Objective: The objective of this course is to provide high school student with the opportunity to pursue and obtain credit for college level work in biology. At the conclusion of this course students should be able to demonstrate a firm grasp of biological concepts and laboratory techniques. Factual knowledge is a part of this course however; the emphasis is placed on the ever changing nature of science. Science is a process of investigation and communication. Students are expected to analyze data and draw conclusions based on their investigations into biological topics.
Course Description: This course is a college level course. Students will investigate the major biological themes and draw correlations and conclusions based on their investigations. Students are expected to complete reading assignments prior to class and to come to class prepared to take part in the lecture/discussion and laboratory investigations. This course is designed to be an equivalent to an introductory biology course for science majors at the freshman university level. Approximately 25% of the course work will involve laboratory investigations and outside research. The course is divided into several units that are described below. Each unit is composed of classroom lecture and discussion and supported through student-focused investigations into content related investigations. At a minimum each unit will have one summative assessment at the end of the unit. However, during the unit, students will be provided opportunities to demonstrate the knowledge, skills and abilities that they are developing through labs, quizzes, written exercises and other special projects.
Course Text:
1. Campbell Biology (2008).
Eighth Edition. Prentice Hall - $110
2. Cliff’s AP Biology, 4th Edition, Phillip E. Pack, Ph.D.
AP Biology Big Ideas1. Evolution
-The process of evolution drives the diversity and unity of life.
2. Cellular Processes: Energy and Communication
-Biological systems utilize free energy and molecular building blocks to grow, to reproduce
3. Genetics and Information
-Transfer Living systems store, retrieve, transmit, and respond to information essential to life processes.
4. Interactions
-Biological systems interact, and these systems and their interactions possess complex properties.
Grading Scale:
Assessments (May include, but not limited to Tests, Projects and Lab Practicum’s): 45%
A major test is given at the end of each unit. The format of these tests follows the AP exam. Each test consists of multiple choice questions and free response questions (short answer & essay type questions).
Class Work (May include, but not limited to class work, lab data, activating strategies, and quizzes): 30%
Home Work (May include, but not limited to homework, lab data, and independent inquiries): 10%
**Final Exam: 20% (A comprehensive exam is given at the end of each semester. The format of this exam follows the AP exam.)
Materials:
1. 1, Three ring binder (2- 2.5”)
2. College ruled loose leaf paper
3. 2 Composition Notebooks- 1 ruled, 1 grid
4. Dividers (5 tabs)
5. Pens (blue or black ink only)
6. Pencils for labs/sketches
7. High lighters
8. Lineless 8 ½ x 11 paper
9. Planner or Agenda
10. Note cards (recommended)
11. Flash drive/thumb drive
NOTEBOOK Divider Tabs: Activating Strategies, Notes, Practice Work, Assessments, Labs/Rubrics
~~Please bring the items listed daily. You will not be excused to retrieve items from your locker.~~
Assignments:
· All assignments are expected to have the following information in the upper, right hand corner of the paper (Failure to follow this format will result in a 10% deduction from the final assignment grade)
1. Name (first & last name)
2. Submission date
3. Subject with class period
4. Assignment title/description
· All regular classwork and homework assignments must be completed in ink. Pencil is only acceptable when recording data for labs, doing mathematical based assignments, sketching for observations, and completing assessments (tests & quizzes). (Failure to follow this format will result in a 10% deduction from the final assignment grade)
Grading Policy:
It is the student’s and parent’s/guardian’s responsibility to make arrangements for make-up work due to absences. These arrangements should be made before or after school and should not disrupt instructional time.
· Home-work turned in late will be assessed at a 50% penalty.
-assignments that are not IN CLASS during the correct class period AND at the EXACT time of collection are considered late. Late assignments are collected twice a month: 1st and 15th. The Highest point possible to be received will be 50 (before grading). Late assignments are only taken during the month they were originally assigned.
· Lab makeup due to an absence will have to be done within a week of the original date on the day determined by the teacher. If there is a scheduling conflict, an alternate assignment will be given. A student who cannot participate in lab due to improper conduct or lab attire will receive a 0 for participation in that lab. An alternate assignment worth 75% of the original lab will be due the next day in class. Failure to have the alternative assignment will result in a 0 for the final lab grade.
