1. AP® Biology Syllabus
Stefanie Barkanic stefanie.barkanic@timberlane.net phone ex: 3825
Course Overview
In AP Biology, an emphasis is on students making connections between the big ideas within the AP Biology
Curriculum Framework. I teach the equivalent of an introductory college-‐level biology course, and it is designed to
prepare students for the AP Biology Exam.
My philosophy is to actively engage students in the process of science through class assignments and discussions
which inform their laboratory experiences. For example, I increase students’ critical thinking and problem solving
abilities by actively requiring them to anticipate experimental set ups in group discussions, journal readings and
hands-on labs. Emphasis is also given to journal article readings in order to expose students to present day
technologies and procedures to familiarize them to limitations of testable hypotheses in order to develop better
designed experimental investigations.
Lab techniques are learned through researching journal papers and hands-on labs which make up at least 25% of
instructional time.[CR7] Labs emphasize development and testing of the hypothesis, collection, analysis and
presentation of data, as well as discussion of results to discover unanswered questions about the particular topics
addressed. A minimum of two labs in each big idea will be conducted.[CR6]Students are required to report on all
laboratory investigations.[CR8] The student-directed and inquiry-based laboratory investigations used throughout
the course enable students to apply the seven science practices as defined in the Curriculum Framework.
Textbook and Laboratory Manuals Used
Campbell, Neil A. and Jane B. Reece, Biology, 6th edition, San Francisco: Benjamin Cummings, 2002.
AP Biology Investigative Labs: An Inquiry-Based Approach, The College Board, 2012
Course materials
-Graph paper composition notebook
-Three ring binder or Notebook and folders for assignments
-Calculators
-Pen and pencil
-Digital storage device
-Highly recommended: AP Biology Review books (i.e., Cliffs notes, College Board books,
etc.)
Selected websites and electronic media: (see longer list at end of document)
- AP Central.
- There are many sites available with labs, exercises, quizzes etc. to be used as supplementary study resources
- Pearson Lab Benches offers labs as excellent online practice for students before coming into wet lab.
Classroom Policies
-Tests and quizzes will be derived from released AP® Biology questions.
-Cell phone and Mp3/ipod use in the class room will NOT be tolerated.
-You are expected to take the AP ® Biology exam which will take place in May 2013. The cost of
the test is $87, and registration takes place in March.
- Unless noted otherwise all assignments are expected to be completed individually. Any evidence of cheating
will result in a zero for that assignment and cannot be re-submitted.
-There are no retakes, or corrections for any test or quiz.
-All assignments are expected to be turned in on time. Excuses of computer/ printer problems will NOT be
accepted. If you leave school for any reason (sick, field trip, sports, etc) on the day an assignment is due, it is
still your responsibility to hand it in on time. Short (nightly homework) assignments, will not be accepted late.

2. Longer (laboratory reports, projects, etc.) assignments may be accepted one day late with a 10% penalty. No
assignment will be accepted more than one day late.
- Immature behavior will absolutely not be tolerated. We have very high expectations of youand low tolerance
for time wasted on behavior issues. All school handbookpolicies will beenforced. Please do not waste our
time or embarrass yourself with immature behavior inan AP class. You will also be taking practice tests from
old AP exams throughout the year. You may be tempted to surf the net for the answers. There is no way for
me to regulate thisbut hope you understand that cheating on these is wasted effort and only hurting your
chances of passing the AP exam in May.
Overview of the Concept Outline
The key concepts and related content that define the revised AP Biologycourse and exam are organized
around a few underlying principles calledthe big ideas, which encompass the core scientific principles, theories
andprocesses governing living organisms and biological systems. For eachof the big ideas, enduring
understandings, which incorporate the coreconcepts that students should retain from the learning experience, are
alsoidentified.Each enduring understanding is followed by statements of the essentialknowledge necessary to
support it.
Enduring understanding 1.A: Change in the genetic makeup of
a population over time is evolution.
Essential knowledge 1.A.1: Natural selection is a major
mechanism of evolution.
