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AP Biology Syllabus Deep Run High School
Instructors: Mrs. Carrie Edwards Email address: [email protected] Mr. Brent Lederer Email address: [email protected]
Philosophy Biology is a network of interconnected content, within and across disciplines. Teaching biology provides a unique opportunity to help students understand their impacts on the environment and their health by building and reinforcing those connections. The goal is for students to understand their environmental, personal, and social responsibilities in order to make relevant and informed decisions that lead to positive outcomes for themselves and society. In addition to the science sections of newspapers and popular science magazines, scientific journals such as Science and Nature are resources throughout the course, thus making modern environmental and social concerns associated with biology a continuing theme.
Course Overview This course is designed to foster an understanding and appreciation for the broad and minute interconnected aspects of Biology. Throughout the year, the following four big ideas will be stressed with breadth and depth by focusing on the conceptual enduring understandings and essential knowledge components:
1. The process of evolution drives the diversity and unity of life. 2. Biological systems utilize free energy and molecular building blocks to grow, reproduce, and maintain
dynamic homeostasis. 3. Living systems store, retrieve, transmit and respond to information essential to life processes. 4. Biological systems interact. These systems and their interactions possess complex properties.
The relationship between structure and function is an integral concept that is incorporated into each unit of study. Classes meet three times a week: once a week for 41 minutes, and twice a week for approximately 95 minutes. Fifth block classes meet every day, 41 minutes once a week and 50 minutes each of the other four days. Students will have to apply their knowledge of the concepts learned rather than just recall factual information.
Lab Component Many of the labs in the AP Biology Lab Manual for Students are performed, either exactly or modified to fulfill particular course objectives. Labs require about 25% of instructional time.
Vernier electronic data collection/analysis tools and Dell laptops are technologies used to enhance students’ lab experience, accuracy, and efficiency.
Students are given the labs to read beforehand. They are organized into lab groups and lab set up is discussed to ensure that they understand the procedure and equipment they will be using. All labs require, at minimum, analysis questions from the lab manual and a written analysis/conclusion (including limitations and recommendations) of the lab. Full lab reports, when assigned, will require: title, introduction/background information, purpose (specific topic being investigated), procedure, data/results, analysis, conclusion, limitations, sources of error, and recommendations. Quality of scientific writing is stressed over quantity.
Labs and activities are designed to incorporate and evaluate a variety of Science Practices (SP): 1. The student can use representations and models to communicate scientific
phenomena and solve scientific problems.
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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.
Teaching Strategies Whether the topic is biochemistry or evolution, most lecture material is connected to the relationships between structure and function, as well as factors necessary for life. The majority of class time is spent in reviewing material, some lecture, class discussion, or in lab or other activities. Course content is supported by the text, the internet, video, current research, and trips to a nearby watershed for environmental sample and data collections. Course material is also supported and assessed with practice multiple-choice questions from AP Central, the Released Exams, and test preparation books to help students focus on what is important in the chapter sections assigned. The expectation is that students will have read the chapters or watched supplementary videos prior to going over topics in class. This lessens the amount of lecture that has to be done. Students should plan for a minimum of 30-60 minutes nightly for class preparation.
Textbook and Supplemental Materials (that may be used) 1. Campbell and Reese 7th or 8th edition Biology - to take home and use a reference text. 2. AP Biology Lab Student Workbooks (used on occasion). 3. Dell laptop computer with classroom access to wireless internet. 4. Web-based, teacher- generated lecture outlines and/or study questions. 5. Web-based, self-grading multiple choice review questions. 6. Web-based lab simulations to reinforce “wet” labs based. 7. Scientific journals to be reviewed for current research in biology.
Student Evaluation and Assessment Unit Tests: Tests are given at appropriate times during each nine weeks. Unit tests typically consist of 32-34 multiple choice questions, 3 math based fill-in questions, one long essay, and 2 or 3 short essays. This format provides students with practice for the actual AP exam format. Practice essays and tests are timed throughout the year. If a student does poorly on a test there is an option to remediate to earn extra points. Directions on how to remediate will be provided. Counts as 50% of each marking period grade.
Midterms: A comprehensive midterm exam is required for all students and will may contain previously released AP test questions or essays. Counts as 10% of overall grade.
Quizzes: Quizzes (which at times may be timed) are given regularly and are not always announced. They may be on current assigned readings, in class discussions, or labs. Students will have comprehensive quizzes throughout the year as well.
Final Exam: ALL students taking the AP course and meeting the requirements of the Senior Exam exemption policy (see below) AND taking the AP exam shall be eligible for final exam exemption. That is to say, the Senior Exam exemption guidelines will also apply to non-Senior students taking an AP course who also take the AP exam.
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1. The senior must have a cumulative course average of at least 80 when grades and other specified criteria are compiled to determine exam exemption near the close of the fourth nine weeks.
2. The senior must maintain a minimum fourth nine-week average of 80 in the course to be exempted. 3. The senior cannot have been absent from the class more than 10 times during the school year
(semester class = not more than 5 times). Religious holidays and school-related absences (field trips, SODA, documented college visits, athletics, etc.) do not count within those absences.
4. Three unexcused tardies to class equals one absence as related to the exam exemption criteria. Six unexcused tardies to school immediately removes the senior from the eligibility. Six unexcused tardies to an individual class eliminates the student from exam exemption eligibility in that class.
5. The senior must attend at least 75% of a class in order to be counted present in that class as related to exam exemption eligibility.
6. Any integrity violation which results in disciplinary action removes the student from eligibility.
Other Guidelines: 1. Regarding attendance for Senior Exam Exemptions, students in ALC (in-school suspension) are not
marked as absent. This is considered a school-related absence from the classroom. Students who are suspended from school (Out of School Suspensions) are considered absent, and this counts against their exemption.
2. Any student requesting to take exams early for any reason must have that approved by the building principal (students must bring a note from their parents explaining the request). In general, these will be approved if there is a valid reason, but they have to work out the arrangements with each teacher individually.
The AP Biology Exam is on Monday, May 14, 2018 at 8:00am. The exam fee (approximately $93) must be paid for by March 2018 in order for an exam to be ordered.
Grade Breakdown: Classwork-HW/Quizzes…...…….…………...25% Labs/Projects..……………..…………………….25% Tests……………….………………...……….………50%
Saturday Prep Sessions (if offered): Saturday prep sessions, if offered, are optional but highly recommended. They will be held on select Saturday dates (in the spring) that will be announced once school starts. Topics to be covered and the locations will be announced as the dates get closer. You will receive a 100 quiz grade for each Saturday you attend.
MANDATORY Mock Exam: A mock AP exam will be given on March 1, 2018. This is a half day of school (dismissal at 12:55) and you will be required to stay after school to complete the practice 3 hour exam. This will count as a test grade in the course! Please make arrangements in advance for work, sports, etc. as this is a mandatory requirement for this course. If you are taking 2 or more AP courses that are giving a mock exam on this date we will make arrangements on a case by case basis. Students are encouraged to prepare for this exam as they would any other test in the course. More information will be provided as we get closer to the date.
Dissections: Dissection of cats/minks (or other mammals) are a possibility at the end of the school year. If completed, this lab typically occur after the AP Exam. If a student is uncomfortable with dissection they have the option to be an observer or to complete an alternate assignment given by the teacher (which could include a virtual lab, paper, etc.).
