Olathe East High School
AP Biology – Michael Ralph
INSTRUCTOR INFORMATION:
Email: mralphoe@olatheschools.com
Office: Room 102
Website: moodle.olatheschools.com
Telephone: 785 760-6499
Office Hours: 7:00-3:30
or by appointment
TEXTBOOKS: Campbell, N. A. and Reece, J. B., Biology, Edition 9, Benjamin Cummings Publishers
Pack, P. E. Biology AP Test Preparation, Cliff’s Notes, Edition 3
SUPPLIES:
3 ring notebook w/dividers supplied by student for syllabus, class notes, essays, etc. by Mon 8/30
3 ring notebooks for labs will be supplied by Mr. Ralph
CAVEATS: You should check with the college or university you hope to attend for their policies related to Johnson County
transfer credit and/or AP exam credit. Policies vary from school to school and are subject to change over time. Recently the
University of Kansas changed its rules and although Johnson County credit will count as an elective biology course, it may
not qualify as the first course in any of KU’s biology majors. At this time, AP credit toward a required biology course (BIOL
150) is allowed for a score of 5.
Because class sessions will introduce new material, allow time for questions, include performance of labs with highly
perishable materials/organisms, and include special instructions, there is really no way to fully make up a missed class
or most of the labs. It is, therefore, essential that the student make a conscientious effort to attend every class and be
prepared to participate. Attendance will be taken at each class session.
NOTE: It is my expectation that ALL students in AP Biology WILL take the AP exam. You can take the course for credit at
JCCC also (details for how and when to enroll at JCCC are available on the JCCC Enrollment link on our Moodle site) but I
expect ALL of those who enroll in AP Biology to prepare for and take the exam. This is a team effort! If you don’t
want to step up to the challenge of taking the exam with us – please switch to College Biology. You can visit the
following site to find out how your college/university awards AP credit:
http://apcentral.collegeboard.com/apc/public/colleges/34487.html
Advanced Placement Biology Content
This course in AP Biology is structured around the four Big Ideas, the Enduring Understandings within the big Ideas, and
the Essential Knowledge within the Enduring Understandings.
The 4 Big Ideas:
Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize fee 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 posses complex properties.
The above topics are integrated throughout the course with the goal of developing students who think like modern
biologists. Students will
 Perform at least 8 inquiry AP labs (or modified versions of them) plus additional labs to develop technical and
critical thinking skills and to reinforce the biological concepts learned. (Lab component will represent 25% of
students’ time and therefore contribute 25% of the grade.) At the end of each lab students will produce a lab
product to communicate their results and conclusions. Several labs will require lab reports in a formal format.
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Other lab products may include:
o Scientific posters
o PowerPoint presentations
o Performance assessment
o Forum-style presentation
o Question/response assessment
o Open-format creative product
Augment textbook with outside readings including two books and material from current journals and newspaper
articles. The readings will be used as the basis for writing assignments and class discussions related to current
applications of biology (technological, medical, agricultural, etc.) and the societal and ethical issues engendered by
the uses of biological knowledge and technologies. These will include:
o Summer assignment to read, report on and discuss a Your Inner Fish by Dr. Neil Shubin
o Winter Break Assignment to read Parasite Rex by Carl Zimmer and write a journal for each chapter – special
focus on impact of parasites on (1) evolution and (2) environmental stability.
o Assorted readings during the year from Science, Nature, and Scientific American.
Develop a conceptual framework of modern biology with an understanding of the overarching principle of evolution
as the foundation for modern biological principles and models. Although this will be a continual thread it will be
emphasized particularly in the following
o Discussions of the probable special role of RNA in the evolution of the first pre-cells.
o Evidence supporting the endosymbiotic theory of origin of mitochondria and chloroplasts.
o Readings as listed above.
o Visits to our Timeline of Earth (a 150 meter long scaled display of the key biological events which have
occurred in the last 4.6 billion years displayed in the main science hall created by classes from prior years
and added to as we see fit) – whenever class discussions focus on specific events we visit the timeline to
help emphasize the placement of the event within the chronology of the Earth and the expanse of time
between early events.
o Genetic transformation lab as a demonstration of the universality of the genetic code and of key control
mechanisms.
o Population modeling and exploration of the mathematical framework of current evolutionary theory
o Electrophoresis with focus on phylogenetic relationships.
A word regarding AP lab design…
Starting in the fall of 2012 the College Board has implemented a significant redesign of the AP Biology curriculum.