Essential knowledge 1.A.2: Natural selection acts on phenotypic
variations in populations.
Essential knowledge 1.A.3: Evolutionary change is also driven by
random processes.
Essential knowledge 1.A.4: Biological evolution is supported by
scientific evidence from many disciplines, including
mathematics.
Enduring understanding 1.B: Organisms are linked by lines of
descent from common ancestry.
Essential knowledge 1.B.1: Organisms share many conserved
core processes and features that evolved and are widely
distributed among organisms today.
Essential knowledge 1.B.2: Phylogenetic trees and cladograms
are graphical representations (models) of evolutionary history
that can be tested.
Enduring understanding 1.C: Life continues to evolve within a
changing environment.
Essential knowledge 1.C.1: Speciation and extinction have
occurred throughout the Earth’s history.
Essential knowledge 1.C.2: Speciation may occur when two
populations become reproductively isolated from each other.
Essential knowledge 1.C.3: Populations of organisms continue to
evolve.
Enduring understanding 1.D: The origin of living systems is
explained by natural processes.
Essential knowledge 1.D.1: There are several hypotheses about
the natural origin of life on Earth, each with supporting scientific
evidence.
Essential knowledge 1.D.2: Scientific evidence from many
different disciplines supports models of the origin of life

3. Enduring understanding 2.A: Growth, reproduction and
maintenance of the organization of living systems require free
energy and matter.
Essential knowledge 2.A.1: All living systems require constant
input of free energy.
Essential knowledge 2.A.2: Organisms capture and store free
energy for use in biological processes.
Essential knowledge 2.A.3: Organisms must exchange matter
with the environment to grow, reproduce and maintain
organization.
Enduring understanding 2.B: Growth, reproduction and
dynamic homeostasis require that cells create and maintain
internal environments that are different from their external
environments.
Essential knowledge 2.B.1: Cell membranes are selectively
permeable due to their structure.
Essential knowledge 2.B.2: Growth and dynamic homeostasis are
maintained by the constant movement of molecules across
membranes.
Essential knowledge 2.B.3: Eukaryotic cells maintain internal
membranes that partition the cell into specialized regions.
Enduring understanding 2.C: Organisms use feedback
mechanisms to regulate growth and reproduction, and to maintain
dynamic homeostasis.
Essential knowledge 2.C.1: Organisms use feedback mechanisms
to maintain their internal environments and respond to external
environmental changes.
Essential knowledge 2.C.2: Organisms respond to changes in
their external environments.
Enduring understanding 2.D: Growth and dynamic
homeostasis of a biological system are influenced by changes in
the system’s environment.
Essential knowledge 2.D.1: All biological systems from cells and
organisms to populations, communities and ecosystems are
affected by complex biotic and abiotic interactions involving
exchange of matter and free energy.
Essential knowledge 2.D.2: Homeostatic mechanisms reflect both
common ancestry and divergence due to adaptation in different
environments.
Essential knowledge 2.D.3: Biological systems are affected by
disruptions to their dynamic homeostasis.
Essential knowledge 2.D.4: Plants and animals have a variety of
chemical defenses against infections that affect dynamic
homeostasis.
Enduring understanding 2.E: Many biological processes
involved in growth, reproduction and dynamic homeostasis
include temporal regulation and coordination.
Essential knowledge 2.E.1: Timing and coordination of specific
events are necessary for the normal development of an organism,
and these events are regulated by a variety of mechanisms.
Essential knowledge 2.E.2: Timing and coordination of
physiological events are regulated by multiple mechanisms.
Essential knowledge 2.E.3: Timing and coordination of behavior
are regulated by various mechanisms and are
important in natural selection.

4. Enduring understanding 3.A: Heritableinformation provides for
continuity of life.
Essential knowledge 3.A.1: DNA, and in some cases RNA, is the
primary source of heritable information.
Essential knowledge 3.A.2: In eukaryotes, heritable information
is passed to the next generation via processes that include the cell
cycle and mitosis or meiosis plus fertilization.
Essential knowledge 3.A.3: The chromosomal basis of
inheritance provides an understanding of the pattern of passage
(transmission) of genes from parent to offspring.
