AP Biology Course Syllabus – Fall 2015 & Spring 2016
Liz Ashby – Room 13 – eashby@henry.k12.va.us
Introduction
Advanced Placement Biology affords students the opportunity to complete two introductory courses/labs at the college
level. This course is focused on building connections between biology at the cellular and molecular level through biology
at the organismal and environmental level. It is important for students to understand the role biology has on society and
the responsibility that students have to make informed decisions about issues raised by advancements and research in
biology.
Course Overview
The curriculum is built around the four big ideas in AP Biology. They include the following
1. The process of evolution drives the diversity and unity of life.
2. Biological systems utilize free energy and molecular building blocks to grow, reproduce and maintain dynamic
homeostasis.
3. Living systems store, retrieve, transmit, and respond to information essential to life processes.
4. Biological systems interact. These systems and their interactions possess complex properties.
The big ideas are interconnected and cannot be taught in isolation. The students will participate in inquiry based labs and
lessons throughout the year that will connect the big ideas and enduring understandings with one another. These
connections are indicated in this document as the “Essential Questions and Connecting Big Ideas” section within each
unit. In order to investigate these four big ideas, the curriculum will focus on developing enduring understandings with
identified essential knowledge. The essential knowledge in conjunction with the seven science practices are the
foundation for the learning objectives for the course. The learning objectives for the course will be the basis for formative
and summative assessments.
Laboratory Component
The source for many of the labs is the AP Biology Lab Manual (College Board, 2012). Some of these laboratory
investigations are modified to meet the time restrictions of the course or modified to allow the incorporation of
differentiated instruction tailored to these students. The course incorporates at least 8 of the 13 given AP investigative
labs (2 per big idea) and more will be used if time allows. At least 25% of the course will be spent conducting and
participating in inquiry based labs. Each unit will revolve around one or more of the laboratory investigations, and each
lab will involve student-written lab reports and end with a lab quiz to assess student learning from the investigation.
Almost all of the laboratory investigations are inquiry based at various levels. They range from guided inquiry to open
inquiry investigations. In addition to the investigations found in the AP Biology Lab Manual, students may be engaged in
a number of other investigations and simulations that supplement the curriculum.
There is an emphasis on the math component of the course. There are some basic statistical tools that are essential in the
analysis of biological experiments. This curriculum requires that students are familiar with Chi-square, standard
deviation, standard error, and the T-test. In addition, the students need to understand the importance of identifying
mathematic trends in analyzing experimental results. This includes generating a line of best fit for certain data.
Student participation in the laboratory investigations includes conducting the tests, creating written lab reports, utilizing
peer review/cooperation, analyzing the data, and taking post-laboratory quizzes. Full laboratory reports will include
introduction, hypothesis, procedure, data with statistical analysis, and conclusion with limitations and recommendations.
The laboratory investigations are designed to incorporate the seven science practices with different investigations. These
seven science practices include:
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 guide investigations within the context of
the AP course
4. The student can plant 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.
Ethical Issues
It is important that students are educated to make decisions related to science that may affect society, themselves, and the
environment. This course will allow students to become familiar with many important biological issues in a variety of
formats including class discussion, role playing, written papers, and presentations. Below are some examples of issues
that may be discussed. However, this list is not exhaustive and can be modified as new research is published.
 Effects of using monoculture practices as an example of artificial selection (Big idea 1)
 Herbicide resistant species such a pigweed emerging as a threat to crops (Big idea 1)
 Genetically modified food (Big idea 3)
 Genetic screening and the impact on insurance companies (Big idea 3)
 Global warming (Big idea 4)
Teaching Strategies
This course incorporates a variety of teaching strategies. These may include class discussion, internet activities, journal
readings, unit information/review presentations, case studies, and current event discussions. This course includes a field
trip to a biological research lab or similar location.
