AP BIOLOGY 2013-2014
Congratulations! You have been offered an opportunity to pass a college course and earn college credit, it is now up to
you to make it happen! AP Biology is designed to be the equivalent of a college introductory biology course. It includes
the topics regularly covered in a college biology course for majors. The aim of the course is to provide the students
with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly
changing science of biology.
AP BIOLOGY EXPECTATIONS:
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College level maturity and responsibility
Maintain a neat notebook containing ALL notes from September-June
o Re-write messy notes & Gather missed notes from a classmate or Ms. Wallin after school
Pre-read chapters before they are discussed in class
Ask questions during discussion and stop by after school for any clarification/extra help
Write in complete sentences, AP exam written answers are only graded if incomplete sentences
Keep up to date on current events, they often influence AP Exam’s essay questions
MATERIALS
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6.
1-2” Binder

Binder Dividers: Notes & Worksheets, Labs, & Tests/Quizzes
1 Additional Folder: You may not always have time to hole punch all papers
Index Cards & Index Card Case *enough for 9months of topics & terms*
Textbook kept at home
Pen or Pencil everyday
SUGGESTED: planner or small notebook to record assignments and due dates
GRADING
MAJOR ASSIGNMENTS
MINOR ASSIGNMENTS
50% of Grade
Tests
Lab Reports
Projects
Notebook Check
35% of Grade
Lab Sheets
Class Activities
Quizzes
Today, in Science News current event
HOMEWORK
15% of Grade
General Homework
Pop Quizzes
Exit Quizzes
Group/Cooperative Work
ACADEMICS:
1. Students must create a Gmail account—the class will use Google Documents as an important resource
2. Grades are posted on the online database frequently. It is your responsibility to check to website to monitor
your grade status.
3. Homework – is expected to be on time and complete to standards. Failure to comply will result in a Zero or
reduction in points.
 You may not run to your locker if you forget your homework. Choose to be late or choose to take a
zero—focus on being prepared for each and every class
 Not accepted late
4. Labs and Projects
 LATE: If turned in at any point after the due time (5min after collected, at the end of the period,
lunch, afterschool, or next day)
Penalty: Day 1 -10pts, 2 days late -20pts, 3days late -30pts (not accepted after day 3)EXTRA
CREDIT: will not be offered. I would rather you spend your time and effort studying the
concepts and vocabulary
*you are not entitled to “make up work” or “extra credit” if you chose to not do the assigned work*
1
CLASSROOM PROCEDURES
1. Take a Seat Quietly (remove hats, iPods, hoods, and place backpacks underneath lab desks)
2. Start the Do Now
3. Late?—do not disturb class when walking in
 Excused  put your pass in the Tardy Clipboard quietly
 Unexcused Sign in (3 unexcused lates = 1 class absence/late 10min or more= a cut)
4. Have your Homework on the corner of your desk. If I don’t see it when I walk around, it is a zero. You may not
go to your locker to get your notebook or homework (double check before entering the room).
5. When you hear “Ladies and Gentlemen..”, stop what you’re doing, be quiet, and look at Me
6. Need the Bathroom?– raise your hand and put up 3 fingers. Wait for me to acknowledge you, and then sign out.
7. Need to throw something out?- put it aside on your desk, and wait for the end of the period
8. During Labs and Dissections– Wait for and FOLLOW ALL direction, and ONLY the directions. Questions during
the lab? Ask your partner, your lab table, and then me. READ THE PROCEDURE!
9. No premature packing up-- Period is over when you hear “Have a Good Day”, not the bell
10. These are lab stools, not chairs, if you are uncomfortable, feel free to quietly and casually readjust yourself. If
you cause a disturbance you will be penalized.
11. If you can’t see the board, you may move yours stool quietly and without disturbance. However, if you talk or
disturb to others around you, you will return to your original seat.
12. If you have free time, be prepared to work on your homework or begin reading the next chapter
ABSENCE POLICIES -I will not find you, you must contact me BEFORE or AFTER class about your missed work
1. NOTES
2.
3.
4.
 Gather from neighbor (without making a disruption)on the day you return to school
HOMEWORK:
 If you are absent, you have 1 day to make up the assigned homework from your missed class
TESTS/QUIZZES
 If you are absent for a TEST, you have 3 days to make it up. Student must contact me within those two
days if he or she cannot make up the test within that 2 day span (in person or by email). If no attempt
is made to make up the test within 2 days after absence, grade will result in a Zero.