Their focus is promoting inquiry in the laboratory and problem-solving and application of science concepts in novel
situations. More than ever before, success in the course (and on the exam in May) will require using the course material in
context rather than simple memorization. To reflect this change, the course will focus on development of seven science
practices. They are:
The Seven 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.
First Semester
Unit 0 – Introduction to AP Biology
o
o
Review summer reading
Course expectations
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Class work
Lab work
Independent work / preparing for the exam
Unit 1 – Biochemistry
o
o
o
Properties of Water
Macromolecules
Diffusion & Osmosis
Unit 2 – Cellular Biology
o
o
Cell Structure & Function
Protein Structure & Kinetics
Unit 3 – Energetics
o
o
o
General Metabolism
Photosynthesis
Cellular Respiration
Unit 4 – Cell Signaling
o
o
Molecular Cell Signaling
Specialized Animal Signaling
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Nervous System
Immune System
Endocrine System
Unit 5 – Molecular Genetics
o
o
o
Cell Division
Chromosomal Basis of Inheritance
Mutation
Main Chapters
Key Labs
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Your Inner Fish by Neil Shubin
Introduction to inquiry labs
Basic graphing
Drawing conclusions from data
3 – Water
4 – Carbon and Molecular Diversity
5 - Macromolecules
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Diffusion and Osmosis Lab (AP)
Carbohydrate ID Lab
7 – Membrane Structure and Function
6 – Tour of a Cell
44 – Osmoregulation and Excretion
(self-study)
8 – Introduction to Metabolism
9 – Cellular Respiration
10 – Photosynthesis

Catalase Enzyme Lab (AP)
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Photosynthesis (AP)
Fermentation
11 – Cell Communication
45 – Hormones and the Endocrine
System
48 – Neurons, Synapses and Signaling
43 – Immune System
40 – Basic Principles of Animal Form
and Function (self-study)
13 – Meiosis and Sexual Life Cycles
14 – Mendel and the Gene Idea
15 – Chromosome Basis of Inheritance
21 – Genomes and their Evolution
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Start D. melanogaster Lab
Student Designed Inquiry
1 – Introduction to AP Biology
2 – Chemistry of Life (self-study and
recap in class)
(Minimal class time, student’s responsibility)
o
o
o
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Molecular Signaling
Nervous System or
Immune System
Cell Division (AP)
Biotechnology: Transformation
(AP)
Winter Break - Read Parasite Rex by Carl Zimmer and write a journal for each chapter with special focus on
1) the science, esp. the impact of parasites on evolution and on ecosystem stability, and 2)
your reaction to the information.- due Th. Jan. 7.
Second Semester
Unit 6 – Inheritance and Expression
o
o
o
Patterns of Inheritance
DNA Structure & the Central Dogma
Biotechnology
Unit 7 – Evolution
o
o
o
Mechanisms of Microevolution
Patterns of Macroevolution
Evidence for Evolution
Unit 8 – History and Diversity of Organisms
o
o
Animal Diversity and Physiology
Plant Diversity and Physiology
Unit 9 – Ecology
o
o
o
Energy Flow
Organismal Interactions
Animal Behavior
Unit 10 – AP Exam Prep
o
o
o
Lab Reviews
Content Review
Technique Practice
Main Chapters
16 – Molecular Basis of Heredity
17 – From Gene to Protein
18 – Regulation of Gene Expression
20 – Biotechnology
19 – Viruses (self-study)
22 – Descent with Modification
23 – Evolution of Populations
24 – Origin of Species
25 – History of Life on Earth
26 – Phylogeny and the Tree of Life
27 – Bacteria and Archaea
29 – Plant Diversity I
30 – Plant Diversity II
32 – Overview of Animal Diversity
52 – Introduction to Ecology
53 – Population Ecology
54 – Community Ecology
55 – Ecosystems
51 – Animal Behavior (self-study)
AP Exam Cliff Notes
AP Exam May 13th 2013
Key Labs
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Parasite Rex by Carl Zimmer
Restriction Enzyme Analysis (AP)
Finish D. melanogaster lab
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Artificial Selection (AP)
Mathematical Modeling: HardyWeinberg (AP)
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Halobacterium Lab
Transpiration Lab (AP)
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Fruit Fly Behavior (AP)
Population Modeling
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Review lab journal
Review 7 science practices
COURSE PLANNER:
PACING: Expect to have an online quiz or test every weekend and plan on regularly checking Moodle! You will have
reading assignments AND will be required to read and understand labs BEFORE the material is done in class. Your success
in class will be dependent upon doing these assignments AND any written assignments AND coming to class fully
prepared. In class we will focus on doing labs and activities which clarify difficult concepts. We will NOT spend time
lecturing on concepts you can easily learn on your own.
