Hunters

Natural Selection Lab –
Brine Shrimp

BLAST Lab

Transpiration Lab

Comparative Animal
Anatomy Activity

Fruit Fly Behavior Lab

Energy Dynamics Lab

Video Project


Sharks and minnows fishing down the food web activity.

Student Poster
Presentations on
Biogeochemical Cycles

Ecological footprint calculation activity and class discussion.

Chi-square review using
M&Ms

Laboratory Component
Students are given the opportunity to engage in student-directed laboratory investigations throughout the course for a minimum of 25% of instructional time. The investigative laboratory component consists of a minimum of eight inquiry-based investigations, two per big idea throughout the course. Additional labs, both inquiry-based and guided, will be conducted throughout the course as well. Students will maintain a laboratory notebook throughout the course that documents all of their laboratory investigations. Universities often require students to show evidence of their laboratory component from an AP
®
science courses before granting college credit for the laboratory portion, therefore, students should retain their lab books, reports, and other materials as evidence.
Laboratory Descriptions and Schedule: (Taken from AP Biology Investigative Labs Manual)
Lab Time Estimate Level of Inquiry Quantitative Skills
Artificial Selection 7 weeks
Big Idea 1: Evolution
Guided, then open Counting, measuring, graphing, statistical analysis
Mathematical modeling
Comparing DNA sequences using
BLAST
1.5 classes
1.5 classes
Guided, then open
Guided, then open
Mendelian genetics equations, H-W equation, Excel and spreadsheet operations
Statistical analysis, mathematical modeling, and bioinformatics
Big Idea 2: Cellular Processes: Energy and Communication
Diffusion and Osmosis 2.5 classes Structured, then Measuring volumes, guided calculating surface areato-volume ratios,
Photosynthesis 2 classes calculating rate, calculating water potential, graphing
Structured, then open Calculating rate, preparing solutions, preparing serial dilutions, measuring light intensity, developing and applying indices to represent the relationship between two
Cellular Respiration 2 classes Guided then open quantitative values, using reciprocals to modify graphical representations, utilizing medians, graphing
Calculating rate, measuring temperature and volume, graphing

Cell Division: Mitosis and Meiosis
Biotechnology:
Bacterial
Transformation
Biotechnology:
Restriction Enzyme
Analysis of DNA
Energy Dynamics:
Transpiration
Fruit Fly Behavior
Enzyme activity
Big Idea 3: Genetics and Information Transfer
3 classes Structured, then Measuring volume, guided, then open counting, chi-square statistical analysis,
2.5 classes Structured, then guided calculating cross over frequency
Measuring volume and temperature, calculating
2 classes Structured, then guided, then open transformation efficiency.
Measuring volume and distance, graphing/plotting data, using log scale, extrapolating from standard curve.
Big Idea 4: Interactions
2.5 classes
2 classes
2 classes
2 classes
Structured, then guided, then open
Structured, then guided, then open
Estimating productivity and efficiency of energy transfer, accounting and budgeting, measuring biomass, calculating unit conversions in simple equations.
Measuring distance, volume, and mass; estimating surface area; calculating surface area; graphing; calculating rate
Structured, then open Preparing solutions, counting, graphing
Structured, then guided, then open
Measuring volume and mass, measuring color change, graphing, calculating rates of enzymatic reaction.
Grading
Students will receive a grade in AP
®
Biology based on the following grading scale:
A = 90-100% Superior
B = 80-89% Above Average
C = 70-79% Average
D = 60-69% Below Average
Tests
Quizzes
Classwork/Homework
Lab Reports/ Projects/Papers
50%
20%
20%
10%
F = Below 60% Failing
*No grades will ever be curved in this course and there will be no extra credit available!

