Instructor: Ms. L. Kennedy
Email: lkennedy2@cps.edu
AP Biology Syllabus 2012-2013
Location: Room 325
School Website: www.brookscollegeprep.org
Personal Philosophy
Biology is a subject with broad themes and concepts that comprise specific topics. Biological knowledge
is discovered by the work of the scientist. At the heart of this knowledge lies scientific inquiry. Inquiry is
not memorization nor is it stagnant but instead it requires active participation. The science student
learns by observing, experimenting, recording and interpreting data in an effort to solve a problem. This
process uses and develops higher order thinking skills. By combining a laboratory experience with
abundant information in lecture settings the science student will begin to see the inquisitive and
interconnected nature of biology.
The students in this class are challenged to grow as scholars and scientists. I teach the class much like a
college class would be taught. I give the students chapters and sections of the book that will be covered
on each chapter exam and it is up to them to pace themselves with the class, the discussions and the
labs. I emphasize and encourage student independence and organization. When students leave this
classroom at the end of the year I want them to have a deeper understanding of biology so that they can
apply their new knowledge to make informed decisions about their health and the world’s environment.
Course Overview
The course is designed in accordance with the AP course descriptions. The lecture component focuses
on developing conceptual and factual knowledge surrounding the four big ideas which include: the
process of evolution drives the diversity and unity of life, biological systems utilize free energy and
molecular building blocks to grow, reproduce, and maintain dynamic homeostasis, living systems store,
retrieve, transmit, and respond to information essential to life processes, and biological systems interact
and these interactions possess complex properties. Additional topics will be discussed at appropriate
points throughout the year. Debates and class discussions will accompany the lecture component
throughout the course. Topics to be discussed and debated include: the role of the carbon cycle in
global warming, fact and fictional statements of health, nutrition, and fitness, genetic and business
strategies in the horticultural industry, drug resistant bacteria, and biotechnologies promise and myths.
These topics for extended discussion will allow the students to use critical thinking skills to address
environmental and social concerns. We will also take time at the end of the discussion to propose
logical solutions to the problems.
The laboratory component is designed to allow the student to understand experimental design and to
develop problem solving skills. Approximately 25% of the AP biology class is dedicated to laboratory
work. This includes meeting the objectives of the 8 laboratories that have been developed by the AP
biology development committee.
Exams and homework assignments are given throughout the course and will assess the student’s
comprehension of lecture and laboratory content. Chapter exams will consist of multiple choice
questions, graph/table/chart analysis, and free response essays. The chapter exams are developed to
assess the student’s knowledge and to prepare the students for the AP exam at the end of the course. A
student research paper on a controversial or ethical issue is another course requirement. Student must
find adequate information to highlight both sides of the controversy and then decide where they stand
on the issue.
The overall goal of this course is twofold. First the course equips students with scientific laboratory skills
and methods of inquiry. Second, the course brings into the light the four big ideas of biology so the
students can apply science in their lives by making correct decisions in their community.
Course Text and Materials


Text: Campbell, Mitchell, and Reece, Biology: AP Edition, 7th edition (2005).
Syllabus covering each semester that designates the test dates, lab dates, and chapters
covered.
Outside readings: these vary from year to year depending on current events; most come
from newspapers, magazines, academic/support institutions like Carolina Biological Supply,
and credible Internet sites.
Laboratory Exercises: many of these are the labs from the AP Biology Laboratory Manual for
Students.


Lab Component
All 8 of the AP Labs are completed throughout the year. Students usually work in pairs but at times they
may work in groups of four. We are fortunate to have most of the lab equipment that is needed to
complete most of the labs. In lab, students are expected to use inquiry practices. Students will pose
questions to be answered by the lab and will generate an experimental procedure to follow. Students
will then complete the experiment, collect, analyze and interpret data to solve biological problems. The
lab also encourages students to apply their findings to relevant social or environmental issues. After the
laboratory activity, students are individually responsible for formalizing their findings in a laboratory
report. Most of these reports are formal to encourage them to draw conclusions through writing.
