SYLLABUS FOR AP BIOLOGY, 2015-16
TIMBERLAND HIGH SCHOOL
Tutoring hours: Fridays, 3:45 to 4:45, before school, and other times by appointment.
Email: izykowskij@bcsdschools.net
Phone: 843-567-8110 ext. 2274
MS. IZYKOWSKI, B 132
WELCOME TO AP BIOLOGY!!!
I am looking forward to spending the semester with you. Biology is exciting, both to teach and to
learn, especially at the advanced placement level. Earning a passing score on the AP exam at the end of the
course could earn you college credit.
COURSE INFORMATION
This course is intended to be an investigation into the major concepts the study of the Biological
Sciences, emphasizing the big ideas and connections between them, as outlined in the AP Biology
Curriculum Framework. The course is designed to be taught on the same level as an introductory,
“freshman,” college/university Biology course and is geared to thoroughly prepare students to take
the AP Biology Exam in May as well as for further scientific study should students choose to do so.
AP Biology differs from CP and Honors Biology courses taught early in high school because of the
time, effort, and responsibility involved, as well as the range and depth of study.
The course is structured around four Big Ideas (Evolution, Energy Processes, Information, and
Interactions) and is intended to allow students the opportunity to develop a deep understanding of
major biological processes. The course will allow students to integrate their knowledge of biology
and the science practices to increase their knowledge of biology. Student-centered inquiry activities
as well as guided laboratory exercises will be used in conjunction with modeling throughout the
course as a basis for student learning. The goal is for students to develop an enduring understanding
of topics rather than practice the rote memorization of facts and terms.
Throughout the course, I try to deepen students’ scientific literacy and critical thinking skills by using
a variety of instructional techniques, such as small and large group discussions, reading current
science literature and engaging in analysis, laboratory activities, and experimental design. Science
reading and writing are emphasized in order to support ELA standards in reading and writing as
well as help students develop 21st century skills such as written and oral communication, critical
thinking, and problem solving. Students will also be expected to read science journal articles in order
to develop the skills necessary to design experiments and think critically about the limitations of
hypotheses and experimental design.
Laboratory activities and the study and analysis of experimental design, hypothesis creation, and
data analysis and presentation will comprise at least 25% of instructional time in this course. (CR 7)
Labs throughout the year will be a mixture of structured inquiry and student-led guided inquiry labs.
Students will need to understand the development of an experiment and idea, hypothesis creation,
data collection, analysis, and presentation, conclusion-drawing, and experimental error. At a
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minimum, two labs will be conducted for each of the four Big Ideas in order to give students breadth
and depth and ample laboratory experience. (CR 6) Additionally, each student will be required to
report on each laboratory activity. (CR 8)
Textbooks/resources
We will use Campbell and Reece, Biology, 8th edition AP version (2008). (CR 1)
The AP Exam
The AP exam itself is a three-hour exam administered each year in May across the country. The exam
consists of two sections: the multiple-choice section and the free-response section. Each section is
worth 50% of the total score. Both sections will test students’ enduring understanding and essential
knowledge of the big ideas outlined in the AP Curriculum Framework as well as the connections and
applications of these concepts to the real world and investigations through the science practices. The
questions may include some on the following:
 the use of modeling to explain biological principles;
 the use of mathematical processes to explain concepts;
 the making of predictions and the justification of phenomena;
 the implementation of experimental design; and
 the manipulation and interpretation of data.
The grade for the AP test is given on a scale of 1-5. A score of 1 receives no recommendation, a 2
receives possible qualified status, a 3 receives qualified, a 4 is well qualified, and a score of 5 means
the student is extremely well qualified. Some colleges and universities will give credit for Biology if
the students receive a 3, 4, or 5 on the exam. It takes a great deal of drive, dedication, maturity, and
commitment to earn a 4 or a 5.
Learning and Developmental Goals:
The College Board Learning Objectives for Advanced Placement Biology will be used throughout the course.
The ultimate goal for students enrolled in this course is for them to become confident that they can make sense
of complex problems involving numerical data, evidence, uncertainty, and logical reasoning using the
foundations of Biology. The standards and competencies are documented in lesson plans.
Long-Range Learning Goals
The student will demonstrate understanding that the process of evolution drives the diversity and unity of life.
The student will demonstrate understanding that biological systems utilize free energy and molecular building blocks
to grow, to reproduce and to maintain dynamic homeostasis.