Class Assignments/Homework
Work will be assigned on a daily basis. This work may include worksheets, math problems, lab write-ups, study time and/or other selected activities. Work is expected to be completed and turned in on or before the due date. NO LATE WORK IS ACCEPTED FOR UNEXCUSED
ABSENCES. Work that is turned in without a name or is not legible will not be graded and marked as a zero. Red ink is not to be used for any work in this class.
Plagiarism
Students will be researching others work, whether it is for a lab, project, or research paper.
Plagiarism will not be tolerated under any circumstances! Plagiarism also includes copying another student’s work or giving your work to another student to copy. If a student is caught plagiarizing, they will receive an F for that assignment and an F in conduct for the nine weeks.
They will receive a failure notice immediately for the F in conduct that will reflect as their conduct grade for that 9 week period. This is a science department policy.
Make-Up Work
Only students that have an excused absence will be permitted to make-up work. All unexcused absences will result in a zero for the missed assignment.
1.
The student’s name must appear on the excused absences report within two days of absence.
2.
Tests and quizzes must be made up before or after school, per approval by teacher.
3.
It’s the student’s responsibility to check the school’s website for any missed work, get notes from a classmate, and to get any handouts from the teacher.
4.
Make-up work is due no later than two class period days after returning to school.
For extended excused absences and/or illnesses, you will be given time equal to the time you were absent to turn the work in. As unexpected events occur in everyone’s life, it is understandable that there may be a time in which a student is unable to complete an assignment due to reasons beyond their control. In this event, a student may arrange with the teacher times before and/or after school to review missed material.
Tests/Quizzes
A test should be expected at the end of each unit. They may include multiple choice, short answer, matching, identification, and essay questions. It is expected that students prepare well in advance for these tests. Students that are absent for a test will be required to take a make-up test which may be different than the original test given within one week of a missed test. All tests must be made-up before or after school.
Quizzes may be given at any time. They may be announced in advance, which will be posted on the school’s website or they may be a “pop” quiz.
Lab Reports/Special Projects
Labs will be conducted during class periods, as well as on the scheduled, mandatory Saturdays, as stated in the course purpose. These are learning opportunities, not social meetings. Students that are not able to work in a group or stay focused will be removed from the class, this is not a regular science class and you are expected to perform at a higher, more mature level. Students

that miss a lab and are excused will receive a supplemental assignment as make-up, if the lab is unable to be made-up.
Special projects may also be assigned during the school year. Sufficient time will be provided for students to complete these projects. They will involve research beyond the school day and may be turned in before or on the due date. Please refer to the lab and project schedule found in a prior section of this syllabus. Specific due dates and check-points will be posted under the course page on the school’s website.
No project will be accepted after the due date, whether the absence is excused or unexcused.
AP
®
Biology Exam:
The exam is 3 hours long with two sections, ninety minutes each, consisting of a multiple-choice section and a free-response section. The multiple-choice section (50 percent of the final grade), consists of approximately 63 multiple-choice and the free-response section, consists of 8 questions (50 percent of the final grade), which include 2 long free response and 6 short free response questions.
The Advanced Placement Biology exam is scheduled for May 2015.
Classroom Code of Conduct
All students are expected to adhere to the rules set forth in the school’s student handbook. In addition, the following policies apply in the classroom:
1.
Have all appropriate materials and supplies at your desk and be seated when the bell rings. a.
Students shall remain in their seats at all times, unless otherwise noted. b.
Do NOT sit on top of the desks or lab tables c.
Students are dismissed by the teacher, not the bell.
2.
Respect everyone and everything in the classroom. a.
Use appropriate language with everyone. b.
Vandalism will not be tolerated. c.
Writing on desks, lab tables, and/or stools will be an immediate referral.
3.
Cell phones are to be turned off prior to entering the class and are not to be visible during class. Cell phones are NOT to be used as a calculator. They will be confiscated by the teacher if visible and turned into administration.
4.
IPods and other mp3 devices are not permitted in the classroom and will be confiscated by the teacher if visible and turned into administration.
Each action is a choice and there are positive and negative consequences for each choice.
Parent Conferences
All parent conferences should be scheduled through the guidance department. I am available for parent conferences immediately before or after school. You may also contact me by email at cdziuba@dadeschools.net.

PARENT/STUDENT CONTRACT
I have read the class expectations as set forth on the syllabus for AP
®
Biology. I understand that it is my responsibility to ask questions for any policy that seems unclear.
As a student, I understand that my success in this class is based on my performance. I also understand that I am to check the on-line portal and/or website on a daily basis for important information and refer to any hand-outs that I may receive.
As a parent, I understand that I am also responsible for my child’s success in this class. I further understand that it is my responsibility to ask for progress reports, monitor homework, and check my child’s on-line portal regularly for information about their progress in the class.
Students Name (Print):___________________________________
Student Signature: ______________________________________
Date: ___________________
Student email: ________________________________
Parent/Guardian Name (Print): _____________________________
Parent Signature:________________________________________
Date:___________________
Parent phone: ________________________________
Parent email: _________________________________