Textbook and Supplemental Materials
1. Textbook - Heller, H.C. Hillis, D.M. Sadava, D. & Price, M.V. (2012) Principles of Life. Sinauer Associates,
Inc. Sunderland, MA. www.sinauer.com
2. AP Biology Investigative Labs: An Inquiry-Based Approach (College Board, 2012)
3. Scientific journal readings and current event topics
4. Class set of Apple iPads with access to wireless internet
5. Web-based, teacher-generated lecture outlines and/or study questions
6. Web-based, self-grading multiple choice review questions and lab quizzes
7. Web-based lab simulations to reinforce “wet” labs
Student Evaluations and Assessment
Summative assessments are given during and at the end of each unit of study. A pre-test and post-test will also be given at
the beginning, middle, and end of the semester to monitor student progress. There are 6 units of study for this course.
These tests will consist of multiple choice questions, math problems, and one or more free response questions to reflect
what will be on the AP exam. The unit exams will be timed for completion within one class period (90 minutes). Students
will also be given formative assessments in the form of verbal question/response, laboratory assessments, quizzes,
homework practice/review, and math problem-sets. Everything will be weighted based on a points system, with tests
counting the most and homework/classwork counting the least. Individual assignment point values will be determined by
the difficulty of the assignment. More difficult/involved assignments will be worth more points.
Classwork, homework, and quizzes
Laboratory Work
Projects
Unit Tests
5-40 points
30-50 points
30-50 points
100 points
Unit 1: Introduction to Biology and Biochemistry (6 Days)
Essential Knowledge
 EK 2.A.3, EK 2.C.2, EK 4.A.1, EK 4.C.1, EK 4.C.2
 LO 2.8, LO 2.21, LO 4.1, LO 4.2, LO 4.3, LO 4.22, LO 4.23, LO 4.24
 SP 1.3, SP 4.1, SP 6.1, SP 6.2, SP 6.4, SP 7.1
Readings
 Chapters- 2.2, 3.1-3, 5.1, 6.5, 25.1, 29.4, 35.2, 39.1, 39.3, and 43.3
Topics
 Scientific Investigation as it is used in biology
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Biochemistry
o Chemical properties of water and its impact on life
o Atomic structure, pH, and the elements of life
o Biological macromolecules (carbohydrates, lipids, proteins, nucleic acids) and their structure/function
Labs and Activities
 AP Biology Investigative Lab 1: Artificial Selection [10-20 days]
 Simulations and models of biomolecule structure.
 Biomolecule case study
Essential Questions and Connecting Big Ideas
 What kind of data is needed to answer scientific questions about how organisms respond to changes in their
external environment? (BI 2 and BI 4)
 What types of molecules do organisms use for building blocks and excrete as wastes? (BI 2 and BI 4)
 How do structures of biologically important molecules (carbohydrates, lipids, proteins, and nucleic acids)
account for their functions? (BI 2 and BI 4)
Unit 2 Cells and Cellular Processes (13 Days)
Essential Knowledge
 EK 1.B.1, EK 2.A.1, EK 2.A.2, EK 2.A.3, EK 2.B.1, EK 2.B.2, EK 2.B.3, EK 2.D.1, EK 4.A.1, EK 4.A.2, EK 4.A.6