The student will demonstrate understanding that living systems store, retrieve, transmit and respond to information
essential to life processes.
The student will demonstrate understanding that biological systems interact, and these systems and their interactions
possess complex properties.
Long-Range Developmental Goals
The student will use technology, including a calculator, as a learning tool to collect and analyze data.
The student will demonstrate relationships between product quality, reproducibility, and accuracy/precision in
measurement.
The student will work cooperatively.
The student will use scientific method to acquire knowledge and gain an understanding of how scientific knowledge is
acquired and expanded.
The student will develop critical thinking skills.
The student will develop and build confidence in their problem solving skills, writing ability, organizational skills,
note taking skills, and work habits.
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The student will use scientific vocabulary, investigate the various fields in the biological sciences, correlate biology to
their everyday lives and build career awareness in the sciences.
The student will investigate and practice various laboratory techniques and terminology used in AP Biology, including
lab safety and MSDS.
Course Expectations
You can expect that I will…
have proficiency in Biology.
be available to answer your questions.
be on time and prepared for class.
be organized.
provide clear notes and instruction.
provide the best learning environment for
everyone.
provide timely feedback on work.
clearly communicate due dates (including
test dates) to everyone.
clearly communicate course policies and
procedures.
fairly apply BCSD, THS, and class
policies.
I can expect that you…
come to class each day prepared and ready to learn the day’s
lesson.
will ask questions as they come up.
are here to learn, will be engaged in the lesson, and will be
curious about ideas and concepts discussed.
will read and complete homework prior to coming to class.
understand that if you are absent, you need to make up the
work.
understand that you need to stay on top of the work in this
course; you cannot expect to wait until the last minute to
complete work and still expect to pass.
accept that you are responsible for your own learning. I am the
facilitator and mentor.
understand that studying is an important part of the learning
process and that it is necessary for success.
Understand that grades are earned, not given, and that you
need to put in the hard work, perseverance, and effort to earn
good grades.
communicate with me immediately if you have concerns.
Presentation of Rules and Procedures:
During the first two days of class the Classroom Guidelines and Syllabus are reviewed with the students. The
student and parent/guardian are to sign, date, and return a form stating that they have read and understood
all expectations. Safety rules are also reviewed and signed by student and parent/guardian. A safety test and
written Safety Activities must be passed within two weeks of entering the class with an 85 or better grade. An
understanding of MSDS is also required.
Assessing, Evaluating, and Recording Students’ Progress:
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Tests are given at the end of each unit. Quizzes are given when appropriate. A cumulative final exam
counting 10% of the student’s overall grade is also administered. In addition, lab practicals will be
included along with the chapter tests were applicable.
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Evaluation methods include, but not limited to, accuracy (tests, quizzes, assignments checked before test,
and laboratory reports), completion for assignments checked after the test is given. All homework and
classwork is graded on a point scale. Laboratory skills are assessed authentically.
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All grades are recorded in a traditional and electronic gradebook.
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Projects and Scenarios of various lengths and topics will be utilized throughout the course not only as
cumulative unit assessments, but also parts of section tests.
Report cards, periodic progress reports, and parent/teacher conferences (person or by phone) will be used
to contact parents and students.
Non-Instructional Routines:
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All assignments are to include title of assignment, student name, date, and period.
Students dismissed upon permission of teacher.
County tardy policy/school rules/dress codes are enforced.
Roll is taken nonverbally by seating charts at the beginning of the period.
Communication with Parents:
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Parent/guardian signatures on Guidelines/Syllabus, Safety Agreement.
Progress Reports, Report Cards, and intermittent grade reports.
Open House
E-mails encouraged (for communication and progress reports from PowerSchool)
Written/Verbal contacts concerning behavior, tardies, and performance as needed.
Parent/Teacher conferences as needed.
Grading Scale
Assessment Task
Evaluation Criteria
Tests and Projects - chapter tests, special projects, etc.
Rubrics, Accuracy
Quiz
Accuracy
Daily- classwork, homework, participation, etc.
Rubrics, Accuracy
Labs and Activities- Lab reports, data sheets, lab
conclusion questions, etc.
Final Exam
Maintaining Records
Grades will be posted weekly on PowerSchool.