· Projects will be docked 50% for 1 additional day after deadline.Projects not submitted before the 24 hour window expires, will NOT be accepted. Because project deadlines are given well in advance, the due dates are the last day the project is on time. It may be turned in early, but late projects for any reason are considered late and will be docked.
· Test makeup is to be done the day of return after the absence (before or after school). Test analysis and discussion is done in the class and reassessment is done for those who need it using GPS Mastery Learning Instrument.
Please keep in mind the following:
ü Absences due to suspension from school are considered unexcused.
ü Students are allowed to make up work while suspended from school if there is a pending disciplinary hearing.
ü The number of days to make-up work will not exceed the number of days the student is absent with an excuse as per Henry County rules.
Bring Your Own Technology (BYOT)
Students are allowed to use digital devices to aid in their learning process. These devices are to be used in the classroom at the discretion of the teacher. Any device being used for purposes that are not educational or beneficial to the learning process will be confiscated.
Consequences for violation of this rule are:
1st offense – student will receive a verbal warning (may include parent contact)
2nd offense – student will receive a detention
3rd offense – student will receive a referral-ISS
4th offense – student will receive a referral-OSS
Laboratory Safety:
A separate Lab Safety Contract will be provided for review and signature by both student and parent. It must be signed and returned before you can participate in lab. Failure to adhere by the safety requirements during a lab will result in not being able to participate in the lab and possible receipt of a grade of ZERO for that lab.
Classroom Expectations:
1. Have a positive attitude for learning. Try to do your best.
2. Quiet during announcements. Listen carefully and follow all directions.
3. Raise your hand before speaking or getting out of your seat, wait to be acknowledged.
4. Complete assignments on time. Late work policy will be enforced.
5. Be in class on time with and with daily materials and begin daily activating strategy.
6. Complete all errands before bell rings. Students will receive 1 pass per week to exit the classroom (restroom/locker/etc). Passes will NOT be given during the first 15 minutes or last 15 minutes of class. Students who have special requirements per doctor’s orders must have the proper documentation in the personal student file.
7. No food or drink (NO GUM or WATER!!) Students who have special requirements per doctor’s orders must have the proper documentation in the personal student file. Always raise your hand to speak and seek permission before getting out of your seat, wait to be acknowledged.
8. Show respect to other students, teachers, and school facilities.
9. Everyone is expected to complete their own assignment. Cheating will be addressed per county policy. (cheating: copying/sharing work, giving answers to- homework classwork, quizzes, & tests, plagiarism, etc).
10. Adhere to the guidelines as stated by the school AND county handbooks, or the appropriate consequences will be applied.
Course Outline:
First Semester
Units of Study for the First Semester:
1. Chemistry of Life (Ch. 1 – 6)
2. Cells (Ch. 6 –8, 12)
3. Cell Energetics (Ch. 9 – 11)
4. Heredity and Molecular Genetics (Ch. 13 – 21)
5. Ecology (Ch. 50 – 56)
Unit Time Line:
Unit 1 Chemistry of Life (Approximately Two Weeks): Readings in Campbell & Reese: Chapters 1 – 6
· Properties of Water
· Organic Chemistry
· Macromolecules
Test # 1 “Chemistry of Life” mid September
Laboratories: Enzyme Catalysis (AP Lab # 2)
(Content Theme: Science as a process and Regulation)
Unit 2 Cells (Approximately Two Weeks): Readings in Campbell & Reese: Chapters 6 – 8, 12
· Membrane Structure and Function
· Mitosis and Meiosis
Test # 2 “Cells” mid October
Laboratories: Diffusion & Osmosis (AP Lab # 1)
(Content Theme: Science as a process and Regulation)
Unit 3 Cell Energetics (Approximately Two Weeks): Readings in Campbell & Reese: Chapters 9 – 11
· Cellular Respiration
· Photosynthesis
Test # 3 “Cell Energetics” end of October
Laboratories: Cellular Respiration (AP Lab # 5)
Plant Pigment Chromatography (AP Lab # 4)
(Content Themes: Science as a Process, Interdependence in Nature and Energy Transfer.)