COURSE REQUIREMENTS: Grades will be determined as follows.
Each student is required to complete the assigned reading each week, take ten (10) exams (which includes the two finals) each worth 100 points,
and four (4) quiz/tests worth 50 points each. Exams will cover the lecture, discussions, lab exercises, and reading material in this course. These
tests will be weighted 60% of the overall grade.
Each student is required to complete additional material, which will include weekly Moodle quizzes, essays, papers, homework assignments, etc.
as determined by the instructor. This additional material will be weighted 15% of the overall grade.
Students will be required to keep detailed, organized lab notebooks and to complete occasional lab write-ups. The grades on these and on lab
quizzes and lab practicals will be combined and will be weighted 25% of the overall grade for the course.
Grading Criteria:
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 60% - 69%
F = 0% - 59%
In case of illness or emergency, tests may be made up at the discretion of the instructor within the usual school district
guidelines.
A final note regarding grades: Throughout the course assignments may receive grade adjustments, most often exams.
Other assignments may afford extra credit opportunities, most often lab products such as reports. There will also be one or
two opportunities for extra credit tasks, such as extra lab work or readings. However, these extra credit opportunities will
come when there are opportunities for deepening understanding and enhancing learning. Extra credit will NOT be offered
at the end of each semester. Further, the calculated grades will stand as the transcript grades as they appear in the grade
book. YOU WILL RECEIVE THE GRADE THAT IS EARNED.
INFORMATION ON STUDENT ACCESS AND ACADEMIC DISHONESTY: Academic dishonesty on a test or any
assignment will result in no credit for the test or assignment involved. Students are expected to turn in unique work that is
100% their own unless otherwise explicitly instructed beforehand. All lab group members will turn in their own reports. All
persons that knowingly participate in dishonest behavior are equally guilty and may be dealt with in the same manner.
ATTENDANCE AND CLASS PARTICIPATION: Because class sessions will introduce new material, allow time for
questions, and include special instructions, there is really no way to make up a missed class. It is, therefore, essential that
the student make a conscientious effort to attend every class and be prepared to participate.
EQUITY OF ACCESS: Olathe East and the College Board believe strongly in making the AP experience available to all
students who are motivated to participate. If financial concerns are presenting a barrier to taking part in AP Biology or
taking the AP exam in May, please talk with Mr. Ralph about how the school can help.
STUDY SUGGESTIONS:
 Focus in class – paying attention in class can save you hours of studying outside of class.
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This is a college level course and the class will be handled as such. You will be graded primarily on tests and labs
and you will be expected to monitor and analyze your own learning.

Biology is different from other introductory courses in terms of the amount of vocabulary involved to get a basic
understanding of the science. You must study some every day. Waiting to review your notes until just before the
exam is a bad idea. Staying on top of the material will help you develop a deeper understanding and keep the
material from feeling overwhelming and confusing.

There are study guides and tutorial activities for each topic – these are both highly useful; be sure you make use of
them bring any questions you have to class. Reading guides will be checked in class for completion. These records
will be used to assess study habits, not to award points.
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Make use of ALL online resources, especially practice quizzes, both on Moodle and on the Campbell site.
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Come in for help or get help from a classmate as soon as you have trouble with a concept. You need to be an
advocate for your own learning. Consider forming a study group, even if it’s only with one other person.
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Keep an organized lab notebook and organized notes.
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Your syllabus is your best friend in this class – check it frequently and use it to plan your studying – you always have
homework in AP Bio. Text reading and Mastering Biology content IS HOMEWORK.

After a quiz or test take time to figure out why you missed questions – think about whether you misread the
question or needed to study more. If you needed to study more, do it right away – the concepts build on each other
AND you will be having comprehensive exams at the end of both semesters. And, of course, remember you are
always working toward your AP exam on May 13, 2013.
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Make sure you do your labs carefully and completely and that you understand what you’re doing and why you’re
doing it. Labs are a CRITICAL part of your preparation for the AP exam.
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Make up labs immediately – biology lab materials usually have a short shelf life – you can’t do a lab if the organisms
are no longer fresh, no longer alive, or are no longer in the right stage of their life. Any labs that have materials
expire will become dry labs. Any activities that are not made up will be assigned zero credit.