AP BIOLOGY (2015 - 2016)
Mrs. Susan Conroy
Email: conroys@hudson.edu
Room C-110
Phone: 330.653.1416 ext 3625
Course Overview:
The main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help
students to gain an appreciation of science as process. Primary emphasis in an AP Biology course should be on
developing and understanding concepts rather than on memorizing terms and technical details. Essential to this
conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts;
personal experiences in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; an
application of biological knowledge; an application of entrepreneurial processing and critical thinking to
environmental and social concerns.
AP Biology is a college-level introduction to the Biological Sciences. It is intended as a survey of the many fields of
study that comprise “biology.” At the end of the course, students take the AP Biology exam administered by the
College Board. A sufficient score on this exam makes a student eligible for college credit. The curriculum standards
set forth by the College Board are available in the AP Biology Course Description online. My class is divided into
nine major units (see syllabus) that span all levels of biological organization from atoms and molecules, through cells
and organs and into interactions among and between organisms based on four areas/ideas:
Big Idea 1 (EVOLUTION): The process of evolution drives the diversity and unity of life.
Big Idea 2 (METABOLISM: cell respiration & photosynthesis): Biological systems utilize free energy &
molecular building blocks to grow, to reproduce & to maintain dynamic homeostasis.
Big Idea 3 (GENETICS & INFO TRANSMISSION): Living systems store, retrieve, transmit and
respond to information essential to life processes.
Big Idea 4 (ECOLOGY INTERACTIONS): Biological systems interact and these systems and their
interactions possess complex properties.
Within the Big Ideas, there are 17 Enduring Understandings (helps outline the big picture). Within these are 61
Essential Knowledge statements that need to mastered for the AP Test (some new, some revisited from biology).
Also embedded are 155 Learning Objectives- clear and detailed statements that students should know/understand.
Science Practices: Students establish lines of evidence and use them to develop and refine testable explanations and
predictions of natural phenomena. Focusing on these disciplinary practices enables teachers to use the principles of
scientific inquiry to promote a more engaging and rigorous experience for AP Biology students. Such practices require
that students:
• Use representations and models to communicate scientific phenomena and solve scientific problems;
• Use mathematics appropriately;
• Engage in scientific questioning to extend thinking or to guide investigations within the context of the AP
course;
• Plan and implement data collection strategies in relation to a particular scientific question;
• Perform data analysis and evaluation of evidence;
• Work with scientific explanations and theories; and
• Connect and relate knowledge across various scales, concepts, and representations in and across domains.
Inquiry-Based Investigations: Twenty-five percent of instructional time is devoted to hands-on laboratory work with
an emphasis on inquiry-based investigations. Investigations require students to ask questions, make observations
and predictions, design experiments, analyze data, and construct arguments in a collaborative setting, where they direct
and monitor their progress.
Text: Biology by Campbell, Reece and Mitchell, 9th edition
On-line text and ancillary materials – see summer assignment for registration code
Fees and required material:
1. Barrons 4th edition AP Biology Manual- available at the bookstore
2. Lab fee for consumables - $30.00
3. Examination fee—TBA
CLASS REQUIRMENTS:
1. Compete SUMMER WORK – see intro page for due date.
2. Attend class REGULARLY with minimal absences. Be on time, too, with your daily assignments!!
3. Science folder/notebook to keep your materials organized. Colleges have been known to ask to see
you lab notebook/folder, so it is easier to organize it now.
4. Take ALL quizzes, chapter tests, free response questions, and the midterm exam. As being a
“college” class, this is what the majority of your grade will consist of each quarter.
5. Take the AP Biology Examination in May 9, 2016.
.
6. Be PRESENT and PARTICIPATE in a minimum of 2 AP assigned labs per Big Idea.
 A minimum of 8 formal labs investigations and formal reports. This is one
of the requirements set forth by College Board to receive credit for the class.
 Pre & post lab quizzes, when necessary
 Addition labs/demonstrations to understand a topic.
7. Research/Entrepreneurial Group Project: There will be an assignment each quarter that is equivalent to
a summative test grade.
 Each group will be using goggle docs & noodle tools
 Saturday, October 10th, 2015 is the Believe In Ohio (formerly SEE) conference at Hudson
High. This is a required event, but there is an alternative assignment if you cannot attend.
 The rubric for each quarter is viewable on my web page.
8. Final project – this takes the place of the final exam, as the AP test is your ‘final’. On Wednesday,
April 13th, 2016, there is a Poster Session in the high school commons where we celebrate your
group project and thank the community mentors for their help.
9. A desire to biologically better yourself and have some fun at the same time!!!
Materials required for AP Biology






3 – ring binder or folder to hold papers
notebook paper
pen and pencil (for scantron tests)
calculator
materials from the bookstore listed above
goggles
FYI: I teach AP Biology 1, 5/6 and 7/8 period. Honors Biology are 2nd and 3rd. If you have a desire to help assist the
HB class, please see me.