Rubrics, Accuracy
Required Materials:
Composition notebook
paper or notebooks for notes
textbook / assigned handouts
Accuracy
Grade Weights
30% each quarter
(31.5% of final grade)
10% each quarter
(9% of final grade)
35% each quarter
(22.5% of final grade)
25% each quarter
(27% of final grade)
10% of final grade
basic calculator
pencil
blue or black pen
Classroom Expectations:
 Be Prepared – Come to class prepared and ready to learn each day. This includes a writing instrument,
notebook, and textbook. Each day will begin with bell work that you must begin as soon as you enter
the room. Follow directions the first time they are given.
 Be Prompt - The school tardy policy will be observed. I expect you to be in your desks and ready to
learn when the bell begins to ring. Do not be late to class. District and school policy for tardiness will
be enforced. Sign in to the tardy log if you are late. Enter the classroom quietly and calmly and
immediately go to your desk.
 Be Polite – Common courtesy is expected from all individuals in the classroom to all individuals in the
classroom. You must be respectful of your teacher and classmates.
 Vulgar language is not permitted.
 Stay in your seat unless you have permission to do otherwise. You can request permission by raising
your hand during an appropriate time.
 Provisions – There are chemicals in the lab and it is very unsafe to be drinking or chewing in the
classroom so gum, candy, drinks, and other snacks are not permitted. Sleeping and grooming are
also prohibited. If you have a snack or drink, you may ask permission to consume it in the hallway.
 Hall Passes-You may request to leave the room for the restroom, water fountain, or nurse at an
appropriate time by raising your hand. You must sign in and out of the classroom. Passes will not be
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allowed in the first or last 10 minutes of class. You will not be allowed to visit another teacher’s
classroom or the snack machine during class. This should be completed before or after school, or
between classes. If you abuse this privilege, I will assign you an escort to and from the restroom.
Horseplay during in the classroom, especially during labs, will not be tolerated. Horseplay in the
classroom will not be tolerated and may result in an immediate referral. Keep hands, feet, and objects
to yourself.
Please follow the make-up work policy in the student handbook if you are absent. It is your
responsibility to get your make-up work. If I have not placed your makeup work in the folder, ask me
about it before or after class.
All assignments are turned into the teacher when she requests them. If you finish early you may not
disrupt other students. You may work on another assignment, read, or study. If you can’t find
something to work on, I will assign you a task.
Dismissal- I dismiss you from class, not the bell. Everyone must be in their seats and all materials must
be placed where they belong.
ACADEMIC ETHICS: Cheating will NOT be tolerated. It does not affect the instructor but will directly
affect your grade. Cheating will result in a zero for all individuals involved.
Consequences for Classroom Offenses other than tardies:
1st – Verbal warning
2nd – Parental contact and/or detention
3rd - Teacher detention and/or parent conference
4th – Administrative referral
** Severe disruptions will result in immediate administrative referral.
Consequences for Tardies (School Policy)
1st- Verbal warning
2nd- 15 minute detention and parent contact
3rd- Administrative referral- ISS for class period
4th- Administrative referral- ISS for class period
5th- Administrative referral-ISS for entire day
Class Participation
What you put into this class will be what you get out. Active participation is essential in AP Biology or any
course. This class is not meant to be observation only. You will be given many opportunities to participate in
class discussions, activities, and labs and poor participation WILL AFFECT YOUR GRADE. Remember, poor
participation includes not paying attention to discussions, lectures, or instructions; sleeping; talking; and being
generally disruptive.
Class Assignments
You are expected to be a responsible learner and it is expected that you keep track of the homework
assignments and readings. This means you should study/review the material daily, ask questions for
clarification in class, answer questions in class, seek an understanding of the concept-rather than just
memorizing something you don’t understand, and prepare for a test in a timely manner.
Tests
Tests will be given at the end of a unit of study. There will usually be a mix of multiple choice, short answer, and
interpreting data questions. You will be required to use the information we have discussed in class in a test
situation. I test for comprehension and understanding.
Projects
In addition to tests, your knowledge of the subjects we cover will be assessed using projects. Some of the
projects will be group based and some will be individual. Projects will be graded following rubrics that will
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be given to you when the project is assigned and will count as test grades. Some projects may count as more
than one test grade depending on the scope of the assignment. When a group project is assigned, you are
expected to participate equally and groups will be graded on the ability to work together in addition to the final
result.
