AP Biology Syllabus
Melissa Arnett
Montgomery County High School
melissa.arnett@montgomery.kyschools.us
Philosophy:
To me the content covered within the AP Biology course is vital for individuals to develop an understanding of a
wide array of future technological advancements within the numerous fields of life science. Advancements that my
students will encounter within the next few years alone will be astounding. I believe that it is my responsibility to
not only give my students the foundational knowledge and skills necessary to be successful in their future
educational endeavors, but to also become informed, contentious members of society.
Course Overview:
This class will be taught for a full school calendar year during a fifty minute class period. Due to the obvious time
constraints, each student will be responsible for completing all assigned reading and content work will be assigned
during school breaks, including days missed due to inclement weather. In order to complete some of the required
labs, students may have to arrive early to school to set up lab equipment.
The textbook that will be used for this course is the eighth edition of Neil A. Campbell and Jane B. Reese’s Biology.
However, various other supplemental resources will be utilized throughout the course. Students will also use the AP
Biology Lab Manual for Students.
Course Outline/Sequence:
Periods
Unit
Topics
25
1
Principles of Cellular Life
Introduction & Chemical Foundations For Cells
1-3
(Water; organic molecules in organisms)
Carbon Compounds in Cells
4
Labs/
Activities
Chapters
AP Biology
Macromolecules
5
Properties of water
investigation
Modeling Organic
Compounds
Modeling
Cell Structure and Function
(Prokaryotic and eukaryotic cells; subcellular
organization)
6
McMush Lab
Protistan Study
A Closer Look at Cell Membranes
7
Ground Rules of Metabolism
(Free energy changes; enzymes; coupled reactions)
8
AP Lab 1 – Diffusion
and Osmosis
Enzyme
Concentration
AP Lab 2 – Enzyme
Catalysis
Page 1 of 8
C1
Molecules
and Cells
C6
Energy
Transfer
15
2
How Cells Acquire Energy
(Photosynthesis)
Photosynthesis and Respiration
10
How Cells Release Stored Energy
(Respiration)
9
AP Lab 4 – Plant
Pigments and
Photosynthesis
Student directed lab
investigation – factors
that affect the rate of
photosynthesis
AP Lab 5 – Cell
Respiration
Individual group
investigations on
respiration rate using
Vernier probes
24
3
Principles of Inheritance
Cell Division and Mitosis
(Cell cycle and its regulation)
12
AP Lab 3 – Mitosis
and Meiosis
C2
Heredity
and
Evolution
24
18
4
5
Meiosis
(Meiosis and gametogenesis)
Observable Patterns of Inheritance
(Inheritance patterns)
13
Chromosomes and Human Genetics
(Eukaryotic chromosomes)
15
14
Molecular Genetics
DNA Structure and Function
(RNA and DNA structure and function)
From DNA to Proteins
(Mutation)
Controls Over Genes
Microbial Models: The Genetics of Viruses and
Bacteria
(Viral structure and replication)
The Organization and Control of Eukaryotic Genomes
(Gene regulation)
DNA Technology and Genomics
(Nucleic acid technology and applications)
16
Cheek Cell DNA
17
Protein Synthesis
Simulation
18
19
Fungi
pGLO Transformation
Lab
21
AP Lab 6 – Molecular
Biology
24-25
31
Page 2 of 8
AP Lab 7 – Genetics
of Drosophila
20
Principles of Evolution and Diversity
Microevolution
22-23
(Mechanisms for evolution)
The Origin of Species & The Evolutionary History of
Biological Diversity
(Early evolution of life; evolutionary relationships;
survey of the diversity of life)
Mendelian Genetics
AP Lab 8 –
Population Genetics
and Evolution
Monerans and
Protistans
Fungal Lab
C6
Continuity
and
Change
C6
Science,
Technology
and Society
C6
Evolution
C6
Interdepe
ndence in
Nature
The Macroevolutionary Puzzle
(Evidence for evolution; phylogenetic classification)
20
6
Plant Diversity
26
Structure and Function of Plants
29 – 30
Fossil Study
Bryophytes
C5
Recogniti
on of
evolution
as the
foundatio
n of
modern
biological
models
and
thought
C3
Organisms
and
Populations
Plant Form and Function
(Plant structure, transport and nutritional adaptations)
(Plant reproduction, development, and hormonal
control
35 – 37
38 – 39
Seed Plants
AP Lab 9 –
Transpiration
Flower Structure and
Function