Classroom Rules: Follow all in your handbook, but basically boil down to four:
1. Respect everyone and everything in this school.
2. You are here to learn. Effort is required.
3. You are expected to do you own work (read and sign academic contract).
4. You may not interfere with anyone else’s rights to follow rules 1, 2, and 3.
Assessments & Grading:




Grading scale as set forth by the Hudson Board of Education. As we are an advanced placement class, earning
a C- or high allows for a weighted grade, which can greatly increase your GPA!!!
Students are evaluated based on their demonstration of the essential knowledge and skills that will be
presented throughout the course and assessed on the AP Exam. This evaluation will include unit
tests, quizzes/chapter tests, free response questions, laboratory exercises and lab
presentations/reports, and homework.
75% of your grade is summative (major tests and SEE paper)
25% will be formative (homework, Cornell notes and quizzes).
All exams are comprehensive and will assess the material covered throughout the course—meaning they
can include material learned in previous chapters. (This is where your Barrons manual will come in handy!)
There will only be a small number (~ 3) of unit exams in each grading period, which will comprise the bulk
of each quarter grade. Retakes are available within sequenced quarterly time frame. Higher grade is
recorded, but evidence of remediation is required prior to retake.
** A note about the exams: The May AP Biology exam will assess your ability to think like a scientist, along with
your understanding of the course content. This will be true of any in-class assessment and projects. To that end, there
will be situations and content on exams that will not be specifically discussed in class prior to their appearance on
exams.
Lab Safety – read, understand, and sign contract; return to Mrs. Conroy.
Academic Contract – read and sign; return to Mrs. Conroy.
General Course Flow
1. Content Discussion is unavoidable. To make this non-boring as possible, you are expected to interface
with the content prior to coming to class. It is expected that you have done this, and the style of the
discussion is based on this assumption. FYI: I will not just talk to you!!! I will ask questions about the
material you previously interfaced with before class and you should respond appropriately. Everyone will
get a turn. Very few things will make you feel worse in this class than not knowing what you are talking
about because you are not upholding your end of the deal. It will seem like I am displeased with you, I
am. Likewise, you may feel uneasy, awkward about this, and so will I. Most likely we will have an afterclass discussion about it if it is a regular occurrence.
2. I will try to limit discussions when possible to preform an activity, a lab, a demo, a quiz, etc. But you have
two additional jobs:


Ask for clarification if you are still foggy on the material (or see me before school)
Try your best, remain focused and give me your best effort on whatever it is that we are doing.
Tips for Success:












Do not get behind on reading. Class discussions will make more sense if you do some reading
BEFORE class!! Be an active reader- stop and reflect on what you have read after each paragraph or
section. Try to summarize or paraphrase the main points to be sure you comprehend the material.
Take good notes! This does not require that you write down every topic in the book or every point I
mention. Listen and write down the most salient points in a succinct manner. The lecture will not
wait for you!
Develop the habit of summarizing information and connecting it to prior knowledge.
Study and review each night. In addition to reading and assignments, it is imperative that you
spend at least 1-2 hours outside of class for every hour spent in class. It is impossible to learn an
entire unit’s worth of information the night before the exam!
Ask questions! I do not yet possess powers of telepathy and therefore cannot read your mind! If you
do not ask questions, I will assume you understand and we will move on.
Form study groups! You learn 10% of what you hear, 30% of what you write and 90% of what you
teach to someone else.
Use your an AP Biology review manual from bookstore and use to continuously study and review
throughout the course.
Complete large assignments ahead of time so that I can provide feedback for improvement, which
will improve your grade. This will also prevent last minute “emergencies”.
Stay organized! You will need your outlines and notes to prepare for the AP exam in May. Maybe
we will have time to review; maybe we won’t, so these resources will be invaluable for reviewing
throughout the course.
Get rid of distractions! Do not study/work/read in front of the TV, the computer or with the phone
nearby. Discipline yourself to develop effective study habits and time management skills. Don’t
wait until college to develop these habits!
ASK FOR HELP!!! I am here each day before school for extra assistance. I am available via email
when not at school, but you must give me ample time to respond to the email.
Have fun! Determination, tenacity and perseverance in this course are excellent indicators of success
in college. Take advantage of this opportunity to grow academically.