Student Evaluation and Assessment
I use unit exams, homework assignments, discussions, debates, lab reports, and a research paper to
evaluate my students learning. Students keep all of their work in a binder that acts as their Biology
portfolio. At the end of the year each student reviews their portfolio and reflects on their top three
significant learning experiences. This gives the students a chance to recall the journey they have been
on and to explore how this course will continue to affect their life and decisions in the future.
Grading Scale
Students will be given points for homework, bell ringers, quizzes, tests, projects, and labs. Final grades
will be based on a percentage of total points accumulated over the entire semester. Therefore, it is
very, very important that you turn in all work.
Grading Scale
100
89
79
69
59
–
–
–
–
–
90%
80%
70%
60%
0%
Grading Categories
A
B
C
D
F
Test
Labs/Projects
Quizzes
Class Participation
Homework
Semester Final Exam
25%
20%
15%
10%
10%
20%
Academic Integrity
All students are expected to do their own work on assignments, labs, quizzes, tests, etc. I understand
that collaboration will occur during labs and some homework, but this should not include copying word
for word. Additionally, plagiarism will not be tolerated, so make sure to summarize information and cite
all sources used.
All students involved in cheating will receive ZERO credit for the assignment or test. Students found to
have cell phones or other electronic devices out during tests or quizzes will receive an automatic zero
and will be written up for cheating.
TOPICS
MOLCEULES, CELLS & ENERGY Big ideas 1, 2, 3 & 4
READINGS
ACTIVITY/LABS
ASSESSMENT
A. MOLECULES
Big idea 4
 Polarity of water &
its importance to
biological systems
 Carbon’s role in the
molecular diversity
of life
 Monomers, polymers
& reactions involved
in building & breaking them down
considering
polar/nonpolar
interactions
 Various levels of
structures in protein
& carbohydrates
 Enzyme structure as
a special protein
 Cohesion, adhesion,
specific heat of
water & its
importance to
biological systems
 Acids, bases, and
buffers
Text chapters 3-5
Outline notes
Guided reading
questions
 Using kits to build
macro–molecule models
(SP 1)
 Acid/base/buffer lab
activity (SP 2)
 Adhesion/ cohesion lab
 Students do variations
by adding different
macro-molecules to
solution to see effects
adhesion etc. (SP 4)
 Given specific heat
equation, in groups
students try to come up
with a way to determine
specific heat of water
(SP 3)
 Student generated
concept maps
 Reading quizzes
 Unit test with free
response practice
 Written lab reports
TOPICS
MOLCEULES, CELLS & ENERGY Big ideas 1, 2, 3 & 4
READINGS
ACTIVITY/LABS
ASSESSMENT
 Identifying macromolecules in our
foods
 Supplements & Addons:
 Cohesion/adhesion
in nature
 Various macromolecules in our
foods
 Cycling of chemical
elements in
ecosystem
B. HISTORY OF
LIFE
Big idea 1
 Theories of how
macro-molecules
joined to support
origin of life
 Was RNA 1st
genetic material?
 Age of earth
C. CELLS (structure
& function)
Big idea 1 & 2
 Explain similari ties,
differences &
evolutionary
relationships
between prokaryotic
& eukaryotic cells
 Cell membrane
structure & function
 Cell communication
(signals, receptors,
responses
hormones)
 Methods of transport
across membranes
 LAB: Using and understanding how different
indicators are used to
identify proteins, lipids,
carbohydrates (incl.
reducing sugars
analysis) using Biuret,
Benedict’s, Sudan etc.
(SP 6)
 Research exploring how
animals use water’s
properties for survival
(comparing specific
heat)
 Students make posters
of different element
cycles including relative
amts. of transfer
Text chapter 25
outline notes
guided reading
 Clay catalyzed RNA
polymerization activity
with role playing focus
on theories,
redevelopment of
theories over time (SP 6,
7)
 Discussion of journal
article
Text chapters 6
(pg 98-11),7,11
Outline notes
Guided reading
questions
Journal articles on
organelle based
health issues
 Mini poster/ models
comparing structures of
cells from 3 different cell
types from 3 different
kingdoms
 Eduweblabs:Osmosis &
diffusion prelabs 1 & 2
 Cell size lab teacher
generated
 Mini Poster
Presentations comparing
3 feedback mechanisms
 Inquiry lab # 4 Diffusion
and Osmosis (SP 3, 4)
 LAB: Microscope
techniques for observing
& measuring different
types of cells.