Bell Work
Every day at the beginning of class, there will be 2 or 3 questions on the board. These are your bell work
questions. You are expected to begin work on the questions on the board as soon as you enter the room.
You will be given between 5 and 10 minutes to complete the questions before we go over them. You are
expected to correct your answers when we go over them too. We will take quizzes on a regular basis to ensure
you are doing and correcting your bell work.
Late Assignments (Science Department's policy):
10% of the total percentage assignment value will be deducted daily for any work that is not completed and
turned in within the 5 days of the absence(s).
All assignments will be due on the due date at the due time if students are present at school. Work that is
not turned in will not be accepted.
Previously assigned assignments that are due on a day a student is absent will be due the day the student
returns to school.
Scope and Sequence
Course Schedule
READINGS Include textbook/ journal articles. Students are provided with guided reading questions and are required to
take notes.
ACTIVITY/LABS 1day = Some activities are expected to be performed outside of class time & students are expected to
hand in lab reports for evidence of completion.
ASSESSMENT A variety of assessments are used throughout the course. A representative sample is included here in the
course schedule.
Chapter Topic
AP Biology
Key Concepts
Approximate
Learning
Pacing (90
objectives
mins.)
3, 4
Chemical building 2.6- 2.9
Properties of water, polarity of water, the water 8 blocks
blocks
cycle, carbon bonding, the carbon cycle.
Properties of
5
4.1- 4.3
Biological polymers; structure, function,
4 blocks
biological
bonding of carbohydrates, lipids, proteins, and
molecules
nucleic acids
25
Origin of life
1.27- 1.32
Origin of life, inorganic precursors
3 blocks
16
Intro to genetics
3.1- 3.6, 3.27Base pairing, heritable information, continuity
5 blocks
3.28
of genetic information storage of genetic
information, DNA & RNA structure and
sequence, enzymes, eukaryotic vs. prokaryotic
cells, increasing genetic variation through
errors
17
The genetic code
1.14- 1.16
Genetic code, transcription, translation
5 blocks
25
DNA errors
3.24- 3.26, 4.22
Mutations, gene duplication
5 blocks
5
Evidence for
1.32
Geological evidence of evolution
5 blocks
evolution
6
6
Primitive life
27
Chromosomes
6
Cells and
organelles
25
The history of life
on Earth
22
Descent with
modification
26
Phylogeny
23
Population
Evolution
24
53
Origin of species
Population
Ecology
Community
Ecology
1.20- 1.21
4.11- 4.16
55
Ecosystems
56
8
Conservation
biology
Population
Ecology
Metabolism
2.6- 2.9, 4.114.13, 2.22-2.24,
1.20- 1.21, 4.144.16
4.20- 4.21
10
Photosynthesis
9
Cellular
respiration
Cells
54
53
6
2.13- 2.14, 4.44.6, 2.4- 2.5,
3.1- 3.6, 3.273.28
2.10- 2.11, 2.132.14, 4.4- 4.6,
4.18
1.14- 1.16, 1.9 1.13, 4.20- 4.21,
1.9 -1.13, 4.204.21
1.1- 1.5, 1.32
1.9 -1.13, 1.171.19
1.6- 1.8, 3.243.26
2.22-2.24, 2.28,
2.38- 2.40, 4.114.13, 4.19, 4.27
2.1- 2.3
1.14- 1.16, 2.12.3, 2.4- 2.5, 4.17,
4.18
2.4- 2.5, 4.4- 4.6
2.1- 2.3, 2.4- 2.5
2.6- 2.9
Archea and bacteria, ribosomes, photosynthesis
2 blocks
Chromosome shape, plasmids, prokaryotic
transformation, transduction, and transposition
Cell walls in plants, prokaryotes, and fungi,
membranes and membrane-bound organelles,
Endoplasmic reticulum, Golgi body,
mitochondria, and chloroplast structure and
function, Specialization and functions of the cell
Relatedness of eukaryotes, scientific evidence of
evolution, morphological homologies,
biochemical and genetic similarities, studies to
illustrate the above
Darwin's theory, evolutionary fitness,
adaptations, phenotypic variations, changing
environments' effects on populations, humans'
effects on the Earth, Scientific evidence of
common genetic code and molecular building
blocks
Mathematical models and simulations of
evolution, Phylogenetic trees, cladograms
Random chance in evolution, Hardy-Weinberg,
genetic drift, factors that affect population
genetics, genotype variation affecting
phenotype variation, selection, genetic
diversity, allele variation, natural and artificial
