Norcross High School
AP BIOLOGY COURSE SYLLABUS
2015-2016
TEACHER: Ms. Jennifer Willis
ROOM #:
D 211
Teacher Contact and Support Information
Jennifer_Willis@gwinnett.k12.ga.us
WillisScience@gmail.com
(470) – 222 – 4107
See e-class for Teacher Web Page *(2016S1WILLIS)
AFTER SCHOOL ONLY: Monday, Tuesday, Thursday
E-mail
Phone
Web Page
Teacher Support
*Please notify the instructor via e-mail or verbally prior to coming in for help. This will
allow for verification of availability.
COURSE DESCRIPTION
This course is designed to be the equivalent of a college introductory biology course, usually taken by science majors
during their first year of college. AP Biology is a yearlong course taken by students after the successful completion of both
high school biology and chemistry. Primary emphasis in this course is on developing an understanding of concepts rather
than on memorizing terms and technical details. Students who do well on the AP Biology Exam may qualify for college
credit and/or may be exempt from taking freshman-level biology courses as part of a degree in the sciences.
In AP Biology there is emphasis on connecting different topics into several overarching themes or big ideas.
Throughout the course, laboratory work will be utilized to connect these big ideas and to solidify student comprehension by
applying newly acquired knowledge. Critical thinking and problem solving activities will be the main emphasis of these
laboratory activities. After completion of the course, skills and knowledge will be measured by taking the AP Biology Exam.
The 2016 Advanced Placement Biology Exam is scheduled for Monday, May 9 at 8am as tentatively set forth by the
CollegeBoard.
TEXTBOOK
Campbell, Neil and Reece, Jane B. 2011. AP Edition Biology, Eighth Edition, San Francisco, CA: Pearson Benjamin
Cummings.
SUPPLEMENTARY MATERIALS
Students will have access to supplementary materials provided on Mastering Biology. Use ONE of the following access
codes below in the process of registration.
SSNAST-WHIRR-PEKOE-LOWAN-QUASH-PRIES
SSNAST-MUSIL-PEKOE-LOWAN-OASIS-TAXES
REQUIRED MATERIALS
-
Composition Notebook for lab work
Notebook or 3-ring binder for class notes, handouts, etc.
Paper (College Ruled)
Access to Computer, Internet, Word Processing
Blue/Black Pens and Pencils
*Note: Items are subject to change at the discretion of the teacher.
AP Biology Course Syllabus – Page 1 of 7
CURRICULUM FRAMEWORK
The AP Biology curriculum allows students the opportunity to spend time understanding biological concepts using
essential science practices. The key concepts and related content that define the revised AP Biology course and exam are
organized around underlying principles. These underlying principles are known as the four big ideas that encompass the AP
Biology curriculum framework. Within each of the big ideas there are enduring understandings that also include essential
knowledge. More specifically, the sub-components of the four big ideas are core concepts that students should retain from
their learning throughout this course.
Four Big Ideas:
Big Idea #1: The process of evolution drives the diversity and unity of life
Enduring Understanding
1A: Change in the genetic makeup of a population over time is evolution.
1B: Organisms are linked by lines of descent from common ancestry.
1C: Life continues to evolve within a changing environment.
1D: The origin of living systems is explained by natural processes.
Big Idea #2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to
maintain dynamic equilibrium
Enduring Understanding
2A: Growth, reproduction and maintenance of the organization of living systems require free energy and
matter.
2B: Growth, reproduction and dynamic homeostasis require that cells create and maintain internal
environments that are different from their external environments.
2C: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic
equilibrium.
2D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s
environment.
2E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal
regulation and coordination.
Big Idea #3: Living systems store, retrieve, transmit, and respond to information essential to life processes
Enduring Understanding
3A: Heritable information provides for continuity of life.
3B: Expression of genetic information involves cellular and molecular mechanisms.
3C: The processing of genetic information is imperfect and is a source of genetic variation.
3D: Cells communicate by generating, transmitting and receiving chemical signals.
3E: Transmission of information results in changes within and between biological systems.
Big Idea #4: Biological systems interact, and these systems and their interactions possess complex properties
Enduring Understanding
4A: Interactions within biological systems lead to complex properties.
4B: Competition and cooperation are important aspects of biological systems.
4C: Naturally occurring diversity among and between components within biological systems affects
interactions within the environment.
*Note: Items are subject to change at the discretion of the teacher.