 Students compose
chart comparing
structural differences
& how indicators
physically work
 Students use chart to
predict contents of
unknown samples
 Students share one
example they have
found how animals
use water’s
properties for
survival.
 Student generated
short PowerPoints on
macro-molecules and
nutrition. (Ex. Butter
vs margarine vs oil
OR summarizing
different artificial
sweeteners)
 Concept maps
 Reflection on the
development and
reformulation of
scientific theories
(extra) model on
cartoon explaining
the theories of origin
of life
 Student generated
concept maps
 Reading quizzes
 Mini poster
comparing structures
of cells from 3 different kingdoms
 Unit test with Free
Response practice
 Written lab reports
 Eduweblabs graph &
calculations
 Cell Size lab
calculations
 Formal Lab Writeup
for Inquiry lab
Diffusion & Osmosis
 Microscope drawings
& calculation
 Analyze & Discuss
TOPICS
MOLCEULES, CELLS & ENERGY Big ideas 1, 2, 3 & 4
READINGS
ACTIVITY/LABS
ASSESSMENT
chart comparing
different types of cells
& their functions in
the human body
 Discussion of the
endosymbiont
hypotheses of the
evolution of eukaryotic cells
D. IMMUNITY
Big idea 2 & 3
 Innate vs Acquired
Response
 Humoral responses
B cells vs T cells
 Self vs non-self
Text chapter 43
 LAB: Immunoassays:
Antibody purification
(SP 5)
 Student generated
concept maps
 Flow chart for
immunoassay labs
E. CELL ENERGY
 ATP structure &
function
 Redox reactions in
relation to cellular
respiration
 Enzyme catalysis
 Activation energy &
specificity
 Cellular respiration,
glycolysis, citric acid
cycle, electron
transport chain &
chemiosmosis
 Mitochondria form &
function
 Photosynthesis
mechanisms;
light/dark
 Compare/contrast to
respiration
 Alternative
mechanisms
 Understanding light
energy & the
nanoscale (the size
of small things inside
cells)
Text chapters 8, 9
(pg 161-176), 10
(pg 182-195)
Outline notes
Guided reading
questions
 Eduweblabs: Prelab
“Enzyme Catalysis”
 Investigative lab #13:
Enzyme Activity
 Prelab: Toothpickase
 Investigative Lab:
Enzymes: Factors
affecting the rate of
activity (SP 2, 5)
 Eduweblab:
Respiration
 Investigative Lab #6
Cellular Respiration
(SP 2)
 Fermentation in Yeast
Lab (Flynn kit) student
generated variations
required
 Eduweblabs: Prelab
Plant pigments
 Eduweblabs: Prelab
Photosynthesis
 Investigative Lab #5
Photosynthesis
 Internet activity
comparing different
wavelengths of light in
relation to
photosynthesis
 Student generated
concept maps
 Reading quizzes
 Unit test with free
response practice
 Eduweblab graphs
 Toothpickase graphs
& questions
 Presentation of students group lab
results to class [
 Eduweblabs graphs
& calculations
 Presentations of lab
data and results
 Graphs & discussion
on Yeast Lab with
variations
 Eduweblabs
chromatography
calculations, graphs
 Presentations on lab
results
 Lab writeup and
analysis
 Students make a
chart comparing
sizes of cellular parts
& larger items to
TOPICS
MOLCEULES, CELLS & ENERGY Big ideas 1, 2, 3 & 4
READINGS
ACTIVITY/LABS
ASSESSMENT
 Discussion on
nanotechnology &
implications of our
smaller world
TOPICS
evaluate range of
metric distance
measurements down
to the nano scale
HEREDITY, GENETICS & EVOLUTION Big ideas 1 & 3
READINGS
ACTIVITY/LABS
ASSESSMENT
A. MOLECULAR
BASIS OF
INHERITANCE
 DNA structure &
 replication
 RNA structure
 Protein Synthesis
transcription &
translation
 Mutations - basis for
natural selection
Text chapters 16,
17 (pg 309-326 and
328-330)
Journal Article
Reading
Watson and Crick’s
original Nature
paper from 1953
B. MITOSIS &
MEOSIS
 Cell Cycle
mechanism & control
 Chromosomes
 Sexual vs asexual
reproduction &
evolutionary
advantages
 Stages of meiosis
 Genetic variation in
offspring, mechanisms & impact on
evolution
 Investigating
 genetics: environ mental influences
Text chapters 12,
13
 DNA extraction
 Comparing DNA &
protein sequences
from an internet based
computer database in
discussing
evolutionary
implications of
mutations (SP 7)
 Eduweblabs: Prelab
Crossing Over Lab
 Investigative Lab #7:
Mitosis and Meiosis
 Karyotyping exercise
(teacher generatedstudents will have to
do this on their own
time)
 Student generated
concept maps
 Reading quizzes
 Journal article
discussions
 Unit test with Free
Response practice
 Bioinformatics
results
 Student generated
concept maps
 Reading quizzes
 Unit test with Free
Response practice
 Eduweblabs results
 Investigative LAB
Analyses
 Karyotyping results
 Students choose &
research
controversial topics
and the arguments
supporting their
genetic and/or
environmental basis.