Plant Tropisms
20
7
Structure and Function of Animals
Animal Evolution and Invertebrates
32 – 34
Animal Form and Function
(Animal structural, physiological and behavioral
adaptations)
(Animal reproduction, growth and development)
25
8
40 – 49
Dissection:
Earthworm, Clam,
Crayfish
Dissection: Perch,
Frog, Rat
C6
AP Lab 10 –
Physiology of the
Circulatory System
C6
Regulation
Relationship
of structure
to function
Ecology
Population Ecology
53
Information Flow and the Neuron
Sensory Reception
49
50
Social Interactions
(Animal response to the environment)
51
Community Interaction
54
Ecosystems
Human Impact on the Biosphere
55
56
Population Growth in
Paramecia
Reaction Lab
Reflex and the Special
Senses
AP Lab 11 –
Behavior: Habitat
Selection
Aquatic Biodiversity
Survey with Pond water
Aquatic Succession
AP Lab 12 – Dissolved
Oxygen and Primary
Productivity
Acid Rain Survey
Page 3 of 8
C7
Applications of
biological
knowledge and
critical thinking to
environmental and
social concerns
5
AP Exam/Comprehensive Final Review
Unit
Lab
1
Properties of Water
Modeling Organic Compounds
Protistan Lab
AP Lab 1 – Diffusion and
Osmosis
Enzyme Concentration
AP Lab 2- Enzyme Catalysis
AP Lab 4- Plant Pigments and
Photosynthesis
AP Lab 5 – Cell Respiration
2
3
AP Lab 3 – Mitosis and Meiosis
Mendelian Genetics
4
Cheek Cell DNA
Protein Synthesis Simulation
Begin AP Lab 7 – Genetics of
Drosophila
5
AP Lab 6 – Molecular Biology –
This is conducted by a college
professor from a local university
brings the necessary equipment
and supplies
AP Lab 8 – Population Genetics
and Evolution
Fossil Study
AP Biology Labs
Goals
Group experiments using Vernier probes to
demonstrate the properties of water
Using ball and stick models to demonstrate
the structure of basic organic molecules
Comparison of living cultures and prepared
slides
Using a model of cell membrane’s role in
these processes
The effects of concentration on enzymatic rate
To measure the effects of changes of
temperature, pH, enzyme concentration, and
substrate concentration on enzymatic reaction
To identify the pigments involved in
photosynthesis
To test the effects of temperature on
respiration in dormant and germinating seeds
To recognize the mitotic stages and observe
the result of crossing over
Determine phenotypes for traits and give
probable genotypes
To have the students extract DNA from their
cheek cells
To understand the role of DNA and RNA in
the synthesis of a protein
Investigate whether genes are autosomal or
sex-linked and use chi-square analysis
To observe bacterial transformation and use
electrophoresis to separate DNA fragments
To use the Hardy-Weinberg formula and
demonstrate natural selection
To construct a cladogram of fossils based on
Page 4 of 8
Periods
(C8)
1
1
1
2
1
2
2
2
2
1
½
1
Portions of
several blocks
over several
weeks
3
1
1
Monerans and Protistans
Fungal Lab
6
Bryophytes
Seed Plants
AP Lab 9 – Transpiration
Flower Structure and Function
AP Lab 4 – Plant Pigments and
Photosynthesis
Plant Tropisms
Dissection: Earthworm, Clam,
Crayfish
7
Dissection: Perch, Frog, Rat
AP Lab 10 – Physiology of the
Circulatory System
Population Growth in Paramecia
8
Reaction Lab
Reflex and the Special Senses
AP Lab 11 – Behavior: Habitat
Selection
Aquatic Biodiversity
Aquatic Succession
Acid Rain Survey
morphology and age
To observe characteristics distinguish
monerans from protistans and to classify the
organisms studied in the lab
To recognize representatives of the major
division of fungi and discover their ecological
role
To recognize representatives, examine
alternation of generations, and their restricted
environments
To observe gymnosperms and angiosperms
and their life cycles
To test the effects of environmental variables
on rates of transpiration
To examine the structure of a flower and its
role in reproduction
To compare photosynthetic rates under
various environmental conditions
To observe geotropism, phototropism, and
nastic movement
A comparative anatomy with expert groups on
each specimen that share their findings with
the class
A comparative anatomy with expert groups on
each specimen that share their findings with
the class
To describe the changes in heart rate in a
endothermic and exothermic organism