AP Biology Course Syllabus – Page 2 of 7
CURRICULUM SCHEDULE
1st Semester
Calendar
Week 1:
August 10-14
Week 2:
August 17-21
Week 3:
August 24-28
Week 4:
August 31-September 4
Week 5:
September 8-11
Week 6:
September 14-18
Week 7:
September 21-25
Week 8:
September 28-October 2
Topic Information
Campbell Readings
Unit 1: Nature of Science and Chemistry of Life
Introductions
(N/A)
Chemistry of Life
(Chemistry Review and Water)
Chapter 3: p.46
Chemistry of Life
(Carbon and Macromolecules)
Chapter 4: p. 58
(Concept 4.1 - 4.2)
Chapter 5: p.69
Unit 2: The Cell
Cell Structure and Function
Metabolism
Chapter 6: p.98
(Concepts 6.2 – 6.5)
Chapter 7: p.124
Chapter 8: p.142
Unit 3: Cellular Processes & Reproduction
Cellular Respiration
Chapter 9: p.162
(Concepts 9.1 - 9.5)
Photosynthesis
Chapter 10: p.185
(Concepts 10.1 – 10.3)
Cellular Reproduction
Chapter 12: p.228
Chapter 13: p.248
Unit 4: Genetics
Week 9:
October 5-9
Week 10:
October 13-16
Week 11:
October 19-23
Week 12:
October 26-30
Mendel’s Gene Idea
Chapter 14: p. 262
Chromosomal Bases of Inheritance
Chapter 15: p.286
From Gene to Protein
Week 13:
November 2-6
Week 14:
November 9-13
Week 15:
November 16-20
Week 16:
November 30-December 4
Regulation of Gene Expression
Chapter 16: p. 305
(Concepts 16.1 – 16.2)
Chapter 17. p. 325
(Concepts 17.1 – 17.5)
Chapter 18: p. 351
(Concepts 18.1 – 18.4)
Week 17:
December 7-11
Week 18:
December 14-18
Winter Break: December
21-January 6
Catch Up Week/Review
From Gene to Protein
Regulation of Gene Expression
Catch Up Week/Review
Catch Up Week/Review
Review/Final Exam
Unit 10A: Ecology Assignments
Chapter 52 (p.1151, Concept 52.2), Chapter 53 (p. 1174)
*Note: Items are subject to change at the discretion of the teacher.
AP Biology Course Syllabus – Page 3 of 7
2nd Semester
Calendar
Week 1: January
6-8
Topic/Lab Information
Campbell Readings
Review Unit 10A: Ecology Assignments
Quick Review: Fall Semester
Chapter 52 (p.1151, Concept 52.2),
Chapter 53 (p. 1174)
Unit 5: Biotechnology
Week 2: January
11-15
Week 3:
January 19-22
Virus/DNA Technology, Genomes and their Evolution
Chapter 19: p. 381
(Concepts 19.1 – 19.2)
Chapter 20: p.396
(Concepts 20.1 – 20.2)
Chapter 21: p. 429
(Concepts 21.2 & 21.5)
Virus/DNA Technology, Genomes and their Evolution
(*AP Lab 9)
Unit 6: Mechanisms of Evolution
Week 4: January
25-29
Week 5:
February 1-5
Descent with Modification, The Evolution of Populations
(*AP Lab 1)
Descent with Modification, The Evolution of Populations
(*AP Lab 2)
Chapter 22: p. 455
(Concepts 22.2 & 22.3)
Chapter 23: p. 468
Week 6: February
8-12
The Origins of Species, The History of Life on Earth
Chapter 24: p.487
Chapter 25: p. 507
Week 7:
February 16-19
Unit 7: The Evolutionary History of Biological Diversity
Phylogeny and the Tree of Life
(*AP Lab 3)
Chapter 26: p. 536
(Concepts 26.1 – 26.3, 26.6)
Week 8:
February 22-26
Bacteria and Archaea
(*AP Lab 8)
Chapter 27: p. 556
(Concepts 27.1 – 27.2)
Week 9:
February 29March 4
Week 10:
March 7-10
Week 11:
March 14-18
Week 12:
March 21-25
Week 13:
March 28-31
Spring Break:
April 4-8
Unit 8: Plant and Animal Form and Function
Angiosperm Reproduction; Response to Internal and External Environment
(*AP Lab 11)
Basic Principles of Animal Form and Function, Animal Behavior (*AP Lab 12)
Chapter 38: p. 801
(Concept 38.1)
Chapter 39: p. 821
(Concepts 39.1 – 39.3, 39.5)
Chapter 40: p. 852
Chapter 51: p. 1120
Unit 9: Systems and Cell Communication
*Also Includes Cell Communication
Chapter 11: p. 206
Immune System; Hormones and Endocrine System; Neurons, Synapses and
Chapter 43: p. 930
Signaling; Nervous System
Chapter 45: p. 975
(Concepts 45.1 – 45.2)
*Also Includes Cell Communication
Chapter 48: p. 1047
Immune System; Hormones and Endocrine System; Neurons, Synapses and
Chapter 49: p. 1070
Signaling; Nervous System
(Concept 49.2)
*Also Includes Cell Communication
Immune System; Hormones and Endocrine System; Neurons, Synapses and
Signaling; Nervous System
Unit 10B: Ecology Assignments
Chapter 55 (p.1222), Chapter 56 (p. 1245, Concept 56.1, 56.4)
Week 14:
April 11-15
Week 15:
April 18-22
Week 16:
April 25-29
Week 17:
May 2-6
Week 18:
May 9-13
(*AP Lab 10) Catch Up Week/Review
Week 19:
May 16-20
Week 20:
May 23-25
Project/Review
Catch Up Week/Review
Catch Up Week/Review
Catch Up Week/Review
*AP Exam/Project/Review
Review/Final Exam
*Note: Items are subject to change at the discretion of the teacher.