 LO 1.14, LO 1.15, LO 1.16, LO 2.2, LO 2.4, LO 2.5, LO 2.6, LO 2.7, LO 2.8, LO 2.10, LO 2.11, LO 2.12, LO 2.13, LO
2.14, LO 2.23, LO 4.3, LO 4.4, LO 4.5, LO 4.6, LO 4.14, LO 4.17
 SP 1.1, SP 1.4, SP 2.2, SP 3.1, SP 4.1, SP 4.2, SP 5.1, SP 6.1, SP 6.2, SP 6.4, SP 7.1, SP 7.2,
Readings
 Chapters- 1.1, 3.3-4, 4.3-4, 5.1-4, 6.1-5, 19.1, 29.1, 34.2, 45.2-3, and 46.2-3
Topics
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Surface-to-volume ratios and the effect of cell size on diffusion/osmosis
Cellular organelles and their functions
Cellular homeostasis
Cell Types
Endosymbiont hypothesis and the evolution of cells
Biodiversity and common cellular structures
Compartmentalization and movement across membranes within organelles
Photosynthesis
Respiration
Labs and Activities
 AP Biology Investigative Lab 4: Diffusion and Osmosis [2-3 days]
 AP Biology Investigative Lab 13: Enzyme Activity [2-3 days]
 AP Biology Investigative Lab 5: Photosynthesis & Lab 6: Respiration (combined and modified for time) [2-3
days]
Essential Questions and Connecting Big Ideas
 How does cell structure and function help to maintain dynamic homeostasis in living organisms? (BI2 and BI4)
 Why do growth, reproduction, and maintenance of the organization of living systems require free energy and
matter? (BI 2 and BI 3)
 What mechanisms and structural features of cells allow organisms to capture, store, and use free energy? (BI 1
and BI 2)
Unit 3: The Genetic Basis of Life (13 Days)
Essential Knowledge
 EK 1.A.2, EK 1.C.3, EK 3.A.1, EK 3.A.2, EK 3.A.3, EK 3.A.4, EK 3.B.1, EK 3.B.2, EK 3.C.1, EK 3.C.2, EK 3.C.3
 LO 1.5, LO 1.26, LO 3.1, LO 3.2, LO 3.3, LO 3.4, LO 3.5, LO 3.6, LO 3.7, LO 3.8, LO 3.9, LO 3.10, LO 3.11, LO
3.12, LO 3.13, LO 3.14, LO 3.15, LO 3.16, LO 3.17, LO 3.18, LO 3.19, LO 3.20, LO 3.21, LO 3.22, LO 3.23, LO 3.24,
LO 3.25, LO 3.27, LO 3.28, LO 3.29, LO 3.30
 SP 1.1, SP 1.2, SP 1.4, SP 2.2, SP 3.1, SP 4.1, SP 5.3, SP 6.2, SP 6.3, SP 6.4, SP 6.5, SP 7.1, SP 7.2
Readings
Chapters- 3.1, 7.1-4, 8.1-4, 9.1-3, 10.1-5, 11.1-4, 12.3-4, 13.1-4, 14.3, and 32.1-3
Topics
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Cell Cycle and Meiosis
Inheritance of DNA and traits through asexual and sexual reproduction
Genetic Diversity (especially as it pertains to evolution)
Mutations and genetic disorders
Ethical considerations within genetics
Mendelian Genetics
Non-Mendelian Genetics
Punnett Squares
Chi-Square and statistical analysis of data results
Transcription and Translation
Genetic engineering and viral vectors
Viral lytic and lysogenic cycles
Gene control
DNA replication
Gene expression signaling pathways
Artificial selection and Biotechnology
Cell specialization and differentiation
Labs and Activities
 AP Biology Investigative Lab 7: Cell Division- Mitosis and Meiosis [2-3 days]
 AP Biology Investigative Lab 9: Biotechnology- Restriction Enzyme Analysis of DNA [2-3 days]
 AP Biology Investigative Lab 8: Biotechnology- Bacterial Transformation [2-3 days]
 Henrietta Lacks Case Study Online
 Online Drosophilia genetics lab simulation [1-2 days]
 DNA restriction enzyme simulation
 Transcription/Translation simulation
Essential Questions and Connecting Big Ideas
