AP Biology Syllabus
Philosophy
I enjoy teaching biology to students because it is so applicable to the
things my students encounter every day of their lives. I encourage them to
be aware of what is going on around them and to apply the information that
they have learned in class to real world situations and in making decisions
for themselves and others. In addition, this course allows me to stretch the
young minds of my students and to show them how to become independent
learners a skill that they must learn in order to be successful in life. This
skill is especially reinforced in the inquiry based investigations that students
design and run independently.
Course Overview
The textbook for this course is the ninth edition, of Neil Campbell’s
Biology. Students will gain an in depth lab experience by using the AP
Biology Investigative Lab Manual for Students to strengthen the content and
lesson objectives. This course is designed to promote self-learning by
reinforcing the four “Big Ideas” and seven “Science Practices” in all
classroom activities.
The Big Ideas:
Big Idea #1: The process of evolution drives the diversity and unity of all
life.
Big Idea #2: Biological systems utilize free energy and molecular building
blocks to grow, to reproduce and to maintain dynamic
homeostasis.
Big Idea #3: Living systems store, retrieve, transmit and respond to
information essential to life processes.
Big Idea #4: Biological systems interact, and these systems and their
interactions possess complex properties.
Science Practices:
1. The student can use representations and models to communicate
scientific phenomena and solve scientific problems.
2. The student can use mathematics appropriately.
3. The student can engage in scientific questioning to extend thinking or to
guide investigations within the context of the AP course.
4. The student can plan and implement data collection strategies appropriate
to a particular scientific question.
5. The student can perform data analysis and evaluation of evidence.
6. The student can work with scientific explanations and theories.
7. The student is able to connect and relate knowledge across various
scales, concepts and representations in and across domains.
Due to the fast pace of this course and the vast amount of information
that is covered, students are given several different tools to keep
themselves organized.
 Unit Schedules (including lectures, quizzes, labs, due
dates)*
 Reading & Lecture Outlines
 Additional time to begin and complete labs outside of the
regular school day.
*A sample of a unit schedule is included at the end of this syllabus.
Teaching Strategies
Class time is considered to be extremely valuable. Class time consists
of three 46 minute class periods and one 80 minute class period each week.
This time is devoted to lecture, discussion and laboratory exercises.
Students are assigned daily readings from the textbook as a means to
introduce material before the actual lecture occurs.* Lectures are based on
the information communicated as “Essential Knowledge” as outlined in the
AP Biology Curriculum Framework as well as the information outlined in the
“You Must Know” sections of the AP Test Prep Series that accompanies the
textbook. Lecture is supported by the videos, animations, and visuals found
in the instructor’s resources that supports the ninth edition of Campbell. All
lectures are tied to the four “Big Ideas” as much as possible. Discussions
follow each lab activity in order to check for understanding and to revisit the
objectives for each lab activity to ensure that they have been met and
understood.
*A sample of the required readings for unit nine is found at the end of this
syllabus.
Lab Component
Students are in lab each blocked period and one out of every four
regular days of instruction. Labs that require more time than the school day
permits may continue after the actual school day in order to fulfill all the
requirements and to allow for completion of the lab material in order to meet
the laboratory objectives.
Students work in groups of two or three depending on the materials
required to complete each lab exercise. Labs that utilize microscopes are
completed individually while labs that require electrophoresis equipment
may be done in groups as large as four. Lab group size is also determined by
the number of students enrolled in the course.
Most labs include a prelab assignment or reading that is due the day of
the lab. Students are given adequate instruction as to the procedural steps
to be followed as well as any special instructions that need to be discussed
for safety reasons.
Students utilize two laboratory notebooks for all laboratory
investigations. One lab notebook contains quick labs. These are lab activities
that provide guided instruction and are used to teach skills or techniques.
The second laboratory notebook is used to write formal lab reports. These
lab investigations will include inquiry activities that are student designed.
These notebooks are to be hand written by each student. Students are asked
to write objectively and to follow the format below:
A. Title
B. Problem/Purpose
C. Hypothesis
D. Materials
E. Procedures
F. Data
G. Results
H. Conclusions/Analysis
At the end of each laboratory exercise, students are asked to reflect
on the question “Why did I see what I saw?” The answers they compile are
used to stimulate our post lab discussion.
Student Evaluation
Students are evaluated by taking unit tests and chapter quizzes as well
as by completing homework assignments and lab reports or questions that
accompany a lab.
Unit tests will follow the pattern of the AP Exam. They will consist of
multiple choice questions and grid-in responses. Students will also be given
a long free response question to answer as well as a few short free response
questions.
Quizzes are given periodically to students to check for understanding.
These are very short and are focused on specific concepts, calculations or
principles. Time is limited; most class time is devoted to instruction,
discussion and laboratory exploration.
Homework assignments consist of daily readings of 5-7 pages.
Students are encouraged to take notes in a notebook being sure to focus on
the key concepts of the section and vocabulary from the section. At times
guided readings will be assigned to accompany the textbook sections
especially those that are more difficult for students to understand.
Lab notebooks are purchased by all students and are completed by
each student for all inquiry based labs. Quick labs will be entered into an
additional laboratory notebook. These are turned in and graded upon the
completion of each laboratory exercise.