Unit 4 Heredity and Molecular Genetics (Approximately Four Weeks): Readings in Campbell & Reese: Chapters 13 – 21
· Mendelian and Non-Mendelian Genetics
· Molecular Basis for Inheritance
· Protein Synthesis
· Gene Expression
Test # 4 “Heredity and Molecular Genetics” mid December
Laboratories: Restriction & Forensic Analysis using DNA Electrophoresis (AP Lab 6A)
Genetics of Drosophila (AP Lab # 7)
* to be completed as a student project.
Bacterial Transformation (AP Lab # 6A)
* to be completed as a student project.
(Content Theme: Continuity and Change, and Science Technology and Society.)
Unit 5 Ecology (Approximately Three Weeks): Readings in Campbell & Reese: Chapters 50 – 56
· Behavioral biology
· Population Ecology
· Community Ecology
· Ecosystems
Test # 6 “Ecology” end of August
Laboratories: Animal Behavior (AP Lab # 11)
Dissolved Oxygen (AP Lab # 12)
(Content Theme: Science as a process, Energy Transfer and Interdependence in Nature)
Second Semester
Units of Study for the First Semester:
6. Origins of Life and Mechanisms of Evolution
7. Introduction to Biological Diversity
8. Biodiversity (Plant Evolution)
9. Biodiversity (Animal Evolution)
Course Timeline:
Unit 6 Origins of Life and Mechanisms of Evolution (Approximately Four Weeks): Readings in Campbell and Reese: Chapters 22 – 26
· Descent with Modification
· Population Genetics
· Variation as the basis for Natural Selection
· Speciation
· History of Life
Test # 6 “Origins of Life and Mechanisms of Evolution” beginning of February
Laboratories: AP Lab 7 Chi Squared Analysis of Data, and AP Lab 8 Population Genetics and Evolution
(Content Theme: Science as a process and Evolution.)
Unit 7 Introduction to Biological Diversity(Prokaryotes, Eukaryotes, and Fungi) (Approximately Four Weeks): Readings in Campbell and Reese: Chapters 26- 28 and 31
· Origins of Prokaryotes and Eukaryotes
· Metabolic Diversity of Prokaryotes
· Diversification of Eukaryotes
· Protist Diversity
· Diversity of Fungi
Test # 7 Introduction to “Biological Diversity” beginning of March
(Content Theme: Science as a process and Evolution.)
Unit 8 Biological Diversity Continued (Plant Evolution) (Approximately Three Weeks): Readings in Campbell and Reese: Chapters 29, 30, 35 - 39.
· Colonization of Land by Plants
· Evolution of seed plants
· Plant structure and growth
· Transport in plants
· Plant nutrition
· Plant Reproduction
· Signal responses in Plants
Test # 8 “Plant Evolution” End of March
Laboratories: AP Lab 9 Transpiration
(Content Theme: Science as a process, Evolution, Relationship of Structure and Function, and Regulation.)
Unit 9 Biological Diversity Continued (Animal Evolution) (Approximately Four Weeks): Readings in Campbell and Reese: Chapters 32 – 34, 40 – 49.
· Origins of Animal Diversity
· Invertebrates
· Vertebrate evolution and diversity
· Animal Structure and Function
· Regulation
· Signaling
· Reproduction and Development
· Sensory and Nervous Systems
Test # 9 “ Animal Evolution” end of April
Laboratories: AP Lab 10 Physiology of the Circulatory System
(Content Theme: Science as a process, Relationship of Structure and Function, and Regulation.)
Unit 10, AP Exam Review:
· Review of AP Lab objectives and skills
· Review of Major course content Theme
Please note that this syllabus is subject to change at the teacher’s discretion in order to meet the needs, interest, and ability of students.
Advanced Placement Biology Syllabus Signature Page
By completing the syllabus record survey, the student and parents/guardian acknowledge that they have read the entire course syllabus and understand the manner in which the class operates.
In order to facilitate ongoing parent/teacher communication, it is highly beneficial to provide a working e-mail address as well as the phone number you can best be contacted at. E-mail is the preferred mode of communication as teachers are able to access our computers throughout the day, so please provide an e-mail address if possible. Please know that confidential information about your child’s progress in class will be the content of these e-mails.
Infinite Campus will be updated regularly in order for you to track the success of your child. Please feel free to contact me at any time using the e-mail address listed at the top of the syllabus.
1