Ex. Obesity, alcoholism, etc.
TOPICS
HEREDITY, GENETICS & EVOLUTION Big ideas 1 & 3
READINGS
ACTIVITY/LABS
ASSESSMENT
C. MENDELIAN
GENETICS
MENDEL’S LAWS
 Patterns of inheritance
 Predicting genetic
outcomes genetic
counseling
 Gene linkage &
mapping
 Mutations revisited
D. MOLECULAR
GENETICS
 Regulation of gene
expression
 Viruses
 Gene expression in
bacteria
 Biotechnology DNA
Technology,
Recombinant DNA,
PCR, Gel
electrophoresis
 Applications of DNA
technology
 Use of bioinformatics
to analyze genomes
 Comparing &
discussing genomic
sequences in
relation to evolution
Text chapters 14,
15
Scientific American
Article Reading
 Prelab activity:
Looking at corn
crosses & analyzing
results
 Eduweblabs: Prelab
Population Genetics
 Eduweblabs: Prelab
Fruit fly genetics
Text chapters 18
(pg 334-343 and
346-356), 19 (pg
362-370 and 378381), 20 (pg 385394) and 21 (pg
415-420)
Journal Article
Reading
Article by Kary
Mullis on PCR.
 Eduweblabs: Prelab
Bacterial
transformation
 Eduweblabs: Prelab
DNA Electrophoresis
 Investigative lab #9:
Biotechnology I and
Biotechnology II.
Bacterial Transformation and
Restriction Enzyme
Analysis of DNA
E. EVOLUTIONARY
BIOLOGY
 Darwin’s explorations and theory of
descent with
modification &
natural selection
 Galapagos Islands
Overview
 Evidence for
evolution (molecular
analyses &
morphological
analyses
 Phylogeny &
systematics
 Evolution of
populations
 Hardy-Weinberg
Law
Text chapters 22
(pg 441-451), 23,
24, 25 (pg 492-506)
Journal Article
Reading
Beak of the Finch
by Jonathan
Weiner
 Activity: Genetics
Survey Project
analyzing traits of
those around us
 Lab Investigation “2
Mathematical
Modeling: HardyWeinberg (SP2, 4, 5,
7)
 Activity: Students
create Geologic
timeline
 Activity: Teddy
Graham Lab
 Student generated
concept maps
 Reading quizzes
 Journal article
discussions
 Unit test with free
response practice
 Eduweblabs prelab
report
 Student generated
concept maps
 Reading quizzes
 Journal article
discussions
 Unit test with free
response practice
 Eduweblabs results
for both transformation & electrophoresis labs
 Analysis and group
presentation of
Investigative lab
 Post field trip test
 Report on Bioinformatics activity
 Student generated
concept maps
 Reading quizzes
 Book discussions
 Unit test with Free
Response practice
TOPICS
ORGANISMS AND POPULATIONS Big ideas 1, 3 & 4
READINGS
ACTIVITY/LABS
ASSESSMENT
A. BIOLOGICAL
DIVERSITY &
MICROBIOLOGY
 Early life on earth
 Evolution of
prokaryotes and
eukaryotes
Text chapters 26,
27 (pg 534-538)
 Students are to find an
article involving
genetic recombination
using prokaryotes and
present to class
 Investigative LAB #3:
Analyzing Genes with
BLAST
 Article presentation
to class
 Student generated
concept map
 Section test
B. PLANTS & THEIR
DIVERSITY
 How plants
colonized land
 Evolution of seed
plants
 Structure, growth, &
development
 Plants responses to
internal & external
stimuli
 Plant nutrition
 Angiosperm
reproduction
Text 35, 36
 Eduweblabs: Prelab
Transpiration
 Investigative LAB #11:
Transpiration (SP 2, 3,
5)
 LAB: Flower dissection
 LAB: Students conduct
a long term lab
investigation on plant
growth from seeds
under various
conditions (SP 3, 5, 6,
7)
C. ANIMAL
DIVERSITY
 Basic anatomy
