AP Biology Course Syllabus
Ms. Young
Room 905
Textbook: Campbell Biology 9th Edition
www.myteacherpages.com/webpages/ryoung1
rjyoung@interact.ccsd.net
Welcome to AP Biology!
This is a hard but fun class and you should be proud that you chose to take on the challenge. Strap on
your seatbelts, we are in for a great ride.
Course Description and Goals
This course is designed to be the equivalent of a two-semester college introductory biology course
usually taken by biology majors during their 1st year. After showing themselves to be qualified on the AP exam,
some students, in their 1st year of college are permitted to take upper-level courses in biology or register for
courses for which biology is a prerequisite. Other students may have fulfilled a basic requirement for a
laboratory-science course and will be able to undertake other courses to pursue their majors.
The two main goals of the course are to help develop a conceptual framework for modern biology and to
prepare students for the AP Biology exam in May. The primary emphasis will be on developing a deep
understanding of concepts rather than memorizing terms and technical details. Essential to this conceptual
understanding is a grasp of science as a process rather than as an accumulation of facts. The skills that you
develop this year will be of benefit to your continued matriculation.
The assessments in class are representative of what is expected for the AP Biology exam in that the
questions are higher level and the free response questions will constitute 50% of the exam score.
Themes, Topics, and Concepts
AP Biology Exam 4 Big Ideas:
Big Idea 1. The process of evolution drives the diversity and unity of life.
Big Idea 2. Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain
homeostasis.
Big Idea 3. Living systems retrieve, transmit, and respond to information essential to life processes.
Big Idea 4. Biological systems interact, and these interactions possess complex properties.
Grading Categories & Scale
Quarter Breakdown
Test/Quiz: 65%
Weekly (formative): 10%
Lab work & Reports: 15%
Assignments: 10%
Scale
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
*The grading scale is based on CCSD grading policy.
Semester Breakdown
Quarter 1 or 3: 40%
Quarter 2 or 4: 40%
Final Semester Exam: 20%
D: 69 – 60%
F: 59 – 0%
Materials Needed
-
Campbell Biology 9th Edition – provided
3 ring binder for lab and class work
Pen and Pencil, and Highlighter
Lab Work
All of the labs we complete support the major themes of the course and are based on the
recommended labs set forth by the College Board. You will be asked to complete a formal lab report for the
recommended labs we perform during the year.
Due to the rigorous schedule of the course you may be required to come in before or after school to
finish your lab. In addition, some labs may also be held after school only. In those instances you will be given
a week to come in and do the lab. The labs that we will be doing, tentatively, are as follows: Enzyme Catalyst,
Osmosis and Diffusion, Mitosis and Meiosis, Cell Respiration, Photosynthesis, Transformation of E. coli,
Molecular Biology, Genetics, Population Genetics, Transpiration, and Animal Behavior. You will also be designing
several labs through inquiry lessons. Inquiry labs are a very important aspect to this course and you will be
expected to design and conduct many of your own tests related to the topics that we cover in class. These
will act as both an educational and assessment tool of your understanding of biological processes. There is a
considerable amount of time spent in the lab for this course. The total number of lab days during class and
after school labs is about 50 days. This accounts for approximately 30% of the course instructional time.
Tests:
Take home quizzes, with in class free response questions will be administered on a regular basis and
most will follow reading that has been assigned as homework as well as pre-lab quizzes. If a student misses a
day due to an absence it is their responsibility to refer to the online calendar to access the assigned reading
or lab information. All students are required to take the quizzes with their classmates regardless of an
absence.
There will be an extended in class exam administered each quarter. These tests are designed to
prepare the student for the AP Exam. The multiple-choice questions are chosen from a bank of previous years
AP Biology tests. During the year, specific essay questions from previous AP Biology exams will be given to the
students to provide them with an opportunity to prepare a good, well-researched essay.
Quarter exams as well as the final exams will be graded in the AP format representative of the curve
of the AP Exam. The substantial curve is provided as a means to lessen the effect of factors such as
ambiguous questions or errors in grading have on overall student achievement. All assessments, even the AP
Exam are generated by humans and all free response questions are graded by humans. There is always a margin
of error. Since I am implementing this curve I will not negotiate over points earned on these curved
assessments. I will however clarify any errors made by me or the students.