AP Biology Course Syllabus – Page 4 of 7
EVALUATION AND GRADING
Semester Grades will be determined according to the following percentages:
Classwork
Summative Assessments
Final Assessments
Quizzes
Homework/Classwork
Unit Tests
Major Labs and Projects
Performance Final
Final Exam
25%
10%
25%
20%
5%
15%
Grading Scale
A: 90-100
B: 80-89
C: 74-79
D: 70-73
F: 0-69
Classwork/Homework:
Classwork and homework will include chapter readings and questions, handouts, math problems, or selected activities. These
assessments will be checked periodically to evaluate student comprehension of content and further support student learning.
These assessments will provide students with the opportunity to develop their reading, writing, critical thinking, and inquiry
skills as it relates to this course and science as a whole. Selected homework and classwork assignments will be submitted
each Friday as a packet. These selected assignments may include, but not be limited to chapter readings and questions,
handouts, math problems, selected activities, or participation points.
Readings:
Class readings will come from the Campbell Biology Textbook as well as additional resources assigned in class. Students
will participate in a weekly summary discussion on e-class. The summarizing discussion will specifically correspond to the
readings for that week and will be due every Friday at midnight via e-class.
Writing:
Students will participate in ‘Free Write Friday’ every week. This will give students the opportunity to summarize and apply
their content knowledge as well as practice their science writing skills in preparation for the AP Exam. Students may be
given the topic ahead of time to allow for preparation prior to that particular Friday; as the school year progresses this act will
become less common.
Labs/ Activities:
Activities and labs will range from one day to one week. AP Biology students must complete the 13 investigative labs
required by College Board. All required labs will be taken from the AP Biology Investigative Lab Manual. The students will
be engaged in investigative laboratory work for a minimum of 25% of instructional time. These labs will be inquiry based,
student-directed investigations. There will be at least three laboratory experiences per big idea. These labs will be spread
throughout the school year and will be submitted separately from classwork/homework packets and/or assignments. Other
activities will include but not be limited to projects and presentations, which may or may not exceed one week.
Assessments:
A test should be expected at the end of each unit. These tests will be given in class and will mimic the AP exam. These
assessments will be composed of a variety of question types including multiple choice, mathematical problems and/or written
responses. Students will have Quizzes will also be given in class and may be announced in advance or may be ‘pop’ quizzes.
Quizzes may consist of figure labeling, multiple choice, or short answer.
* Student evaluations include classwork/homework, quizzes, laboratory investigations and reports, abstracts of
journal articles, activities, unit tests, and final assessments.
**Due to the rigorous standards of AP Biology, ten points will be awarded to your final course grade at the end
of the term. If a gifted student scores a final grade of a 74 or below in any Gifted level class, he or she will be put
on a Plan of Improvement and may be dropped from the Gifted Program.
*Note: Items are subject to change at the discretion of the teacher.
AP Biology Course Syllabus – Page 5 of 7
AP BIOLOGY EXAM
The AP Biology Exam consists of two sections. The first section consists of 63 multiple choice questions and 6 grid-in
questions totaling 1 hour and 30 minutes. The second is composed of 6 short free response questions and two long free
response questions totaling 1 hour and 30 minutes including a mandatory 10 minute reading period.