Resources
1. On-line textbook—practice questions, quizzes, animations, etc.
2. AP Electronic Study Cards – to put on your graphing calculator
http://apcentral.collegeboard.com/apc/public/homepage/31474.html
3. Website: www.explorebiology.com
All kinds of worksheets/study guides for you to view
4. Website: http://www.biology.arizona.edu/ great animations and activities
5. Bozeman biology videos/podcasts: http://www.youtube.com/user/bozemanbiology
6. Website: http://www.mrknuffke.net/ap-biology
7. AP central – biology homepage for lots of goodies
8. Khan Academy videos: http://www.khanacademy.org/#biology
9. Lab Bench: http://www.phschool.com/science/biology_place/labbench/
AP Biology Syllabus: 2015 - 2016
Brief Syllabus of 9 Major Units
1. Introduction & chemistry review
 Darwin and the Theory of Natural Selection
 Inquiry as a way to learn science
 Domains and Kingdoms overview
 Structure of atom/Chemistry review
 Emergent properties of water
2. Biochemistry & Introduction to the Cell
 Properties of organic molecules
 Macromolecule structure and function
 Tour of the cell – endomemebrane structure/function of organelles
 Membrane structure and function; transport into a cell
3. Metabolism (cellular energy and related processes)
 Biological Energetic consideration
 Enzyme structure and function
 Chemoheterotrophic nutrition: fermentation and aerobic respiration
 Photoautotrophic nutrition: photosynthesis
4. Cell Communication and Cell Cycle
 Evolution of cell signaling/origin of cell communication
 Reception, transduction, response
 Apoptosis
 Evolution of mitosis and stages
 Molecular control system
5. Molecular Genetics
 Meiosis compared to mitosis
 Mendelian genetics
 Extension of Mendelian Genetics
 Human Genetic Diseases and chromo abnormalities
6. Gene Activity & Biotechnology
 Historical approaches to determination of DNA structure & function
 DNA replication
 Protein synthesis (central Dogma) & mutations
 Regulation of gene expression
 Viruses
 Biotechnology: tools, application and ethic
 Systems perspectives on genetics; development and genomics
7. Evolution and Biodiversity
 Natural selection
 Forces & evidences of evolution
 Measuring evolutionary change
 Speciation & origin of life
 Classification and cladistics
 Phylogeny of domains
 Phylogeny of eukarya
 Phylogeny of chordate
Chapters in Campbell
1, 2, 3
4, 5, 6, 7
8, 9, 10
11, 12
13, 14, 15
16 - 21
22 - 27
8. Organismal Physiology (broad survey sprinkled throughout year)
 Environmental Constrains on Physiological Adaptations
 Nutrition: a comparative approach
 Transport : a comparative approach
 Defenses : a comparative approach
 Immunity: a comparative approach
 Thermoregulation: a comparative approach
 Osmoregulation: a comparative approach
 Hormonal Control
 Nervous system: a comparative approach
 Reproductive: a comparative approach
 Development: a comparative approach
 Feedback Loops in Homeostasis
40, 43, 48, 49.2 with
examples from 28 - 49
9. Ecology
(some on your own)
 Behavior
 Population Dynamics
 Community Interactions
 Ecosystem Structure
 Conservation Biology
 Human Impact
51 - 56
----------------------------------------------------------------------------------------------------------------------------------AP BIOLOGY EXAM: 3 HOURS May 9, 2016
Assessment Overview
Exam questions are based on learning objectives, which combine science practices with specific content. Students
learn to
• Solve problems mathematically — including symbolically
• Design and describe experiments and analyze data and sources of error
• Explain, reason, or justify answers with emphasis on deeper, conceptual understanding
• Interpret and develop conceptual models
Due to the increased emphasis on quantitative skills and application of mathematical methods in the questions,
students are allowed to use simple four-function calculators (with square root) on the entire exam. Students also
receive a formula list as part of their testing materials.
Format of Assessment
Section I: Multiple Choice | 69 Questions | 90 Minutes | 50% of Exam Score
Multiple-Choice: 63 Questions
• Discrete Questions
• Questions in sets
Grid-In: 6 Questions
• Discrete Questions
• Questions integrate biology and mathematical skills
Section II: Free Response | 8 Questions | 90 minutes | 50% of Exam Score
• Long Free Response (2 questions, one of which is lab or data-based)
• Short Free Response (6 questions, each requiring a paragraph length argument/response)
Academic Contract and Self - Evaluation
I, ___________________________, agree to be academically honest in my Advanced Placement Biology
course this year (2015 – 2016). This means that I will do my own homework, labs, tests, etc. If I choose to be
dishonest or cheat, I fully understand that I will not learn the material and skills in a manner necessary, and I will
receive a zero on the given assignment. I may also create the impression that subsequent work should also be called
into question. I am aware that all instances of academic dishonesty will carry discipline consequences. The person
offering the homework, project, lab, etc. will also receive a zero.
Student signature ____________________________ date _______
Student’s email address ______________________________
Student’s cell number ________________________________
Home phone number _________________________________
Student Self Evaluation
Please answer each question completely and honestly.
1. What grade do you expect in this class? ______
2. The list below contains characteristics that relate to success in school. Rank each one according to its
importance (1 being the most important and 9 being the least important.)
___ attendance
____ doing your homework
____ working well with others
___ taking notes
____ bringing supplies
____ completing projects
___ good behavior
____ doing well on tests
____ paying attention
3. Put a circle around the TWO things that you want to personally improve about yourself.
4. Where do you see yourself in 5 years? ________________________________________
5. Do you learn best by:
reading
listening
writing
watching podcasts
6. On average, how much time per night do you put into your schoolwork? _____________
7. What have you heard about this class?
8. Which of the following motivates you the most? Myself
9. Anything else for the good:
my parents
my friends