 How is heritable information passed to the next generation via processes that include the cell cycle and mitosis
and meiosis plus fertilization? (BI 1 and BI 3)
 How does the chromosomal basis of inheritance provide an understanding of the pattern passage (transmission)
of genes from parent to offspring? (BI 1 and BI 3)
 What is the primary source of heritable information, and how are cellular and molecular mechanisms involved in
the expression of this heritable information? (BI 1 and BI 3)
 How can genetic engineering techniques manipulate the heritable information of DNA? (BI 1 and BI 3)
Unit 4: Evolution (15 Days)
Essential Knowledge
 EK 1.A.1, EK 1.A.2, EK 1.A.3, EK 1.A.4, EK 1.B.2, EK 1.C.1, EK 1.C.2, EK 1.C.3, EK 1.D.1, EK 1.D.2, EK 3.A.1,
EK 3.C.1, EK 4.C.3
 LO 1.1, LO 1.2, LO 1.3, LO 1.4, LO 1.5, LO 1.6, LO 1.7, LO 1.8, LO 1.9, LO 1.10, LO 1.11, LO 1.12, LO 1.13, LO
1.17, LO1.18, LO 1.19, LO 1.20, LO 1.21, LO 1.22, LO 1.23, LO 1.24, LO 1.25, LO 1.26, LO 1.27, LO 1.28, LO 1.29,
LO 1.30, LO 1.31, LO 1.32, LO 3.1, LO 3.24, LO 4.26
 SP 1.1, SP 1.2, SP 1.3, SP 1.4, SP 1.5, SP 2.1, SP 2.2, SP 3.1, SP 3.3, SP 4.1, SP 4.2, SP 4.4, SP 5.1, SP 5.2, SP 5.3, SP
6.3, SP 6.4, SP 6.5, SP 7.1, SP 7.2
Reading
Chapters- 1.1, 1.4, 3.1, 7.4, 15.1-7, 16.1-4, 17.1-4, 18.1-3, 19.1, 20.2, 21.1, 23.6, 42.4, 43.4, and 44.3
Topics
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Evidence for evolutionary theory (morphology, biochemistry, and geology)
Genetic/phenotypic variation and its effect on survival and fitness
Natural selection
Hardy-Weinberg theorem
Impact of environmental change on natural selection
Types of speciation and the effect of mass extinction
Genetic drift/migration
Artificial selection
Origin of life on Earth
Classification, systematics, and phylogenies
Phylogenetic trees and cladograms
Nucleic acids and evolution
Labs and Activities
 AP Biology Investigative Lab 3: Comparing DNA sequences to Understand Evolutionary Relationships with
BLAST [1-2 days]
 Hardy-Weinberg Simulation Activity and practice problems
 Construction of a phylogenetic tree and cladogram simulation
 “Flashy Fish” Online Simulation of Natural Selection
Essential Questions and Connecting Big Ideas
 How is natural selection a major mechanism of evolution? (BI 1, BI 3, and BI 4)
 How is biological evolution supported by scientific evidence from many disciplines, including mathematics? (BI
1 and BI 4)
 How is the origin of living systems explained by natural processes? (BI 1 and BI4)
 How do phylogenetic trees graphically model evolutionary history? (BI 1 and BI 4)
Unit 5: Organism Form and Function (18 Days)
Essential Knowledge
 EK 2.A.3, EK 2.C.1, EK 2.D.2, EK 2.D.3, EK 2.D.4, EK 2.E.1, EK 2.E.2, EK 3.A.3, EK 3.B.1, EK 3.B.2, EK 3.D.1,
EK 3.D.2, EK 3.D.3, EK 3.D.4, EK 3.E.2, EK 4.A.3, EK 4.A.4, EK 4.A.6, EK 4.B.2
 LO 2.6, LO 2.8, LO 2.9, LO 2.15, LO 2.16, LO 2.17, LO 2.18, LO 2.19, LO 2.20, LO 2.25, LO 2.26, LO 2.27, LO 2.28,
LO 2.29, LO 2.30, LO 2.31, LO 2.32, LO 2.33, LO 2.34, LO 2.35, LO 2.36, LO 2.37, LO3.13, LO 3.18, LO 3.22, LO
3.23, LO 3.31, LO 3.32, LO 3.33, LO 3.34, LO 3.35, LO 3.36, LO 3.37, LO 3.38, LO 3.39, LO 3.43, LO 3.44, LO 3.45,