AP Practice exams will be given during April in order to prepare the students for the real exam in
early May. I will be offering one test on 2 different days after school. Students are expected to attend one
of these sessions. All students should plan on taking the AP exam in May.
Weekly (formative):
Each Quarter students will complete 5 to 7 Weekly questions that will based on previous course
content. These weekly questions will be similar to the Free Response Questions.
Classwork/Homework:
The class work and homework required for this class ranges from many different assignments. I use
differentiated teaching techniques to involve as many learning styles as possible. The assignments will range
from reinforcement handouts, diagrams of processes, to reading assignments from the text in which students
complete a reading guide. All work is to be completed and/or submitted on the due date. Late work is not
accepted. Students should keep all their work because some colleges may ask to show them to bypass certain
classes.
Make-up Work:
It is your responsibility to find out what assignments were missed in your absence and to
be prepared when returning to class.
Make-up work procedure:
1. Write objectives and class activities in your planner as found on the class calendar
or the calendar on Ms. Young’s website:
www.myteacherpages.com/webpages/ryoung1.
2. Handouts and assignment sheets will be in a numbered folder in the crate by the
front door. The numbers correspond to the dates when assignments were given.
Obtain those that you are missing.
3. Be prepared to make up tests the day you return to class if the class lesson
permits. See me to schedule a time before or after school to make up any tests if
class time is not available upon return. Tests/quizzes must be made up before or
after school within three days of an absence if the student is not given the time in
class.
See a friend or use the Powerpoints online to obtain the notes missed.
4. Be proactive. If you miss a day prior to a test or quiz you are expected take
the test or quiz with your classmates. Always refer to the online calendar to be
prepared.
Make-up work must be labeled as such and placed in the wire basket by the door. You will have
3 days from the time you return to complete tests, labs, and assignments.
Help Session Hours:
Please come and see me if you need any help with this course! I am available at 7:20 am and
stay until 3:00 pm most days.
Attendance:
As a responsible student it is your duty to be in class every day. As a student in AP Biology,
your success is completely dependent on your attendance. There are multiple labs and activities
that will be conducted in student groups to enhance comprehension. You are expected to be on
time every day. Students who exceed 10 unapproved absences in a semester will automatically
lose credit for the class.
Tardy Policy:
All students must adhere to the school-wide tardy policy. If a student is tardy, he/she
must report to the tardy table to obtain a tardy slip.
Student Code of Behavior:
If you act sensibly, responsibly, respectively, and maturely, you will do fine. The following are
guidelines to insure a safe and productive year. Failure to adhere to the code of behavior will result in
disciplinary action.
*Enter the room quietly and follow directions indicated on the Elmo.
1.
Have all required materials ready at the beginning of class.
(notebooks, requested materials, homework turned in)
2.
Treat everyone in the class in a respectful manner.
-practice patience and compassion.
-use no offensive language.
-allow others the opportunity to speak.
-think before you speak.
3.
Respect the property of others.
-school and personal
Respect for people and property is very important and will be stressed in this class!
4.
Remain seated in your designated seat until dismissed by me.
5.
Listen and follow directions for all activities.
6.
Mandatory compliance of all school rules.
**Every day in class is a valuable day. When you walk over the threshold of the classroom you are choosing to
participate in the classroom tasks in an optimal manner.
Citizenship:
Citizenship grades will be earned by the student for their actions during each of the four nine week
grading periods.
O = A student that demonstrates exemplary behavior or citizenship. This would include a
student that assists other students in being successful. As a student you promote a positive learning
environment.
S = A student that demonstrates the proper motivation to be successful. Demonstrates
behavior that does not hinder the success of other students in the class.
N and U = A student that creates an environment that makes learning difficult for themselves
as well as others.
You can receive an N or U for the following reasons.
1. Dishonesty (cheating on tests or assignments, includes copying)
2. Disrespectful of students, teachers, or substitutes.
3. Four or more tardies.
Citizenship will be awarded based on absences, number of tardies, and participation.
The guidelines for this class will be used for the entire year. The expectations established in this outline
are designed to make this a productive, enjoyable, and safe year. As a student you agree to meet, to the best
of your abilities, all of the expectations established in this outline. As a parent or guardian you agree to
support the expectations in this outline, with the understanding that they are meant to enhance the learning
environment of the classroom. By signing the signature page, you agree to support everything stated in this
course outline, and you now know what to expect from this course. I am looking forward to a great year!