Limiting factors on population growth
Function of neuron
Responses to stimuli
Effect of environmental variables on behavior
Population in local freshwater sources
Process involved in secondary succession
Effects of pollution
2
2
2
3
2
1
2
2
3
3
2
1 ½ over a
week
½
2
2
2
2 over a week
1
Student Lab Responsibility
The lab component of the class is vital to the comprehension of the content related to each lab, and directly related
to student success on the AP Exam. It is essential to be attendance for labs, and some of the labs will require extra
time to complete (meaning you may have to arrive at school early).
Some of the labs involve rigorous procedures, therefore each student must complete the pre-lab reading and be
involved in the pre- and post-lab discussions.
Required Student Materials




Textbook: Biology, AP Edition, Campbell, Neil A. and J. Reece, 8 th edition (2008)
Pen and Pencil
Lab Notebook (bound composition, graph format would be best if available)
Three-ring binder to organize notes and handouts
Student Assessment
Page 5 of 8
Grades will be calculated on a percentage basis. The value of each individual assignment varies. Grades will be
earned for homework, daily work, reading assignments, projects, labs/lab reports, quizzes and exams.
Exams will take place at the conclusion of each unit and will structured to resemble the format of the AP Exam.
Quizzes will be given periodically to monitor understanding, and will be both announced and unannounced. The
quizzes may also be used to assess understanding of reading assignments.
Students are strongly encouraged to take the AP Exam. Those students who take the AP Exam will not have
a final exam in the class, however, those who do not will take a final exam that would be comparable to the
AP Exam.
Make-Up Work:
It is the Student’s Responsibility to get, to do, and to turn in any work missed due to an excused absence. Make-up
work for tests and quizzes may only be completed during a time that does not conflict with the work for another
class, therefore, it may be necessary to complete this work before or after school. It is also the student’s
responsibility to schedule a time to complete such work. When the student returns to class, they must check the
class binders at the side of the classroom to find out the content that was covered during class and any assignment
that was issued. Any handouts that were given out during their absence will be placed in the folder with the binder.
If you cannot find the material that you need it is your responsibility to notify the teacher. Any graded work handed
out during your absence will be located in a labeled file folder, also in the same location. Checking for make-up
work must be done prior to the start of the class, before school begins or at the end of class. You have only three
days to return make-up work after returning to school and/or make-up tests, unless the student has had an extended
absence. In such case, the student should meet with the teacher to establish an appropriate time for completion.
Completed make-up work should contain the date of completion and placed in the file folder located in the
designated tray for your class. No make-up work can be completed for an unexcused absence!!! (Note: Due to
the materials needed for most labs, it is very difficult to make up labs. It is essential that you be present on
lab days, unless there is an emergency.)
Late Work:
Homework and assignments are due on specified dates because these assignments are necessary formative
assessment tools that are used to determine the lesson sequence for the class. Therefore, it is necessary that you
complete and turn in assignments by the due date. However, if an emergency arises and you are unable to complete
an assignment on time, you must notify Mrs. Arnett before class on the day the assignment is due and you should
not have to use this policy more than once during the semester. Contact can be made via email or in person before
school begins. Some assignments in this course are very time specific. This means that other students may be
relying on you to complete your part. For these types of assignments, you must complete it on the due date.