Essential knowledge 3.A.4: The inheritance pattern of many traits
cannot be explained by simple Mendelian genetics.
Enduring understanding 3.B: Expression of genetic
information involves cellular and molecular mechanisms.
Essential knowledge 3.B.1: Gene regulation results in differential
gene expression, leading to cell specialization.
Essential knowledge 3.B.2: A variety of intercellular and
intracellular signal transmissions mediate gene expression.
Enduring understanding 3.C: The processing of genetic
information is imperfect and is a source of genetic variation.
Essential knowledge 3.C.1: Changes in genotype can result in
changes in phenotype.
Essential knowledge 3.C.2: Biological systems have multiple
processes that increase genetic variation.
Essential knowledge 3.C.3: Viral replication results in genetic
variation, and viral infection can introduce genetic
variation into the hosts.
Enduring understanding 3.D: Cells communicate by generating,
transmitting and receiving chemical signals.
Essential knowledge 3.D.1: Cell communication processes share
common features that reflect a shared evolutionary
history.
Essential knowledge 3.D.2: Cells communicate with each other
through direct contact with other cells or from a
distance via chemical signaling.
Essential knowledge 3.D.3: Signal transduction pathways link
signal reception with cellular response.
Essential knowledge 3.D.4: Changes in signal transduction
pathways can alter cellular response.
Enduring understanding 3.E: Transmission of information
results in changes within and between biological systems.
Essential knowledge 3.E.1: Individuals can act on information
and communicate it to others.
Essential knowledge 3.E.2: Animals have nervous systems that
detect external and internal signals, transmit and
integrate information, and produce responses.

5. Enduring understanding 4.A: Interactions within biological
systems lead to complex properties.
Essential knowledge 4.A.1: The subcomponents of biological
molecules and their sequence determine the properties of that
molecule.
Essential knowledge 4.A.2: The structure and function of
subcellular components, and their interactions, provide essential
cellular processes.
Essential knowledge 4.A.3: Interactions between external stimuli
and regulated gene expression result in specialization of cells,
tissues and organs.
Essential knowledge 4.A.4: Organisms exhibit complex
properties due to interactions between their constituent parts.
Essential knowledge 4.A.5: Communities are composed of
populations of organisms that interact in complex ways.
Essential knowledge 4.A.6: Interactions among living systems
and with their environment result in the movement of matter and
energy.
Enduring understanding 4.B: Competition and cooperation
areimportant aspects of biological systems.
Essential knowledge 4.B.1: Interactions between molecules affect
their structure and function.
Essential knowledge 4.B.2: Cooperative interactions within
organisms promote efficiency in the use of energy and matter.
Essential knowledge 4.B.3: Interactions between and within
populations influence patterns of species distribution and
abundance.
Essential knowledge 4.B.4: Distribution of local and global
ecosystems changes over time.
Enduring understanding 4.C: Naturally occurring diversity
among and between components within biological systems
affects interactions with the environment.
Essential knowledge 4.C.1: Variation in molecular units provides
cells with a wider range of functions.
Essential knowledge 4.C.2: Environmental factors influence the
expression of the genotype in an organism.
Essential knowledge 4.C.3: The level of variation in a population
affects population dynamics.
Essential knowledge 4.C.4: The diversity of species within an
ecosystem may influence the stability of the ecosystem.
Course Schedule
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Grading
The overall quarter grade will be determined by a point system. Each assignment is given a representative
number of points, larger assignments having a higher point value. The individual grade is simply calculated by
the number of points earned divided by the total number of points possible.