LO 3.46, LO 3.47, LO 3.48, LO 3.49, LO 3.50, LO 4.7, LO 4.8, LO 4.9, LO 4.10, LO 4.14, LO 4.15, LO 4.18
 SP 1.1, SP 1.2, SP 1.3, SP 1.4, SP 1.5, SP 2.2, SP 3.1, SP 3.3, SP 4.1, SP 4.2, SP 5.1, SP 5.3, SP 6.1, SP 6.2, SP 6.4, SP
7.1, SP 7.2
Reading
 Chapters – 4.5, 5.5-6, 10.5, 11.1-2, 11.4, 14.1-4, 24.1, 26.1-3, 29.1-2, 30all, 31.1&3, 32.4, 33.1-4, 34.1-4, 35.1,
38.1, 39.2, and 40.2
Topics
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Organization and function of biological systems
Negative and positive feedback systems
Dynamic homeostasis in single and multi-celled organisms
Cell signaling and communication (short-distance and long-distance)
Conservation of signaling pathways as evidence for evolution
Variation in homeostatic mechanisms due to environment and evolution
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Cell specialization and differentiation in complex multi-cellular organisms
Regulation and timing of physiological events
Immune response
Nervous system function
Organism development (differentiation, specialization, and programmed cell death)
Stem cells and their use in current biomedical research
Labs and Activities
 AP Biology Investigative Lab 11: Transpiration [5 days]
 Cell signaling simulations and investigations
 Student created models of signaling pathways
 Neurotransmitter online simulation
 Immunology case study
Essential Questions and Connecting Big Ideas
 How do homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different
environments? (BI 1, BI 2, & BI 4)
 How do cell-to-cell signaling pathways regulate important complex responses in living systems? (BI 2, BI 3, &
BI 4)
 How are signaling pathways involved in the functioning of the nervous and immune systems? (BI2, BI 3, & BI 4)
 What important mechanisms are responsible for normal development of an organism? (BI3 & BI 4)
Unit 6: Ecology (15 days)
Essential Knowledge
 EK 2.A.1, EK 2.D.1, EK 2.E.2, EK 2.E.3, EK 3.E.1, EK 4.A.5, EK 4.A.6, EK 4.B.4, EK 4.C.4
 LO 2.1, LO 2.2, LO 2.3, LO 2.22, LO 2.23, LO 2.24, LO 2.35, LO 2.38, LO 2.39, LO 2.40, LO 3.40, LO 3.41, LO 3.42,
LO 4.11, LO 4.12, LO 4.13, LO 4.14, LO 4.15, LO 4.16, LO 4.20, LO 4.21, LO 4.27
 SP 1.1, SP 1.3, SP 1.4, SP 2.2, SP 3.2, SP 4.1, SP 4.2, SP 5.1, SP 6.1, SP 6.2, SP 6.3, SP 6.4, SP 7.1, SP 7.2
Reading
Chapters: 26.1, 28.2, 41.1, 41.3-4, 41.6, 42.1-5, 43.1-6, 44.1-4, 45.1-5, and 46.2
Topics
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Biological systems
Coordination, regulation, and timing of physiological events
Regulation of homeostasis and animal behavior
Effect of environment on homeostasis
Interaction of abiotic and biotic factors in the environment
Mathematical analyses of ecological interactions (energy flow & population dynamics)
Biogeochemical and energy flow in ecosystems
Effect of environment and behavior on natural selection
Evolution of social behaviors and communication between organisms
Population interactions
Human impact on environment
Specialist vs. generalist behavior
Biomes
Importance of biodiversity
Eutrophication and importance of limiting factors
Labs and Activities.