ecosystems
Speciation, extinction
Overpopulation, population limits,
demographic data, competition for resources
Interactions with biotic and abiotic factors affect
cell and organism activities, Disruptions to the
ecosystem affect dynamic homeostasis,
community behavior, Community structure,
population dynamics, symbiotic relationships,
catastrophes, keystone species
Environmental impact, extinction, nitrogen
flow, Humans' impact on ecosystems, food
webs
4 blocks
Human impact accelerates change
4 blocks
Changes in free energy affect population size
and ecosystems
Metabolic pathways, order necessary for life,
free energy, enzyme-mediated reactions,
cofactors and coenzymes, cellular interactions
Photosynthetic and chemosynthetic organisms,
photosystems I and II, electron transport,
proton gradient, chloroplasts
Krebs, glycolysis, Calvin cycle, fermentation,
Heterotrophs, fermentation
Surface area
4 blocks
6 blocks
3 blocks
3 blocks
3 blocks
4 blocks
3 blocks
4 blocks
4 blocks
4 blocks
4 blocks
5 blocks
5 blocks
4 blocks
7
7
Membrane
structure and
function
2.10- 2.11, 2.12
36, 41,
42
Nutrition and
body systems
4.8- 4.10, 2.252.27, 4.18
44
Osmoregulation
and excretion
2.25- 2.28
11
Cell
communication
2.35- 2.37, 3.343.36, 3.37- 3.39
43
The immune
system
2.31- 2.34, 4.22,
2.29-2.30, 3.343.35
19
Viruses
40
Animal form and
function
3.1- 3.6, 3.293.30
2.1- 2.3, 2.152.20, 2.25- 2.27
45
Hormones and the
endocrine system
Neural signaling
3.31- 3.33, 3.343.35
3.34- 3.35
Sensory and
motor
mechanisms
Animal behavior
4.8- 4.10
39
Plant responses to
stimuli
12
The cell cycle
3.22- 3.23, 2.12.3, 2.1- 2.3,
2.35- 2.37, 2.382.40
3.7- 3.11
13
Meiosis and
sexual life cycles
Mendelian
Genetics
3.7- 3.11, 3.273.28
3.12- 3.14, 4.234.24
Chromosomal
basis of
inheritance
Regulation of
gene expression
3.15- 3.17, 3.243.26, 3.15- 3.17
48
50
51
14
15
18, 39
2.38- 2.40, 2.21,
2.35- 2.37, 2.382.40, 3.40-3.42
2.15- 2.20, 3.223.23, 3.18- 3.21.
Cell membranes, phospholipids, passive
transport, Membrane proteins, hypertonic,
isotonic, hypotonic, active transport, endo- and
exocytosis
Systems: respiratory and circulatory, nervous
and muscular, plant vascular and leaf,
digestion, nitrogenous waste
Excretory systems in invertebrates,
osmoregulation in bacteria, physiological
responses to toxins,
Internal signaling in fungi, protists, and
bacteria, Quorum sensing, immune response,
morphogens in embryonic development,
chemical receptors, receptor pathways, signal
cascades, transduction, neurotransmitters,
diabetes, heart disease, autoimmune disease,
cancer cholera, prescribed drugs, neurotoxins
Morphogenesis of fingers and toes, immune
function, C. elegans development, flower
development, MHC proteins, invertebrate
immune systems, the immune response,
antibodies, antigens, cell-mediated response
Retroviruses, viruses, RNA viruses, HIV
3 blocks
Body temperature regulation, regulation of
metabolism, lactation in mammals, labor in
childbirth, homeostatic mechanisms
Glycogen breakdown, endocrine signals
5 blocks
Transmitters, neurons, stimulatory response,
inhibitory response, muscle movement
Plant vascular system
5 blocks
Animal survival behaviors, photoperiodism,
phototropism, circadian rhythms, innate
behaviors, learning, fight or flight, animal
signaling, community behavior
Cytokines, cAMP, pheromones, seed
germination and gibberellin, plant interaction
with the environment
5 blocks
Cell cycle, mitosis, cyclin
4 blocks
Meiosis, sexual reproduction in eukaryotes
4 blocks
Probability in genetics, segregation and
independent assortment, human genetic
disorders, patterns of inheritance,
environment's effect on gene expression
Sex-linked genes, errors in mitosis, novel
phenotypes, non-nuclear inheritance
4 blocks
Negative feedback loops, operons, regulatory
sequences, regulatory genes, regulatory
proteins, inducers, repressors, tissue-specific
5 blocks
5 blocks
4 blocks
4 blocks
4 blocks
3 blocks
3 blocks
4 blocks
4 blocks
5 blocks
8
2.31- 2.34, 4.7,
2.31- 2.34
20
Biotechnology
ALL
Review for AP
Exam
3.1- 3.6, 3.123.14
ALL
proteins, HOX genes, homeotic genes,
embryonic induction, abnormal development,