6. Course Outline (Example provided by AP College Board)
MOLCEULES, CELLS & ENERGY Big ideas 1, 2, 3 & 4 [CR2]
TOPICS READINGS ACTIVITY/LABS ASSESSMENT
A. MOLECULES Chemistry of Life Using kits to build macro–molecule Student generated concept maps
models [CR4a] (SP 1)
Big idea 4 Chapters 2--5 from Reading quizzes
textbook Exercises: protein folding software
Polarity of water & its [CR4b] Unit test with free response
importance to biological practice
systems Acid/base/buffer lab activity [CR6] (SP
2) Written lab reports
Carbon’s role in the
molecular diversity of life Adhesion/ cohesion lab
Monomers, polymers & Students do variations by adding different
reactions involved in macro-molecules to solution to see effects
building & breaking them adhesion etc. (EU4.A connects to BI 1)
down considering [CR3d] (SP 4)
polar/nonpolar interactions
Given specific heat equation, in groups
Various levels of structures students try to come up with a way to
in protein & carbohydrates determine specific heat of water–15min
(EU 4.C connects to BI 1) [CR3d],
Enzyme structure as a [CR4a] & [CR4b] (SP 3)
special protein
Cohesion, adhesion,
specific heat of water & its
importance to biological
systems
Acids, bases, and buffers
Identifying macro- Portion of Chapter 55 LAB: Using and understanding how Students compose chart
molecules in our foods different indicators are used to identify comparing structural differences
proteins, lipids, carbohydrates (incl. & how indicators physically work
Supplements & Add-‐ons: reducing sugars analysis) using Biuret,
Benedict’s, Sudan etc. [CR6] (SP 6) Students use chart to predict
Cohesion/ adhesion in contents of unknown samples
nature Research exploring how animals use
water’s properties for survival Students share one example they
Various macro-molecules (comparing specific heat) (EU 4.C have found how animals use
in our foods connects to BI 1)[CR3d] water’s properties for survival.
Cycling of chemical Students make posters of different Student generated short
elements in ecosystem element cycles including relative amts. of PowerPoints on macro-molecules
transfer [CR4b], [CR4d] & [CR8] and nutrition. (Ex. Butter vs
margarine vs oil OR summarizing
different artificial sweeteners)
B. HISTORY OF LIFE Text chapter 25 Clay catalyzed RNA polymerization Concept maps
Big idea 1 outline notes activity with role playing focus on
theories, redevelopment of theories over Reflection on the development
Theories of how macro- guided reading time (EU 1.B connects to BI 3) [CR3a] & and reformulation of scientific
molecules joined to support [CR4c] (SP 6, 7) theories
origin of life
Discussion of journal article (extra) model or cartoon
Was RNA 1st genetic explaining the theories of origin
material? of life [CR4a]

7. Age of earth
C. CELLS (structure & Text chapters 6,7,11 Mini poster/ models comparing structures Student generated concept maps
function) of cells from 3 different cell types from 3
Outline notes different kingdoms (EU 1.A connects to Reading quizzes
Big idea 1 & 2 BI 3) [CR3a], [CR4a], [CR4c] & [CR8]
Guided reading Mini poster comparing structures
Explain similari ties, questions LAB: Normal vsPlasmolyzed Cells using of cells from 3 different kingdoms
differences & evolutionary Plant cells (teacher generated) [CR6]
relationships between Journal articles on Unit test with Free Response
prokaryotic & eukaryotic organelle based Eduweblabs:Osmosis& diffusion prelabs practice
cells health issues [CR5] 1 & 2 [CR4b], [CR4c] & [CR6]
Written lab reports [CR8]
Cell membrane structure & Cell size lab teacher generated
function Eduweblabs graph & calculations
Mini Poster Presentations comparing 3
Cell communication feedback mechanisms [CR8] Cell Size lab calculations
(signals, receptors,
responses hormones) Inquiry lab # 4 Diffusion and Osmosis Formal Lab Writeup for Inquiry
[CR6] (SP 3, 4) lab Diffusion & Osmosis [CR8]
Methods of transport across
membranes LAB: Microscope techniques for Microscope drawings &
observing & measuring different types of calculation
cells.