 AP Biology Investigative Lab 12: Fruit Fly Behavior Lab (slightly modified using pill bugs and choice chambers)
[1-2 days]
 Animal Behavior Case Study Investigations
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Population density growth model investigation and calculation
Ecosystem monitoring case studies or lab experience (depending on time)
Food web development and modeling
Eutrophication case studies and primary productivity virtual lab
Human impact research project and case studies
Essential Questions and Connecting Big Ideas
 What mechanisms regulate the timing and coordination of behavioral events in animals? (BI 2, BI 3, & BI 4)
 What results from the interactions of populations within a community? (BI 2 & BI 4)
 What factors govern energy capture, allocation, storage, and transfer between producers and consumers in a
terrestrial ecosystem? (BI 2, BI 3, and BI 4)
 What are the consequences of human actions on both local and global ecosystems? (BI 2 & BI 4)
Classroom Policies
Homework policy
Homework (whether online or on paper) is due at the start of each class. Late homework will not be accepted, except
when due to student absence. An absence will allow a student three additional days to complete the assignment. After that
time period, the assignment will not be accepted. Any work that has missed the deadline can be “made-up” by using
earned homework passes or an equivalent amount of extra credit. Any research assignments need to be typed, be a
minimum of 80% your own writing (correctly paraphrased or quoted if needed), and have appropriately sourced citations
using APA formatting. Help with research assignments is available upon request. Plagiarizing will result in a grade of
zero. Students will submit research papers via SafeAssign or a similar program to verify original work. I strongly
recommend using this resource far in advance of the due date to avoid plagiarism.
Attendance policy
Students should be on time to all classes. Tardies will be dealt with according to Henry County school policy. A student’s
third unexcused absence within a grading period will result in a failing grade for the six weeks according to the Henry
County attendance policy.
Make-up work
It is the student’s responsibility to make arrangements for missing work and to ask for missing work upon their return.
Some labs cannot be made up. To make up these labs, students may need to complete an alternate assignment given at the
teacher’s discretion. Remember that the three day make-up work extension will be strictly adhered to.
Use of electronic devices
Cell phone use in class should be limited to educational purposes and only with permission from the teacher. All other
electronic devices (laptops, iPads, etc) should be used for appropriate educational purposes only in accordance with the
HCPS Code of Conduct.
Food/Drink
Acceptable drinks in approved containers are allowed in class. Please clean up all trash. For safety reasons, food or drink
of any kind is never allowed in the lab space.
Citizenship Grading
Be respectful to yourself and others (including the teacher) with your actions and language throughout class. Keep up with
your assignments, and maintain responsibility for yourself at all times. Citizenship grading will be done through a demerit
system. Demerits will be given for tardies, missing assignments, disrespect, or any other situation that disrupts the
learning environment of the classroom. Every fifth demerit will result in a drop in citizenship grade. Remember that we
have a limited amount of time, so every moment in class must be dedicated to learning. Your proper participation as a
member of the learning community is vital to the success of the group.
Time management
Whether or not you plan on receiving college credit for this class through PHCC or the AP test, this is still a college class!
Leave yourself more time than you anticipate needing to complete assignments. Do not wait until the last minute or the
quality of your work will suffer and you may end up with questions that cannot be answered before the assignment is due.
Biology is a wonderful topic, but it is also a very challenging one. It is nearly impossible to learn every concept needed
through class time and instruction only. You will have to review on your own outside of class, and you will have to ask
for help when you need it. As the concepts can be difficult and there is quite a bit of vocabulary, time outside of class each
evening should be set aside for individual study. You should plan on having 30 minutes of homework every day and start
assignments as soon as they are assigned. Begin studying for tests as soon as they are announced. Study groups are often
the best way to study, and they are encouraged. However, cheating or copying answers on any assignment will never be
tolerated. Cheating will result in a grade of zero for all involved parties. For assignment or curriculum questions, the
instructor is available after school by appointment to review and re-teach as needed. Please take advantage of this if
necessary.