transcription factors, continuously expressed
genes, transcription factors, differentiation in
development, Gene expression in plants
Electrophoresis, genetically modified foods,
reproductive ethics
ALL
5 blocks
3 blocks
AP Biology Course Content
as Recommended by
the College Board
and reflected on the AP Exam
I. Molecules and Cells…………………………………………………25%
A. Chemistry of Life………………………………………7%
Review of atoms, molecules, bonding, and pH
Water
Organic molecules in organisms
Free energy changes
Enzymes
B. Cells……………………………………………………..10%
Prokaryotic and eukaryotic cells
Plant and animal cells
Structure and function of cell membranes
Subcellular organization
Cell cycle: mitosis, cytokinesis, regulation
B. Cellular energetics……………………………………….8%
ATP, energy transfer, coupled reactions, chemiosmosis
Fermentation and cellular respiration
Photosynthesis
II. Heredity and Evolution…………………………………………………25%
A. Heredity…………………………………………………...8%
Meiosis and gametogenesis
Eukaryotic chromosomes
Inheritance patterns
B. Molecular Genetics……………………………………….9%
RNA and DNA structure and function
Gene regulation
Mutations
Viral structure and replication
Nucleic acid technology and applications
C. Evolutionary Biology…………………………………….8%
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Early evolution of life
Evidence for evolution
Mechanisms of evolution
III. Organisms and Populations……………………………………………50%
A. Diversity of Organisms………………………………….8%
Principles of taxonomy
Evolutionary patterns
Survey of the diversity of life
Phylogenetic classification
Evolutionary relationships
B. Structure and Function of Plants and Animals…………. 32%
Reproduction, growth, and development
Structural, physiological, and behavioral adaptations
Response to the environment
C. Ecology………………………………………………… 10%
Population dynamics
Communities and ecosystems
Global issues
Statement of Accommodation
It is the student’s responsibility to inform the teacher of any accommodations that must be made for
religious practices or other extenuating circumstances. The teacher will make every effort to meet
these accommodations in order to provide every student an equal opportunity to succeed in the
classroom. Accommodations for disabilities (IEPs, 504s, medical) will be made after consultation with
the Special Education and/or Guidance departments and school nurse as needed.
Tutoring hours are offered every morning before school from 8:00 -8:30 am and on Fridays from 3:45
– 4:45 pm after school. Additional tutoring schedules are by appointment. Please take advantage of
these tutoring hours to get help, make up missing assignments, or to get extra work time to finish
assignments.
Additional Websites:
Websites for student use for review/homework/lab-prep are an irreplaceable tool for instructional
purposes and student understanding. The following is a partial list of some of the sites I use on a
daily/weekly basis.
The Biology Project - University of Arizona
Online Campbell Biology Book
Campbell Log in site for students with password
Prentice Hall - The Biology Place
Lab Bench
Biocoach PBS.ORG
Sunamasinc.com
DNAFTB.ORG
TALKORIGINS.ORG
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LEARN.GENETICS.UTAH.EDU
Cells Alive
Dear parent/guardian:
Read this syllabus with your child. Please sign and have your son/daughter return it to their AP Biology
teacher. If you have concerns or questions, PLEASE contact me through the school at (843) 567-8110 ext. 2274
or email me at izykowskij@bcsdschools.net.
AP Biology 2015-16
Student Name ____________________________________
Class period _______
Parent(s) Names _______________________________________________________________
I have read the course syllabus and agree to pledge all my support and cooperation in urging my son/daughter to comply
with the above requirements, rules, and policies.
Daytime phone #____________________ Evening phone #____________________
E-mail _______________________________
Parent/Guardian Signature: ___________________________Date: ______________
Please write anything you think I should be aware of concerning your child:
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