Analyze & Discuss chart
comparing different types of cells
& their functions in the human
body
Discussion of the endosymbiont
hypotheses of the evolution of
eukaryotic cells [CR3b]
D. IMMUNITY Text chpt. 43 LAB: Immunoassays: Antibody Student generated concept maps
purification
Big idea 2 & 3 Background Flow chart for immunoassay labs
information on Dot Blot (1 full day at BTI
Innate vs Acquired immunoassays from Pharmaceutical company where students Post-fieldtrip quiz
Response the company. completely perform both labs) [CR6] (SP
5)
Humoral responses B cells
vs T cells
Self vs non-‐self
Field Trip to
Pharmaceutical Company
E. CELL ENERGY Text chpts 8, 9, 10 Eduweblabs: Prelab “Enzyme Catalysis” Student generated concept maps
ATP structure & function Outline notes Investigative lab #13: Enzyme Activity Reading quizzes
(EU 4.A connects to BI 2) [CR3d] &
Redox reactions in relation Guided reading [CR6] Unit test with free response
to cellular respiration questions practice
Prelab: Toothpickase
Enzyme catalysis Eduweblab graphs
Investigative Lab: Enzymes: Factors
Activation energy & affecting the rate of activity [CR6] (SP 2, Toothpickase graphs & questions
specificity 5)
Presentation of students group lab
Cellular respira- tion

8. glycolysis, citric acid cycle, Eduweblab: Respiration [CR4b] results to class [CR8]
electron transport chain
&chemios- mosis Investigative Lab #6 Cellular Respiration Eduweblabs graphs &
[CR6] (SP 2) calculations
Mitochondria form
&function Fermentation in Yeast Lab (Flynn kit) Presentations of lab data and
student generated variations required results [CR8]
Photosynthesis
mechanisms; light/dark Eduweblabs: Prelab Plant pigments Graphs & discussion on Yeast
[CR4b] Lab with variations [CR8]
Compare/contrast
torespiration Eduweblabs: Prelab Photosynthesis Eduweblabs chromatography
[CR4b] calculations, graphs
Alternative mechanisms
Investigative Lab #5 Photosynthesis Presentations on lab results
Understanding light energy [CR6]
&the nano scale (the size of Lab writeup and analysis [CR8]
small things inside cells) Internet activity comparing different
wavelengths of light in relation to Students make a chart comparing
photosynthesis (teacher generated) sizes of cellular parts & larger
items to evaluate range of metric
Discussion on nanotechnology & distance measurements down to
implications of our smaller world [CR5] the nano scale [CR4b]
HEREDITY, GENETICS & EVOLUTION Big ideas 1 & 3 [CR2]
TOPICS READINGS ACTIVITY/LABS ASSESSMENT
A. MOLECULAR BASIS Text chapters 16, 17 DNA extraction Student generated concept maps
OF INHERITANCE
Journal Article Read- Comparing DNA & protein sequences Reading quizzes
DNA structure & ing from an internet based computer database
in discussing evolutionary implications of Journal article discussions
replication Watson and Crick’s mutations (SP 7)
original Nature paper Unit test with Free Response
RNA structure from 1953 Eduweblabs: Prelab Crossing Over Lab practice
Protein Synthesis Text chapters 12, 13 Investigative Lab #7: Mitosis and Meiosis Bioinformatics results
transcription & translation (EU 3.A connects to BI 1)[CR3c] &
[CR6] Student generated concept maps
Mutations - basis for
natural selection Karyotyping exercise (teacher generated-‐ Reading quizzes
students will have to do this on their own
B. MITOSIS & MEOSIS time) [CR4c] Unit test with Free Response
practice
Cell Cycle mechanism &
control Eduweblabs results
Chromosomes Investigative LAB Analyses
Sexual vs asexual Karyotyping results
reproduction &
evolutionary advantages Students choose & research
controversial topics and the argu-
Stages of meiosis ments supporting their genetic
and/or environmental basis. Ex.