Tests and studying
There will be one test per unit of the course, one (participation graded) pre-test, one (progress graded) midterm
benchmark test, and one cumulative final exam (weighted, but worth 1/7 of the final grade) for all students. It is your
responsibility to study throughout the unit to be prepared for the unit test. Students will receive one attempt during school
to pass the test. In addition, students will receive TWO (2) re-take options to use throughout the semester at their
discretion on unit tests only. Re-take option is a second chance to take a unit assessment, but must be done on your own
time before or after school. Once a student has exhausted their re-take option, he or she will not receive more for any
reason. Please understand that re-take option is only to be used to accommodate an emergency situation or salvage a poor
grade. DO NOT ABUSE THIS PRIVILEGE, and use it only when you absolutely have to. Do NOT make re-take your
primary testing option. It is, and always should be, “Plan B.” Unused re-take options will be worth five points extra credit
each (10 points max) on the final exam. In addition, tests MUST be re-taken within the same grading period they were
assigned. As passing the tests is essential to passing the class, please be sure you are doing everything you can to
adequately prepare for them. Your attention in class and your effort on assignments will directly correlate to your test
grade. If a student cannot pass the tests, they will likely not be able to pass the course. Furthermore, any student caught
cheating or attempting to cheat will automatically lose all re-take option.
Field Trip
One field trip will (hopefully) be scheduled and available. Field trip selection and planning will be based on student
interest, student grade, and student citizenship.
Leaving Class
No student is allowed to leave class for the first or final 15 minutes. After this time period, students may briefly leave to
use the restroom or get water with permission from the instructor. Please do not abuse this privilege or it may be lost.
Please do not disrupt class when using this privilege. Any student leaving class for any reason must sign in and out on the
log.
Safety
All necessary safety instructions will be reviewed with each class at the beginning of the semester and before each lab
activity. Safety in the lab is extremely important! Safety procedures must be strictly adhered to by all students. Any
student not following safety procedures in lab will be immediately removed from lab and given a grade of zero. Horseplay
or inappropriate behavior during lab will result in an automatic referral and disciplinary action.
College Credit
There are two ways to receive college credit for this course. All students in the class will be expected to fully participate
and complete all regularly assigned AP Bio labs, tests, projects, and activities. If you are interested in receiving 8 college
credits for Bio 101 & 102 (at least a $400-800 value!) then you may do so in one of the following ways1. Register for, pay for (less than $100 and eligible for school assistance if needed), prepare for (study sessions
will be held at student request after school), and pass (with a score of 3-5 depending on your university) the
AP Biology test on its scheduled date.
2. (Second Semester ONLY) Register for, pay for (still significantly cheaper than regular tuition and eligible
for school assistance if needed), and pass the PHCC DE Bio 101 and 102 courses simultaneously with the
regular AP Bio course. DE students will need to complete additional assignments in order to earn college
credit for the course. See the DE syllabus if interested. Please decide and register for DE credit ASAP.
a. Additional Assignments – College level lab reports for investigative labs done in class, APA-style
college level research papers, cumulative DE exams taken after school, and any additional assignment
as decided by the instructor.
I have read and agree to the course requirements and classroom policies outlined in the Ashby AP Biology syllabus.
_____________________________________
Student Signature and Date
_______________________________________
Parent Signature and Date
I have read and agree to the course requirements and classroom policies outlined in the Ashby AP Biology syllabus.
_____________________________________
Student Signature and Date
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Parent Signature and Date
I have read and agree to the course requirements and classroom policies outlined in the Ashby AP Biology syllabus.
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Student Signature and Date
_______________________________________
Parent Signature and Date
I have read and agree to the course requirements and classroom policies outlined in the Ashby AP Biology syllabus.
_____________________________________
Student Signature and Date
_______________________________________
Parent Signature and Date