 If you are absent for a QUIZ, you have 2 day to make it up. If student does not see me the following
day after a missed quiz, grade will result in a Zero.
 Make up Tests or Quizzes will NOT be given during class time. They will only be offered before or after
school, during lunch, or (if scheduled with me first) in the morning.
LABS/PROJECTS
 If a lab or project is missed due to an absence—you must see me after you return for an alternative
assignment. If you do not see me the day after your absence, your project grade will result in a Zero.
**If you know that you will be absent (Field Trip, Doctors apt, surgery, etc), contact me as soon as possible! I can
supply you with supplemental work or re-schedule to take missed tests to avoid the makeup work process when you
return to school. Save yourself from some stress **Please see me for any extenuating circumstances, my goal is to
help you learn**
DISCIPLINE STEPS
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7.
Verbal Warning
Written up in School Database- referred to Vice Principal
30min Teacher Detention
2hour Friday Central Detention
Parent Meeting
Suspension
Parent-Student Meeting with Administrators
I look forward to an effective, successful, and enjoyable year together!
Sincerely,
Ms. Wallin
Room 209A, EXT. 3209, lwallin@kpsdschools.org
2
COURSE OUTLINE
•The Process of
evolution drives
the diversity and
unity of life.
•Biological systems interact,
and these systems and their
interactions possess
complex properties
UNIT
1. Science Practices
2. Biochemistry &
Introduction to the Cell
SEMESTER 1
3. Cellular Energy
4. Cell Communication &
Cell Cycle
5. Mendelian Genetics
6. Biotechnology
SEMESTER 2
7. Evolution & Phylogeny
8. Diversity
9. Ecology
BIG
IDEA
1
BIG
IDEA
2
BIG
IDEA
4
BIG
IDEA
3
•Biological systems
utilize free energy and
molecular building
blocks to grow, to
reproduce, and to
maintain dynamic
homeostasis.
•Living systems store,
retrieve, transmit, and
respond to information
essential to life processes.
TOPIC
REFERENCE
LABORATORIES
Lab Safety, Planning an Experiment, Null vs.
Experimental Hypothesis
Text Ch.1
Quicker Picker Upper
Water, Bonding, pH, Biomolecules,
Thermodynamics, Prokaryotes vs. Eukaryotes,
Cell Organelles
(Structure & Function), Cell Membrane
(Structure &
Function)
Text Ch. 2-5
Investigation 13Enzyme Activity
Bozeman #51,19,20,21
Big Idea 1,2,3,4
Text Ch. 5-6
Metabolism, Enzyme Structure
& Function, Cell Respiration,-ATP cellular work,
Photosynthesis, Evolution of
Alternative, mechanism of carbon fixation
Bozeman #15,16,17
Big Idea 1,2,4
Bozeman #36,45,46,47
Investigation 7- Cell
Division
Big Idea 1,2,3
Text Ch. 8
Meiosis, Mendelian Inheritance
Patterns, Non-Mendelian Inheritance patterns,
Chi Square statistical analysis, Evolutionary
significance of
genetic variation,Gene Linkage
Bozeman #33,37,38,42
M&M Chi Squared
Fast Plants Chi Squared
Big Ideas 1,2,3,4
Text Ch. 9-13
Molecular basis of inheritance, Gene to Protein:
Transcription, Translation, DNA Replication,
Gene regulation, Viruses, Biotechnology,
Genomes and their evolution
Bozeman #39,41,62
Big Ideas 1,2,3,4
Origin of Life, Darwin & Descent with
Modification, Origin of Species, Adaptations
Speciation, Behavior Patterns, Genetics, Sexual
Selection and
Reproductive Success, Phylogeny and the tree
of life
Bacteria and Archaea
Animal Behavior, Interaction between organism
& environment, populations, Ecosystems,
Trophic Transfer, Conservation
Investigation 6Cellular Respiration
Text Ch. 5.5 & 7
Cell Communication, Reception, transduction,
response, Apoptosis, Mitosis/Cell Cycle,
Evolution of
mitosis and cell communication
Animal Form & Function relationship, Immune
System, Nervous System
Investigation 4Diffusion and
Osmosis
Investigation 5Photosynthesis
- Leaf disk assay
Text Ch. 14-18
Bozeman
#2,4,8,9,10,11,13
Big Idea 1,3,4
Text ch. 29-31,34,19-28
Investigation 8Bacterial
Transformation
Investigation 9Restriction Enzyme
Analysis of DNA or DNA
Fingerprinting
Investigation 2:
Mathematical Modeling:
Hardy-Weinberg
Investigation 3:
Comparing
Bozeman #22,23,26,27,64
Text Ch. 41-46
Bozeman
#18,57,58,59,60,63
Investigation 11:
Transpiration
AP BIOLOGY EXAM MAY 12th, 8am
3
LAB REPORT FORMAT
Name
Partner’s Names
Block
Date Lab was Done
Title of the Lab in the Center of the Page
(5 Points)
Title must be specific, not “Plant Lab”
Introduction (25 Points) paragraph form
- Purpose of the lab
- 3+ sentences of background information about the topic-- define important terms and relate the
terms to the lab’s purpose
- State Hypothesis (“My hypothesis is that if.., then…, because” Format)
Procedure (10 Points) numbered
- Explain how to complete the lab from start to finish
- Write it so that someone who is not familiar with science can copy the experiment
- Write as directions (not, “I did this, then we did this”)
Data (20 Points)
- Create a computer made Data Table & Graph of your recorded data (must be well labeled)
- Graph can be made in Excel or Google Drive “Spreadsheet”
- Title and label all parts of both the charts and graphs (label all units!)
Analysis Questions (15 Points) numbered
o Write Lab Questions and Answer questions in full sentences
o Ex: 1. What plant grew the least after the 10 days?
The plant that grew the least in the 10 days was Plant B and it grew to 10cm.
Conclusion (25 Points) paragraph form
- State the final conclusion of your lab
- In detail and using exact numbers from your data, explain your the results of your lab’s data
(noting significant numbers and trends)
o Refer to the titles of your data charts/graphs when stating the numbers and trends
 Ex. “The plant that had the maximum growth was Plant A with a height of 30cm,
followed by Plant C with a height of 20cm, and lastly, Plant B grew the least with a
height of 10cm. The average height of the 3 plants was 20cm.
- Was your hypothesis correct? Explain.
- State and explain any lab errors that could have interfered with the results of the lab
- Is there anything that you would do differently if you could repeat this lab?
Formatting: typed, 1inch margins, 12pt font, no crazy fonts
*Due 1 WEEK after lab was completed in class, Printed or in my email by 8am on due date*
Lab Reports are MAJOR Assignments- Be as Thorough and Scientific as possible (50% of your grade)
4
How your Lab Reports are Graded
Lab Report Rubric
Max
Points
5
Requirements
X
X
X
X
X
X
x
X
25
X
x
x
10
X
X
x
20
15
X
X
X
X
X
X
X
X
X
X
x
X
X
X
25
X
x
HEADER
Header on Right Side
Name
Partner Names
Block
Date Due
Title is accurate
Title Centered
Title Bold
INTRODUCTION
Purpose of the lab stated
Background information about lab (3+
sentences)
Terms that relate to the lab are defined
Hypothesis (If, then, because)
PROCEDURE
Numbered
Explain how to complete the lab from start
to finish
Written as directions
DATA
DATA CHART
Computer made Chart
Titled
All Borders
Bold Headers
Centered
Units Listed
GRAPH
Computer made Graph
Required Type (bar, line, scatter, pie)
Title
Y axis labeled
X Axis Labeled
Units listed
ANALYSIS QUESTIONS
Post Lab questions refer to question, or
questions are listed
Answers are written in full sentences
Answers are accurate and relate to data
CONCLUSION
Give the results and explain what they mean
State significant data results and explain why
it's significant
Referred to graph titles
Hypothesis assessed
Lab errors listed
Comments
Your Score
Title should be more specific, ex. “The
Effect of Nitrogen on Plant Growth”, not
“Nitrogen and Plants”
4
Term definitions weren’t accurate or
enough detail
20
10
X and Y Axis are not labeled, no units
listed
16
13
Question #3 is wrong
20
TOTAL SCORE:
83
CONTACT INFORMATION CARD
By signing this, I have read,
acknowledge and agree to the polices
listed on the syllabus.
Student Name:
Student Email Address:
Student Signature:
Parent Name(s):
Parent Phone Number:
____________________________
Parent Signature:
____________________________
Parent, Please circle your preferred
contact information**
Cell
Phone
Home or
Work
Phone
Parent Email Address:
5
Date: __________________