Genetic variation in Obesity, alcoholism, etc. [CR5]
offspring, mechanisms &
impact on evolution
Investigating genetics:
environ- mental influences

9. C. MENDELIAN Text chapters 14, 15 Prelab activity: Looking at corn crosses & Student generated concept maps
GENETICS analyzing results
Scientific American Reading quizzes
MENDEL’S LAWS Article Reading Eduweblabs: Prelab Population Genetics
Journal article discussions
Patterns of inheritance Eduweblabs: Prelab Fruit fly genetics
Unit test with free response
Predicting genetic practice
outcomes genetic
counseling Eduweblabsprelab report
Gene linkage & mapping
Mutations revisited
D. MOLECULAR Text chapters 18-‐21 Eduweblabs: Prelab Bacterial Student generated concept maps
GENETICS transformation
Journal Article Read- Reading quizzes
Regulation of gene ing Eduweblabs: Prelab DNA Electrophoresis
expression Journal article discussions
Article by Kary Investigative lab #9: Biotechnology I and
Viruses Mullis on PCR. Biotechnology II. Bacterial Trans- Unit test with free response
formation and Restriction Enzyme practice
Gene expression in bacteria Analysis of DNA [CR6]
Eduweblabs results for both
Biotechnology DNA Field trip to Promega in Wisconsin will transformation & electrophoresis
Technology, Recombinant expose students to these techniques in labs
DNA, PCR, Gel industry
electrophoresis Analysis and group presentation
of Investigative lab
Applications of DNA
technology Post field trip test
Use of bioinformatics to Report on Bioinformatics activity
analyze genomes
Comparing & discussing
genomic sequences in
relation to evolution
E. EVOLUTIONARY Text chapters 22–25 Activity: Genetics Survey Project Student generated concept maps
BIOLOGY analyzing traits of those around us
Journal Article Read- Reading quizzes
Darwin’s explorations and ing Lab Investigation “2 Mathematical
theory of descent with Modeling: Hardy-Weinberg [CR6] (SP2, Book discussions
modification & natural Beak of the Finch by 4, 5, 7)
selection Jonathan Weiner Unit test with Free Response
Activity: Students create Geologic practice
Galapagos Islands timeline
Overview
Activity: Hands on fossil analysis
Evidence for evolution (obtained from nearby college) [CR4a]
(molecular analyses & (SP 6, 7)
morphological analyses
Phylogeny & systematics
Evolution of populations
Hardy-Weinberg Law

10. ORGANISMS & POPULATIONS Big ideas 1, 3 & 4 [CR2]
TOPICS READINGS ACTIVITY/LABS ASSESSMENT
A. BIOLOGICAL Text chapters 25, 26, Students are to find an article involving Article presentation to class
DIVERSITY & 27 genetic recombination using prokaryotes
MICROBIOLOGY and present to class [CR5] Student generated concept map
Text 29, 30
Early life on earth Investigative LAB # 3: Analyzing Genes Section test
Text 35, 36 with BLAST (EU 1.B connects to BI 4)
Evolution of prokaryotes & [CR3a] & [CR6] Practical Test specimen
eukaryotes Text 37,, 38, 39 identification & placing on
Eduweblabs: Prelab phylogenetic tree
B. PLANTS & THEIR
DIVERSITY Transpiration Student generated concept map
How plants colonized land Investigative LAB # 11: Transpiration Section test
(EU 1.B connects to BI 4) [CR3a] &
Evolution of seed plants [CR6] (SP 2, 3, 5) Eduweblab transpiration results
Structure, growth & LAB: Flower dissection Investigative labs analysis
development
LAB: Students conduct a long term Flower dissection practical
Plants responses to internal (exp’t) lab investigation plant growth
& external stimuli from seeds under various conditions in Formal writeup for students’ own
our greenhouse. [CR6] (SP 3.5, 6, 7) plant lab [CR8]
Plant nutrition
Angiosperm Reproduction
D. ECOLOGY Text chapters 50– 55 Eduweblabs: Prelab Animal Behavior Student generated concept maps
Ecological interactions- Investigative LAB #12: Fruit fly behavior Reading quizzes
biotic vs abiotic [CR6] (SP 3, 4)
Unit test with Free Response
Behavioral ecology-natural Animal Behavior: Taxis, Kinesis, and practice
selection involvement Agonistic Behavior [CR6] (SP 3, 4, 6)
Eduweblab reports
Population dynamics- LAB: Termite Behavior (WARD’S)
growth & its regulations Wolbachia Project- PCR In conjunction Investigative Lab #11 report
with the Marine Biology Institute in [CR8]
Communities & Boston, students will conduct research
Ecosystems energy levels looking at the presence of symbiotic Termite lab questions, analysIs