AP Biology
Course Content Outline
 Ch 53, 54, 55 Ecology
-Population Ecology Problem Set
-Mass Extinction Content Extension
-Global Climate Change Content Extension
 -Brine Shrimp Lab, Informal
 Ch 3 Properties of Water
 Ch 4 & 5 Carbon & Biomolecules
-Biochemistry Content Extension
-Protein Content Extension
 Ch 3, 4, & 5 Take Home Quiz/In Class FRQ
 Ch 6 Cells
 Ch 7 Plasma Membrane
-Membrane Structure Content Extension
-Membrane Function Content Extension
-Water Potential Problem Set
-Diffusion/Osmosis Lab, Formal Lab Write Up
 Ch 6 & 7 Take Home Quiz/In Class FRQ
 Ch 8 Metabolism
-ATP Content Extension
-Enzyme Content Extension
-Gibbs Free Energy Information and Problem Set
-Toothpickase Lab, Informal
-Enzyme Lab, Formal Lab Write Up
 Ch 8 Take Home Quiz/In Class FRQ
 Ch 9 Cellular Respiration
-Cellular Respiration Overview Content Extension
-Glycolysis & Kreb’s Cycle Content Extension
-Oxidative Phosphorylation Content Extension
 Ch 10 Photosynthesis
-Photosynthesis Content Extension
-Cellular Respiration/Photosynthesis Review Problem Set
-Cellular Respiration/Photosynthesis Labs, Formal Lab Write Up
 Ch 9 & 10 Take Home Quiz/In Class FRQ
 Ch 12 & 13 Cell Cycle & Meiosis
-Cell Cycle Regulation Content Extension
-Mitosis/Meiosis Lab, Informal
Ch 14 Mendel and the Gene Idea
-Genetics Problem Sets 1, 2, & 3.
-Chi Square Research and Information
-Chi Square of M&Ms
-Chi Square of Corn Genetics & Problems
 Ch 15 Chromosomal Basis of Inheritance
-Genetics Problem Set 4
-Grid In Problem Set
 Ch 16 Molecular Basis of Inheritance (DNA Synthesis)
-Synthesis of DNA Informal Activity
 Ch 12, 13, 14 & 15 Take Home Quiz/In Class FRQ
 Ch 17 From Genes to Proteins
-Transcription Content Extension
-Translation Content Extension
-HHMI Rock Pocket Mice
 Ch 18 Gene Expression Regulation
-Gene Regulation Content Extension
-HHMI “Got Lactase” Video and Questions
-Online RNA Interference Questions
-HHMI Stickleback Gene Regulation Video and Questions
 Ch 17 & 18 Take Home Quiz/In Class FRQ
 Ch 19 Virus Reproduction
 Ch 20 Biotechnology
-PCR Activity, Informal
-Bacterial Transformation Lab, Formal Lab Write Up
-Gel Electrophoresis Lab, Informal
-Online Bacterial Identification Lab, Informal
-Restriction Mapping Problem Set
 Ch 19 & 20 Take Home Quiz/In Class FRQ
 Ch 21 **Read through Ch 21.2 and 21.5 Independently
 Ch 22 Descent with Modification
-Peppered Moth Research
-Camouflage Butterfly
 Ch 23 Evolution of Populations
-Hardy Weinberg Problems
-Hardy Weinberg Lab Activity, Informal
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Ch 24, 25, 26 Origin of Species, History of Earth, Phylogeny (independent over
winter break)
-Selection and Speciation Content Extension
-Phylogeny Content Extension
-Mass Extinction Content Extension
-Phylogenetic Tree Problem Set
Ch 11 Cell Communication
-Cellular Communication Content Extension
-Signal Transduction Pathways Content Extension
-Cellular Communication Research
Ch 38 & 39 Plant Reproduction and Responses
-Plant Hormone Content Extension
-Transpiration Lab, Informal
Ch 40 Animal Form and Function
-Animal Behavior Lab, Formal Lab Write Up
Ch 43 Immunity
-Immunity Content Extension
Ch 45 Endocrine System (hormones)
-Control of Blood Sugar Levels Content Extension
Ch 48 Nervous System
-Neuron Structure Content Extension
-Neuron Function Content Extension