Review Sessions:
Our school is a part of the Advance KY program. As a part of this program, we will be participating in three
Saturday review sessions. These sessions will provide you with information that will supplement the material
covered during class. These review sessions are not required and will not negatively alter a student’s grade.
However, student attendance is highly encouraged, and students who attend will receive extra credit toward their
class grade.
Daily Procedures and Class Rules:
1.
2.
3.
Be on Time!! You should be in your seat and ready to begin class when the bell rings.
At the beginning of class, while the absences are being checked you are expected to get your notebooks and
textbooks ready to begin class. There will be a bell ringer assignment on the board, you are to complete it, in
the appropriate section of your notebook, without being told to do so and without talking. Your teacher will
supply you with paper to complete your bell ringer assignment on. These should be located in the front of your
materials for each unit in your notebook.
Be Respectful and Responsible. No put-downs, negativism, derogatory comments, interruptions, talking
without recognition, copying other people’s work, getting up without permission, or disrupting other students
Page 6 of 8
4.
5.
6.
7.
8.
9.
personal belongings. This also includes the teacher desk and materials around the classroom. You will be
instructed to get any materials (other than paper, pencil, textbook and notebook) if needed for the class/lab. Do
NOT write on the boards unless instructed to do so.
Be prepared for Class!!! Sharpening pencils, getting paper and materials ready should be done before class
begins. Remember you are to be in your seat and begin working as soon as the bell rings!
NO food or drink other than water is allowed in class!! Any food or drink must be disposed of before the
beginning of class, except for first period. Any food or drink seen in the classroom will be thrown away. If you
require food or drink for any reason, special permission must be given from the principal. First period students
are allowed to eat their breakfast at the beginning of the period. All breakfast food should be eaten and garbage
disposed of within the first five minutes of class.
Cell Phones/Electronic Devices: My perspective is that cell phone use at school should be limited to vital
situations. In other words keep cell phones turned off and put away during class instruction time unless you
discuss your emergency with me.
Your lab partner will be assigned to you during lab times. The specific group assignments will be determined
by the teacher.
Class Dismissal – The bell in this school is NOT for the students, it is for the teachers. It lets us know when to
start a class and when to dismiss it. The bell does NOT dismiss you - I dismiss this class. When the bell rings I
will finish up anything that is necessary and then I will announce that class is dismissed and you may leave.
Students that leave their seats without being dismissed will be assigned detention.
Hallway Pass – We will observe the 15-15 Rule in this class. No hall passes will be issued the first or last
fifteen minutes of class.
Page 7 of 8
Points of Clarification:
After reading the AP Biology syllabus both students and parents/guardians must initial each statement to indicate
they are aware of the following key aspects of the course:
I am Aware…






Student Initial
Parent Initial
that this course is a very intense, rigorous course
that will require a great deal of study time and reading
of content.
__________
__________
that the AP class involves 12 required labs and all
lab activity missed during class, MUST be made up
before/after school.
__________
__________
that three review sessions will be held on Saturdays
during the course of the school year. These sessions
are not graded, however, extra credit points will be
earned for students in attendance.
__________
__________
students are encouraged to take the AP exam, however,
any student who chooses not to take the exam will be
required to take a comprehensive final exam at the end
of the course.
__________
__________
that this course is an in-depth study of life science content.
To be successful, it is strongly recommended that students
Enrolled in the course have received a C or better in Pre-AP
Biology, and either a C or better in Chemistry or taking it
concurrently with AP Biology.
__________
__________
that when the AP Exam is taken, students who receive a
score of a 3, 4, or 5 on the exam are eligible to receive
college credit for an introductory level biology course.
__________
__________
If you have any questions that need to be addressed, please list them below and a response will be provided.
________________________________________
Student Signature
________________________________________
Parent Signature
Page 8 of 8