& flows, cycles, symbiosis relationship in insects with Wolbachia and presentation [CR8]
& impact on evolution (EU 4.A connects to BI 1) [CR3d] &
[CR4d] (SP 3, 4, 5) Eduweblab report on primary
Human influences positive productivity
& negative LAB: Dissolved Oxygen & Aquatic
Primary Productivity (EU 4.A connects to Presentation: Students present lab
BI 1) [CR3d], [CR5] & [CR6] (SP 2, 3, 4, results to class with ways to
5, 6, 7) improve water quality of their
local river [CR5]
LAB: Local Burpee museum field trip
where students perform water quality Personal Project: Students
surveys including benthic macroinver- complete “My Footprint” online
tebrate survey (EU 4.C connects to BI 1) and write a paper discussing their
[CR3d] & [CR6] individual impact on Earth [CR5]
Activity – “My footprint” (EU 4.A
connects to BI 1)[CR3d] & [CR4d]

11. Teaching Strategies
Students are provided with a varied array of opportunities in which to learn and to demonstrate their learning.
A “Unit at a Glance” is distributed to students at the beginning of each unit. This unit planner lists all
assignments, laboratory sessions, quizzes and tests. There is a great deal of independent reading and
preparation expected in this course and the typical AP ® Biology student is heavily scheduled. The “Unit at a
Glance” assists students with time management.
Typically the students receive an advance organizer for each topic’s lecture notes. A follow-up written
assignment with exercises drawn from the textbook to ensure the students do more than a superficial reading of
the textbook. However, audiovisual materials or student-created presentations may be used in lieu of a
traditional lecture by the instructor.
Key concepts are reinforced with laboratory work designed to both illustrate the concept at hand but to allow
students the opportunity to gain experience in experimental design, data collection, and analysis of data. [C8]
Formal laboratory reports are required for a select few of the twelve AP ® Biology labs. The laboratory format
used in class requires an informative title, an explanation of the theoretical background to the lab (introduction),
a methods and materials section written in narrative form, a results section with properly prepared tables and
graphs, a discussion section, a conclusion section, and a list of references. [C4] All other laboratory work will
be kept in a laboratory notebook.
The revised Advanced Placement Biology course shifts from a traditional teacher directed “content coverage”
model of instruction to one that focuses on helping students gain enduring understandings of biological
concepts and the scientific evidence thatsupports them. This approach enables students to spend more time
understanding biological concepts while developing reasoning skills essential to the science practices used
throughout their study of biology. A practice is a way to coordinate knowledge and skills in order to accomplish
a goal or task. The science practices, as noted in the AP Biology Curriculum Framework, enable students to
establish lines of evidence, and use them to develop and refine testable explanations and predictions of natural
phenomena. Because content, inquiry, and reasoning are equally important in AP Biology, each learning
objective combines content with inquiry and reasoning skills described in the science practices.
Students are required to research a biological issue that has environmental or social ramifications. Each student
selects a unique topic on a first-come, first-serve basis. Student research must include both print and non-print
sources, an interview, and the analysis of original data collection. Students must prepare a written paper and a
PowerPoint ® presentation that is given to the class after the AP® Biology examination in May. [C7]
Additional Websites:Websites for student use for review/homework/lab-prep are an irreplaceable tool for
instructional purposes and student understanding. The following is a partial list of some of the sites I use on a
daily/weekly basis.
The Biology Project - University of Arizona Online Campbell Biology Book
Campell Log in site for students with password Prentice Hall - The Biology Place
Lab Bench Biocoach PBS.ORG
Sunamasinc.com DNAFTB.ORG
TALKORIGINS.ORG LEARN.GENETICS.UTAH.EDU
Cells Alive
SYLLABUS SUBJECT TO CHANGE