Assignment
Unit Test
Quizzes
Laboratory Grades
Homework
Percentage of
Grade
60
10
25
5
Course Outline
Quarter One (45 days)
Introduction
Big Ideas: 2 & 3
Big Ideas & Enduring Understandings
Inquiry Lab: Pillbug Behavior
5 days
Unit One: Classification & the Phylogeny of Life
Big Ideas: 1, 3 & 4
Select readings from chapters 26, 27 & 28
Activities using cladograms & phylogenic trees
BLAST data bank
Unit 1 Test
10 days
Unit Two: Evolution & Life of the Past
18 days
Big Ideas: 1, 3 & 4
Select readings from chapters 22, 23, 24 & 25
Activities to learn Chi Square (M & M Lab)
Investigation 2: Mathematical Modeling: Hardy Weinberg (Big Idea 1)
Investigation 1: Artificial Selection (Big Idea 1)
Unit 2 Test
Unit Three: Ecology
Big Ideas: 1, 2, 3, & 4
Select readings from chapters 52, 53, 54, 55 & 56
Activities regarding biomes
Unit 3 Test
12 days
Quarter Two (45 days)
Unit Four: Biochemistry
Big Idea: 2
Select readings from chapters 3, 4 & 5
Toothpickase Activity
McMush Lab
Investigation 13: Enzyme Activity (Big Idea 4)
Unit 4 Test
15 days
Unit Five: Cells
13 days
Big Ideas: 1, 2, 3 & 4
Select readings from chapters 6, 7, 27, & 19
Microscopy Activity
Preparing Solutions Lab
Investigation 4: Diffusion and Osmosis (Big Idea 2)
Unit 6 Test
Unit Six: Cellular Energetics
Big Ideas: 1, 2 & 4
Select readings from chapters 8, 9 & 10
Investigation 5: Photosynthesis (Big Idea 2)
Investigation 6: Cellular Respiration (Big Idea 2)
Unit 6 Test
17 days
Quarter Three (45 days)
Unit Seven: Reproduction
12 days
Big Ideas: 1, 2 & 3
Select readings from chapters 12, 13, & 47
Investigation 7: Cell Division: Mitosis & Meiosis (Big Idea 3)
Unit 7 Test
Unit Eight: Genetics
Big Ideas: 1, 3 & 4
Select readings from chapters 14 & 15
Chi Square analysis of data from crossing fruit flies
Activity: Genetic Disorders (karyotyping)
Activity: WI Fast Plants
Unit 8 Test
12 days
Unit Nine: Biotechnology
15 days
Big Ideas: 1, 2, 3 & 4
Select readings from chapters 16, 17 & 20
DNA modeling using kits
Chalkboard modeling for protein synthesis
Practicing Pipetting Lab Activity
Loading Dyes Activity
Investigation 8: Biotechnology: Bacterial Transformation (Big Idea 3)
Investigation 9: Biotechnology: RE Analysis of DNA (Big Idea 3)
Unit 9 Test
Quarter Four
Unit Ten: Plants
Big Ideas: 1, 2, 3 & 4
Select readings from chapters 38 & 39
Investigation 11: Transpiration (Big Idea 4)
Unit 10 Test
14 days
Unit Eleven: Organism Form & Function
Big Ideas: 1, 2, 3 & 4
Select readings from chapters 40, 43, 45, 48 & 49
Unit 11 Test
12 days
Unit Twelve: AP Exam Formal Review
5 days
The remainder of the quarter will consist of miscellaneous laboratory
activities and lessons covering topics of student interest including dissections
for comparative purposes of various vertebrate specimens.
Unit 9: Biotechnology
Monday
Tuesday
Chapter 16
Lec- DNA
Structure
Activity: Build
DNA
(from kit)
Wednesday Thursday
No Class
Lec- DNA
Replication
Rd. 16.1
LecTranslation
RNAProtein
Rd. 17.5 &
17.6
Investigation 9
Day 2
Procedure
Preparing
Samples
Rd. 16.2
Q & A: Pro
Synthesis
No Class
Computer Lab:
Gel
Electrophoresis
Pipetting &
Loading Dyes
Activity
QUIZ: Due Fri
Investigation
9:
Run Gels
No Class
Chapter 17
Lec- Pro
Synthesis
Chalkboard
Overview
LecTransciption
DNA – RNA
Rd. 17.1
Rd. 17.2 &
17.3
Bacterial
Transformation
Check Plates &
Discuss lab
Lec- PCR Tech
Video: GMOs
No Class
Rd. 17.4
Activity: RE
Paper &
Scissors
Activity: Gel
Electro. Sort
& See the
DNA
Prelab: Due
M
Rd. 20.2
Rd. 20.4
Rd. 20.1
Lec-
Aseptic
Techniques
Complete
Prelab for
Investigation
8: Bacterial
Transformation
Video: Cloning
Investigation 8
Weekend
LecRestriction
Enzymes
Prelab: Due M
Discuss Results
Friday
Unit 9 Test
Pour Plates
Complete
Prelab for
Investigation
9: Biotech:
RE Analysis
of DNA
Transformation
Unit 9: Biotechnology Homework
Laboratory Activities
Readings from Text
16.1 DNA is the genetic material.
Pg. 305-310
16.2 Proteins work together in DNA.
Pg. 311-319
17.1 Genes specify proteins.
Pg. 325-331
17.2 Transcription
Pg. 331-334
17.3 Eukaryotic cells modify RNA.
Pg. 334-336
17.4 Translation
Pg. 337-344
17.5 Mutations
Pg. 344-346
17.6 Gene Concept- Universal.
Pg. 346-347
20.1 DNA Cloning
Pg. 396-404
20.2 DNA Technology
Pg. 405-412
20.4 Practical applications.
Pg. 417-423
Quick Writes Lab Notebook
1.
2.
3.
4.
DNA models using a kit.
Pipetting Techniques.
Loading Dyes.
Gel Electrophoresis- Sort &
See the DNA
5. Restriction Enzymes- Paper
& Scissors
Formal Lab Report
1. Investigation 9: Biotechnology:
Restriction Enzyme Analysis of
DNA (includes a prelab)
2. Investigation 8: Biotechnology:
Transformation (includes a
prelab)