CLASSROOM EXPECTATIONS
I expect all students to follow Gwinnett County Public Schools and Norcross High School policies for classroom behavior. In addition, I
expect students to respect themselves, to respect others around them, and to respect Norcross High School. Lastly, I would expect you, the
student, to participate, have a good attitude, and enjoy learning about biology.
Student Expectations:
1.
2.
3.
Student Expectations and Consequences
Consequences:
Respect yourself.
Respect others.
Respect Norcross High School.
1.
2.
3.
Warning
After school detention with Ms. Willis
(Parent Contact)
Referral to Administration
(Parent Contact)
Subject to change at teacher’s discretion.
CHEATING
Cheating of any sort, including plagiarism, will not be tolerated and will result in a zero for the assignment, parent
contact, and a possible referral to an administrator. The NHS Academic Integrity Policy will be enforced.
LATE WORK POLICY
You are expected to complete and hand in your assignments on time. Late work of any kind will not be accepted!
(Note: Keeping your binder organized, using your agenda, and checking e-class regularly will help tremendously.)
MAKE-UP WORK POLICY
Make-up work is only available for excused absences. Per NHS policy, students must present a valid excuse to the NHS Attendance
Office within 2 days of their return to class in order to receive make-up work. IT IS THE STUDENT’S RESPONSIBILITY TO FIND
OUT WHAT WORK NEEDS TO BE MADE UP. From the date the student returns to school from the absence, he/she will have 5
days to complete the work missed for each excused absence. Major tests and quizzes that take more time will be scheduled on an
individual basis, but can be made up AFTER school within one week from returning to school. In the case of prolonged absences of three
or more days, please come and speak with me before or after school to work out a schedule for completing missing assignments. Failure
to complete missed work will result in a zero for the assignment and WILL negatively affect your overall semester average. (Note:
Missing a lab without an excused absence will result in a zero. Due to the nature of the AP Biology Labs you must be here.)
ELECTRONIC DEVICES
Cell phones, mp3 players, tablets/computers, and ear buds are not permitted for use inside Ms. Willis’ classroom AND during Ms.
Willis’ class. These items, especially cell phones and ear buds should be turned off and put away as soon as you enter the classroom.
This expectation applies at all times unless Ms. Willis has specified that cell phones will be needed for an assignment in class that day.
*Failure to follow this expectation will result in an initial warning. Repeat offenders will have their phone taken away for the rest of
the day and may receive detention. Continued use of electronic devices in Ms. Willis’ classroom will result in parent contact and NHS
administration involvement.
LAB SAFETY
Lab Safety Contracts are required for this class. You are required to turn in your signed safety contracts within the first week of school.
If you do not turn in a safety contract signed by both you and a parent or guardian, you cannot participate in labs.
*CONTACT
Communication is very important. Progress reports will be sent out every few weeks and grades can be accessed regularly via e-class.
Parents please update your email and contact information as needed with Norcross High School so that I can be in contact with you
throughout the school year if necessary.
*Note: Items are subject to change at the discretion of the teacher.
AP Biology Course Syllabus – Page 6 of 7
INFORMATION FOR SUCCESS IN MS. WILLIS’ BIOLOGY CLASS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Respect yourself, others, and NHS at ALL TIMES
Ask questions and come see Ms. Willis for help.
Follow directions the first time they are given.
Participate in class and Be Prepared…ALWAYS
Be a Team Player
If you think you do not have homework, think again! Read the textbook, your notes, and handouts OFTEN!
Check over your work before turning it in.
Check e-class regularly
Challenge yourself to do better!!!
Please return by Friday, August 14, 2015
Norcross High School
AP BIOLOGY COURSE SYLLABUS
By signing below I agree that I have read and understand, in its entirety, the AP Biology course information,
expectations, and the requirements to succeed this school year; as well as the rules set forth by Norcross High
School and Ms. Willis. I understand that that it is my responsibility to ask questions for any policy that seems
unclear.
As a student, I understand that my success in this class is based on my performance. I also understand that I am to
check e-class on a daily basis for important information and refer to any hand-outs that I may receive.
As a parent, I understand that I am also responsible for my child’s success in this class. I further understand that it is
my responsibility to monitor my student’s accountability and progress in this course.
___________________________________________
Student Name - Printed
_________________
Date
_________________________________________________________
Student Signature
_________________________________________________________
Student E-mail
___________________________________________
Parent/Guardian Name – Printed
_________________
Date
___________________________________________
Parent/Guardian Signature
___________________________________________
Parent/Guardian E-mail
________________________
Parent/Guardian Phone Number
*Note: Items are subject to change at the discretion of the teacher.
AP Biology Course Syllabus – Page 7 of 7