princicples
 Analysis of structure
& function of body
systems
 Immune, Endocrine,
& Nervous Systems
Text chapters 40,
43 (pg 898-918), 45
(pg 943-948), 47
(pg 1003-1008) and
48 (pg 1012-1032)
 Practical Test
 Specimen
Identification &
placing on
phylogenetic tree
 Student generated
concept map
 Section test
 Eduweblab
 Investigative labs
analysis
 Flower dissection
practical
 Formal write up for
students’ own plant
lab
 Student generated
concept maps (one
for each system &
animal diversity
examination)
 Reading quizzes
 Unit test with Free
Response practice
 Eduweblab reports
 Practical quiz
observing various
specimens and
classifying them
using students’ own
chart of animal phyla
 Practical test with
dissection specimen
Text 37, 38
 Survey of animal phyla
in concept map/chart
form generated by
students (Practical
with actual animal
specimens)
 Lab: Dissection (fetal
pig or cat)
ORGANISMS AND POPULATIONS Big ideas 1, 3 & 4
TOPICS
READINGS
D. ECOLOGY
 Ecological interactions- biotic vs
abiotic
 Behavioral ecologynatural selection
involvement
 Population
dynamics- growth &
its regulations
 Communities &
Ecosystems energy
levels & flows,
cycles, symbiosis &
impact on evolution
 Human influences
positive & negative
Text chapters 50
(pg 1083-1092), 51,
52, 53, 54, and 55
(pg 1209-1215 and
1224-1225)
ACTIVITY/LABS
 Eduweblabs: Prelab
Animal Behavior
 Investigative LAB #12:
Fruit fly behavior (SP
3, 4)
 Animal Behavior:
Taxis, Kinesis, and
Agonistic Behavior (SP
3, 4, 6)
 Eduweblabs-Primary
Productivity
 LAB: Dissolved
Oxygen & Aquatic
Primary Productivity
(SP 2, 3, 4, 5, 6, 7)
 Activity – “My footprint”
ASSESSMENT
 Student generated
concept maps
 Reading quizzes
 Unit test with Free
Response practice
 Eduweblab reports
 Investigative Lab
#11 report
 Eduweblab report on
primary productivity
 Presentation:
Students present lab
results to class with
ways to improve
water quality of their
local river
 Personal Project:
Students complete
“My Footprint” online
and write a paper
discussing their
individual impact on
Earth
Last Word
If you need help, ask for it!! I’m here to help you succeed in this course! You can see me before school,
after school, and during lunch periods. Please don’t be afraid to ask questions, answer questions, or
stop by for help.
I’m looking forward to working with all of you this school year!
Ms. Kennedy
_____________________________________________________________________________
Dear Parent,
Please feel contact me if you have any questions or concerns. The best way to contact me is through my
email: lkennedy2@cps.edu. Please sign below to acknowledge that you have reviewed the class
syllabus and standards with your child. This acknowledgement will count as a homework grade. Thank
you for your cooperation.
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Name of Student (Please Print)
__________________________________________________
Student Signature
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Student’s Email address
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Name of Parent/Guardian (Please Print)
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Home Phone #
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Parent’s Email address